You have researched Muller v. Oregon and have read Supreme Court Declares School Segregation Unconstitutional in Brown v. Board of Education.

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You have researched Muller v. Oregon and have read Supreme Court Declares School Segregation Unconstitutional in Brown v. Board of Education.

Choose one of these cases and look at the impact it had on society at the time. Look through the rulings and see what the justices on each side argued.Discuss how current societal mores and beliefs seemed to affect (or not affect) the SCOTUS decision and if the decisions themselves became the catalyst for societal change. How does the law affect society and society affect the way the Constitution is viewed? At the end, include a paragraph about which side of the case a forensic psychologists might support and why.

1 full page.

According to social cognitive career theory, explain why children that live in families of higher socioeconomic status may consider a wider array of career choices. How can clinicians attempt to bridge the gap for those that grew up with a lower socioeconomic status?

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According to social cognitive career theory, explain why children that live in families of higher socioeconomic status may consider a wider array of career choices. How can clinicians attempt to bridge the gap for those that grew up with a lower socioeconomic status?

 

Week 1: Post–World War II and Decolonization

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Week 1: Post–World War II and Decolonization

After World War II, as the world began to pick up its pieces, it soon became apparent that the pieces were not going to fit as they once had. As European and Western powers began to reluctantly part with their control of the Asian and African colonies, these colonies began to decolonize and rebuild. Asian and African people faced growing pains as their leaders attempted to force pieces into this puzzle and create new nations. They struggled with the decisions of how to rebuild, whether to rebuild in the footsteps of their repressors, or to build nations that were more democratic. Each of these pieces of the puzzle created a very different picture for the future of these nations.

As each piece finally began to find its proper place, new nations began to emerge. However, even when faced head-on with their newfound freedom, the Asian and African people were far from the end of conflict. These nations still had to determine what freedom actually meant to them and how they should embrace it.

Have these nations and their leaders truly answered these questions? Are nations at peace with these new structures or do power struggles still exist about the direction that the nations should be headed?

This week, you will trace the paths to independence for the peoples of Africa and Asia including the struggles they endured in their quest to be free from colonization.

Learning Objectives

By the end of this week, you should be able to:
  • Summarize the ways that leaders in Asia and Africa thought about, used, or rejected Western institutions and ideas in shaping a post-colonial era
  • Describe the path of a country’s economic growth, social justice, and struggle for independence following World War II
  • Identify elements and leaders involved in decolonization after World War II

Learning Resources

Required Readings

Nkrumah, K. (1960). Address by Kwame Nkrumah at the United Nations. 

Reynolds, D. (1997). The European response: primacy of politics. Foreign Affairs, (3), 171-184.

Reilly, K. (2012). The human journey: A concise introduction to world history. Lanham, MD: Rowman & Littlefield.
The Human Journey: A Concise Introduction to World History, 1450 to the Present, 2nd Edition by Reilly, K. Copyright 2012​ by Rowman & Littlefield Publishers, Inc.. Reprinted by permission of Rowman & Littlefield Publishers, Inc. via the Copyright Clearance Center.

Read sections on “The United States as a Global Power,” “Achieving Independence” and “New Nations on the Global Stage.”

The Constitution of Japan. (1946).

Tse-tung, M. (1949). On the people’s democratic dictatorship. 

Discussion: The Western Influences on Asian and African Leaders

World War II produced many of the most renowned political world leaders in Europe and the West. Each of these leaders had his own political and social ideologies that greatly influenced the new leaders of the Asian and African nations in their quest for independence after World War II.

In this Discussion, you will analyze the major developments of post–World War II and their impact on the new leaders of Asia and Africa as they became free from the control of European and Western nations. You will also uncover the influence that European and Western leaders left with these new leaders as they continued their struggle for independence.

To prepare for this Discussion:

  • Review the readings in this week’s Learning Resources regarding Asian and African thoughts about Western influences and impacts.
  • Reflect upon Western political thought and institutions as they appear in the Japanese Constitution of 1946, Mao’s reflections of China’s revolutionary history in 1949, and Kwame Nkrumah’s analysis of African nationalist movements.
  • Think about how African and Asian colonies fought to rebuild after World War II, and how they struggled to steer clear of building the same institutions their repressors once formed.
  • Consider the European and Western leaders’ journey and reflect on how they affected the Asian and African leaders. What do you think Asian and African leaders adopted from the ideas of the European and Western leaders? What do you think they discarded in their move towards independence?
  • Draw from the Learning Resources this week. Recall the pressures that the African and Asian nations experienced when adopting and crafting their own policies.
  • Reflect upon the African and Asian desire for change and what it meant to them as societies as they began to rebuild after World War II.

