Category: Psychology

[Solved] Familial Worldview Report: Second Interview

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Please see attached instruction and reading for this assignment . – 2 years ago **files (8)** – ## MorelandCraigChapter19.pdf – ## SameSexMarriage.docx – ## BennettChapter4.docx – ## FamilialWorldviewReportAssignmentInstructions1.docx – ## gradedpaper.pdf – SireChapter9.docx – AudioTranscript.docx -…

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Assignment Prompt & Instructions

Please see attached instruction and reading for this assignment .

– 2 years ago

**files (8)**

– ## MorelandCraigChapter19.pdf

– ## SameSexMarriage.docx

– ## BennettChapter4.docx

– ## FamilialWorldviewReportAssignmentInstructions1.docx

– ## gradedpaper.pdf

– SireChapter9.docx
– AudioTranscript.docx
– MorelandCraigChapter20.pdf

**## MorelandCraigChapter19.pdf**

Moreland, J. P., & Craig, W. L. (2017). Philosophical foundations for a christian worldview. InterVarsity Press.
Created from liberty on 2025-02-11 16:35:58.

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**## SameSexMarriage.docx**

**Same Sex Marriage**

**400 words 2 scholary sources APA format**

1. Christians are called to show compassion and understanding; if it will bring happiness to homosexuals, why should we oppose same-sex marriage?

2. If you believe same-sex marriage should not be opposed, then explain why not? Use biblical and empirical support for your answer.

3. How may one stand for something like same-sex marriage without being judgmental? Support your view on the difference between confronting sin and being judgmental using scripture.

**## BennettChapter4.docx**

[**Bennett: Chapter 4**](https://canvas.liberty.edu/courses/752766/modules/items/78355444)

Bennett, W. J. (2002).
_The Broken Hearth_. Random House Digital Inc..
[https://mbsdirect.vitalsource.com/books/9780385504867](https://mbsdirect.vitalsource.com/books/9780385504867)

![Text Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

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![Text Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

![Text Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

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![A picture containing text, document, screenshot Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

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**## FamilialWorldviewReportAssignmentInstructions1.docx**

DBFA 600

**Familial Worldview Report Assignment Instructions**

**Overview**

You will conduct two firsthand interviews related to one of the following topics listed below. Each familial worldview report must address a separate topic from the list provided.

·
**_Same sex lifestyle_**

**Instructions**

Enter each interview with a prayerful, respectful, and humble approach to learn about the beliefs, values, struggles, worldview, family history, etc., of the interviewee. In no way should you proselytize or attempt to convert the interviewee. Your objective is simply to interact and interact from others regarding differing viewpoints on the selected topic.

Each report should be a minimum of three pages in length, with a minimum of three (3) evidence based/peer-reviewed sources within the last five years. The page count will not include the title page or references page. The entire paper must be constructed in current APA format, incorporating the following sections:

1.
**Topic** – identify the topic of the interview and explain why an understanding of the topic is important to family, faith, and the future.

2.
**Interviewee –** identify the interviewee and explain the individual’s contribution to the topic.

a. Should the interviewee wish not to be identified, state the interview was conducted with an anonymous individual, and include their contribution to the topic.

3.
**History** – An explanation of the various aspects contributing to the controversy or struggle associated with the topic.

4.
**Interview** – list the questions asked and how the interviewee has been or is impacted by the topic, circumstances, or worldview;

5.
**Insights** – what insights you gained through the interview process that aligned or did not align with research.

6.
**Conclusion** – provide a summation to the assignment detailing the application of the interview to your participation in the course, and corresponding research.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## gradedpaper.pdf**

FIRST INTERVIEW ASSIGNMENT 1

Familial Worldview Report on Same-Sex Attraction

student name

Institution

Class

Instructor

February 2, 2025

Lakisha Mearidy-Bell

143770000000936834

Remember to include the Disclaimer on all Title pages (see sample APA paper).

FIRST INTERVIEW ASSIGNMENT 2

Familial Worldview Report on Same-Sex Attraction

The study examines same-sex attraction. Same-sex attraction is the term used to refer to

the romantically, sexually or affectionally attracted to members of the same gender. Emotional,

physical and sexual attraction is included in same-sex attraction. Same-sex attraction refers to

emotional, physical, or sexual attraction to a person of the same gender. Not everyone

experiences same-sex attraction the same. For some, that means feeling exclusively attracted to

only the same gender, and for others, to both genders. Family bonds are seen in the context of

faith, community support, and societal development, as well as same-sex attraction. Exploring

family, social and spiritual truths through the concept of same sex attraction may be helpful.

Interviewee

I have interviewed a 35-year-old male who is experiencing same-sex attraction and has

asked to remain anonymous for this interview. His willingness to give personal insights has shed

much light on this issue's emotional, psychological, and spiritual difficulties. It was his openness

that helped me better understand how it feels to be same sex attracted to a conventional Christian

upbringing. The interviewee's contribution sheds light on his internal conflicts, the societal

pressures he endures, and how his faith influences his worldview.

History

Same-sex attraction has been quite a controversial and struggling issue throughout

cultures and religions. For many centuries, most societies viewed homosexuality as morally

intolerable and interlaced with sin, disease, or deviance. In Judeo-Christian traditions, the

biblical texts from Leviticus 18:22 and Romans 1:26-27 have been taken to condemn same-sex

relationships and shape the moral framework of family and faith communities (Ndzi, 2023).

Over time, scientific and sociological research has sought to explain the origins of same-sex

Lakisha Mearidy-Bell

143770000000936834

Excellent background of interviewee!

Lakisha Mearidy-Bell

143770000000936834

Excellent introduction to research topic for interview!

FIRST INTERVIEW ASSIGNMENT 3

attraction. Scientists have associated same-sex attraction with genetic predispositions,

environmental influences, parental relationships, and early childhood experiences. Despite

advances in understanding, there is still no definitive answer, as personal biases and cultural

ideologies often completely cloud the topic.

Another force that has shaped contemporary notions of same-sex attraction has been the

movement for LGBTQ+ rights. The fight for equality, nondiscrimination laws, and same-sex

marriage has challenged the dominant worldview (Angelo & Bocci, 2021). This activism has

spurred a move toward reassessment for many families and faith communities. This change has

also caused polarization as some people feel estranged from their families and faith communities

owing to conflicting viewpoints.

Interview

At what age did you realize you were attracted to people of the same sex?

He said his realization about being attracted to the same sex emerged when he reached puberty.

During puberty, he developed a strong connection toward boys, which stood in contrast to his

friends' heterosexual interests. The young man stressed his sexual orientation discovery

happened organically without conscious selection.

How has your family helped in understanding same-sex attraction?

He described his family as loving and supportive but firmly rooted in conservative Christian

values. Homosexuality remained a taboo topic in his family, but he absorbed feelings of disgrace

from religious preachers and neighborhood social attitudes at his church and community.

Have you ever been discriminated against or judged because of your same-sex attraction?

Lakisha Mearidy-Bell

143770000000936834

Good insight! Try to include the interviewee's actual responses.

Lakisha Mearidy-Bell

143770000000936834

Excellent historical review on research topic!

FIRST INTERVIEW ASSIGNMENT 4

The interviewee described undergoing quite discriminatory acts that led to social group

avoidance and receiving skeptical comments from people he knew. The interviewee revealed that

his hesitation to reveal his experiences stemmed from his fear of getting rejected.

How has your faith influenced your perspective on same-sex attraction?

Faith serves as his life's essential foundation, shaping his ethical and moral character. His faith

confronted an ongoing battle with his sexual orientation. His inner conflict demanded choices

between societal devotion to God and true representation of his personal truth. Through religious

worship combined with biblical study and a strong belief that God loves beyond human

mistakes, he has reached inner peace.

What are some of the challenges you have faced in balancing your sexuality with the

expectations of society and religion?

He discussed his ongoing battle for social acceptance within his religious community alongside

his effort to preserve his individuality. His social life is hit when conversations about same-sex

attraction devote time to labeling it as sinful instead of attempting to grasp its complexity.

What are some of the coping mechanisms you have devised to deal with these challenges?

The interviewee chose to find guidance by talking with trusted friends, consulting counseling

services, and reading scripture. Self-reflection combined with serving others provides him with a

framework to redirect his thoughts.

Insights

The interview evidence affirmed multiple dimensions in same-sex attraction phenomena.

The interview findings matched studies demonstrating sexual orientation emerge through a

combination of biological elements psychological aspects, and environmental conditions (Hall et

al., 2021). His rejection of formative influences like childhood events dismisses the simplistic

Lakisha Mearidy-Bell

143770000000936834

Excellent interview!

FIRST INTERVIEW ASSIGNMENT 5

understanding of human longing. Faith at odds with sexual orientation was another subtle theme

that emerged in our interview. A parallel finding from the sciences shows that people brought up

under conservative religious influence battle their demons much more intensely. By highlighting

God's unconditional love, the interviewee demonstrates that religious devotion can be a haven

rather than a condemnation.

The interviewee's discrimination and fear of rejection reflect society's attitudes on same-

sex sexuality. Stigma causes anxiety, despair, and loneliness, according to research (Prizeman et

al., 2023). Relationship dependency and counseling need to show how important community

resources and mental health services are to the respondent. The interview revealed that people

require better ways to communicate difficult topics like same-sex attraction. Simple judgments

make people feel detached and marginalized, yet embracing conversations helps people

understand one another and resolve conflicts.

Conclusion

The ways in which same-sex attraction is understood through familial, social, and

spiritual contexts are explored. The interview helps explain conservative Christian emotional,

psychological, and spiritual arguments. It emphasized how much family support, societal rules,

and religion shape a person's road to self-acceptance. The solution is open conversations,

understanding, and lowering stigma on this complex topic. Unconditional love of the lens of faith

can bring solace instead of condemnation. Reconciliation creates inclusive settings by

recognizing, humanizing, and reconciling differences with empathy and support for

communities.

Lakisha Mearidy-Bell

143770000000936834

Excellent insight to interview!

Lakisha Mearidy-Bell

143770000000936834

Great paper! See Grading Rubric and comments above.

