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Category: Clinical & Abnormal Psychology

  • [Solved] revisions to make

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  • [Solved] 2 discussion Posts

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  • [Solved] reflex new 3

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    attached **files (3)** – ## refle31.docx – ## rubric3.docx – module41.pdf **## refle31.docx** Module lecture: [Sup-Essentials-4—Training-FULL](https://uwf.video.yuja.com/V/Video?isPlaying=false&startTime=7&node=66407550&isExternalPlayRequest=true&z=1&u=6f9775d4-eb68-4dc6-bba7-9253182e39ea) Assignm…

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    attached

    **files (3)**

    – ## refle31.docx

    – ## rubric3.docx

    – module41.pdf

    **## refle31.docx**

    Module lecture:

    [Sup-Essentials-4—Training-FULL](https://uwf.video.yuja.com/V/Video?isPlaying=false&startTime=7&node=66407550&isExternalPlayRequest=true&z=1&u=6f9775d4-eb68-4dc6-bba7-9253182e39ea)

    Assignment:

    Describe either your best training experience, OR your worst training experience.

    For your best training experience, what elements of BST were included? What did they do that made you enjoy the training?

    For your worst training experience, what elements of BST were missing? What did they do that made you dislike the training?

    In either case, to your knowledge, did they collect any measures to evaluate the quality of training? If so, what did they evaluate?

    _Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions_

    **## rubric3.docx**

    **Reflection Paper Rubric 4.9.26 Edits**

    | | | |
    | — | — | — |
    | Reflection Paper Rubric 4.9.26 Edits |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeLength<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 ptsMeets Expectations** Reflection paper is between 150 and 500 words<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper is less than 150 words or more than 500 words<br> <br>**0 ptsDoes not Meet Expectation** The reflection paper is less than 100 words. | 5 pts |
    | This criterion is linked to a Learning OutcomeGrammar, Usage, and Spelling | **5 to >3.0 ptsMeets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 ptsDoes not Meet Expectation** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
    | This criterion is linked to a Learning OutcomeReferences and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 ptsMeets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.<br> <br>**0 ptsDoes not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
    | This criterion is linked to a Learning OutcomeAddressing the Prompt<br>Author answers the questions presented in the prompt. | **5 to >3.0 ptsMeets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.<br> <br>**0 ptsDoes not Meet Expectations** The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. | 5 pts |
    | This criterion is linked to a Learning OutcomeApplication<br>Author applies the week's readings/topics. | **5 to >3.0 ptsMeets Expectations** Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 ptsDoes not Meet Expectations** The author’s post does not demonstrate application of the week’s assigned topic/reading. | 5 pts |
    | This criterion is linked to a Learning OutcomeOriginality<br>Author writes original and unique content. | **5 to >3.0 ptsMeets Expectations** The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.<br> <br>**0 ptsDoes not Meet Expectations** The author’s response is heavily verbatim or typical output of artificial intelligence. | 5 pts |

    **module41.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module41-pdf)

    **module41.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module41-pdf)

    **## refle31.docx**

    Module lecture:

    [Sup-Essentials-4—Training-FULL](https://uwf.video.yuja.com/V/Video?isPlaying=false&startTime=7&node=66407550&isExternalPlayRequest=true&z=1&u=6f9775d4-eb68-4dc6-bba7-9253182e39ea)

    Assignment:

    Describe either your best training experience, OR your worst training experience.

    For your best training experience, what elements of BST were included? What did they do that made you enjoy the training?

    For your worst training experience, what elements of BST were missing? What did they do that made you dislike the training?

    In either case, to your knowledge, did they collect any measures to evaluate the quality of training? If so, what did they evaluate?

    _Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions_

    **## rubric3.docx**

    **Reflection Paper Rubric 4.9.26 Edits**

    | | | |
    | — | — | — |
    | Reflection Paper Rubric 4.9.26 Edits |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeLength<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 ptsMeets Expectations** Reflection paper is between 150 and 500 words<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper is less than 150 words or more than 500 words<br> <br>**0 ptsDoes not Meet Expectation** The reflection paper is less than 100 words. | 5 pts |
    | This criterion is linked to a Learning OutcomeGrammar, Usage, and Spelling | **5 to >3.0 ptsMeets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 ptsDoes not Meet Expectation** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
    | This criterion is linked to a Learning OutcomeReferences and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 ptsMeets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.<br> <br>**0 ptsDoes not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
    | This criterion is linked to a Learning OutcomeAddressing the Prompt<br>Author answers the questions presented in the prompt. | **5 to >3.0 ptsMeets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.<br> <br>**0 ptsDoes not Meet Expectations** The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. | 5 pts |
    | This criterion is linked to a Learning OutcomeApplication<br>Author applies the week's readings/topics. | **5 to >3.0 ptsMeets Expectations** Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 ptsDoes not Meet Expectations** The author’s post does not demonstrate application of the week’s assigned topic/reading. | 5 pts |
    | This criterion is linked to a Learning OutcomeOriginality<br>Author writes original and unique content. | **5 to >3.0 ptsMeets Expectations** The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.<br> <br>**0 ptsDoes not Meet Expectations** The author’s response is heavily verbatim or typical output of artificial intelligence. | 5 pts |

    **module41.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module41-pdf)

    **## refle31.docx**

    Module lecture:

    [Sup-Essentials-4—Training-FULL](https://uwf.video.yuja.com/V/Video?isPlaying=false&startTime=7&node=66407550&isExternalPlayRequest=true&z=1&u=6f9775d4-eb68-4dc6-bba7-9253182e39ea)

    Assignment:

    Describe either your best training experience, OR your worst training experience.

    For your best training experience, what elements of BST were included? What did they do that made you enjoy the training?

    For your worst training experience, what elements of BST were missing? What did they do that made you dislike the training?

    In either case, to your knowledge, did they collect any measures to evaluate the quality of training? If so, what did they evaluate?

    _Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions_

    **## rubric3.docx**

    **Reflection Paper Rubric 4.9.26 Edits**

    | | | |
    | — | — | — |
    | Reflection Paper Rubric 4.9.26 Edits |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeLength<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 ptsMeets Expectations** Reflection paper is between 150 and 500 words<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper is less than 150 words or more than 500 words<br> <br>**0 ptsDoes not Meet Expectation** The reflection paper is less than 100 words. | 5 pts |
    | This criterion is linked to a Learning OutcomeGrammar, Usage, and Spelling | **5 to >3.0 ptsMeets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 ptsDoes not Meet Expectation** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
    | This criterion is linked to a Learning OutcomeReferences and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 ptsMeets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.<br> <br>**0 ptsDoes not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
    | This criterion is linked to a Learning OutcomeAddressing the Prompt<br>Author answers the questions presented in the prompt. | **5 to >3.0 ptsMeets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.<br> <br>**0 ptsDoes not Meet Expectations** The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. | 5 pts |
    | This criterion is linked to a Learning OutcomeApplication<br>Author applies the week's readings/topics. | **5 to >3.0 ptsMeets Expectations** Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 ptsDoes not Meet Expectations** The author’s post does not demonstrate application of the week’s assigned topic/reading. | 5 pts |
    | This criterion is linked to a Learning OutcomeOriginality<br>Author writes original and unique content. | **5 to >3.0 ptsMeets Expectations** The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.<br> <br>**0 ptsDoes not Meet Expectations** The author’s response is heavily verbatim or typical output of artificial intelligence. | 5 pts |

    **module41.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module41-pdf)

  • [Solved] D4 -Research Plan Overview: Methods

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    Executive Solution Overview

    FOLLOW INSTRUCTION UPLOADED APA Style 7ed 250 words at least 2 references **files (5)** – ## Week4.docx – ## DiscussionAssignmentInstructions.doc – ## VIDEO.docx – ## ResearchPlanOverviewTemplate.doc – Read-CreswellPothChapters5-6ApprendicesA-E.pdf **## Week4.docx** ![](https://www.sweetstudy.com/qu…

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    FOLLOW INSTRUCTION UPLOADED

    APA Style 7ed

    250 words

    at least 2 references

    **files (5)**

    – ## Week4.docx

    – ## DiscussionAssignmentInstructions.doc

    – ## VIDEO.docx

    – ## ResearchPlanOverviewTemplate.doc

    – Read-CreswellPothChapters5-6ApprendicesA-E.pdf

    **## Week4.docx**

    ![](https://www.sweetstudy.com/questions/d4-research-plan-overview-methods)

    ## image1.png

    **## DiscussionAssignmentInstructions.doc**

    [removed]

    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/1035064/pages/watch-a-primer-on-qualitative-research-approaches?module_item_id=103967200](https://canvas.liberty.edu/courses/1035064/pages/watch-keep-the-main-thing-the-problem-purpose-and-research-questions?module_item_id=103967303)

    **## ResearchPlanOverviewTemplate.doc**

    EDCO 747

    **Research Plan Overview Template**

    Name:

    Stage of Completion:

    I. Introduction

    A. Problem Statement

    1. What is/are the problem(s), issue(s), or topic(s)?

    a. related literature source

    b. related literature source

    2. Why is it important to study? What difference can it make?

    a. related literature source

    b. related literature source

    3. Use the phrase, “The problem is…”

    B. Purpose (focus of inquiry)

    1. What is the purpose of this study?

    2. Start with the phrase, “The purpose of this study is…”

    C. General research questions (remember that qualitative questions are usually broader and become narrowed down as you move into the actual data collection/analysis process)

    1. First question

    2. Second question

    3. Third question

    D. Research Plan

    1. How will the study be conducted? Qualitative or quantitative (has to be qualitative for this class)

    2. Explain why this method choice is the right one for your study

    II. Review of Related Literature

    A. Theoretical Framework

    1. What philosophical assumption(s) led to your choice of research? (Ontological, epistemological, axiological, rhetorical, and/or methodological.) Include citations

    2. What is your worldview or a theory that helped shape this study? (Biblical, Postpositivism, Constructivism, Moral Realism, Behaviorism, Critical Theory…the theory does not have to come from your textbook reading) Include citations

    B. Important Thinkers/experts/theorists in this field of study (At this point in time you will just find and list them. The literature review will be interwoven, like a quilt, later.)

    1. Citation (i.e., Graves, D. (2003).
    _Writing: Teachers and children at work_ (20th Anniversary ed.). Exeter, NH: Heinemann.)

    a. why (seminal book on how to write and writing issues)

    b. why (his work is cited in almost all writing textbooks and many research articles)

    2. Citation (i.e., Fulwiler, T. (1987).
    _The journal book_. Portsmouth, NH: Heinemann.)

    a. why (considered first major thinker in the world of journal writing)

    b. why (published 5 textbooks and dozens of research articles on this topic)

    C. Related Research (At this point in time you will just find and list them. This section should grow with each week as you continue to look for more information. The literature review will be interwoven, like a quilt, later.)