With these thoughts in mind:

By Day 3

Post by Day 3 a summary (2–3 paragraphs) of the ways that leaders in Asia and Africa thought about, used, or rejected Western institutions and ideas in shaping a post-colonial era. Be sure you consider the role of the Cold War in shaping the relationship of these countries with the West, and the US. Summarize attitudes towards and influences of:

  • Western political thought and institutions as they appear in the Japanese Constitution of 1946
  • Mao’s reflections of China’s revolutionary history in 1949
  • Kwame Nkrumah’s analysis of African nationalist movements

Be sure to support your ideas by properly citing at least one of week’s Learning Resources, in APA format, within your initial post. As this is a post-first discussion board, you will not be able to see the work of your peers until you have posted the initial discussion requirement for the week.

Read a selection of your colleagues’ postings.

By Day 5

Respond to at least one of your colleagues’ postings in one or more of the following ways:

  • Ask a probing question.
  • Share an insight from having read your colleague’s posting.
  • Offer and support an opinion.
  • Validate an idea with your own experience.
  • Make a suggestion.
  • Expand on your colleague’s posting.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Discussion: The Western Influences on Asian and African Leaders

World War II produced many of the most renowned political world leaders in Europe and the West. Each of these leaders had his own political and social ideologies that greatly influenced the new leaders of the Asian and African nations in their quest for independence after World War II.

In this Discussion, you will analyze the major developments of post–World War II and their impact on the new leaders of Asia and Africa as they became free from the control of European and Western nations. You will also uncover the influence that European and Western leaders left with these new leaders as they continued their struggle for independence.

To prepare for this Discussion:

  • Review the readings in this week’s Learning Resources regarding Asian and African thoughts about Western influences and impacts.
  • Reflect upon Western political thought and institutions as they appear in the Japanese Constitution of 1946, Mao’s reflections of China’s revolutionary history in 1949, and Kwame Nkrumah’s analysis of African nationalist movements.
  • Think about how African and Asian colonies fought to rebuild after World War II, and how they struggled to steer clear of building the same institutions their repressors once formed.
  • Consider the European and Western leaders’ journey and reflect on how they affected the Asian and African leaders. What do you think Asian and African leaders adopted from the ideas of the European and Western leaders? What do you think they discarded in their move towards independence?
  • Draw from the Learning Resources this week. Recall the pressures that the African and Asian nations experienced when adopting and crafting their own policies.
  • Reflect upon the African and Asian desire for change and what it meant to them as societies as they began to rebuild after World War II.

With these thoughts in mind:

By Day 3

Post by Day 3 a summary (2–3 paragraphs) of the ways that leaders in Asia and Africa thought about, used, or rejected Western institutions and ideas in shaping a post-colonial era. Be sure you consider the role of the Cold War in shaping the relationship of these countries with the West, and the US. Summarize attitudes towards and influences of:

  • Western political thought and institutions as they appear in the Japanese Constitution of 1946
  • Mao’s reflections of China’s revolutionary history in 1949
  • Kwame Nkrumah’s analysis of African nationalist movements

Be sure to support your ideas by properly citing at least one of week’s Learning Resources, in APA format, within your initial post. As this is a post-first discussion board, you will not be able to see the work of your peers until you have posted the initial discussion requirement for the week.

Read a selection of your colleagues’ postings.

By Day 5

Respond to at least one of your colleagues’ postings in one or more of the following ways:

  • Ask a probing question.
  • Share an insight from having read your colleague’s posting.
  • Offer and support an opinion.
  • Validate an idea with your own experience.
  • Make a suggestion.
  • Expand on your colleague’s posting.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Assignment: The Struggle for Independence

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Assignment: The Struggle for Independence
As World War II ended, the people of African and Asian nations found themselves struggling to find social justice and economic growth as they began their quest for independence. In this assignment, you will begin to answer these very questions as you describe one country’s journey during the decolonization period.