FIRST INTERVIEW ASSIGNMENT 6

References

Angelo, P. J., & Bocci, D. (2021, January 29). The changing landscape of global LGBTQ+

rights. Council on Foreign Relations. https://www.cfr.org/article/changing-landscape-

global-lgbtq-rights

Hall, W. J., Dawes, H. C., & Plocek, N. (2021). Sexual orientation identity development

milestones among lesbian, gay, bisexual, and queer people: a systematic review and

meta-analysis. Frontiers in Psychology, 12(753954).

https://doi.org/10.3389/fpsyg.2021.753954

Ndzi, L. (2023). Homosexuality and god’s institution of marriage: an African evangelical

perspective. ShahidiHub International Journal of Theology & Religious Studies, 3(2),

157–177. https://shahidihub.org/shahidihub/index.php/ijtrs/article/view/165

Prizeman, K., Weinstein, N., & McCabe, C. (2023). Effects of mental health stigma on

loneliness, social isolation, and relationships in young people with depression symptoms.

BMC Psychiatry, 23(1), 527. https://doi.org/10.1186/s12888-023-04991-7

Lakisha Mearidy-Bell

143770000000936834

Excellent list of references!

Lakisha Mearidy-Bell

143770000000936834

Delete the month.

Lakisha Mearidy-Bell

143770000000936834

Remember to use journal articles in master's level writing or course text.

**SireChapter9.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sirechapter9-docx)

**AudioTranscript.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/audiotranscript-docx-10189095)

**MorelandCraigChapter20.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/morelandcraigchapter20-pdf)

**MorelandCraigChapter20.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/morelandcraigchapter20-pdf)

**## MorelandCraigChapter19.pdf**

Moreland, J. P., & Craig, W. L. (2017). Philosophical foundations for a christian worldview. InterVarsity Press.
Created from liberty on 2025-02-11 16:35:58.

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©

2
01

7.
In

te
rV

ar
si

ty
P

re
ss

. A
ll

rig
ht

s
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rv

ed
.

**## SameSexMarriage.docx**

**Same Sex Marriage**

**400 words 2 scholary sources APA format**

1. Christians are called to show compassion and understanding; if it will bring happiness to homosexuals, why should we oppose same-sex marriage?

2. If you believe same-sex marriage should not be opposed, then explain why not? Use biblical and empirical support for your answer.

3. How may one stand for something like same-sex marriage without being judgmental? Support your view on the difference between confronting sin and being judgmental using scripture.

**## BennettChapter4.docx**

[**Bennett: Chapter 4**](https://canvas.liberty.edu/courses/752766/modules/items/78355444)

Bennett, W. J. (2002).
_The Broken Hearth_. Random House Digital Inc..
[https://mbsdirect.vitalsource.com/books/9780385504867](https://mbsdirect.vitalsource.com/books/9780385504867)

![Text Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

![Text Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

![Text Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

![A page of a book Description automatically generated with low confidence](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

![Text Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

![Text Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

![Text Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

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![Text Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

![A picture containing text, document, screenshot Description automatically generated](https://www.sweetstudy.com/questions/familial-worldview-report-second-interview)

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## image1.jpeg

## image2.jpeg

**## FamilialWorldviewReportAssignmentInstructions1.docx**

DBFA 600

**Familial Worldview Report Assignment Instructions**

**Overview**

You will conduct two firsthand interviews related to one of the following topics listed below. Each familial worldview report must address a separate topic from the list provided.

·
**_Same sex lifestyle_**

**Instructions**

Enter each interview with a prayerful, respectful, and humble approach to learn about the beliefs, values, struggles, worldview, family history, etc., of the interviewee. In no way should you proselytize or attempt to convert the interviewee. Your objective is simply to interact and interact from others regarding differing viewpoints on the selected topic.

Each report should be a minimum of three pages in length, with a minimum of three (3) evidence based/peer-reviewed sources within the last five years. The page count will not include the title page or references page. The entire paper must be constructed in current APA format, incorporating the following sections:

1.
**Topic** – identify the topic of the interview and explain why an understanding of the topic is important to family, faith, and the future.

2.
**Interviewee –** identify the interviewee and explain the individual’s contribution to the topic.

a. Should the interviewee wish not to be identified, state the interview was conducted with an anonymous individual, and include their contribution to the topic.

3.
**History** – An explanation of the various aspects contributing to the controversy or struggle associated with the topic.

4.
**Interview** – list the questions asked and how the interviewee has been or is impacted by the topic, circumstances, or worldview;

5.
**Insights** – what insights you gained through the interview process that aligned or did not align with research.

6.
**Conclusion** – provide a summation to the assignment detailing the application of the interview to your participation in the course, and corresponding research.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## gradedpaper.pdf**

FIRST INTERVIEW ASSIGNMENT 1

Familial Worldview Report on Same-Sex Attraction

student name

Institution

Class

Instructor

February 2, 2025

Lakisha Mearidy-Bell

143770000000936834

Remember to include the Disclaimer on all Title pages (see sample APA paper).

FIRST INTERVIEW ASSIGNMENT 2

Familial Worldview Report on Same-Sex Attraction

The study examines same-sex attraction. Same-sex attraction is the term used to refer to

the romantically, sexually or affectionally attracted to members of the same gender. Emotional,

physical and sexual attraction is included in same-sex attraction. Same-sex attraction refers to

emotional, physical, or sexual attraction to a person of the same gender. Not everyone

experiences same-sex attraction the same. For some, that means feeling exclusively attracted to

only the same gender, and for others, to both genders. Family bonds are seen in the context of

faith, community support, and societal development, as well as same-sex attraction. Exploring

family, social and spiritual truths through the concept of same sex attraction may be helpful.

Interviewee

I have interviewed a 35-year-old male who is experiencing same-sex attraction and has

asked to remain anonymous for this interview. His willingness to give personal insights has shed

much light on this issue's emotional, psychological, and spiritual difficulties. It was his openness

that helped me better understand how it feels to be same sex attracted to a conventional Christian

upbringing. The interviewee's contribution sheds light on his internal conflicts, the societal

pressures he endures, and how his faith influences his worldview.

History

Same-sex attraction has been quite a controversial and struggling issue throughout

cultures and religions. For many centuries, most societies viewed homosexuality as morally

intolerable and interlaced with sin, disease, or deviance. In Judeo-Christian traditions, the

biblical texts from Leviticus 18:22 and Romans 1:26-27 have been taken to condemn same-sex

relationships and shape the moral framework of family and faith communities (Ndzi, 2023).

Over time, scientific and sociological research has sought to explain the origins of same-sex

Lakisha Mearidy-Bell

143770000000936834

Excellent background of interviewee!

Lakisha Mearidy-Bell

143770000000936834

Excellent introduction to research topic for interview!

FIRST INTERVIEW ASSIGNMENT 3

attraction. Scientists have associated same-sex attraction with genetic predispositions,

environmental influences, parental relationships, and early childhood experiences. Despite

advances in understanding, there is still no definitive answer, as personal biases and cultural

ideologies often completely cloud the topic.

Another force that has shaped contemporary notions of same-sex attraction has been the

movement for LGBTQ+ rights. The fight for equality, nondiscrimination laws, and same-sex

marriage has challenged the dominant worldview (Angelo & Bocci, 2021). This activism has

spurred a move toward reassessment for many families and faith communities. This change has

also caused polarization as some people feel estranged from their families and faith communities

owing to conflicting viewpoints.

Interview

At what age did you realize you were attracted to people of the same sex?

He said his realization about being attracted to the same sex emerged when he reached puberty.

During puberty, he developed a strong connection toward boys, which stood in contrast to his

friends' heterosexual interests. The young man stressed his sexual orientation discovery

happened organically without conscious selection.

How has your family helped in understanding same-sex attraction?

He described his family as loving and supportive but firmly rooted in conservative Christian

values. Homosexuality remained a taboo topic in his family, but he absorbed feelings of disgrace

from religious preachers and neighborhood social attitudes at his church and community.

Have you ever been discriminated against or judged because of your same-sex attraction?

Lakisha Mearidy-Bell

143770000000936834

Good insight! Try to include the interviewee's actual responses.

Lakisha Mearidy-Bell

143770000000936834

Excellent historical review on research topic!

FIRST INTERVIEW ASSIGNMENT 4

The interviewee described undergoing quite discriminatory acts that led to social group

avoidance and receiving skeptical comments from people he knew. The interviewee revealed that

his hesitation to reveal his experiences stemmed from his fear of getting rejected.

How has your faith influenced your perspective on same-sex attraction?

Faith serves as his life's essential foundation, shaping his ethical and moral character. His faith

confronted an ongoing battle with his sexual orientation. His inner conflict demanded choices

between societal devotion to God and true representation of his personal truth. Through religious

worship combined with biblical study and a strong belief that God loves beyond human

mistakes, he has reached inner peace.

What are some of the challenges you have faced in balancing your sexuality with the

expectations of society and religion?

He discussed his ongoing battle for social acceptance within his religious community alongside

his effort to preserve his individuality. His social life is hit when conversations about same-sex

attraction devote time to labeling it as sinful instead of attempting to grasp its complexity.

What are some of the coping mechanisms you have devised to deal with these challenges?

The interviewee chose to find guidance by talking with trusted friends, consulting counseling

services, and reading scripture. Self-reflection combined with serving others provides him with a

framework to redirect his thoughts.

Insights

The interview evidence affirmed multiple dimensions in same-sex attraction phenomena.

The interview findings matched studies demonstrating sexual orientation emerge through a

combination of biological elements psychological aspects, and environmental conditions (Hall et

al., 2021). His rejection of formative influences like childhood events dismisses the simplistic

Lakisha Mearidy-Bell

143770000000936834

Excellent interview!

FIRST INTERVIEW ASSIGNMENT 5

understanding of human longing. Faith at odds with sexual orientation was another subtle theme

that emerged in our interview. A parallel finding from the sciences shows that people brought up

under conservative religious influence battle their demons much more intensely. By highlighting

God's unconditional love, the interviewee demonstrates that religious devotion can be a haven

rather than a condemnation.