    1. Research article (must have a methodology section, results, etc.: i.e., Clarke, L. K. (1988). Invented versus traditional spelling in first graders’ writing: Effects on learning to spell and read.
    _Research in the Teaching of English, 22_(3), 281-309.

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students, etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    2. Research article (i.e., Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom.
    _Reading & Writing Quarterly, 19_, 119-137.)

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    III. Methods

    A. Design (approach) and Rationale

    1. Which approach are you using? (Phenomenological, Case Study, Grounded Theory)

    2. Why is this approach a valid design for your study?

    B. Site

    1. Pseudonym (made up name of the site)

    2. Location (general information, i.e., “large high school in central VA”)

    3. Specific demographics

    4. Other pertinent information about the site

    C. Participants

    1. How many?

    2. How selected?

    3. Specific information (gender, age, etc.)

    D. Role of Researcher or Personal biography (the 2nd is much more detailed…you will have to decide what you believe is more pertinent to your study)

    1. Name

    2. Job

    3. Background information

    4. Anything else that will impact how you view the data and the research surroundings (i.e., I would have to put my love affair with God)

    E. Data Collection (a critical aspect of qualitative inquiry is rigorous and varied data collection techniques)

    1. Method 1(i.e., interviews)

    a. detail (i.e., principal at least 3 times)

    b. detail (i.e., parents, snowball sampling, etc.)

    2. Method 2

    a. detail

    b. detail

    3. Method 3

    a. detail

    b. detail

    F. Data Analysis

    1. 1st Technique (i.e., open coding)

    a. information about it (i.e., organizing data into…)

    b. specific information on how this process will be done

    c. why important (i.e., this process allows the researcher to…)

    2. 2nd Technique (i.e., constant comparison method of looking at data…)

    G. Trustworthiness (the reliability, dependability, and transferability information goes here)

    1. 1st Technique (i.e., member checks)

    a. information about it (i.e., having participants review and respond to…)

    b. why important (i.e., this process increases the reliability of the study because…)

    2. 2nd Technique (i.e., audit trail)

    a. information about it

    b. why important

    3. 3rd Technique (i.e., reflexivity or memoing)

    a. information about it

    b. why important

    c. and so on…

    H. Ethical Considerations

    1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

    2. potential issue and how addressed

    3. protection of data

    **References**

    List all references cited and formatted according to current APA edition guidelines

    **Appendix A Interview Questions/Guide**

    What are the general questions you will ask?

    Questions should be opened ended; no yes/no questions

    Start with an “icebreaker” to initation a conversational interview

    **Appendix B: Other Data Collection Procedures** (e.g. Focus Groups, Document Analysis, Writing Prompts, Cognitive Representations, Observations, etc.)

    In addition to interviews, how will you gather information?

    Will you use a template with time stamps (every 5 minutes mark the time)?

    If you conduct a focus group, what questions might you ask?

    Will you use photo narrative? Cognitive representations? Participant journals?

    **Appendix C Timeline and Budget**

    Be specific. Here is an example:

    August 2025—Finish coursework ($ for these items)

    September 2025—Get committee together and register for dissertation course EDCO 988 ($)

    Spring 2026—Defend proposal ($)

    Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

    And so on…

    **Appendix D Consent Form**

    Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

    Page 1 of 4

    **Read-CreswellPothChapters5-6ApprendicesA-E.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters5-6apprendicesa-e-pdf)

    **Read-CreswellPothChapters5-6ApprendicesA-E.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters5-6apprendicesa-e-pdf)

    **## Week4.docx**

    ![](https://www.sweetstudy.com/questions/d4-research-plan-overview-methods)

    ## image1.png

    **## DiscussionAssignmentInstructions.doc**

    [removed]

    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/1035064/pages/watch-a-primer-on-qualitative-research-approaches?module_item_id=103967200](https://canvas.liberty.edu/courses/1035064/pages/watch-keep-the-main-thing-the-problem-purpose-and-research-questions?module_item_id=103967303)

    **## ResearchPlanOverviewTemplate.doc**

    EDCO 747

    **Research Plan Overview Template**

    Name:

    Stage of Completion:

    I. Introduction

    A. Problem Statement

    1. What is/are the problem(s), issue(s), or topic(s)?

    a. related literature source

    b. related literature source

    2. Why is it important to study? What difference can it make?

    a. related literature source

    b. related literature source

    3. Use the phrase, “The problem is…”

    B. Purpose (focus of inquiry)

    1. What is the purpose of this study?

    2. Start with the phrase, “The purpose of this study is…”

    C. General research questions (remember that qualitative questions are usually broader and become narrowed down as you move into the actual data collection/analysis process)

    1. First question

    2. Second question

    3. Third question

    D. Research Plan

    1. How will the study be conducted? Qualitative or quantitative (has to be qualitative for this class)

    2. Explain why this method choice is the right one for your study

    II. Review of Related Literature

    A. Theoretical Framework

    1. What philosophical assumption(s) led to your choice of research? (Ontological, epistemological, axiological, rhetorical, and/or methodological.) Include citations

    2. What is your worldview or a theory that helped shape this study? (Biblical, Postpositivism, Constructivism, Moral Realism, Behaviorism, Critical Theory…the theory does not have to come from your textbook reading) Include citations

    B. Important Thinkers/experts/theorists in this field of study (At this point in time you will just find and list them. The literature review will be interwoven, like a quilt, later.)

    1. Citation (i.e., Graves, D. (2003).
    _Writing: Teachers and children at work_ (20th Anniversary ed.). Exeter, NH: Heinemann.)

    a. why (seminal book on how to write and writing issues)

    b. why (his work is cited in almost all writing textbooks and many research articles)

    2. Citation (i.e., Fulwiler, T. (1987).
    _The journal book_. Portsmouth, NH: Heinemann.)

    a. why (considered first major thinker in the world of journal writing)

    b. why (published 5 textbooks and dozens of research articles on this topic)

    C. Related Research (At this point in time you will just find and list them. This section should grow with each week as you continue to look for more information. The literature review will be interwoven, like a quilt, later.)

    1. Research article (must have a methodology section, results, etc.: i.e., Clarke, L. K. (1988). Invented versus traditional spelling in first graders’ writing: Effects on learning to spell and read.
    _Research in the Teaching of English, 22_(3), 281-309.

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students, etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    2. Research article (i.e., Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom.
    _Reading & Writing Quarterly, 19_, 119-137.)

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    III. Methods

    A. Design (approach) and Rationale

    1. Which approach are you using? (Phenomenological, Case Study, Grounded Theory)

    2. Why is this approach a valid design for your study?

    B. Site

    1. Pseudonym (made up name of the site)

    2. Location (general information, i.e., “large high school in central VA”)

    3. Specific demographics

    4. Other pertinent information about the site

    C. Participants

    1. How many?

    2. How selected?

    3. Specific information (gender, age, etc.)

    D. Role of Researcher or Personal biography (the 2nd is much more detailed…you will have to decide what you believe is more pertinent to your study)

    1. Name

    2. Job

    3. Background information

    4. Anything else that will impact how you view the data and the research surroundings (i.e., I would have to put my love affair with God)

    E. Data Collection (a critical aspect of qualitative inquiry is rigorous and varied data collection techniques)

    1. Method 1(i.e., interviews)

    a. detail (i.e., principal at least 3 times)

    b. detail (i.e., parents, snowball sampling, etc.)

    2. Method 2

    a. detail

    b. detail

    3. Method 3

    a. detail

    b. detail

    F. Data Analysis

    1. 1st Technique (i.e., open coding)

    a. information about it (i.e., organizing data into…)

    b. specific information on how this process will be done

    c. why important (i.e., this process allows the researcher to…)

    2. 2nd Technique (i.e., constant comparison method of looking at data…)

    G. Trustworthiness (the reliability, dependability, and transferability information goes here)

    1. 1st Technique (i.e., member checks)

    a. information about it (i.e., having participants review and respond to…)

    b. why important (i.e., this process increases the reliability of the study because…)

    2. 2nd Technique (i.e., audit trail)

    a. information about it

    b. why important

    3. 3rd Technique (i.e., reflexivity or memoing)

    a. information about it

    b. why important

    c. and so on…

    H. Ethical Considerations

    1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

    2. potential issue and how addressed

    3. protection of data

    **References**

    List all references cited and formatted according to current APA edition guidelines

    **Appendix A Interview Questions/Guide**

    What are the general questions you will ask?

    Questions should be opened ended; no yes/no questions

    Start with an “icebreaker” to initation a conversational interview

    **Appendix B: Other Data Collection Procedures** (e.g. Focus Groups, Document Analysis, Writing Prompts, Cognitive Representations, Observations, etc.)

    In addition to interviews, how will you gather information?

    Will you use a template with time stamps (every 5 minutes mark the time)?

    If you conduct a focus group, what questions might you ask?

    Will you use photo narrative? Cognitive representations? Participant journals?

    **Appendix C Timeline and Budget**

    Be specific. Here is an example:

    August 2025—Finish coursework ($ for these items)

    September 2025—Get committee together and register for dissertation course EDCO 988 ($)

    Spring 2026—Defend proposal ($)

    Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

    And so on…

    **Appendix D Consent Form**

    Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

    Page 1 of 4

    **Read-CreswellPothChapters5-6ApprendicesA-E.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters5-6apprendicesa-e-pdf)

    **## Week4.docx**

    ![](https://www.sweetstudy.com/questions/d4-research-plan-overview-methods)

    ## image1.png

    **## DiscussionAssignmentInstructions.doc**

    [removed]

    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/1035064/pages/watch-a-primer-on-qualitative-research-approaches?module_item_id=103967200](https://canvas.liberty.edu/courses/1035064/pages/watch-keep-the-main-thing-the-problem-purpose-and-research-questions?module_item_id=103967303)

    **## ResearchPlanOverviewTemplate.doc**

    EDCO 747

    **Research Plan Overview Template**

    Name:

    Stage of Completion:

    I. Introduction

    A. Problem Statement

    1. What is/are the problem(s), issue(s), or topic(s)?

    a. related literature source

    b. related literature source

    2. Why is it important to study? What difference can it make?

    a. related literature source

    b. related literature source

    3. Use the phrase, “The problem is…”

    B. Purpose (focus of inquiry)

    1. What is the purpose of this study?

    2. Start with the phrase, “The purpose of this study is…”

    C. General research questions (remember that qualitative questions are usually broader and become narrowed down as you move into the actual data collection/analysis process)

    1. First question

    2. Second question

    3. Third question

    D. Research Plan

    1. How will the study be conducted? Qualitative or quantitative (has to be qualitative for this class)

    2. Explain why this method choice is the right one for your study

    II. Review of Related Literature

    A. Theoretical Framework

    1. What philosophical assumption(s) led to your choice of research? (Ontological, epistemological, axiological, rhetorical, and/or methodological.) Include citations

    2. What is your worldview or a theory that helped shape this study? (Biblical, Postpositivism, Constructivism, Moral Realism, Behaviorism, Critical Theory…the theory does not have to come from your textbook reading) Include citations

    B. Important Thinkers/experts/theorists in this field of study (At this point in time you will just find and list them. The literature review will be interwoven, like a quilt, later.)