To prepare for this assignment:

Review the readings in this week’s Learning Resources regarding Asian and African thoughts about Western influences and impacts.
Review the articles in this week’s Learning Resources to learn more about politics and leadership in Asian and African nations as they struggle for independence.
Draw from this week’s reading and consider the nationalist struggles for independence following World War II.
Consider the changes that the people of Asia and Africa faced. How did they fare after European and Western control was removed? What internal struggles ensued?
Reflect upon European and Western influences on Asian and African nations.
Think about what it would be like to live in a nation that was under control of another nation. What would life be like if you did not know the liberty of freedom? What social, economic, and political struggles would you and your nation encounter during this time?
The assignment:

Compose a 2- to 3-page essay in which you do the following:
Choose one of the following:
One country from Southeast Asia, OR
One country from Africa, OR
The country of India
Describe the path to economic growth, social justice, and eventual independence pursued by this country during the period of decolonization after 1945.
Support your assertions by making at least 2 references, in proper APA format, to your course readings.
By Day 7
Submit your Assignment. In order to receive full credit, all assignments are due on time. Should you encounter an unanticipated and uncontrollable life event that may prevent you from meeting an assignment deadline, contact the Instructor immediately to request an extension. Your Instructor’s contact information is in the Contact the Instructor area. For a full description of the late policy, please refer to the “Policies on Late Assignments” section of your Syllabus.

Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.
Click the Assignment Evaluation Criteria to review the Grading Criteria for the Assignment.
Click the Week 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your evaluation criteria:
Assignment Evaluation Criteria
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 1 Assignment draft and review the originality report.
Submit Your Assignment by Day 7
To submit your Assignment:
Week 1 Assignment

Week 3 Discussion: Self and Others

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Week 3 Discussion: Self and Others

11 unread reply.11 reply.

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 5, 6
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Initial Post Instructions
Rather than living in chaos, danger, and the hostility of our neighbors, we find ways to live together. It isn’t easy, but can we avoid doing so?

If everybody has self-interest in their own welfare and safety, then everybody also has self-interest in the welfare and safety of others. Self-interest involves community interest, and we must think about what we are willing to give up in order to get that safety and stability for ourselves, our families, our community, our nation, and even the world.

Thomas Hobbes and John Locke are just two examples of social contract moralists. Locke’s philosophy helped Thomas Jefferson formulate the United States Declaration of Independence. We are interested in what it means to live together in an orderly way under a social contract.

Initial Post Instructions
For the initial post, address one of the following sets of questions:

  • What is a time when you or someone you know of experienced a conflict between duty to self and loyalty to the community? What would logical reasoning say should be done in that case? Why that? What would an Ethical Egoist say to do? Why would they say to do that? Note what you feel is the best course of action.
  • What is a time when you or someone you know experienced a clash between professional duties and familial duties? Reference a professional code such as that of the American Nurses Association or American Bar Association in explaining the clash. What moral values should have been used in that case? Why those values? What would social contract ethics have said to have done? Why would social contract ethics say that? Note what you feel is the best course of action.
  • Articulate and evaluate a time when you or someone you know saw personal obligations collide with national obligations. How did that tension involve differing positions on a moral debate? Did those positions rely on any key moral theories? If so, how so? If not, why not? Note what you feel is the best course of action.

Reference

Rachels, S., & Rachels, J. (2019). The elements of moral philosophy (9th ed.). Mcgraw-Hill Education.

What would an Ethical Egoist say about this topic? What side would the Ethical Egoist take? What would the Ethical Egoist say to justify their moral position? Is there a conflict between loyalty to self and to community relevant to your topic? If so, how so? Note what you feel is the best course of action

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Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 5, 6
  • Lesson
  • Minimum of 2 scholarly sources (in addition to the course textbook)

Instructions
This assignment is the first step in a three part project. You only need to focus on part one at this point. Each step will build on earlier steps. However, it is not a matter of providing a rough draft of all or even part of the entire project here in week three. That is, further steps might require completely new and original text.  At the same time, completing each step will aid you in completing a future step or future steps. And, you should use the same topic in all steps.

First, select a topic of moral controversy, debate, disagreement, and dispute, Examples of such topics are euthanasia, the death penalty, abortion, cloning, etc. You can pick any such topic. It need not be listed here.

Next, detail the positions of each side of the ethical debate. Note at least two moral reasons each side presents to show their view on the topic is correct.

Now, we want to evaluate these positions using the moral theories we studied this week:

  • What would an Ethical Egoist say about this topic? What side would the Ethical Egoist take? What would the Ethical Egoist say to justify their moral position? Is there a conflict between loyalty to self and to community relevant to your topic? If so, how so? Note what you feel is the best course of action.
  • What would a Social Contract Ethicist say about this topic? What side would the Social Contract Ethicist take? What would the Social Contract Ethicist say to justify their moral position? Does your topic involve a collision between personal obligations and national ones? If so, how so? Note what you feel is the best course of action.

Finally, reference and discuss any professional code of ethics relevant to your topic such as the AMA code for doctors, the ANA code for nurses, or any other pertinent professional code. State whether and how your chosen topic involves any conflicts between professional and familial duties.

Cite the textbook and incorporate outside sources, including citations.