The interviewee's discrimination and fear of rejection reflect society's attitudes on same-

sex sexuality. Stigma causes anxiety, despair, and loneliness, according to research (Prizeman et

al., 2023). Relationship dependency and counseling need to show how important community

resources and mental health services are to the respondent. The interview revealed that people

require better ways to communicate difficult topics like same-sex attraction. Simple judgments

make people feel detached and marginalized, yet embracing conversations helps people

understand one another and resolve conflicts.

Conclusion

The ways in which same-sex attraction is understood through familial, social, and

spiritual contexts are explored. The interview helps explain conservative Christian emotional,

psychological, and spiritual arguments. It emphasized how much family support, societal rules,

and religion shape a person's road to self-acceptance. The solution is open conversations,

understanding, and lowering stigma on this complex topic. Unconditional love of the lens of faith

can bring solace instead of condemnation. Reconciliation creates inclusive settings by

recognizing, humanizing, and reconciling differences with empathy and support for

communities.

Lakisha Mearidy-Bell

143770000000936834

Excellent insight to interview!

Lakisha Mearidy-Bell

143770000000936834

Great paper! See Grading Rubric and comments above.

FIRST INTERVIEW ASSIGNMENT 6

References

Angelo, P. J., & Bocci, D. (2021, January 29). The changing landscape of global LGBTQ+

rights. Council on Foreign Relations. https://www.cfr.org/article/changing-landscape-

global-lgbtq-rights

Hall, W. J., Dawes, H. C., & Plocek, N. (2021). Sexual orientation identity development

milestones among lesbian, gay, bisexual, and queer people: a systematic review and

meta-analysis. Frontiers in Psychology, 12(753954).

https://doi.org/10.3389/fpsyg.2021.753954

Ndzi, L. (2023). Homosexuality and god’s institution of marriage: an African evangelical

perspective. ShahidiHub International Journal of Theology & Religious Studies, 3(2),

157–177. https://shahidihub.org/shahidihub/index.php/ijtrs/article/view/165

Prizeman, K., Weinstein, N., & McCabe, C. (2023). Effects of mental health stigma on

loneliness, social isolation, and relationships in young people with depression symptoms.

BMC Psychiatry, 23(1), 527. https://doi.org/10.1186/s12888-023-04991-7

Lakisha Mearidy-Bell

143770000000936834

Excellent list of references!

Lakisha Mearidy-Bell

143770000000936834

Delete the month.

Lakisha Mearidy-Bell

143770000000936834

Remember to use journal articles in master's level writing or course text.

**SireChapter9.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sirechapter9-docx)

**AudioTranscript.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/audiotranscript-docx-10189095)

**MorelandCraigChapter20.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/morelandcraigchapter20-pdf)

**## MorelandCraigChapter19.pdf**

Moreland, J. P., & Craig, W. L. (2017). Philosophical foundations for a christian worldview. InterVarsity Press.
Created from liberty on 2025-02-11 16:35:58.

C
op

yr
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ht
©

2
01

7.
In

te
rV

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si

ty
P

re
ss

. A
ll

rig
ht

s
re

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rv

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.

**## SameSexMarriage.docx**

**Same Sex Marriage**

**400 words 2 scholary sources APA format**

1. Christians are called to show compassion and understanding; if it will bring happiness to homosexuals, why should we oppose same-sex marriage?

2. If you believe same-sex marriage should not be opposed, then explain why not? Use biblical and empirical support for your answer.

3. How may one stand for something like same-sex marriage without being judgmental? Support your view on the difference between confronting sin and being judgmental using scripture.

**## BennettChapter4.docx**

[**Bennett: Chapter 4**](https://canvas.liberty.edu/courses/752766/modules/items/78355444)

Bennett, W. J. (2002).
_The Broken Hearth_. Random House Digital Inc..
[https://mbsdirect.vitalsource.com/books/9780385504867](https://mbsdirect.vitalsource.com/books/9780385504867)

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**## FamilialWorldviewReportAssignmentInstructions1.docx**

DBFA 600

**Familial Worldview Report Assignment Instructions**

**Overview**

You will conduct two firsthand interviews related to one of the following topics listed below. Each familial worldview report must address a separate topic from the list provided.

·
**_Same sex lifestyle_**

**Instructions**

Enter each interview with a prayerful, respectful, and humble approach to learn about the beliefs, values, struggles, worldview, family history, etc., of the interviewee. In no way should you proselytize or attempt to convert the interviewee. Your objective is simply to interact and interact from others regarding differing viewpoints on the selected topic.

Each report should be a minimum of three pages in length, with a minimum of three (3) evidence based/peer-reviewed sources within the last five years. The page count will not include the title page or references page. The entire paper must be constructed in current APA format, incorporating the following sections:

1.
**Topic** – identify the topic of the interview and explain why an understanding of the topic is important to family, faith, and the future.

2.
**Interviewee –** identify the interviewee and explain the individual’s contribution to the topic.

a. Should the interviewee wish not to be identified, state the interview was conducted with an anonymous individual, and include their contribution to the topic.

3.
**History** – An explanation of the various aspects contributing to the controversy or struggle associated with the topic.

4.
**Interview** – list the questions asked and how the interviewee has been or is impacted by the topic, circumstances, or worldview;

5.
**Insights** – what insights you gained through the interview process that aligned or did not align with research.

6.
**Conclusion** – provide a summation to the assignment detailing the application of the interview to your participation in the course, and corresponding research.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## gradedpaper.pdf**

FIRST INTERVIEW ASSIGNMENT 1

Familial Worldview Report on Same-Sex Attraction

student name

Institution

Class

Instructor

February 2, 2025

Lakisha Mearidy-Bell

143770000000936834

Remember to include the Disclaimer on all Title pages (see sample APA paper).

FIRST INTERVIEW ASSIGNMENT 2

Familial Worldview Report on Same-Sex Attraction

The study examines same-sex attraction. Same-sex attraction is the term used to refer to

the romantically, sexually or affectionally attracted to members of the same gender. Emotional,

physical and sexual attraction is included in same-sex attraction. Same-sex attraction refers to

emotional, physical, or sexual attraction to a person of the same gender. Not everyone

experiences same-sex attraction the same. For some, that means feeling exclusively attracted to

only the same gender, and for others, to both genders. Family bonds are seen in the context of

faith, community support, and societal development, as well as same-sex attraction. Exploring

family, social and spiritual truths through the concept of same sex attraction may be helpful.

Interviewee

I have interviewed a 35-year-old male who is experiencing same-sex attraction and has

asked to remain anonymous for this interview. His willingness to give personal insights has shed

much light on this issue's emotional, psychological, and spiritual difficulties. It was his openness

that helped me better understand how it feels to be same sex attracted to a conventional Christian

upbringing. The interviewee's contribution sheds light on his internal conflicts, the societal

pressures he endures, and how his faith influences his worldview.

History

Same-sex attraction has been quite a controversial and struggling issue throughout

cultures and religions. For many centuries, most societies viewed homosexuality as morally

intolerable and interlaced with sin, disease, or deviance. In Judeo-Christian traditions, the

biblical texts from Leviticus 18:22 and Romans 1:26-27 have been taken to condemn same-sex

relationships and shape the moral framework of family and faith communities (Ndzi, 2023).

Over time, scientific and sociological research has sought to explain the origins of same-sex

Lakisha Mearidy-Bell

143770000000936834

Excellent background of interviewee!

Lakisha Mearidy-Bell

143770000000936834

Excellent introduction to research topic for interview!

FIRST INTERVIEW ASSIGNMENT 3

attraction. Scientists have associated same-sex attraction with genetic predispositions,

environmental influences, parental relationships, and early childhood experiences. Despite

advances in understanding, there is still no definitive answer, as personal biases and cultural

ideologies often completely cloud the topic.

Another force that has shaped contemporary notions of same-sex attraction has been the

movement for LGBTQ+ rights. The fight for equality, nondiscrimination laws, and same-sex

marriage has challenged the dominant worldview (Angelo & Bocci, 2021). This activism has

spurred a move toward reassessment for many families and faith communities. This change has

also caused polarization as some people feel estranged from their families and faith communities

owing to conflicting viewpoints.

Interview

At what age did you realize you were attracted to people of the same sex?

He said his realization about being attracted to the same sex emerged when he reached puberty.

During puberty, he developed a strong connection toward boys, which stood in contrast to his

friends' heterosexual interests. The young man stressed his sexual orientation discovery

happened organically without conscious selection.

How has your family helped in understanding same-sex attraction?

He described his family as loving and supportive but firmly rooted in conservative Christian

values. Homosexuality remained a taboo topic in his family, but he absorbed feelings of disgrace

from religious preachers and neighborhood social attitudes at his church and community.

Have you ever been discriminated against or judged because of your same-sex attraction?

Lakisha Mearidy-Bell

143770000000936834

Good insight! Try to include the interviewee's actual responses.

Lakisha Mearidy-Bell

143770000000936834

Excellent historical review on research topic!

FIRST INTERVIEW ASSIGNMENT 4

The interviewee described undergoing quite discriminatory acts that led to social group

avoidance and receiving skeptical comments from people he knew. The interviewee revealed that

his hesitation to reveal his experiences stemmed from his fear of getting rejected.

How has your faith influenced your perspective on same-sex attraction?

Faith serves as his life's essential foundation, shaping his ethical and moral character. His faith

confronted an ongoing battle with his sexual orientation. His inner conflict demanded choices

between societal devotion to God and true representation of his personal truth. Through religious

worship combined with biblical study and a strong belief that God loves beyond human

mistakes, he has reached inner peace.

What are some of the challenges you have faced in balancing your sexuality with the

expectations of society and religion?

He discussed his ongoing battle for social acceptance within his religious community alongside

his effort to preserve his individuality. His social life is hit when conversations about same-sex

attraction devote time to labeling it as sinful instead of attempting to grasp its complexity.

What are some of the coping mechanisms you have devised to deal with these challenges?

The interviewee chose to find guidance by talking with trusted friends, consulting counseling

services, and reading scripture. Self-reflection combined with serving others provides him with a

framework to redirect his thoughts.

Insights

The interview evidence affirmed multiple dimensions in same-sex attraction phenomena.