    1. Citation (i.e., Graves, D. (2003).
    _Writing: Teachers and children at work_ (20th Anniversary ed.). Exeter, NH: Heinemann.)

    a. why (seminal book on how to write and writing issues)

    b. why (his work is cited in almost all writing textbooks and many research articles)

    2. Citation (i.e., Fulwiler, T. (1987).
    _The journal book_. Portsmouth, NH: Heinemann.)

    a. why (considered first major thinker in the world of journal writing)

    b. why (published 5 textbooks and dozens of research articles on this topic)

    C. Related Research (At this point in time you will just find and list them. This section should grow with each week as you continue to look for more information. The literature review will be interwoven, like a quilt, later.)

    1. Research article (must have a methodology section, results, etc.: i.e., Clarke, L. K. (1988). Invented versus traditional spelling in first graders’ writing: Effects on learning to spell and read.
    _Research in the Teaching of English, 22_(3), 281-309.

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students, etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    2. Research article (i.e., Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom.
    _Reading & Writing Quarterly, 19_, 119-137.)

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    III. Methods

    A. Design (approach) and Rationale

    1. Which approach are you using? (Phenomenological, Case Study, Grounded Theory)

    2. Why is this approach a valid design for your study?

    B. Site

    1. Pseudonym (made up name of the site)

    2. Location (general information, i.e., “large high school in central VA”)

    3. Specific demographics

    4. Other pertinent information about the site

    C. Participants

    1. How many?

    2. How selected?

    3. Specific information (gender, age, etc.)

    D. Role of Researcher or Personal biography (the 2nd is much more detailed…you will have to decide what you believe is more pertinent to your study)

    1. Name

    2. Job

    3. Background information

    4. Anything else that will impact how you view the data and the research surroundings (i.e., I would have to put my love affair with God)

    E. Data Collection (a critical aspect of qualitative inquiry is rigorous and varied data collection techniques)

    1. Method 1(i.e., interviews)

    a. detail (i.e., principal at least 3 times)

    b. detail (i.e., parents, snowball sampling, etc.)

    2. Method 2

    a. detail

    b. detail

    3. Method 3

    a. detail

    b. detail

    F. Data Analysis

    1. 1st Technique (i.e., open coding)

    a. information about it (i.e., organizing data into…)

    b. specific information on how this process will be done

    c. why important (i.e., this process allows the researcher to…)

    2. 2nd Technique (i.e., constant comparison method of looking at data…)

    G. Trustworthiness (the reliability, dependability, and transferability information goes here)

    1. 1st Technique (i.e., member checks)

    a. information about it (i.e., having participants review and respond to…)

    b. why important (i.e., this process increases the reliability of the study because…)

    2. 2nd Technique (i.e., audit trail)

    a. information about it

    b. why important

    3. 3rd Technique (i.e., reflexivity or memoing)

    a. information about it

    b. why important

    c. and so on…

    H. Ethical Considerations

    1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

    2. potential issue and how addressed

    3. protection of data

    **References**

    List all references cited and formatted according to current APA edition guidelines

    **Appendix A Interview Questions/Guide**

    What are the general questions you will ask?

    Questions should be opened ended; no yes/no questions

    Start with an “icebreaker” to initation a conversational interview

    **Appendix B: Other Data Collection Procedures** (e.g. Focus Groups, Document Analysis, Writing Prompts, Cognitive Representations, Observations, etc.)

    In addition to interviews, how will you gather information?

    Will you use a template with time stamps (every 5 minutes mark the time)?

    If you conduct a focus group, what questions might you ask?

    Will you use photo narrative? Cognitive representations? Participant journals?

    **Appendix C Timeline and Budget**

    Be specific. Here is an example:

    August 2025—Finish coursework ($ for these items)

    September 2025—Get committee together and register for dissertation course EDCO 988 ($)

    Spring 2026—Defend proposal ($)

    Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

    And so on…

    **Appendix D Consent Form**

    Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

    Page 1 of 4

    **Read-CreswellPothChapters5-6ApprendicesA-E.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters5-6apprendicesa-e-pdf)

  • [Solved] Create a Child Development Article Summary

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Select an article that discusses a topic relevant to childhood development. This article should focus on the physical and wellness aspect of childhood development. In 500-750 words, do the following: – Summarize the major tenets of the article. – Discuss a psychological theory (e.g., Piaget’s cognit…

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    Assignment Prompt & Instructions

    Select an article that discusses a topic relevant to childhood development. This article should focus on the physical and wellness aspect of childhood development.

    In 500-750 words, do the following:

    – Summarize the major tenets of the article.
    – Discuss a psychological theory (e.g., Piaget’s cognitive development theory, Erikson’s psychosocial development theory, Bandura’s social learning theory) that applies to the physical development and wellness that occurs during preschool and elementary school years.
    – Discuss your personal reaction to the article. The length of the personal reaction should match that of the major tenets (no short “I enjoyed this article” responses). Describe specifically what you liked or did not like about the article and explain why you believe that way.

    Prepare this assignment according to the guidelines found in the APA Style Guide,

    #### Rubric Criteria

    ##### **Major Tenets**

    24 points

    ##### **Psychological Theory**

    24 points

    ##### **Personal Reaction**

    24 points

    ##### **Mechanics of Writing**

    4 points

    ##### **Format/Documentation**

    4 points

    **Total** 80 points

  • [Solved] A4- Research Plan Overview – Methods

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Follow instruction uploaded This is also part of D4 **files (7)** – ## Week4.docx – ## VIDEO.docx – ## ResearchPlanOverviewAssignmentInstructions.docx – ## ResearchPlanOverview-IntroductionGradingRubric2.pdf – ## ResearchPlanOverview-MethodsGradingRubric.pdf – ResearchPlanOverviewTemplate.doc – Read…

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    Assignment Prompt & Instructions

    Follow instruction uploaded

    This is also part of D4

    **files (7)**

    – ## Week4.docx

    – ## VIDEO.docx

    – ## ResearchPlanOverviewAssignmentInstructions.docx

    – ## ResearchPlanOverview-IntroductionGradingRubric2.pdf

    – ## ResearchPlanOverview-MethodsGradingRubric.pdf

    – ResearchPlanOverviewTemplate.doc
    – Read-CreswellPothChapters5-6ApprendicesA-E.pdf

    **## Week4.docx**

    ![](https://www.sweetstudy.com/questions/a4-research-plan-overview-methods)

    ## image1.png

    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/1035064/pages/watch-a-primer-on-qualitative-research-approaches?module_item_id=103967200](https://canvas.liberty.edu/courses/1035064/pages/watch-keep-the-main-thing-the-problem-purpose-and-research-questions?module_item_id=103967303)

    **## ResearchPlanOverviewAssignmentInstructions.docx**

    EDCO 747

    **Research Plan Overview Assignment Instructions**

    **Overview**

    As you progress through this course, you will be developing a
    **Research Plan Overview** in outline format. The
    **Research Plan Overview** will be submitted in three stages throughout the course, with each stage revising and building upon the previous stage. The requirements for each stage of submission are described below, and the
    **Research Plan Overview Template** and
    **Research Plan Overview Grading Rubrics** for this assignment are available through Assignment Instructions.

    **Instructions**

    In addition to using the
    **Research Plan Overview Template,** you must include both a title and reference page (done in current APA format). Additionally, you must keep the headings (all text provided in black font) the same but replace the red text with your topic’s information typed in black font. All headings and subheadings must be included in your outline. Supply all of the pertinent information that the outline requests and include the uncompleted portions of the template (Methods, Appendices, etc.) in the document you submit—just leave the uncompleted portion in
    **“red” text/font**.

    · Please utilize current APA Professional standards

    NOTE: The
    **Research Plan Overview Template** (loosely) follows the Liberty’s Department of Community Care and Counseling’s Qualitative Dissertation Template (format); however, be aware that the format can change once you, the doctoral student, become a candidate (by finishing all coursework and successfully passing the comprehensive exam) and begin working with your dissertation committee.

    **Stage 1**

    For Stage 1, you must supply the information required for the
    **Introduction (Section I)** and the
    **Review of Related Literature** **(Section II).** You will continue to build the Review of Related Literature section throughout each stage of development, so be sure to supply what the red text requires.

    **Stage 2**

    Review Stage 1 of your research plan and make revisions or edits as necessary. Then, supply the information required for the
    **Methods (Section III)** subheadings
    **A**,
    **B**,
    **C**,
    **D,** and
    **E** along with Appendices A and B as applicable to your design ONLY.

    NOTE: Subheadings F, G and H of the Methods (Section III) AND Appendices C and D are to be completed in Stage 3—NOT in Stage 2. Also, continue to build the Review of Related Literature (Section II).

    **Stage 3**

    This stage contributes the final section of the Research Plan Overview, giving you a complete outline. Review Stage 2 of your research plan and make revisions or edits as necessary. Supply the information required for the
    **Methods** section (III), subheadings
    **F**,
    **G**, and
    **H**. Also, supply the requested information for
    **Appendices C and D**. Finally, polish the Review of Related Literature section (II), adding any final elements you think are necessary.

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

    **## ResearchPlanOverview-IntroductionGradingRubric2.pdf**

    Criteria Ratings Points

    Introduction
    Section

    28 to >25 pts

    Advanced

    Introduction
    clearly and
    concisely depicts
    a qualitative
    study;
    information is
    sufficient to
    prompt detailed,
    well-supported
    writing when
    outline is turned
    into final
    Research
    Prospectus.

    25 to >23 pts

    Proficient

    Introduction mostly
    depicts a
    qualitative study
    clearly and
    concisely;
    information is
    mostly sufficient to
    prompt fairly
    detailed, supported
    writing when
    outline is turned
    into final Research
    Prospectus.

    23 to >21 pts

    Developing

    Introduction
    vaguely depicts a
    qualitative study;
    information is
    barely sufficient to
    turn outline into a
    well-supported, well
    written final
    Research
    Prospectus.

    21 to >0 pts

    Below
    Expectations

    Introduction does
    not depict a
    qualitative study;
    information is
    insufficient to turn
    outline into a
    well-supported,
    well written final
    Research
    Prospectus.