Writing Requirements (APA format)

  • Length: 3-4pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 2 scholarly sources in addition to the course textbook)

Reference

Rachels, S., & Rachels, J. (2019). The elements of moral philosophy (9th ed.). Mcgraw-Hill Education.

 You are a nurse on a floor with only elderly patients. Every day, each patient tells you about how much pain they are in and asks you to help them. They want you to inject them with something to end their lives. If the patients die, the beds on that floor would be freed up for other patients

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Week 4 Discussion: Utilitarianism

11 unread reply.11 reply.

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapters 7, 8
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Initial Post Instructions
The principle of utility involves maximizing happiness as a desirable outcome of decisions. Although it does not get directly said, there is an inverse intention to minimize the undesirable outcome of disaster. Utilitarian decisions are directed toward outcomes—that is, the consequences of decisions.

We need to look at results. We first look at the actual results of an action. We judge if it was the best possible result. We can judge the actual results in comparison to other results that reasonably could be said to have been possible.

If we do not yet have the actual results of an action, we do not know if it is moral or not. We can talk hypothetically about what might happen, and then what that would show about the morality of an action. However, if we do not know what the action had as its consequences, we cannot yet say if it is moral or not.

Initial Post Instructions
For the initial post of this week’s discussion respond to one of the following options, and label the beginning of your post indicating either Option 1, Option 2, or Option 3:

Option 1: You are a nurse on a floor with only elderly patients. Every day, each patient tells you about how much pain they are in and asks you to help them. They want you to inject them with something to end their lives. If the patients die, the beds on that floor would be freed up for other patients. The hospital is at 100 percent capacity. There is no other hospital for 30 miles. Other patients may be not receiving care due to a lack of free beds. What is the moral thing to do here? Why is that the moral thing to do? What would an utilitarian say is the moral thing to do? Why would they say that? Compare and contrast the utilitarian approach with that of an ethical egoist or social contact theorist

Option 2: A new social media app is offering itself to you for free. If you upload a picture to it, the app will show how you will look at 10 years. John Doe, a friend of yours, says not to use the app as it will then possess your biometric facial data. Jane Doe, another friend of yours, says that she heard the app shares the facial data with a security firm that helps the government detect terrorists at airports. Should you use this app? Why or why not? If John Doe is right, would an utilitarian say it is right to use the app? Why or why not?  If Jane Doe is right, would a social contract theorists say it is right to use the app? Consider the role the Fourth Amendment at play here.

Option 3: You are a nursing student at the XYZ College. It has a 50 percent acceptance rate (half the applicants do not get in). XYZ is a public college. XYZ has decided to implement an affirmative action policy. The college has few students over the age of 50. To encourage more students of that age, every student 50 or older will receive a bonus point. A student’s admission is dependent on having 11 points. One earns points for a GPA above a certain score, ACT/SAT score above a certain number, having a letter of recommendation, etc. XYZ also lacks LGBT students, Muslim, and African-American students and is considering offering a bonus point for any student fitting those categories. What is the key moral conflict for XYZ? What social values should XYZ promote here? What diverse populations are involved here, and what are their interests? Do you think XYZ’s social action is the correct solution to lack of diversity? Why or why not? Factor the ethics of egoism and utilitarianism into your answer.

Reference

Rachels, S., & Rachels, J. (2019). The elements of moral philosophy (9th ed.). Mcgraw-Hill Education.

The first option is to name and describe in detail a key specific and recent healthcare technology. What are at least two key moral problems this technology creates?

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Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapters 7, 8
  • Lesson
  • Minimum of 2 scholarly source (in addition to the textbook)
  • Narrated PowerPoint Tutorial (Make sure to review this tutorial before you begin recording.)

Instructions
For this week’s assignment respond to one of the following options, and include Option 1, 2, or 3 as part of your heading.

Option 1: The first option is to name and describe in detail a key specific and recent healthcare technology. What are at least two key moral problems this technology creates? What are the proper moral guidelines for dealing with it in your view? Compare your approach to what an utilitarian and ethical egoist would say (each independently).

Option 2: In the second option, name and describe in detail a key specific and recent social technology. What are at least two key moral problems this technology creates? What are the proper moral guidelines for dealing with it in your view? Compare your moral approach to what an utilitarian and social contract ethicist would say (each independently).