The interview findings matched studies demonstrating sexual orientation emerge through a

combination of biological elements psychological aspects, and environmental conditions (Hall et

al., 2021). His rejection of formative influences like childhood events dismisses the simplistic

Lakisha Mearidy-Bell

143770000000936834

Excellent interview!

FIRST INTERVIEW ASSIGNMENT 5

understanding of human longing. Faith at odds with sexual orientation was another subtle theme

that emerged in our interview. A parallel finding from the sciences shows that people brought up

under conservative religious influence battle their demons much more intensely. By highlighting

God's unconditional love, the interviewee demonstrates that religious devotion can be a haven

rather than a condemnation.

The interviewee's discrimination and fear of rejection reflect society's attitudes on same-

sex sexuality. Stigma causes anxiety, despair, and loneliness, according to research (Prizeman et

al., 2023). Relationship dependency and counseling need to show how important community

resources and mental health services are to the respondent. The interview revealed that people

require better ways to communicate difficult topics like same-sex attraction. Simple judgments

make people feel detached and marginalized, yet embracing conversations helps people

understand one another and resolve conflicts.

Conclusion

The ways in which same-sex attraction is understood through familial, social, and

spiritual contexts are explored. The interview helps explain conservative Christian emotional,

psychological, and spiritual arguments. It emphasized how much family support, societal rules,

and religion shape a person's road to self-acceptance. The solution is open conversations,

understanding, and lowering stigma on this complex topic. Unconditional love of the lens of faith

can bring solace instead of condemnation. Reconciliation creates inclusive settings by

recognizing, humanizing, and reconciling differences with empathy and support for

communities.

Lakisha Mearidy-Bell

143770000000936834

Excellent insight to interview!

Lakisha Mearidy-Bell

143770000000936834

Great paper! See Grading Rubric and comments above.

FIRST INTERVIEW ASSIGNMENT 6

References

Angelo, P. J., & Bocci, D. (2021, January 29). The changing landscape of global LGBTQ+

rights. Council on Foreign Relations. https://www.cfr.org/article/changing-landscape-

global-lgbtq-rights

Hall, W. J., Dawes, H. C., & Plocek, N. (2021). Sexual orientation identity development

milestones among lesbian, gay, bisexual, and queer people: a systematic review and

meta-analysis. Frontiers in Psychology, 12(753954).

https://doi.org/10.3389/fpsyg.2021.753954

Ndzi, L. (2023). Homosexuality and god’s institution of marriage: an African evangelical

perspective. ShahidiHub International Journal of Theology & Religious Studies, 3(2),

157–177. https://shahidihub.org/shahidihub/index.php/ijtrs/article/view/165

Prizeman, K., Weinstein, N., & McCabe, C. (2023). Effects of mental health stigma on

loneliness, social isolation, and relationships in young people with depression symptoms.

BMC Psychiatry, 23(1), 527. https://doi.org/10.1186/s12888-023-04991-7

Lakisha Mearidy-Bell

143770000000936834

Excellent list of references!

Lakisha Mearidy-Bell

143770000000936834

Delete the month.

Lakisha Mearidy-Bell

143770000000936834

Remember to use journal articles in master's level writing or course text.

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November 5, 2026
[Solved] F 6686

✓ Verified Academic Solution Available

Executive Solution Overview

## Instructions For this final project, you will present a societal problem or issue that particularly impacts the older population. Your presentation should be 15-20 minutes long and submitted as a video recording. You may choose to include PowerPoint slides in your presentation. It is recommended …

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Assignment Prompt & Instructions

## Instructions

For this final project, you will present a societal problem or issue that particularly impacts the older population. Your presentation should be 15-20 minutes long and submitted as a video recording. You may choose to include PowerPoint slides in your presentation. It is recommended that you use Zoom in order to record your presentation, as this software easily allows you to share your screen, as appropriate.

You should complete the following steps in order to prepare and present your final project:

1. Determine the topic and title of your presentation. You should submit this information to the [M2: Final Project Topic Submission](https://learnonline.yu.edu/courses/1989/assignments/41086 "M2: Final Project Topic Submission") by the end of Module 2.

1. Remember, your project should provide a clear understanding of the challenges facing older adults who are dealing with the problem or issue on your selected topic.
2. If you are not fully comfortable with using Zoom, take some time to review the [Recording Zoom Presentations guide.](https://learnonline.yu.edu/courses/1989/files/358702?wrap=1 "Recording a Presentation Using Zoom.pdf") [Download Recording Zoom Presentations guide.](https://learnonline.yu.edu/courses/1989/files/358702/download?download_frd=1) You may even consider scheduling a time to do a test run on Zoom to ensure that you are comfortable using the platform.
3. Prepare the content of your presentation. This might include PowerPoint slides or other visuals to support your presentation.
4. Determine a date and time when you will record your presentation.
5. Once you have recorded your presentation, submit the recording file to this assignment page. Also, please submit your recording file to [M7: Discussion 2](https://learnonline.yu.edu/courses/1989/discussion_topics/37861 "M7: Discussion 2") to ensure that your classmates will be able to view your presentation.

### **Final Research Project Guidelines**

**Please remember to address the following points in your presentation:**

– The purpose of the project
– Why is it important to highlight this issue?
– Why it is of interest to you?
– A clear statement of the problem or issue
– Who is affected? How are they affected?
– How has Covid-19 impacted the issue or problem?
– An analysis of the factors contributing to this condition/issue and their consequences on those affected directly and indirectly
– Why did this come about and what will happen if it is left unaddressed?
– Possible solutions
– Identify potential ways to remedy the situation.
– Strategies for raising public awareness around the issue
– The role of social work. A description of the role that social workers play or should play in addressing the condition that you are describing in terms of:
– Direct practice
– What do social workers do with client systems that are affected by this condition in terms of identification, assessment, intervention, and education?
– Advocacy and Empowerment
– What efforts are being made on behalf of and with affected populations?
– What else is needed?
– The role of the Aging professional. Based on your interview with a professional in the field, what are their thoughts on the issue?
– Please include the name and title of your interviewee. (Example: According to Dr. Laurie Blackman, a Gerontology faculty member at Wurzweiler School of Social Work)
– As a reminder, you can interview any professional in the Aging field. Examples of Aging professionals include: Administrators of nursing homes, gerontology researchers, educators teaching Gerontology classes, gerontological social workers, geriatricians, center directors for older adults, and administrators of for-profit or non-for-profit aging-related agencies, etc.
– Conclusion and Summary
– Based on your research, discuss your personal recommendations about how this particular issue/concern should be addressed in schools of social work and in society at large. Give reasons for your recommendations.

### Requirements

– Submit your recording file by the posted due date. Post the video file to [M7: Discussion 2](https://learnonline.yu.edu/courses/1989/discussion_topics/37861 "M7: Discussion 2") to ensure that your classmates will be able to view your presentation.

– Your presentation should be 15-20 minutes long.
– You must submit a reference page using APA 7 format that includes all sources utilized for your project.
– Please make sure to use the [grading rubric](https://learnonline.yu.edu/courses/1989/files/358741?wrap=1) [Download grading rubric](https://learnonline.yu.edu/courses/1989/files/358741/download?download_frd=1) for guidance on assignment expectations.

## Rubric

**Final Presentation Rubric** Final Presentation RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeCONTENTClarity of purpose. Critical and original thought. Use of examples. Key points addressed. **20** **to >17.0** **ptsAccomplishedPurpose is clearly stated. Clearly presents a main idea and supports main idea throughout the presentation. Addresses all key points. Exceptionally well-presented and argued. Ideas are detailed, well-developed, supported with specific evidence and facts, as well as examples and specific details.17** **to >14.5** **ptsMeets ExpectationsShows awareness of purpose. There is a main idea that is supported throughout most of the presentation. Addressed most key points. Well-presented and argued. Ideas are detailed, developed, and supported with evidence and details, mostly specific.14.5** **to >13.0** **ptsNeeds ImprovementShows limited awareness of purpose. Vague sense of a main idea, weakly supported throughout the presentation. Vaguely addresses the key points. Content is sound and solid. Ideas are present but not particularly developed or supported. Some evidence, but usually of a generalized nature.13** **to >0** **ptsDoes Not Meet ExpectationsNo awareness of purpose. No main idea. No key areas addressed. Content is not sound.** 20 pts

This criterion is linked to a Learning OutcomeCRITICAL THINKINGContent Discourse

Integration of Ideas **5** **to >4.5** **ptsAccomplishedReflects on context of the scholarly discourse in terms of assumptions. Integrates different ways of knowing and includes evidence of reflection.4.5** **to >3.5** **ptsMeets ExpectationsExamines the context and explores the assumptions of the scholarly discourse. Integrates multiple viewpoints and compares ideas or perspectives.3.5** **to >3.0** **ptsNeeds ImprovementConsiders the context and assumptions of the scholarly discourse in a limited way. Considers viewpoints and ideas tentatively.3** **to >0** **ptsDoes Not Meet ExpectationsDoes not examine the scholarly discourse. Does not consider multiple viewpoints.** 5 pts

This criterion is linked to a Learning OutcomeSTRUCTUREOrganization

Flow of thought

Transitions

Format **10** **to >8.5** **ptsAccomplishedWell-planned, easily followed, and logically organized. Clear ideas that are supported with examples and have effective, logical, and smooth transitions. Includes strong introduction and conclusion.8.5** **to >7.5** **ptsMeets ExpectationsGood overall organization. Most parts of presentation have clear ideas that are supported with some examples and have basic transitions.7.5** **to >6.5** **ptsNeeds ImprovementSome parts of presentation have ideas that are unclear, and transitions may be ineffective. Some parts may be difficult to follow6.5** **to >0** **ptsDoes Not Meet ExpectationsNo sense of organization. Presentation lacks clear ideas. Poor transitions. Difficult to follow.** 10 pts