    0 pts

    Not
    Present

    28 pts

    Review of the
    Literature

    21 to >19 pts

    Advanced

    Review of the
    literature is well
    supported and
    includes all
    information
    (including
    theoretical
    framework) from
    the
    outline/template.

    19 to >17 pts

    Proficient

    Review of the
    literature is mostly
    well supported and
    includes most of
    the information
    (including
    theoretical
    framework) from
    the
    outline/template.

    17 to >15 pts

    Developing

    Review of the
    literature is
    somewhat
    supported and
    includes some of
    the information
    (including
    theoretical
    framework) from
    the
    outline/template.

    15 to >0 pts

    Below
    Expectations

    Review of the
    literature is not
    supported and
    does not include
    some of the
    information (e.g.
    theoretical
    framework) from
    the
    outline/template.

    0 pts

    Not
    Present

    21 pts

    Growing
    Understanding

    21 to >19 pts

    Advanced

    The introduction
    and review of the
    literature
    sections clearly
    show the
    author’s growing
    understanding of
    qualitative
    research.

    19 to >17 pts

    Proficient

    The introduction
    and review of the
    literature sections
    mostly give
    evidence to the
    author’s growing
    understanding of
    qualitative
    research.

    17 to >15 pts

    Developing

    The introduction
    and review of the
    literature sections
    somewhat or
    vaguely show the
    author’s growing
    understanding of
    qualitative
    research.

    15 to >0 pts

    Below
    Expectations

    The introduction
    and review of the
    literature sections
    do not show the
    author’s growing
    understanding of
    qualitative
    research.

    0 pts

    Not
    Present

    21 pts

    Research Plan Overview: Introduction Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    Format 10 to >9 pts

    Advanced

    All headings are
    present in the
    correct order
    from the
    template; red
    directions from
    the template are
    replaced with all
    pertinent
    outline/content
    information
    needed for this
    stage
    (Introduction).

    9 to >8 pts

    Proficient

    Includes most of
    the headings in the
    correct order from
    the template; most
    of the red
    directions from the
    template have
    been replaced with
    pertinent
    outline/content
    information needed
    for this stage
    (Introduction).

    8 to >7 pts

    Developing

    Includes some of
    the headings in the
    correct order from
    the template; some
    of the red directions
    from the template
    have been replaced
    with some pertinent
    content/outline
    information needed
    for this stage
    (Introduction).

    7 to >0 pts

    Below
    Expectations

    Does not include
    the headings in the
    correct order from
    the template; the
    red directions from
    the template have
    not been replaced
    with some pertinent
    content/outline
    information needed
    for this stage
    (Introduction).

    0 pts

    Not
    Present

    10 pts

    References &
    Citations

    10 to >9 pts

    Advanced

    All citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented
    and formatted
    per current APA;
    references
    in-text match
    those in the
    paper.

    9 to >8 pts

    Proficient

    Most of the
    citations in section
    2 and on the
    reference page are
    appropriately
    implemented and
    formatted per
    current APA; most
    references in-text
    match those in the
    paper.

    8 to >7 pts

    Developing

    Some of the
    citations in section
    2 and on the
    reference page are
    appropriately
    implemented and
    formatted per
    current APA; some
    references in-text
    match those in the
    paper.

    7 to >0 pts

    Below
    Expectations

    None of the
    citations in section
    2 and on the
    reference page are
    appropriately
    implemented and
    formatted per
    current APA;
    references in-text
    do not match those
    in the paper

    0 pts

    Not
    Present

    10 pts

    APA & Editing 10 to >9 pts

    Advanced

    All elements
    (including the
    title and
    reference page)
    of the plan are
    edited precisely
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    9 to >8 pts

    Proficient

    Most elements
    (including the title
    and reference
    page) of the plan
    are adequately
    edited for
    grammar, spelling,
    punctuation, and
    current APA
    formatting.

    8 to >7 pts

    Developing

    Some/all elements
    (including the title
    and reference
    page) are poorly
    edited for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    7 to >0 pts

    Below
    Expectations

    All of the elements
    (including the title
    and reference
    page) are
    improperly edited
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    0 pts

    No
    Marks

    10 pts

    Total Points: 100

    Research Plan Overview: Introduction Grading Rubric |
    EDCO747_B01_202630

    **## ResearchPlanOverview-MethodsGradingRubric.pdf**

    Criteria Ratings Points

    Introduction
    Section

    20 to >18 pts

    Advanced

    Introduction and
    Review of Literature
    sections clearly and
    concisely depict a
    qualitative study.

    18 to >16 pts

    Proficient

    Introduction and
    Review of
    Literature
    sections depict a
    qualitative study
    in a manner
    which is mostly
    clear and
    concise.

    16 to >15 pts

    Developing

    Introduction and
    Review of
    Literature
    sections vaguely
    depict a
    qualitative study
    in a manner
    which is
    somewhat clear
    and concise.

    15 to >0 pts

    Below
    Expectations

    Introduction and
    Review of
    Literature
    sections do not
    depict a
    qualitative study.

    0 pts

    Not
    Present

    20 pts

    Methods 20 to >18 pts

    Advanced

    Methods section is
    clearly qualitative with
    sufficient information
    for the completed
    research plan
    overview.

    18 to >16 pts

    Proficient

    Methods section
    is mostly
    qualitative with
    adequate
    information for
    the completed
    research plan
    overview.

    16 to >15 pts

    Developing

    Methods section
    is somewhat
    qualitative with
    some information
    for the completed
    research plan
    overview.

    15 to >0 pts

    Below
    Expectations

    Methods section
    is vaguely
    qualitative with
    some information
    for the completed
    research plan
    overview.

    0 pts

    Not
    Present

    20 pts

    Growing
    Understanding

    20 to >18 pts

    Advanced

    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.
    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.

    18 to >16 pts

    Proficient

    The introduction,
    review of the
    literature and
    methods
    sections mostly
    give evidence to
    the author’s
    growing
    understanding of
    qualitative
    research.

    16 to >15 pts

    Developing

    The introduction,
    review of the
    literature and
    methods sections
    somewhat or
    vaguely show the
    author’s growing
    understanding of
    qualitative
    research.

    15 to >0 pts

    Below
    Expectations

    The introduction,
    review of the
    literature and
    methods sections
    do not show the
    author’s growing
    understanding of
    qualitative
    research.

    0 pts

    Not
    Present

    20 pts

    Research Plan Overview: Methods Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    Appendices 10 to >9 pts

    Advanced

    Appendices include all
    details necessary,
    which can be easily
    written in the final
    Research Prospectus.

    9 to >8 pts

    Proficient

    Appendices
    include most of
    the details
    necessary, which
    can be written in
    the final
    Research
    Prospectus.

    8 to >7 pts

    Developing

    Appendices
    include some of
    the details
    necessary to be
    written in the final
    Research
    Prospectus.

    7 to >0 pts

    Below
    Expectations

    Appendices
    include few of the
    details necessary
    to be written in
    the final
    Research
    Prospectus.

    0 pts

    Not
    Present

    10 pts

    Format 10 to >9 pts

    Advanced

    All headings are
    present in the correct
    order from the
    template; red
    directions from the
    template are replaced
    with all pertinent
    outline/content
    information needed for
    this stage (Methods).

    9 to >8 pts

    Proficient

    Includes most of
    the headings in
    the correct order
    from the
    template; most of
    the red directions
    from the
    template have
    been replaced
    with pertinent
    outline/content
    information
    needed for this
    stage (Methods).

    8 to >7 pts

    Developing

    Includes some of
    the headings in
    the correct order
    from the
    template; some of
    the red directions
    from the template
    have been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    7 to >0 pts

    Below
    Expectations

    Does not include
    the headings in
    the correct order
    from the
    template; the red
    directions from
    the template
    have not been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    0 pts

    Not
    Present

    10 pts

    References &
    Citations

    10 to >9 pts

    Advanced

    All citations in section
    2 and on the reference
    page are appropriately
    implemented and
    formatted per current
    APA; references in-text
    match those in the
    paper.

    9 to >8 pts

    Proficient

    Most of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    most references
    in-text match
    those in the
    paper.

    8 to >7 pts

    Developing

    Some of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    some references
    in-text match
    those in the
    paper.

    7 to >0 pts

    Below
    Expectations

    None of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    references in-text
    do not match
    those in the
    paper.

    0 pts

    No
    Marks

    10 pts

    Research Plan Overview: Methods Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    APA & Editing 10 to >9 pts

    Advanced

    All elements (including
    the title and reference
    page) of the plan are
    edited precisely for
    grammar, spelling,
    punctuation, and
    current APA formatting.

    9 to >8 pts

    Proficient

    Most elements
    (including the
    title and
    reference page)
    of the plan are
    adequately
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    8 to >7 pts

    Developing

    Some/all
    elements
    (including the title
    and reference
    page) are poorly
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    7 to >0 pts

    Below
    Expectations

    Most of the
    elements
    (including the title
    and reference
    page) are
    improperly edited
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    0 pts

    No
    Marks

    10 pts

    Total Points: 100

    Research Plan Overview: Methods Grading Rubric |
    EDCO747_B01_202630

    **ResearchPlanOverviewTemplate.doc**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchplanoverviewtemplate-doc-10558841)

    **Read-CreswellPothChapters5-6ApprendicesA-E.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters5-6apprendicesa-e-pdf-10558849)

    **Read-CreswellPothChapters5-6ApprendicesA-E.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters5-6apprendicesa-e-pdf-10558849)

    **## Week4.docx**

    ![](https://www.sweetstudy.com/questions/a4-research-plan-overview-methods)

    ## image1.png

    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/1035064/pages/watch-a-primer-on-qualitative-research-approaches?module_item_id=103967200](https://canvas.liberty.edu/courses/1035064/pages/watch-keep-the-main-thing-the-problem-purpose-and-research-questions?module_item_id=103967303)

    **## ResearchPlanOverviewAssignmentInstructions.docx**

    EDCO 747

    **Research Plan Overview Assignment Instructions**

    **Overview**

    As you progress through this course, you will be developing a
    **Research Plan Overview** in outline format. The
    **Research Plan Overview** will be submitted in three stages throughout the course, with each stage revising and building upon the previous stage. The requirements for each stage of submission are described below, and the
    **Research Plan Overview Template** and
    **Research Plan Overview Grading Rubrics** for this assignment are available through Assignment Instructions.

    **Instructions**

    In addition to using the
    **Research Plan Overview Template,** you must include both a title and reference page (done in current APA format). Additionally, you must keep the headings (all text provided in black font) the same but replace the red text with your topic’s information typed in black font. All headings and subheadings must be included in your outline. Supply all of the pertinent information that the outline requests and include the uncompleted portions of the template (Methods, Appendices, etc.) in the document you submit—just leave the uncompleted portion in
    **“red” text/font**.