Option 3: John Doe, Patient One, is in late stage of kidney disease. If he does not receive a new kidney, then he is predicted to die within a week. Doe is 45, single, and has no children. Doctors theorize that Doe damaged his kidney by not following a low-salt diet. Doe inherited one million dollars and is known for giving money to charity. Without a transplant, he will probably be forced to spend all his money searching for a kidney outside of the usual legal channels.  Patient Two is Jane Doe (no relation to John). Patient Two is a mother of two children (ages 21 and 24). She is divorced and 55 years old. She developed kidney problems due to eating a high-fat and high-sugar diet. If she does not receive a kidney within one month, doctors believe she will die.  Patient Three is an orphan. This orphan lives in a state facility. She was born with a genetic condition that constantly damages her kidney. The only known approach to her condition is to provide her with a kidney transplant every so often. She is 11 and has already undergone two kidney transplants. She will perish in two months if she does not receive another transplant.

All three patients are at the same hospital. The hospital only has one kidney to give out. The orphan’s birth parents were known to be of a religion that is opposed to organ donation. The other patients come from religions that do not oppose organ donation. Who should get the kidney?  Why should that candidate receive it over the others? Devise a course of social action and a solution for this case by using the ethics of egoism and then utilitarianism to a key moral conflict involving health care in this case. Appraise the interests of diverse populations (in terms  of ethnicity, race, religion, sexual orientation, etc.) and how they relate to the case.

For all the options:

Cite the textbook and incorporate outside sources, including citations.

You should not be using any text you used in a discussion board or assignment for this class or any previous class.

You will submit all of the following:

  • A written report that presents one of the options above (Be sure to give equal time to each element.)
  • An oral presentation that summarizes the report and examines the ethical ideas beyond the particulars of each case.
  • The link or a scan of the article mentioning the health technology, social technology, or case you are reporting on. If you made up the case, please indicate that in your report.

You should not be using any text you used in a discussion board or assignment for this class or any previous class.

Cite the textbook and incorporate outside sources, including citations.

Writing Requirements (APA format)

  • Length: 3-4 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 2 scholarly sources)

Presentation Requirements

  • Length: 2-3 minutes

Assignment: Typologies of Sexual Assaults

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9 Assignment

Assignment: Typologies of Sexual Assaults

There are many different types of sexual assaults and many different types of offenders. Although they are different, they can be classified in order to create a common language between the criminal justice field and the mental health field. This in turn will enable more accurate research, predict future offenses, and assist in the prosecution and rehabilitation of the offenders.

In this Assignment, you compare different typologies of sexual offenders to determine the differences in motivation, expression of aggression, and underlining personality structure. You also determine the best way to interview each typology of sexual offenders.

To prepare for this Assignment:

Review the Learning Resources.
Select two typologies of sexual offenders listed in the resources.
By Day 7

In a 3- to 5- page paper:

Compare the two typologies of sexual offenders you selected by explaining the following:

The motivational differences between the two typologies
The expression of aggression in the two typologies
The differences in the underlining personality structure of the two typologies
Excellent – above expectations

Points Range:

47.25 (63%) – 52.5 (70%)

Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.

Points Range:

42 (56%) – 47.2 (62.93%)

Paper demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.

Points Range:

36.75 (49%) – 41.95 (55.93%)

Paper demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

Points Range:

0 (0%) – 36.7 (48.93%)

Paper demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Writing

Points Range:

20.25 (27%) – 22.5 (30%)

Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Paper contains multiple, appropriate and exemplary sources expected/required for the assignment.

 

In this Discussion, you apply the concepts of personality disorder from earlier in the course as you analyze the manifestation of intimate partner violence by the offender and the possible counterintuitive behaviors of their victims.

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You always hurt the one you love

The one you shouldn’t hurt at all

You always take the sweetest rose

And crush it till the petals fall

—“You Always Hurt the One You Love,” song written by Doris Fisher and Allan Roberts

Intimate partner violence can bring unique experiences for forensic psychology professionals, as oftentimes the victim wants to protect the offender. Police are repeatedly called to the same household under domestic violence complaints. Victims may want law enforcement assistance at the time of the crime, but are reluctant to follow through with charges and testimony. This cycle of abuse is challenging to understand for those working with these individuals.

In this Discussion, you apply the concepts of personality disorder from earlier in the course as you analyze the manifestation of intimate partner violence by the offender and the possible counterintuitive behaviors of their victims.

Explain how the different personalities you have studied manifest in intimate partner violence. Explain possible counterintuitive behaviors that victims might display. Provide examples that illustrate your rationales. Explain how victim responses potentially create a dilemma for those in the criminal justice system and how a forensic psychology professional should react.

Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson.

Chapter 9, “Homicide, Assault, and Intimate Partner and Family Violence” (pp. 247–287)

Excellent – above expectations

Main Discussion Posting Content

21.6 (54%) – 24 (60%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.

7.2 (18%) – 8 (20%)

Postings are well organized, use scholarly tone, contain original writing , proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.