This criterion is linked to a Learning OutcomeDELIVERYWord choice/Tone

Vocabulary

Style **5** **ptsAccomplishedThe presenter is very well prepared and delivers ideas in a clear and concise manner. There is not an over-reliance on notes. Volume and pacing contribute maximally to the presentation. There is clear use of a personal and unique style, suited to audience and purpose. The presentation holds the viewer's interest with ease.4** **ptsMeets ExpectationsThe presenter is well prepared and delivers ideas in a clear and concise manner. There is not an over-reliance on notes. Volume and pacing are adequate. There is some use of a personal and unique style, suited to audience and purpose. The presentation holds the viewer's interest.3** **ptsNeeds ImprovementThe presenter is somewhat prepared and does not deliver ideas in a clear and concise manner. Volume and pacing are somewhat adequate. There is little use of a personal and unique style, suited to audience and purpose. The presentation somewhat holds the viewer's interest.2** **ptsDoes Not Meet ExpectationsThe presenter is not well prepared. Volume and pacing are inadequate. There is little/no use of a personal and unique style suited to audience and purpose. The presentation hardly holds the viewer's interest.** 5 pts

This criterion is linked to a Learning OutcomeRESEARCHUsage of reputable and scholarly sources **10** **ptsAccomplishedSources are exceptionally well integrated and they support claims argued in the presentation very effectively.8** **ptsMeets ExpectationsSources are well integrated and support the presentation's claims. There may be occasional errors.6** **ptsNeeds ImprovementSources support some claims made in the presentation, but might not be well integrated.4** **ptsDoes Not Meet ExpectationsThe presentation does not use adequate research or if it does, the sources are not well integrated.** 10 pts

Total Points: 50

– 2 years ago

November 5, 2026
[Solved] Discussion of Video Resource

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Summarize what you learned from any one of the videos in the "Additional Video resources" from any of the chapters in this class. Indicate in your title which video you are summarizing and what chapter it correlated to in the textbook (i.e., " _The Benefits of Exercise_" Chapter 15 video"), the main…

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Assignment Prompt & Instructions

Summarize what you learned from any one of the videos in the "Additional Video resources" from any of the chapters in this class. Indicate in your title which video you are summarizing and what chapter it correlated to in the textbook (i.e., " _The Benefits of Exercise_" Chapter 15 video"), the main points covered, and the most important things you learned from the video. Tie what you learned in the video back to concepts, definitions, or information that you learned from the textbook, and be sure to use in-text citations when you refer to information from the textbook.

Must be at least 300 words and be thoughtful and original to earn full credit (see penalties for plagiarism in your student handbook).

Additional resources and videos:

[http://www.samhsa.gov/atodLinks to an external site.](http://www.samhsa.gov/atod)

The National Clearinghouse for Alcohol and Drug Information is the information service for the Substance Abuse and Mental Health Services Administration of the U.S. Department of Health and Human Services. This webpage includes access to a variety of services such as prevention, intervention, and treatment programs as well as the ability to search several databases and access to recent research.

[http://www.nida.nih.gov/Links to an external site.](http://www.nida.nih.gov/)

The National Institute on Drug Abuse (NIDA) maintains a website with many options including sections for researchers and health professionals, parents and teachers, and students. Each of these sections has several options offering a variety of information. In addition, this website allows access to recent publications and links to related websites.

– 2 years ago

November 5, 2026
[Solved] Congressman McEwan, Politics, and Integrity

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Must be 400 words , 2 scholarly sources and APA format 1. What is his definition of politics? Is it too simplified? Why or why not? 2. How do his presentations help you when it comes to learning how to debate and argue in an effective manner the positions you most want to defend? 3. In what ways doe…

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Must be 400 words , 2 scholarly sources and APA format

1. What is his definition of politics? Is it too simplified? Why or why not?
2. How do his presentations help you when it comes to learning how to debate and argue in an effective manner the positions you most want to defend?
3. In what ways does his definition using integrity complement the Rybacki and Rybacki text?

– [\
\
AudioTranscrip.docx](https://www.sweetstudy.com/files/audiotranscrip-docx "AudioTranscrip.docx")
– [\
\
AmericaInPeril.pdf](https://www.sweetstudy.com/files/americainperil-pdf "AmericaInPeril.pdf")
– [\
\
AvnerChapter2.docx](https://www.sweetstudy.com/files/avnerchapter2-docx "AvnerChapter2.docx")
– [\
\
RybackiRybackiChapters12.docx](https://www.sweetstudy.com/files/rybackirybackichapters12-docx-10192361 "RybackiRybackiChapters12.docx")

– 2 years ago

November 5, 2026
[Solved] how to lose weight

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Live laugh love – 2 years ago

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Live laugh love

– 2 years ago

November 5, 2026
[Solved] wk6-2025

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– Explain how different cultures construe primary and secondary control – Explain the differences between high-context cultures and low-context cultures – Explain the impact that language has on various domains according to the Whorfian hypothesis Find one research study (or more) to explain the …

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Assignment Prompt & Instructions

– Explain how different cultures construe primary and secondary control

– Explain the differences between high-context cultures and low-context cultures

– Explain the impact that language has on various domains according to the Whorfian hypothesis

Find one research study (or more) to explain the following concepts to provide either evidence for it (prove it) or against it (disprove it), you may provide evidence for either side. Explain, describe, compare and contrast:

– Learned helplessness and cultural differences in the perception of choice

– 2 years ago

November 5, 2026
[Solved] wk 7-2025

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write a brief summary of the most interesting or valuable things that you have learned in this class(health psychology), and how this knowledge influenced you. How will you use this information to increase your physical and psychological health? – 2 years ago

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Assignment Prompt & Instructions

write a brief summary of the most interesting or valuable things that you have learned in this class(health psychology), and how this knowledge influenced you. How will you use this information to increase your physical and psychological health?

– 2 years ago

November 5, 2026
[Solved] wk 5-activity

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Executive Solution Overview

Write a post using the following format (without numbers) including numerous headings to label and separate each different part of the assignment. 1. **Introduction** 2a. **Theory** One: Describe, define, and explain one psychology theory (or model) that is relevant to the explanation of your topic….

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Assignment Prompt & Instructions

Write a post using the following format (without numbers) including numerous headings to label and separate each different part of the assignment.

1. **Introduction**

2a. **Theory** One: Describe, define, and explain one psychology theory (or model) that is relevant to the explanation of your topic.

2b. **Explain** how this theory contributes to the understanding of your project. Why is it relevant?

3a. **Theory** Two: Describe, define, and explain a second psychology theory (or model) that is relevant to the explanation of your topic.

3b. **Explain** how this theory contributes to the understanding of your project. Why is it relevant?

4. Conclusion

5.References: The sources you used in APA format related to the topic of your project.

Topic Transmitted Culture

– 2 years ago

November 5, 2026
[Solved] Research proposal

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I need guidance on a research proposal – 2 years ago **files (3)** – ## ResearchProposal.docx – ## SignatureProjectStage1FirstSubmissionRubric.pdf – GoodExample_FinalSubmissionofSignatureProjectStage1.pdf **## ResearchProposal.docx** ## THE SIGNATURE PROJECT FINAL SUBMISSION The culminating require…

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I need guidance on a research proposal

– 2 years ago

**files (3)**

– ## ResearchProposal.docx

– ## SignatureProjectStage1FirstSubmissionRubric.pdf

– GoodExample_FinalSubmissionofSignatureProjectStage1.pdf

**## ResearchProposal.docx**

## THE SIGNATURE PROJECT FINAL SUBMISSION

The culminating requirement in ED504 is the final iteration of your Signature Project Stage 1. The Signature Project Stage 1 is your research proposal. It is designed to guide candidates through the steps for planning an experimental study to examine an in-depth school improvement project focused on improving teaching and learning. The project involves an opportunity for candidates to apply the knowledge, skills, and behaviors they gain from their respective programs.

Cover Page

Abstract

Chapter 1: Research Problem

Introduction

Statement of the Research Problem (include hypothesis)

Data Graphic and Discussion

Impact on Student Achievement

Research Methodology

Summary (of chapter 1)

Chapter 2: Literature Review

Introduction

Sub-headings (according to the organization of your study) Synthesis of Literature Review

Chapter 3: Methodology

Introduction

Population

Sample

Sample Technique (with justification)

Role of Participants and Impact on Participants (with explanation)

Plan for Protection of Human Subjects Variables

Timeline (with sequence of steps and timeline for data collection)

Constitutive and Operation Definitions Description of Data (data needed) Reliability and Validity of Instrument Limitations References

Appendix A: Consent Form

Appendix B: Permission to Study

Appendix C: Copy of the instrument or survey if one is used.

## General Guidelines

· APA format.

· Double-space using Times New Roman 12 pt. font size. Follow the example found in the Course Resource section of this course.

· Top, bottom and side margins must be 1 inch.

· Pages must be numbered, top flushed right.

· Organize the literature review according to themes important to the study.

· Direct quoting of other authors is not permitted. All written text should be in your own words.

· Appropriately cite all information sources using APA.

· Include a minimum of ten scholarly sources, five of these sources should come from the primary literature (ED504 requirement). All ten sources should primarily be from the past five years.

· References should be in APA format and on a separate page in the document.

· If your scholarly literature sources were obtained from an Internet site (e.g., online journal article), include the URL and the date downloaded as part of the bibliographic details presented. Check APA on formatting.

· Grammar and spelling must be correct.

**## SignatureProjectStage1FirstSubmissionRubric.pdf**

Signature Project Stage 1 First Submission Rubric

Writing Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Are the focus and purpose clear
and ideas well supported?

Missing thesis; confusion about or
misunderstanding of topic; no sense of
purpose

Simplistic and unfocused ideas; limited
sense of purpose; support is provided, but is
not specific; support is only loosely relevant
to the main points

Developed thesis; represents sound
understanding of the assigned topic;
focused support is provided and is sound,
valid, and logical

Is the writing structured well
organized? Is correct
sentence structure and
proper mechanics utilized?

No paragraph structure; or single,
rambling paragraph; or series of isolated
paragraphs; Contains multiple and
serious errors of sentence structure: i.e.,
fragments, run-ons; unable to write
simple sentences; numerous errors in
spelling and capitalization; intrusive
and/or inaccurate punctuation;
communication is hindered

Organization structure is present, but
is confusing or disjointed; weak paragraph
structure; transitions are missing or
inappropriate; Formulaic sentence
patterns or overuse of simple
sentences; errors in sentence structure;
contains several punctuation, spelling,
and/or capitalization errors (up to 6);
errors may or may not interfere with
meaning

Clear organizational structure;
easily followed; includes transitions;
structured format; Effective and
varied sentences; errors (if present) due
to lack of careful proofreading; virtually
free of punctuation, spelling,
capitalization errors (no more than
3); errors do not interfere with
meaning

Are vocabulary and word
usage varied and
appropriate?