    · Please utilize current APA Professional standards

    NOTE: The
    **Research Plan Overview Template** (loosely) follows the Liberty’s Department of Community Care and Counseling’s Qualitative Dissertation Template (format); however, be aware that the format can change once you, the doctoral student, become a candidate (by finishing all coursework and successfully passing the comprehensive exam) and begin working with your dissertation committee.

    **Stage 1**

    For Stage 1, you must supply the information required for the
    **Introduction (Section I)** and the
    **Review of Related Literature** **(Section II).** You will continue to build the Review of Related Literature section throughout each stage of development, so be sure to supply what the red text requires.

    **Stage 2**

    Review Stage 1 of your research plan and make revisions or edits as necessary. Then, supply the information required for the
    **Methods (Section III)** subheadings
    **A**,
    **B**,
    **C**,
    **D,** and
    **E** along with Appendices A and B as applicable to your design ONLY.

    NOTE: Subheadings F, G and H of the Methods (Section III) AND Appendices C and D are to be completed in Stage 3—NOT in Stage 2. Also, continue to build the Review of Related Literature (Section II).

    **Stage 3**

    This stage contributes the final section of the Research Plan Overview, giving you a complete outline. Review Stage 2 of your research plan and make revisions or edits as necessary. Supply the information required for the
    **Methods** section (III), subheadings
    **F**,
    **G**, and
    **H**. Also, supply the requested information for
    **Appendices C and D**. Finally, polish the Review of Related Literature section (II), adding any final elements you think are necessary.

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

    **## ResearchPlanOverview-IntroductionGradingRubric2.pdf**

    Criteria Ratings Points

    Introduction
    Section

    28 to >25 pts

    Advanced

    Introduction
    clearly and
    concisely depicts
    a qualitative
    study;
    information is
    sufficient to
    prompt detailed,
    well-supported
    writing when
    outline is turned
    into final
    Research
    Prospectus.

    25 to >23 pts

    Proficient

    Introduction mostly
    depicts a
    qualitative study
    clearly and
    concisely;
    information is
    mostly sufficient to
    prompt fairly
    detailed, supported
    writing when
    outline is turned
    into final Research
    Prospectus.

    23 to >21 pts

    Developing

    Introduction
    vaguely depicts a
    qualitative study;
    information is
    barely sufficient to
    turn outline into a
    well-supported, well
    written final
    Research
    Prospectus.

    21 to >0 pts

    Below
    Expectations

    Introduction does
    not depict a
    qualitative study;
    information is
    insufficient to turn
    outline into a
    well-supported,
    well written final
    Research
    Prospectus.

    0 pts

    Not
    Present

    28 pts

    Review of the
    Literature

    21 to >19 pts

    Advanced

    Review of the
    literature is well
    supported and
    includes all
    information
    (including
    theoretical
    framework) from
    the
    outline/template.

    19 to >17 pts

    Proficient

    Review of the
    literature is mostly
    well supported and
    includes most of
    the information
    (including
    theoretical
    framework) from
    the
    outline/template.

    17 to >15 pts

    Developing

    Review of the
    literature is
    somewhat
    supported and
    includes some of
    the information
    (including
    theoretical
    framework) from
    the
    outline/template.

    15 to >0 pts

    Below
    Expectations

    Review of the
    literature is not
    supported and
    does not include
    some of the
    information (e.g.
    theoretical
    framework) from
    the
    outline/template.

    0 pts

    Not
    Present

    21 pts

    Growing
    Understanding

    21 to >19 pts

    Advanced

    The introduction
    and review of the
    literature
    sections clearly
    show the
    author’s growing
    understanding of
    qualitative
    research.

    19 to >17 pts

    Proficient

    The introduction
    and review of the
    literature sections
    mostly give
    evidence to the
    author’s growing
    understanding of
    qualitative
    research.

    17 to >15 pts

    Developing

    The introduction
    and review of the
    literature sections
    somewhat or
    vaguely show the
    author’s growing
    understanding of
    qualitative
    research.

    15 to >0 pts

    Below
    Expectations

    The introduction
    and review of the
    literature sections
    do not show the
    author’s growing
    understanding of
    qualitative
    research.

    0 pts

    Not
    Present

    21 pts

    Research Plan Overview: Introduction Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    Format 10 to >9 pts

    Advanced

    All headings are
    present in the
    correct order
    from the
    template; red
    directions from
    the template are
    replaced with all
    pertinent
    outline/content
    information
    needed for this
    stage
    (Introduction).

    9 to >8 pts

    Proficient

    Includes most of
    the headings in the
    correct order from
    the template; most
    of the red
    directions from the
    template have
    been replaced with
    pertinent
    outline/content
    information needed
    for this stage
    (Introduction).

    8 to >7 pts

    Developing

    Includes some of
    the headings in the
    correct order from
    the template; some
    of the red directions
    from the template
    have been replaced
    with some pertinent
    content/outline
    information needed
    for this stage
    (Introduction).

    7 to >0 pts

    Below
    Expectations

    Does not include
    the headings in the
    correct order from
    the template; the
    red directions from
    the template have
    not been replaced
    with some pertinent
    content/outline
    information needed
    for this stage
    (Introduction).

    0 pts

    Not
    Present

    10 pts

    References &
    Citations

    10 to >9 pts

    Advanced

    All citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented
    and formatted
    per current APA;
    references
    in-text match
    those in the
    paper.

    9 to >8 pts

    Proficient

    Most of the
    citations in section
    2 and on the
    reference page are
    appropriately
    implemented and
    formatted per
    current APA; most
    references in-text
    match those in the
    paper.

    8 to >7 pts

    Developing

    Some of the
    citations in section
    2 and on the
    reference page are
    appropriately
    implemented and
    formatted per
    current APA; some
    references in-text
    match those in the
    paper.

    7 to >0 pts

    Below
    Expectations

    None of the
    citations in section
    2 and on the
    reference page are
    appropriately
    implemented and
    formatted per
    current APA;
    references in-text
    do not match those
    in the paper

    0 pts

    Not
    Present

    10 pts

    APA & Editing 10 to >9 pts

    Advanced

    All elements
    (including the
    title and
    reference page)
    of the plan are
    edited precisely
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    9 to >8 pts

    Proficient

    Most elements
    (including the title
    and reference
    page) of the plan
    are adequately
    edited for
    grammar, spelling,
    punctuation, and
    current APA
    formatting.

    8 to >7 pts

    Developing

    Some/all elements
    (including the title
    and reference
    page) are poorly
    edited for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    7 to >0 pts

    Below
    Expectations

    All of the elements
    (including the title
    and reference
    page) are
    improperly edited
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    0 pts

    No
    Marks

    10 pts

    Total Points: 100

    Research Plan Overview: Introduction Grading Rubric |
    EDCO747_B01_202630

    **## ResearchPlanOverview-MethodsGradingRubric.pdf**

    Criteria Ratings Points

    Introduction
    Section

    20 to >18 pts

    Advanced

    Introduction and
    Review of Literature
    sections clearly and
    concisely depict a
    qualitative study.

    18 to >16 pts

    Proficient

    Introduction and
    Review of
    Literature
    sections depict a
    qualitative study
    in a manner
    which is mostly
    clear and
    concise.

    16 to >15 pts

    Developing

    Introduction and
    Review of
    Literature
    sections vaguely
    depict a
    qualitative study
    in a manner
    which is
    somewhat clear
    and concise.

    15 to >0 pts

    Below
    Expectations

    Introduction and
    Review of
    Literature
    sections do not
    depict a
    qualitative study.

    0 pts

    Not
    Present

    20 pts

    Methods 20 to >18 pts

    Advanced

    Methods section is
    clearly qualitative with
    sufficient information
    for the completed
    research plan
    overview.

    18 to >16 pts

    Proficient

    Methods section
    is mostly
    qualitative with
    adequate
    information for
    the completed
    research plan
    overview.

    16 to >15 pts

    Developing

    Methods section
    is somewhat
    qualitative with
    some information
    for the completed
    research plan
    overview.

    15 to >0 pts

    Below
    Expectations

    Methods section
    is vaguely
    qualitative with
    some information
    for the completed
    research plan
    overview.

    0 pts

    Not
    Present

    20 pts

    Growing
    Understanding

    20 to >18 pts

    Advanced

    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.
    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.

    18 to >16 pts

    Proficient

    The introduction,
    review of the
    literature and
    methods
    sections mostly
    give evidence to
    the author’s
    growing
    understanding of
    qualitative
    research.

    16 to >15 pts

    Developing

    The introduction,
    review of the
    literature and
    methods sections
    somewhat or
    vaguely show the
    author’s growing
    understanding of
    qualitative
    research.

    15 to >0 pts

    Below
    Expectations

    The introduction,
    review of the
    literature and
    methods sections
    do not show the
    author’s growing
    understanding of
    qualitative
    research.

    0 pts

    Not
    Present

    20 pts

    Research Plan Overview: Methods Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    Appendices 10 to >9 pts

    Advanced

    Appendices include all
    details necessary,
    which can be easily
    written in the final
    Research Prospectus.

    9 to >8 pts

    Proficient

    Appendices
    include most of
    the details
    necessary, which
    can be written in
    the final
    Research
    Prospectus.

    8 to >7 pts

    Developing

    Appendices
    include some of
    the details
    necessary to be
    written in the final
    Research
    Prospectus.

    7 to >0 pts

    Below
    Expectations

    Appendices
    include few of the
    details necessary
    to be written in
    the final
    Research
    Prospectus.

    0 pts

    Not
    Present

    10 pts

    Format 10 to >9 pts

    Advanced

    All headings are
    present in the correct
    order from the
    template; red
    directions from the
    template are replaced
    with all pertinent
    outline/content
    information needed for
    this stage (Methods).

    9 to >8 pts

    Proficient

    Includes most of
    the headings in
    the correct order
    from the
    template; most of
    the red directions
    from the
    template have
    been replaced
    with pertinent
    outline/content
    information
    needed for this
    stage (Methods).

    8 to >7 pts

    Developing

    Includes some of
    the headings in
    the correct order
    from the
    template; some of
    the red directions
    from the template
    have been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    7 to >0 pts

    Below
    Expectations

    Does not include
    the headings in
    the correct order
    from the
    template; the red
    directions from
    the template
    have not been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    0 pts

    Not
    Present

    10 pts

    References &
    Citations

    10 to >9 pts

    Advanced

    All citations in section
    2 and on the reference
    page are appropriately
    implemented and
    formatted per current
    APA; references in-text
    match those in the
    paper.

    9 to >8 pts

    Proficient

    Most of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    most references
    in-text match
    those in the
    paper.

    8 to >7 pts

    Developing

    Some of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    some references
    in-text match
    those in the
    paper.

    7 to >0 pts

    Below
    Expectations

    None of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    references in-text
    do not match
    those in the
    paper.

    0 pts

    No
    Marks

    10 pts

    Research Plan Overview: Methods Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    APA & Editing 10 to >9 pts

    Advanced

    All elements (including
    the title and reference
    page) of the plan are
    edited precisely for
    grammar, spelling,
    punctuation, and
    current APA formatting.

    9 to >8 pts

    Proficient

    Most elements
    (including the
    title and
    reference page)
    of the plan are
    adequately
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    8 to >7 pts

    Developing

    Some/all
    elements
    (including the title
    and reference
    page) are poorly
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    7 to >0 pts

    Below
    Expectations

    Most of the
    elements
    (including the title
    and reference
    page) are
    improperly edited
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    0 pts

    No
    Marks

    10 pts

    Total Points: 100

    Research Plan Overview: Methods Grading Rubric |
    EDCO747_B01_202630

    **ResearchPlanOverviewTemplate.doc**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchplanoverviewtemplate-doc-10558841)

    **Read-CreswellPothChapters5-6ApprendicesA-E.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters5-6apprendicesa-e-pdf-10558849)

    **## Week4.docx**

    ![](https://www.sweetstudy.com/questions/a4-research-plan-overview-methods)

    ## image1.png

    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/1035064/pages/watch-a-primer-on-qualitative-research-approaches?module_item_id=103967200](https://canvas.liberty.edu/courses/1035064/pages/watch-keep-the-main-thing-the-problem-purpose-and-research-questions?module_item_id=103967303)

    **## ResearchPlanOverviewAssignmentInstructions.docx**

    EDCO 747

    **Research Plan Overview Assignment Instructions**

    **Overview**

    As you progress through this course, you will be developing a
    **Research Plan Overview** in outline format. The
    **Research Plan Overview** will be submitted in three stages throughout the course, with each stage revising and building upon the previous stage. The requirements for each stage of submission are described below, and the
    **Research Plan Overview Template** and
    **Research Plan Overview Grading Rubrics** for this assignment are available through Assignment Instructions.

    **Instructions**

    In addition to using the
    **Research Plan Overview Template,** you must include both a title and reference page (done in current APA format). Additionally, you must keep the headings (all text provided in black font) the same but replace the red text with your topic’s information typed in black font. All headings and subheadings must be included in your outline. Supply all of the pertinent information that the outline requests and include the uncompleted portions of the template (Methods, Appendices, etc.) in the document you submit—just leave the uncompleted portion in
    **“red” text/font**.

    · Please utilize current APA Professional standards

    NOTE: The
    **Research Plan Overview Template** (loosely) follows the Liberty’s Department of Community Care and Counseling’s Qualitative Dissertation Template (format); however, be aware that the format can change once you, the doctoral student, become a candidate (by finishing all coursework and successfully passing the comprehensive exam) and begin working with your dissertation committee.

    **Stage 1**

    For Stage 1, you must supply the information required for the
    **Introduction (Section I)** and the
    **Review of Related Literature** **(Section II).** You will continue to build the Review of Related Literature section throughout each stage of development, so be sure to supply what the red text requires.

    **Stage 2**

    Review Stage 1 of your research plan and make revisions or edits as necessary. Then, supply the information required for the
    **Methods (Section III)** subheadings
    **A**,
    **B**,
    **C**,
    **D,** and
    **E** along with Appendices A and B as applicable to your design ONLY.

    NOTE: Subheadings F, G and H of the Methods (Section III) AND Appendices C and D are to be completed in Stage 3—NOT in Stage 2. Also, continue to build the Review of Related Literature (Section II).

    **Stage 3**

    This stage contributes the final section of the Research Plan Overview, giving you a complete outline. Review Stage 2 of your research plan and make revisions or edits as necessary. Supply the information required for the
    **Methods** section (III), subheadings
    **F**,
    **G**, and
    **H**. Also, supply the requested information for
    **Appendices C and D**. Finally, polish the Review of Related Literature section (II), adding any final elements you think are necessary.

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

    **## ResearchPlanOverview-IntroductionGradingRubric2.pdf**

    Criteria Ratings Points

    Introduction
    Section

    28 to >25 pts

    Advanced

    Introduction
    clearly and
    concisely depicts
    a qualitative
    study;
    information is
    sufficient to
    prompt detailed,
    well-supported
    writing when
    outline is turned
    into final
    Research
    Prospectus.

    25 to >23 pts

    Proficient

    Introduction mostly
    depicts a
    qualitative study
    clearly and
    concisely;
    information is
    mostly sufficient to
    prompt fairly
    detailed, supported
    writing when
    outline is turned
    into final Research
    Prospectus.

    23 to >21 pts

    Developing

    Introduction
    vaguely depicts a
    qualitative study;
    information is
    barely sufficient to
    turn outline into a
    well-supported, well
    written final
    Research
    Prospectus.

    21 to >0 pts

    Below
    Expectations

    Introduction does
    not depict a
    qualitative study;
    information is
    insufficient to turn
    outline into a
    well-supported,
    well written final
    Research
    Prospectus.

    0 pts

    Not
    Present

    28 pts

    Review of the
    Literature

    21 to >19 pts

    Advanced

    Review of the
    literature is well
    supported and
    includes all
    information
    (including
    theoretical
    framework) from
    the
    outline/template.

    19 to >17 pts

    Proficient

    Review of the
    literature is mostly
    well supported and
    includes most of
    the information
    (including
    theoretical
    framework) from
    the
    outline/template.

    17 to >15 pts

    Developing

    Review of the
    literature is
    somewhat
    supported and
    includes some of
    the information
    (including
    theoretical
    framework) from
    the
    outline/template.

    15 to >0 pts

    Below
    Expectations

    Review of the
    literature is not
    supported and
    does not include
    some of the
    information (e.g.
    theoretical
    framework) from
    the
    outline/template.

    0 pts

    Not
    Present

    21 pts

    Growing
    Understanding

    21 to >19 pts

    Advanced

    The introduction
    and review of the
    literature
    sections clearly
    show the
    author’s growing
    understanding of
    qualitative
    research.

    19 to >17 pts

    Proficient

    The introduction
    and review of the
    literature sections
    mostly give
    evidence to the
    author’s growing
    understanding of
    qualitative
    research.

    17 to >15 pts

    Developing

    The introduction
    and review of the
    literature sections
    somewhat or
    vaguely show the
    author’s growing
    understanding of
    qualitative
    research.

    15 to >0 pts

    Below
    Expectations

    The introduction
    and review of the
    literature sections
    do not show the
    author’s growing
    understanding of
    qualitative
    research.

    0 pts

    Not
    Present

    21 pts

    Research Plan Overview: Introduction Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    Format 10 to >9 pts

    Advanced

    All headings are
    present in the
    correct order
    from the
    template; red
    directions from
    the template are
    replaced with all
    pertinent
    outline/content
    information
    needed for this
    stage
    (Introduction).

    9 to >8 pts

    Proficient

    Includes most of
    the headings in the
    correct order from
    the template; most
    of the red
    directions from the
    template have
    been replaced with
    pertinent
    outline/content
    information needed
    for this stage
    (Introduction).

    8 to >7 pts

    Developing

    Includes some of
    the headings in the
    correct order from
    the template; some
    of the red directions
    from the template
    have been replaced
    with some pertinent
    content/outline
    information needed
    for this stage
    (Introduction).

    7 to >0 pts

    Below
    Expectations

    Does not include
    the headings in the
    correct order from
    the template; the
    red directions from
    the template have
    not been replaced
    with some pertinent
    content/outline
    information needed
    for this stage
    (Introduction).

    0 pts

    Not
    Present

    10 pts

    References &
    Citations

    10 to >9 pts

    Advanced

    All citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented
    and formatted
    per current APA;
    references
    in-text match
    those in the
    paper.

    9 to >8 pts

    Proficient

    Most of the
    citations in section
    2 and on the
    reference page are
    appropriately
    implemented and
    formatted per
    current APA; most
    references in-text
    match those in the
    paper.

    8 to >7 pts

    Developing

    Some of the
    citations in section
    2 and on the
    reference page are
    appropriately
    implemented and
    formatted per
    current APA; some
    references in-text
    match those in the
    paper.

    7 to >0 pts

    Below
    Expectations

    None of the
    citations in section
    2 and on the
    reference page are
    appropriately
    implemented and
    formatted per
    current APA;
    references in-text
    do not match those
    in the paper

    0 pts

    Not
    Present

    10 pts

    APA & Editing 10 to >9 pts

    Advanced

    All elements
    (including the
    title and
    reference page)
    of the plan are
    edited precisely
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    9 to >8 pts

    Proficient

    Most elements
    (including the title
    and reference
    page) of the plan
    are adequately
    edited for
    grammar, spelling,
    punctuation, and
    current APA
    formatting.

    8 to >7 pts

    Developing

    Some/all elements
    (including the title
    and reference
    page) are poorly
    edited for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    7 to >0 pts

    Below
    Expectations

    All of the elements
    (including the title
    and reference
    page) are
    improperly edited
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    0 pts

    No
    Marks

    10 pts

    Total Points: 100

    Research Plan Overview: Introduction Grading Rubric |
    EDCO747_B01_202630

    **## ResearchPlanOverview-MethodsGradingRubric.pdf**

    Criteria Ratings Points

    Introduction
    Section

    20 to >18 pts

    Advanced

    Introduction and
    Review of Literature
    sections clearly and
    concisely depict a
    qualitative study.

    18 to >16 pts

    Proficient

    Introduction and
    Review of
    Literature
    sections depict a
    qualitative study
    in a manner
    which is mostly
    clear and
    concise.

    16 to >15 pts

    Developing

    Introduction and
    Review of
    Literature
    sections vaguely
    depict a
    qualitative study
    in a manner
    which is
    somewhat clear
    and concise.

    15 to >0 pts

    Below
    Expectations

    Introduction and
    Review of
    Literature
    sections do not
    depict a
    qualitative study.

    0 pts

    Not
    Present

    20 pts

    Methods 20 to >18 pts

    Advanced

    Methods section is
    clearly qualitative with
    sufficient information
    for the completed
    research plan
    overview.

    18 to >16 pts

    Proficient

    Methods section
    is mostly
    qualitative with
    adequate
    information for
    the completed
    research plan
    overview.

    16 to >15 pts

    Developing

    Methods section
    is somewhat
    qualitative with
    some information
    for the completed
    research plan
    overview.

    15 to >0 pts

    Below
    Expectations

    Methods section
    is vaguely
    qualitative with
    some information
    for the completed
    research plan
    overview.