Vocabulary is unsophisticated; or subject
specific vocabulary or sophisticated
vocabulary used incorrectly

Proper, but simple vocabulary used;

subject specific vocabulary used
infrequently

Vocabulary is varied, specific and
appropriate; uses subject specific
vocabulary correctly

Is the source requirement
met and is APA format
followed?

Source requirements for the appropriate
level were not met; there are significant
format errors present; multiple (more
than 6) of APA formatting errors; in the
reference list and/or in-text citations

Meets minimum requirements for
degree level: Masters – A minimum of
10 sources were utilized; Fewer than
6 APA format errors are present in the
reference list in-text; citations; header;
headings; page numbers; etc.

Five (5) sources beyond minimum
requires were utilized; there are
virtually no APA format errors present in
either reference list in-text; citations;
header; headings; page numbers; etc.

Is proper evidence and support
of original work provided in
body of the review?

Safe Assign originality report indicates
match percentage of greater than 25
percent

Safe Assign originality report indicates
match percentage of 15 to 25 percent

Safe Assign originality report indicates a
match percentage of less than 15
percent

Content Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Source of data is credible, and
data is representative of the
scope requirements for the
advanced degree being sought

(InTASC 6, 9; CAEP A1.1)

The source of the data is ambiguous or
lacks credibility; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data allows for identification
of an of a classroom, multi-
classroom, school or district level
problem/weakness appropriate to
the required project scope

Signature Project Stage 1 First Submission Rubric

Graphical representation
of compiled data allows
for easy analysis

(CAEP A1.1)

Graphical format does not present the
data in a clear manner; data is only
partially presented

Graphical format(s) is appropriate
and clearly presents all the collected
data

Graphical format(s) is appropriate; clearly
presents all the collected data; highlights
visible patterns or trends

Identified
problem/weakness is
supported by trends or
patterns seen in the data

(InTASC 6, 9, 10; CAEP A1.1)

Problem/weakness is not clearly
identified or does not align with the
trends and patterns identified in the data

Problem/weakness is clearly
identified; aligns with the type of data
collected, but connections between the
trends/patterns in the data are not clearly
described in the narrative

Problem/weakness is clearly identified;
aligns with the type of data collected;
clear connections between the
trends/patterns are drawn in the
narrative

Best practices are identified
and supported by the literature
as viable responses to
weaknesses and problems
represented by the data

(InTASC 8, 9, 10; CAEPA1.1)

Best practice(s) are not clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable
option to improve achievement

Best practice(s) are clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable option
to improve achievement

Best practice(s) are clearly identified;
literature reviewed supports the
identified best practices as viable
responses to the problem/weakness
identified

Theories and/or trends are
identified and connected with
best practices in literature

(InTASC 8, 9, 10; CAEP A1.1)

Theory or trend is not identified;
theory/trend identified are not connected
with the best practice(s) via literature

Theory or trend is clearly identified;
literature reviewed does not connect the
identified theory/trend with the identified
best practice

Theory or trend is clearly identified;
literature reviewed connects the
identified theory/trend with all
identified best practices

Proper level of synthesis is
achieved in the literature review

(InTASC 9, 10; CAEP A1.1)

Summaries were given; are not clear or
fail to make clear connections with best
practice(s) and/or theory/trend(s)
identified as viable responses to
problem/weakness

Summaries are clear and concise;
clear connections with best practice
and/or theory/trend identified as
viable response to problem/weakness
may or may not be present

Synthesis rather than summaries of
content presented in the collection
of sources is present, clear connections
with best practice and/or theory/trend
identified as viable response to
problem/weakness present

Description of plan is clear and
easy to follow

(InTASC 7, 9, 10; CAEP A1.1)

Action plan is not described; description
is not clear; steps in plan are not in a
logical order

Action plan description is provided,
but additional detail may be warranted;
steps in plan are outlined, but
additional steps may be needed, or the
order could be altered for better efficiency

Action plan description is provided, and
sufficient detail is included; steps in
plan are outlined; exhaustive list of
steps and sequence of steps allows
for optimal efficiency and outcome.

Project timeline accounts for all
elements in the plan and
allocates appropriate amounts
of time for each element

(InTASC 7, 10; CAEP A1.1)

Project timeline is missing or incomplete;
time allocation is inadequate or too
extensive for one or more elements
included in the plan

Project timeline is provided; all
elements identified in the plan are
included, but additional elements might
be needed for an improved outcome; timing
and/or time allocation could be improved

Project timeline is provided; all
necessary elements are included for
optimal outcome

Variables are identified and
defined

(CAEP A1.1)

Variables are misidentified Variables are identified correctly, but
with no clear definitions or explanations as
to how they will be measured

Variables are identified correctly, with
clear definitions and explanations as
to how they will be measured

Signature Project Stage 1 First Submission Rubric

Required data needs are
identified and plans for
retrieving and protecting that
data are clear (i.e., methods)

(InTASC 6, 9; CAEP A1.1)

Data needs are not identified or do not
align with the problem; data retrieval
plans are missing or inappropriate

Data needs are identified; data
retrieval plans are included, but plans
for protecting the data and/or student
confidentiality are not provided or are
inadequate

Data needs are identified; data retrieval
plans are included; adequate plans for
protecting student confidentiality
and/or data are provided

Description of the sample and
sampling techniques are
provided

(CAEP A1.1)

Detailed descriptions of the participants
are not given and/or sampling technique
is not provided

Brief overview of the sample is given,
and sampling technique may or may
not be included

Full descriptions of the participant
sample, sampling technique and
justifications for both the sample
chosen and the sampling technique
are given

Needed resources are identified,
justified, and a leverage plan for
acquiring resources is clear and
supported

(InTASC 5, 9, 10; CAEP A1.1)

Resources are not identified or are
inadequate; no justification for the
resources is provided; unclear how
identified resources might be acquired;
plan for acquiring resources is inadequate
or ill conceived

Resources are identified, but additional
resources may be needed; justification
for the resources is provided, but
leverage plan for acquiring resources is not
clear

Exhaustive list of resources is
identified; justification for the resources
is provided; leverage plan for
acquiring resources is outlined

Justification for how the action
plan will address the identified
problem is clear

(InTASC 9, 10; CAEP A1.1)

No connection between the action plan
and the identified problem is provided

Connection between the action plan
and the identified problem is
provided

Connection between the action plan and
the identified problem is provided;
justification of that connection is
included

Connection between action plan
and impact on student
achievement is clear

(InTASC 9, 10; CAEP A1.1)

No connection between action plan
outcome and student achievement is
provided

Connection between action plan
outcome and student achievement is
provided; justification of that
connection may or may not be
included

Connection between action plan outcome
and student achievement is provided;
justification of that connection is included;
limitations or outside interferences
to improved student achievement
are identified

Do appendices include
necessary documentation?

Most items required in the appendices are
not presented in the appendices; the plan
and necessary steps to protect human
subjects in research are not clear

Most required items are presented in the
appendices; items and plan for ethical
practices in protection of human subjects
are weak

All required items are presented in the
appendices; items clearly demonstrate
ethical practices in protection of
human subjects

**GoodExample_FinalSubmissionofSignatureProjectStage1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/goodexample-finalsubmissionofsignatureprojectstage1-pdf-10189843)

**GoodExample_FinalSubmissionofSignatureProjectStage1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/goodexample-finalsubmissionofsignatureprojectstage1-pdf-10189843)

**## ResearchProposal.docx**

## THE SIGNATURE PROJECT FINAL SUBMISSION

The culminating requirement in ED504 is the final iteration of your Signature Project Stage 1. The Signature Project Stage 1 is your research proposal. It is designed to guide candidates through the steps for planning an experimental study to examine an in-depth school improvement project focused on improving teaching and learning. The project involves an opportunity for candidates to apply the knowledge, skills, and behaviors they gain from their respective programs.

Cover Page

Abstract

Chapter 1: Research Problem

Introduction

Statement of the Research Problem (include hypothesis)

Data Graphic and Discussion

Impact on Student Achievement

Research Methodology

Summary (of chapter 1)

Chapter 2: Literature Review

Introduction

Sub-headings (according to the organization of your study) Synthesis of Literature Review

Chapter 3: Methodology

Introduction

Population

Sample

Sample Technique (with justification)

Role of Participants and Impact on Participants (with explanation)

Plan for Protection of Human Subjects Variables

Timeline (with sequence of steps and timeline for data collection)

Constitutive and Operation Definitions Description of Data (data needed) Reliability and Validity of Instrument Limitations References

Appendix A: Consent Form

Appendix B: Permission to Study

Appendix C: Copy of the instrument or survey if one is used.

## General Guidelines

· APA format.

· Double-space using Times New Roman 12 pt. font size. Follow the example found in the Course Resource section of this course.

· Top, bottom and side margins must be 1 inch.

· Pages must be numbered, top flushed right.

· Organize the literature review according to themes important to the study.

· Direct quoting of other authors is not permitted. All written text should be in your own words.

· Appropriately cite all information sources using APA.

· Include a minimum of ten scholarly sources, five of these sources should come from the primary literature (ED504 requirement). All ten sources should primarily be from the past five years.

· References should be in APA format and on a separate page in the document.

· If your scholarly literature sources were obtained from an Internet site (e.g., online journal article), include the URL and the date downloaded as part of the bibliographic details presented. Check APA on formatting.

· Grammar and spelling must be correct.

**## SignatureProjectStage1FirstSubmissionRubric.pdf**

Signature Project Stage 1 First Submission Rubric

Writing Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Are the focus and purpose clear
and ideas well supported?

Missing thesis; confusion about or
misunderstanding of topic; no sense of
purpose

Simplistic and unfocused ideas; limited
sense of purpose; support is provided, but is
not specific; support is only loosely relevant
to the main points

Developed thesis; represents sound
understanding of the assigned topic;
focused support is provided and is sound,
valid, and logical

Is the writing structured well
organized? Is correct
sentence structure and
proper mechanics utilized?

No paragraph structure; or single,
rambling paragraph; or series of isolated
paragraphs; Contains multiple and
serious errors of sentence structure: i.e.,
fragments, run-ons; unable to write
simple sentences; numerous errors in
spelling and capitalization; intrusive
and/or inaccurate punctuation;
communication is hindered

Organization structure is present, but
is confusing or disjointed; weak paragraph
structure; transitions are missing or
inappropriate; Formulaic sentence
patterns or overuse of simple
sentences; errors in sentence structure;
contains several punctuation, spelling,
and/or capitalization errors (up to 6);
errors may or may not interfere with
meaning

Clear organizational structure;
easily followed; includes transitions;
structured format; Effective and
varied sentences; errors (if present) due
to lack of careful proofreading; virtually
free of punctuation, spelling,
capitalization errors (no more than
3); errors do not interfere with
meaning

Are vocabulary and word
usage varied and
appropriate?

Vocabulary is unsophisticated; or subject
specific vocabulary or sophisticated
vocabulary used incorrectly

Proper, but simple vocabulary used;

subject specific vocabulary used
infrequently

Vocabulary is varied, specific and
appropriate; uses subject specific
vocabulary correctly

Is the source requirement
met and is APA format
followed?

Source requirements for the appropriate
level were not met; there are significant
format errors present; multiple (more
than 6) of APA formatting errors; in the
reference list and/or in-text citations

Meets minimum requirements for
degree level: Masters – A minimum of
10 sources were utilized; Fewer than
6 APA format errors are present in the
reference list in-text; citations; header;
headings; page numbers; etc.

Five (5) sources beyond minimum
requires were utilized; there are
virtually no APA format errors present in
either reference list in-text; citations;
header; headings; page numbers; etc.

Is proper evidence and support
of original work provided in
body of the review?

Safe Assign originality report indicates
match percentage of greater than 25
percent

Safe Assign originality report indicates
match percentage of 15 to 25 percent

Safe Assign originality report indicates a
match percentage of less than 15
percent

Content Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Source of data is credible, and
data is representative of the
scope requirements for the
advanced degree being sought

(InTASC 6, 9; CAEP A1.1)

The source of the data is ambiguous or
lacks credibility; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data allows for identification
of an of a classroom, multi-
classroom, school or district level
problem/weakness appropriate to
the required project scope

Signature Project Stage 1 First Submission Rubric

Graphical representation
of compiled data allows
for easy analysis

(CAEP A1.1)

Graphical format does not present the
data in a clear manner; data is only
partially presented

Graphical format(s) is appropriate
and clearly presents all the collected
data

Graphical format(s) is appropriate; clearly
presents all the collected data; highlights
visible patterns or trends

Identified
problem/weakness is
supported by trends or
patterns seen in the data

(InTASC 6, 9, 10; CAEP A1.1)

Problem/weakness is not clearly
identified or does not align with the
trends and patterns identified in the data

Problem/weakness is clearly
identified; aligns with the type of data
collected, but connections between the
trends/patterns in the data are not clearly
described in the narrative

Problem/weakness is clearly identified;
aligns with the type of data collected;
clear connections between the
trends/patterns are drawn in the
narrative

Best practices are identified
and supported by the literature
as viable responses to
weaknesses and problems
represented by the data

(InTASC 8, 9, 10; CAEPA1.1)

Best practice(s) are not clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable
option to improve achievement

Best practice(s) are clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable option
to improve achievement

Best practice(s) are clearly identified;
literature reviewed supports the
identified best practices as viable
responses to the problem/weakness
identified

Theories and/or trends are
identified and connected with
best practices in literature

(InTASC 8, 9, 10; CAEP A1.1)

Theory or trend is not identified;
theory/trend identified are not connected
with the best practice(s) via literature

Theory or trend is clearly identified;
literature reviewed does not connect the
identified theory/trend with the identified
best practice

Theory or trend is clearly identified;
literature reviewed connects the
identified theory/trend with all
identified best practices

Proper level of synthesis is
achieved in the literature review

(InTASC 9, 10; CAEP A1.1)

Summaries were given; are not clear or
fail to make clear connections with best
practice(s) and/or theory/trend(s)
identified as viable responses to
problem/weakness

Summaries are clear and concise;
clear connections with best practice
and/or theory/trend identified as
viable response to problem/weakness
may or may not be present

Synthesis rather than summaries of
content presented in the collection
of sources is present, clear connections
with best practice and/or theory/trend
identified as viable response to
problem/weakness present

Description of plan is clear and
easy to follow

(InTASC 7, 9, 10; CAEP A1.1)

Action plan is not described; description
is not clear; steps in plan are not in a
logical order

Action plan description is provided,
but additional detail may be warranted;
steps in plan are outlined, but
additional steps may be needed, or the
order could be altered for better efficiency

Action plan description is provided, and
sufficient detail is included; steps in
plan are outlined; exhaustive list of
steps and sequence of steps allows
for optimal efficiency and outcome.

Project timeline accounts for all
elements in the plan and
allocates appropriate amounts
of time for each element

(InTASC 7, 10; CAEP A1.1)

Project timeline is missing or incomplete;
time allocation is inadequate or too
extensive for one or more elements
included in the plan

Project timeline is provided; all
elements identified in the plan are
included, but additional elements might
be needed for an improved outcome; timing
and/or time allocation could be improved

Project timeline is provided; all
necessary elements are included for
optimal outcome

Variables are identified and
defined

(CAEP A1.1)

Variables are misidentified Variables are identified correctly, but
with no clear definitions or explanations as
to how they will be measured

Variables are identified correctly, with
clear definitions and explanations as
to how they will be measured

Signature Project Stage 1 First Submission Rubric

Required data needs are
identified and plans for
retrieving and protecting that
data are clear (i.e., methods)

(InTASC 6, 9; CAEP A1.1)

Data needs are not identified or do not
align with the problem; data retrieval
plans are missing or inappropriate

Data needs are identified; data
retrieval plans are included, but plans
for protecting the data and/or student
confidentiality are not provided or are
inadequate

Data needs are identified; data retrieval
plans are included; adequate plans for
protecting student confidentiality
and/or data are provided

Description of the sample and
sampling techniques are
provided

(CAEP A1.1)

Detailed descriptions of the participants
are not given and/or sampling technique
is not provided

Brief overview of the sample is given,
and sampling technique may or may
not be included

Full descriptions of the participant
sample, sampling technique and
justifications for both the sample
chosen and the sampling technique
are given

Needed resources are identified,
justified, and a leverage plan for
acquiring resources is clear and
supported

(InTASC 5, 9, 10; CAEP A1.1)

Resources are not identified or are
inadequate; no justification for the
resources is provided; unclear how
identified resources might be acquired;
plan for acquiring resources is inadequate
or ill conceived

Resources are identified, but additional
resources may be needed; justification
for the resources is provided, but
leverage plan for acquiring resources is not
clear

Exhaustive list of resources is
identified; justification for the resources
is provided; leverage plan for
acquiring resources is outlined

Justification for how the action
plan will address the identified
problem is clear

(InTASC 9, 10; CAEP A1.1)

No connection between the action plan
and the identified problem is provided

Connection between the action plan
and the identified problem is
provided

Connection between the action plan and
the identified problem is provided;
justification of that connection is
included

Connection between action plan
and impact on student
achievement is clear

(InTASC 9, 10; CAEP A1.1)

No connection between action plan
outcome and student achievement is
provided

Connection between action plan
outcome and student achievement is
provided; justification of that
connection may or may not be
included

Connection between action plan outcome
and student achievement is provided;
justification of that connection is included;
limitations or outside interferences
to improved student achievement
are identified

Do appendices include
necessary documentation?

Most items required in the appendices are
not presented in the appendices; the plan
and necessary steps to protect human
subjects in research are not clear

Most required items are presented in the
appendices; items and plan for ethical
practices in protection of human subjects
are weak

All required items are presented in the
appendices; items clearly demonstrate
ethical practices in protection of
human subjects

**GoodExample_FinalSubmissionofSignatureProjectStage1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/goodexample-finalsubmissionofsignatureprojectstage1-pdf-10189843)

**## ResearchProposal.docx**

## THE SIGNATURE PROJECT FINAL SUBMISSION

The culminating requirement in ED504 is the final iteration of your Signature Project Stage 1. The Signature Project Stage 1 is your research proposal. It is designed to guide candidates through the steps for planning an experimental study to examine an in-depth school improvement project focused on improving teaching and learning. The project involves an opportunity for candidates to apply the knowledge, skills, and behaviors they gain from their respective programs.

Cover Page

Abstract

Chapter 1: Research Problem

Introduction

Statement of the Research Problem (include hypothesis)

Data Graphic and Discussion

Impact on Student Achievement

Research Methodology

Summary (of chapter 1)

Chapter 2: Literature Review

Introduction

Sub-headings (according to the organization of your study) Synthesis of Literature Review

Chapter 3: Methodology

Introduction

Population

Sample

Sample Technique (with justification)

Role of Participants and Impact on Participants (with explanation)

Plan for Protection of Human Subjects Variables

Timeline (with sequence of steps and timeline for data collection)

Constitutive and Operation Definitions Description of Data (data needed) Reliability and Validity of Instrument Limitations References

Appendix A: Consent Form

Appendix B: Permission to Study

Appendix C: Copy of the instrument or survey if one is used.

## General Guidelines

· APA format.

· Double-space using Times New Roman 12 pt. font size. Follow the example found in the Course Resource section of this course.

· Top, bottom and side margins must be 1 inch.

· Pages must be numbered, top flushed right.

· Organize the literature review according to themes important to the study.

· Direct quoting of other authors is not permitted. All written text should be in your own words.

· Appropriately cite all information sources using APA.

· Include a minimum of ten scholarly sources, five of these sources should come from the primary literature (ED504 requirement). All ten sources should primarily be from the past five years.

· References should be in APA format and on a separate page in the document.

· If your scholarly literature sources were obtained from an Internet site (e.g., online journal article), include the URL and the date downloaded as part of the bibliographic details presented. Check APA on formatting.