    0 pts

    Not
    Present

    20 pts

    Growing
    Understanding

    20 to >18 pts

    Advanced

    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.
    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.

    18 to >16 pts

    Proficient

    The introduction,
    review of the
    literature and
    methods
    sections mostly
    give evidence to
    the author’s
    growing
    understanding of
    qualitative
    research.

    16 to >15 pts

    Developing

    The introduction,
    review of the
    literature and
    methods sections
    somewhat or
    vaguely show the
    author’s growing
    understanding of
    qualitative
    research.

    15 to >0 pts

    Below
    Expectations

    The introduction,
    review of the
    literature and
    methods sections
    do not show the
    author’s growing
    understanding of
    qualitative
    research.

    0 pts

    Not
    Present

    20 pts

    Research Plan Overview: Methods Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    Appendices 10 to >9 pts

    Advanced

    Appendices include all
    details necessary,
    which can be easily
    written in the final
    Research Prospectus.

    9 to >8 pts

    Proficient

    Appendices
    include most of
    the details
    necessary, which
    can be written in
    the final
    Research
    Prospectus.

    8 to >7 pts

    Developing

    Appendices
    include some of
    the details
    necessary to be
    written in the final
    Research
    Prospectus.

    7 to >0 pts

    Below
    Expectations

    Appendices
    include few of the
    details necessary
    to be written in
    the final
    Research
    Prospectus.

    0 pts

    Not
    Present

    10 pts

    Format 10 to >9 pts

    Advanced

    All headings are
    present in the correct
    order from the
    template; red
    directions from the
    template are replaced
    with all pertinent
    outline/content
    information needed for
    this stage (Methods).

    9 to >8 pts

    Proficient

    Includes most of
    the headings in
    the correct order
    from the
    template; most of
    the red directions
    from the
    template have
    been replaced
    with pertinent
    outline/content
    information
    needed for this
    stage (Methods).

    8 to >7 pts

    Developing

    Includes some of
    the headings in
    the correct order
    from the
    template; some of
    the red directions
    from the template
    have been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    7 to >0 pts

    Below
    Expectations

    Does not include
    the headings in
    the correct order
    from the
    template; the red
    directions from
    the template
    have not been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    0 pts

    Not
    Present

    10 pts

    References &
    Citations

    10 to >9 pts

    Advanced

    All citations in section
    2 and on the reference
    page are appropriately
    implemented and
    formatted per current
    APA; references in-text
    match those in the
    paper.

    9 to >8 pts

    Proficient

    Most of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    most references
    in-text match
    those in the
    paper.

    8 to >7 pts

    Developing

    Some of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    some references
    in-text match
    those in the
    paper.

    7 to >0 pts

    Below
    Expectations

    None of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    references in-text
    do not match
    those in the
    paper.

    0 pts

    No
    Marks

    10 pts

    Research Plan Overview: Methods Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    APA & Editing 10 to >9 pts

    Advanced

    All elements (including
    the title and reference
    page) of the plan are
    edited precisely for
    grammar, spelling,
    punctuation, and
    current APA formatting.

    9 to >8 pts

    Proficient

    Most elements
    (including the
    title and
    reference page)
    of the plan are
    adequately
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    8 to >7 pts

    Developing

    Some/all
    elements
    (including the title
    and reference
    page) are poorly
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    7 to >0 pts

    Below
    Expectations

    Most of the
    elements
    (including the title
    and reference
    page) are
    improperly edited
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    0 pts

    No
    Marks

    10 pts

    Total Points: 100

    Research Plan Overview: Methods Grading Rubric |
    EDCO747_B01_202630

    **ResearchPlanOverviewTemplate.doc**

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  • [Solved] 2 questions SUICIDE

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    6/8/26 DUE 5 PM EST 200 WORDS PER QUESTION,, TOTAL 400 WORDS. THERES ONLY 2 QUESTIONS READ THE CASES **files (1)** – ## QUIZ.docx **## QUIZ.docx** Instructions: This is an open-book and untimed exam. Your primary resources for this exam are the DSM-5-TR, course notes and books, and your personal not…

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    Assignment Prompt & Instructions

    6/8/26 DUE 5 PM EST

    200 WORDS PER QUESTION,, TOTAL 400 WORDS. THERES ONLY 2 QUESTIONS

    READ THE CASES

    **files (1)**

    – ## QUIZ.docx

    **## QUIZ.docx**

    Instructions: This is an open-book and untimed exam. Your primary resources for this exam are

    the DSM-5-TR, course notes and books, and your personal notes taken during this class. You

    must do your own work in completing the exam; you may NOT receive help from others.

    The exam requires you to complete a diagnosis list in the format indicated in the DSM-5 TR

    (with rationale for each diagnosis) for two Case Studies. The rationale must connect the

    symptoms to the criteria in the DSM-5 TR. Indicate the symptom, then indicate the criteria met

    in the DSM-5 TR indicated in parenthesis such as (A1, B3, C1. etc.). This exam will take some

    time to complete so plan accordingly. Please Do not rush through this exam.

    Be sure to write the number that identifies the case study otherwise, it cannot be graded. Each

    student will have a different combination of case studies so identifying the cases you are

    assigned will be very important.

    Each case will have at least one primary diagnosis and at least one secondary diagnosis and/or Z-

    code. Some cases may have more than one of each. Each case study, then, will have from 2-4

    items on the diagnosis list.

    Case 1C

         Audrey is a 26 year old single female who was referred for assessment by her primary care physician (PCP). Audrey is attempting to be approved for gastric bypass surgery, but her eating patterns have been a concern of her PCP for 4 years, and he has refused to refer her to a surgeon unless she is assessed and actively participates in any recommended treatment. Audrey is openly angry at her PCP “He has no business getting into my personal business. He has been telling me for years to lose weight. I have been on a 100 diets and have never been able to lose more than 40 pounds, so surgery is my only hope of a normal life.” Audrey reported she is 5’6” tall and weighs 340 pounds. She reported her weight has been a struggle her entire life but has progressively gotten worse over the past 4 years, spinning out of control about 2 years ago. “I hate being this fat and want to be normal again. Just because my doctor thinks I have a problem with food… that means I have to stay huge forever?”

         Audrey stated that at the age of 22 she began having periods of feeling a loss of control while eating. She struggled with her weight and food choices since early childhood, reporting most of the people in her nuclear family are obese and “eating junk was how I grew up”. Even though weight has been a long term struggle, she clearly remembers the first time she felt out of control while eating. She stated that currently these “episodes” of being out of control and consuming “a large amount of food” occur 4-5 times per week. She noticed that for the first two years after her first episode she only lost control and “ate everything in the world” once per week, but over the past two years the episodes have increased to the current level. Audrey reported that an episode will last around 60-90 minutes and she will eat “everything I can get my hands on. It does not matter what it is, as long as it is food.” She stated that during these times she will eat very quickly and will not stop, even after she feels full “to bursting”. She stated that after an episode she cannot look in a mirror for days without having thoughts like “I am gross. I hate myself. If I keep this up I will die. Sometimes I feel like I cannot stand the guilt and self-hate after an episode.” Audrey often feels depressed after an episode and will sometimes cry. She reported no suicidal ideations or history, but often feels overwhelmed and tries to think of a way to escape herself. Audrey reported that these episodes occur while she is alone “I never do this crazy stuff in front of people” and the episodes will often start when she is not hungry. Audrey denied any purging type behavior “At the beginning I made my self-throw up twice, but throwing up is too gross and using laxatives is disgusting.” She reported no history of restricting her calorie intake or exercising to compensate for calories consumed. She reported no history of significant depression or anxiety outside of the eating episodes. She has never had a manic episode or any type of thought disorder/ loss of touch with reality. Audrey reported she drinks 2-4 beers a week and has not been drunk since graduating from college at 22 years old.

         She works full time as a sales associate, which is getting difficult because of the amount of time she has to stand. “My doctor told me my weight is destroying my hips and knees, and I know standing 10 hours a day does not help, but I do not think I can get another job. Who would want to hire someone who looks like I do?” Audrey has begun calling in sick to work one day every other week and her supervisor has given her a written warning. She reported a high level of anxiety about possibly losing her job. “My supervisor really likes me because I am kind and do a good job, but she is getting tired of me calling in sick. She agreed to give me the time off work if I got the surgery. She is excited that I might get my weight under control. But if I keep calling in sick she will have no choice but to fire me. That is what my doctor does not understand, this surgery could make everything right again.”

         Audrey is the third of five children born to her mother, who has been married three times. Audrey has a different father than all her other siblings, being the only child born to that union. Her mother and step-father are currently married. She is close to her younger two sibling and her two older sibling went to live with their father when Audrey was 10 years old. “We are not close, but the rest of the family talks weekly. We all have weight trouble.” Audrey has not dated since she began having the “eating episodes”. She stated that she is afraid to let anyone close to her right now because she might have an episode in front of them and would “die of embarrassment”. Audrey has two close female friends, one with whom she recently confided her eating struggles. “She was very understanding and said she would support me no matter what. She is the first person I have told besides my mom and my doctor.” Audrey agreed that her “eating episodes” are not normal, have contributed to her obesity and is willing to do whatever it takes to get the referral for surgery.

    2) Case 2A

         Frank is a 27 year old, unemployed single male, who was released from jail three weeks ago after being arrested for a felony assault and battery. Frank is out on bond and has court in two months for a probation violation. He was ordered by the judge to attend an assessment and any recommended therapy as a condition of his bond. He was also ordered to abstain from alcohol and submit to random drug testing. Frank’s probation officer, who made the appointment, stated that if Frank misses any appointments or violates any conditions of his bond, he will be immediately jailed.

         Frank reported “I do not see what the big deal is. I got into a fight. I get into a lot of fights. This time it got a bit out of hand and I put the other guy in the hospital. It is not my fault that the jerk picked a fight with someone who was a better fighter than he was.” Frank reported he does not know the individual he assaulted, stating that he was“ just some idiot at the bar”, and does not know the status of the individual’s well-being. “I am not calling that stupid hospital and checking on that loser.” Frank has been getting into physical fights since he was 10 years old. He was in detention for over two years for various assaults and other law violations prior to 18 years old and has been in and out of jail for the past 10 years. He stated that he has spent about 4 of the last 10 years in jail “a lot less than I should. I am just that good! I can break the law, steal, fight and sell drugs and not get caught. I figure 4 years is not bad considering how much I have really done.” Frank indicated that he has been purposefully breaking the law since he was 12 years old, when he was expelled from school. He did not complete high school and has never held a job for longer than 2 months at a time, stating, “They never pay what I can make selling drugs or stolen stuff on the streets. So why bother?” Frank expressed no remorse for any of his illegal or aggressive behaviors “this is who I am. The ladies love me. The cops fear me. What more could I ask out of life.”