· Grammar and spelling must be correct.

**## SignatureProjectStage1FirstSubmissionRubric.pdf**

Signature Project Stage 1 First Submission Rubric

Writing Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Are the focus and purpose clear
and ideas well supported?

Missing thesis; confusion about or
misunderstanding of topic; no sense of
purpose

Simplistic and unfocused ideas; limited
sense of purpose; support is provided, but is
not specific; support is only loosely relevant
to the main points

Developed thesis; represents sound
understanding of the assigned topic;
focused support is provided and is sound,
valid, and logical

Is the writing structured well
organized? Is correct
sentence structure and
proper mechanics utilized?

No paragraph structure; or single,
rambling paragraph; or series of isolated
paragraphs; Contains multiple and
serious errors of sentence structure: i.e.,
fragments, run-ons; unable to write
simple sentences; numerous errors in
spelling and capitalization; intrusive
and/or inaccurate punctuation;
communication is hindered

Organization structure is present, but
is confusing or disjointed; weak paragraph
structure; transitions are missing or
inappropriate; Formulaic sentence
patterns or overuse of simple
sentences; errors in sentence structure;
contains several punctuation, spelling,
and/or capitalization errors (up to 6);
errors may or may not interfere with
meaning

Clear organizational structure;
easily followed; includes transitions;
structured format; Effective and
varied sentences; errors (if present) due
to lack of careful proofreading; virtually
free of punctuation, spelling,
capitalization errors (no more than
3); errors do not interfere with
meaning

Are vocabulary and word
usage varied and
appropriate?

Vocabulary is unsophisticated; or subject
specific vocabulary or sophisticated
vocabulary used incorrectly

Proper, but simple vocabulary used;

subject specific vocabulary used
infrequently

Vocabulary is varied, specific and
appropriate; uses subject specific
vocabulary correctly

Is the source requirement
met and is APA format
followed?

Source requirements for the appropriate
level were not met; there are significant
format errors present; multiple (more
than 6) of APA formatting errors; in the
reference list and/or in-text citations

Meets minimum requirements for
degree level: Masters – A minimum of
10 sources were utilized; Fewer than
6 APA format errors are present in the
reference list in-text; citations; header;
headings; page numbers; etc.

Five (5) sources beyond minimum
requires were utilized; there are
virtually no APA format errors present in
either reference list in-text; citations;
header; headings; page numbers; etc.

Is proper evidence and support
of original work provided in
body of the review?

Safe Assign originality report indicates
match percentage of greater than 25
percent

Safe Assign originality report indicates
match percentage of 15 to 25 percent

Safe Assign originality report indicates a
match percentage of less than 15
percent

Content Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Source of data is credible, and
data is representative of the
scope requirements for the
advanced degree being sought

(InTASC 6, 9; CAEP A1.1)

The source of the data is ambiguous or
lacks credibility; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data allows for identification
of an of a classroom, multi-
classroom, school or district level
problem/weakness appropriate to
the required project scope

Signature Project Stage 1 First Submission Rubric

Graphical representation
of compiled data allows
for easy analysis

(CAEP A1.1)

Graphical format does not present the
data in a clear manner; data is only
partially presented

Graphical format(s) is appropriate
and clearly presents all the collected
data

Graphical format(s) is appropriate; clearly
presents all the collected data; highlights
visible patterns or trends

Identified
problem/weakness is
supported by trends or
patterns seen in the data

(InTASC 6, 9, 10; CAEP A1.1)

Problem/weakness is not clearly
identified or does not align with the
trends and patterns identified in the data

Problem/weakness is clearly
identified; aligns with the type of data
collected, but connections between the
trends/patterns in the data are not clearly
described in the narrative

Problem/weakness is clearly identified;
aligns with the type of data collected;
clear connections between the
trends/patterns are drawn in the
narrative

Best practices are identified
and supported by the literature
as viable responses to
weaknesses and problems
represented by the data

(InTASC 8, 9, 10; CAEPA1.1)

Best practice(s) are not clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable
option to improve achievement

Best practice(s) are clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable option
to improve achievement

Best practice(s) are clearly identified;
literature reviewed supports the
identified best practices as viable
responses to the problem/weakness
identified

Theories and/or trends are
identified and connected with
best practices in literature

(InTASC 8, 9, 10; CAEP A1.1)

Theory or trend is not identified;
theory/trend identified are not connected
with the best practice(s) via literature

Theory or trend is clearly identified;
literature reviewed does not connect the
identified theory/trend with the identified
best practice

Theory or trend is clearly identified;
literature reviewed connects the
identified theory/trend with all
identified best practices

Proper level of synthesis is
achieved in the literature review

(InTASC 9, 10; CAEP A1.1)

Summaries were given; are not clear or
fail to make clear connections with best
practice(s) and/or theory/trend(s)
identified as viable responses to
problem/weakness

Summaries are clear and concise;
clear connections with best practice
and/or theory/trend identified as
viable response to problem/weakness
may or may not be present

Synthesis rather than summaries of
content presented in the collection
of sources is present, clear connections
with best practice and/or theory/trend
identified as viable response to
problem/weakness present

Description of plan is clear and
easy to follow

(InTASC 7, 9, 10; CAEP A1.1)

Action plan is not described; description
is not clear; steps in plan are not in a
logical order

Action plan description is provided,
but additional detail may be warranted;
steps in plan are outlined, but
additional steps may be needed, or the
order could be altered for better efficiency

Action plan description is provided, and
sufficient detail is included; steps in
plan are outlined; exhaustive list of
steps and sequence of steps allows
for optimal efficiency and outcome.

Project timeline accounts for all
elements in the plan and
allocates appropriate amounts
of time for each element

(InTASC 7, 10; CAEP A1.1)

Project timeline is missing or incomplete;
time allocation is inadequate or too
extensive for one or more elements
included in the plan

Project timeline is provided; all
elements identified in the plan are
included, but additional elements might
be needed for an improved outcome; timing
and/or time allocation could be improved

Project timeline is provided; all
necessary elements are included for
optimal outcome

Variables are identified and
defined

(CAEP A1.1)

Variables are misidentified Variables are identified correctly, but
with no clear definitions or explanations as
to how they will be measured

Variables are identified correctly, with
clear definitions and explanations as
to how they will be measured

Signature Project Stage 1 First Submission Rubric

Required data needs are
identified and plans for
retrieving and protecting that
data are clear (i.e., methods)

(InTASC 6, 9; CAEP A1.1)

Data needs are not identified or do not
align with the problem; data retrieval
plans are missing or inappropriate

Data needs are identified; data
retrieval plans are included, but plans
for protecting the data and/or student
confidentiality are not provided or are
inadequate

Data needs are identified; data retrieval
plans are included; adequate plans for
protecting student confidentiality
and/or data are provided

Description of the sample and
sampling techniques are
provided

(CAEP A1.1)

Detailed descriptions of the participants
are not given and/or sampling technique
is not provided

Brief overview of the sample is given,
and sampling technique may or may
not be included

Full descriptions of the participant
sample, sampling technique and
justifications for both the sample
chosen and the sampling technique
are given

Needed resources are identified,
justified, and a leverage plan for
acquiring resources is clear and
supported

(InTASC 5, 9, 10; CAEP A1.1)

Resources are not identified or are
inadequate; no justification for the
resources is provided; unclear how
identified resources might be acquired;
plan for acquiring resources is inadequate
or ill conceived

Resources are identified, but additional
resources may be needed; justification
for the resources is provided, but
leverage plan for acquiring resources is not
clear

Exhaustive list of resources is
identified; justification for the resources
is provided; leverage plan for
acquiring resources is outlined

Justification for how the action
plan will address the identified
problem is clear

(InTASC 9, 10; CAEP A1.1)

No connection between the action plan
and the identified problem is provided

Connection between the action plan
and the identified problem is
provided

Connection between the action plan and
the identified problem is provided;
justification of that connection is
included

Connection between action plan
and impact on student
achievement is clear

(InTASC 9, 10; CAEP A1.1)

No connection between action plan
outcome and student achievement is
provided

Connection between action plan
outcome and student achievement is
provided; justification of that
connection may or may not be
included

Connection between action plan outcome
and student achievement is provided;
justification of that connection is included;
limitations or outside interferences
to improved student achievement
are identified

Do appendices include
necessary documentation?

Most items required in the appendices are
not presented in the appendices; the plan
and necessary steps to protect human
subjects in research are not clear

Most required items are presented in the
appendices; items and plan for ethical
practices in protection of human subjects
are weak

All required items are presented in the
appendices; items clearly demonstrate
ethical practices in protection of
human subjects

**GoodExample_FinalSubmissionofSignatureProjectStage1.pdf**

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November 5, 2026
[Solved] Discussion help

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Executive Solution Overview

When diagnosing vocal deficits, you may hear a strained, stressed voice pattern. The air may be constrained as the client attempts to speak. Are the client’s shoulders drawn upward? Do they express fatigue when attempting to speak with in this manner? The purpose of this Assignment is for you to gai…

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Assignment Prompt & Instructions

When diagnosing vocal deficits, you may hear a strained, stressed voice pattern. The air may be constrained as the client attempts to speak. Are the client’s shoulders drawn upward? Do they express fatigue when attempting to speak with in this manner? The purpose of this Assignment is for you to gain an understanding of vocal hyperfunction.

This is intended to allow you to show evidence that you have completed the following Learning Outcome:

CLO3: Apply knowledge of anatomy and physiology of communication to diagnose and treat patients with communication disorders (ILO3, PLO3)

##### **Directions**

1. Describe and define deficits of vocal hyperfunction and research the medical conditions or environmental conditions that may lead to vocal hyperfunction. (Hints: think about kids yelling on the playground, a supervisor trying to talk over noise in a manufacturing plant to give employees instructions, and an anxious person attempting to explain their fears and worries.)

Your short writing of approximately 500 words should use double spacing, 1-inch margins, and 12-point font. Spelling and grammar and APA style are important.

RUBRIC IS ATTACHED (10 references needed at least 3 research articles)

**Points possible:** 100.

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– 2 years ago

November 5, 2026