         Frank has never been in a serious relationship, even though he has three children with three different women. He has not contact with his children or their mothers. Frank reported he is the “world’s best liar” and that he has never been truthful with anyone. He gets into physical fights on a monthly basis and is often called “an impulsive hot head” by others. Frank reported no significant relationships and views others as simply pawns in “the game of getting what I want and deserve”. Frank stated he is never without a girl when he wants one, but often feels they are “more trouble than they are worth”. Frank stated that he has never planned anything and that “I live for the moment. Whatever happens at this moment is what I will deal with.” Frank reported that he was taken to a psychiatrist and counselor before he was expelled from school. He did not participate in treatment and refused to take his medications. His mother was never around and his father was in jail, so there were no adult figures to force compliance with treatment or school boundaries. Frank remembered being given some “label” about “being a really bad kid. Especially after I killed the cat at 11 years old and then broke my teacher’s nose at 12 years old” but he does not remember what he was diagnosed with at that time.

         Frank indicated that the one thing about his life that does bother him is that he has been unable to secure a place to live. He is currently residing in a homeless shelter and has to be out of the shelter from 8 a.m. until 8 p.m. every day. He does not enjoy being homeless, but cannot find a place that will rent to him due to his multiple felony convictions and pending aggressive act. Because he often refuses to pay rent for the last 3-4 months he lives in a place, he has developed a reputation in the low income housing and private housing arena.

    **## QUIZ.docx**

    Instructions: This is an open-book and untimed exam. Your primary resources for this exam are

    the DSM-5-TR, course notes and books, and your personal notes taken during this class. You

    must do your own work in completing the exam; you may NOT receive help from others.

    The exam requires you to complete a diagnosis list in the format indicated in the DSM-5 TR

    (with rationale for each diagnosis) for two Case Studies. The rationale must connect the

    symptoms to the criteria in the DSM-5 TR. Indicate the symptom, then indicate the criteria met

    in the DSM-5 TR indicated in parenthesis such as (A1, B3, C1. etc.). This exam will take some

    time to complete so plan accordingly. Please Do not rush through this exam.

    Be sure to write the number that identifies the case study otherwise, it cannot be graded. Each

    student will have a different combination of case studies so identifying the cases you are

    assigned will be very important.

    Each case will have at least one primary diagnosis and at least one secondary diagnosis and/or Z-

    code. Some cases may have more than one of each. Each case study, then, will have from 2-4

    items on the diagnosis list.

    Case 1C

         Audrey is a 26 year old single female who was referred for assessment by her primary care physician (PCP). Audrey is attempting to be approved for gastric bypass surgery, but her eating patterns have been a concern of her PCP for 4 years, and he has refused to refer her to a surgeon unless she is assessed and actively participates in any recommended treatment. Audrey is openly angry at her PCP “He has no business getting into my personal business. He has been telling me for years to lose weight. I have been on a 100 diets and have never been able to lose more than 40 pounds, so surgery is my only hope of a normal life.” Audrey reported she is 5’6” tall and weighs 340 pounds. She reported her weight has been a struggle her entire life but has progressively gotten worse over the past 4 years, spinning out of control about 2 years ago. “I hate being this fat and want to be normal again. Just because my doctor thinks I have a problem with food… that means I have to stay huge forever?”

         Audrey stated that at the age of 22 she began having periods of feeling a loss of control while eating. She struggled with her weight and food choices since early childhood, reporting most of the people in her nuclear family are obese and “eating junk was how I grew up”. Even though weight has been a long term struggle, she clearly remembers the first time she felt out of control while eating. She stated that currently these “episodes” of being out of control and consuming “a large amount of food” occur 4-5 times per week. She noticed that for the first two years after her first episode she only lost control and “ate everything in the world” once per week, but over the past two years the episodes have increased to the current level. Audrey reported that an episode will last around 60-90 minutes and she will eat “everything I can get my hands on. It does not matter what it is, as long as it is food.” She stated that during these times she will eat very quickly and will not stop, even after she feels full “to bursting”. She stated that after an episode she cannot look in a mirror for days without having thoughts like “I am gross. I hate myself. If I keep this up I will die. Sometimes I feel like I cannot stand the guilt and self-hate after an episode.” Audrey often feels depressed after an episode and will sometimes cry. She reported no suicidal ideations or history, but often feels overwhelmed and tries to think of a way to escape herself. Audrey reported that these episodes occur while she is alone “I never do this crazy stuff in front of people” and the episodes will often start when she is not hungry. Audrey denied any purging type behavior “At the beginning I made my self-throw up twice, but throwing up is too gross and using laxatives is disgusting.” She reported no history of restricting her calorie intake or exercising to compensate for calories consumed. She reported no history of significant depression or anxiety outside of the eating episodes. She has never had a manic episode or any type of thought disorder/ loss of touch with reality. Audrey reported she drinks 2-4 beers a week and has not been drunk since graduating from college at 22 years old.

         She works full time as a sales associate, which is getting difficult because of the amount of time she has to stand. “My doctor told me my weight is destroying my hips and knees, and I know standing 10 hours a day does not help, but I do not think I can get another job. Who would want to hire someone who looks like I do?” Audrey has begun calling in sick to work one day every other week and her supervisor has given her a written warning. She reported a high level of anxiety about possibly losing her job. “My supervisor really likes me because I am kind and do a good job, but she is getting tired of me calling in sick. She agreed to give me the time off work if I got the surgery. She is excited that I might get my weight under control. But if I keep calling in sick she will have no choice but to fire me. That is what my doctor does not understand, this surgery could make everything right again.”

         Audrey is the third of five children born to her mother, who has been married three times. Audrey has a different father than all her other siblings, being the only child born to that union. Her mother and step-father are currently married. She is close to her younger two sibling and her two older sibling went to live with their father when Audrey was 10 years old. “We are not close, but the rest of the family talks weekly. We all have weight trouble.” Audrey has not dated since she began having the “eating episodes”. She stated that she is afraid to let anyone close to her right now because she might have an episode in front of them and would “die of embarrassment”. Audrey has two close female friends, one with whom she recently confided her eating struggles. “She was very understanding and said she would support me no matter what. She is the first person I have told besides my mom and my doctor.” Audrey agreed that her “eating episodes” are not normal, have contributed to her obesity and is willing to do whatever it takes to get the referral for surgery.

    2) Case 2A

         Frank is a 27 year old, unemployed single male, who was released from jail three weeks ago after being arrested for a felony assault and battery. Frank is out on bond and has court in two months for a probation violation. He was ordered by the judge to attend an assessment and any recommended therapy as a condition of his bond. He was also ordered to abstain from alcohol and submit to random drug testing. Frank’s probation officer, who made the appointment, stated that if Frank misses any appointments or violates any conditions of his bond, he will be immediately jailed.

         Frank reported “I do not see what the big deal is. I got into a fight. I get into a lot of fights. This time it got a bit out of hand and I put the other guy in the hospital. It is not my fault that the jerk picked a fight with someone who was a better fighter than he was.” Frank reported he does not know the individual he assaulted, stating that he was“ just some idiot at the bar”, and does not know the status of the individual’s well-being. “I am not calling that stupid hospital and checking on that loser.” Frank has been getting into physical fights since he was 10 years old. He was in detention for over two years for various assaults and other law violations prior to 18 years old and has been in and out of jail for the past 10 years. He stated that he has spent about 4 of the last 10 years in jail “a lot less than I should. I am just that good! I can break the law, steal, fight and sell drugs and not get caught. I figure 4 years is not bad considering how much I have really done.” Frank indicated that he has been purposefully breaking the law since he was 12 years old, when he was expelled from school. He did not complete high school and has never held a job for longer than 2 months at a time, stating, “They never pay what I can make selling drugs or stolen stuff on the streets. So why bother?” Frank expressed no remorse for any of his illegal or aggressive behaviors “this is who I am. The ladies love me. The cops fear me. What more could I ask out of life.”

         Frank has never been in a serious relationship, even though he has three children with three different women. He has not contact with his children or their mothers. Frank reported he is the “world’s best liar” and that he has never been truthful with anyone. He gets into physical fights on a monthly basis and is often called “an impulsive hot head” by others. Frank reported no significant relationships and views others as simply pawns in “the game of getting what I want and deserve”. Frank stated he is never without a girl when he wants one, but often feels they are “more trouble than they are worth”. Frank stated that he has never planned anything and that “I live for the moment. Whatever happens at this moment is what I will deal with.” Frank reported that he was taken to a psychiatrist and counselor before he was expelled from school. He did not participate in treatment and refused to take his medications. His mother was never around and his father was in jail, so there were no adult figures to force compliance with treatment or school boundaries. Frank remembered being given some “label” about “being a really bad kid. Especially after I killed the cat at 11 years old and then broke my teacher’s nose at 12 years old” but he does not remember what he was diagnosed with at that time.

         Frank indicated that the one thing about his life that does bother him is that he has been unable to secure a place to live. He is currently residing in a homeless shelter and has to be out of the shelter from 8 a.m. until 8 p.m. every day. He does not enjoy being homeless, but cannot find a place that will rent to him due to his multiple felony convictions and pending aggressive act. Because he often refuses to pay rent for the last 3-4 months he lives in a place, he has developed a reputation in the low income housing and private housing arena.

  • [Solved] LP748- week 4

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    **files (8)** – ## Topic_YourWickedProblemJournalPart4.pdf – ## Week4_deBonosSixThinkingHatsResourcesReadingsVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf – ## Week4_OverviewandPPRecording_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf – ## Week4_Readings_LP7…

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    **files (8)**

    – ## Topic_YourWickedProblemJournalPart4.pdf

    – ## Week4_deBonosSixThinkingHatsResourcesReadingsVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf

    – ## Week4_OverviewandPPRecording_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf

    – ## Week4_Readings_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf

    – Screenshot2026-06-07at1.35.00PM.png
    – Screenshot2026-06-07at1.35.17PM.png
    – Screenshot2026-06-07at1.35.29PM.png
    – LP748_Week4_PPRecording.pptx

    **## Topic_YourWickedProblemJournalPart4.pdf**

    Your Wicked Problem Journal, Part 4
    Wicked Problem Journal, Part 4: Systems Thinking, Multiple Perspectives, and Ethical
    Complexity

    As we continue building toward your final wicked problem presentation, this week’s journal
    invites you to deepen your systems analysis by examining your problem through multiple
    perspectives, systems relationships, ethical complexity, and inclusionary lenses.

    This week’s readings and activities emphasized that wicked problems are experienced differently
    depending on the perspectives, assumptions, emotions, values, lived experiences, and social
    realities stakeholders bring into the system. We also explored how systems often produce
    unintended consequences, ethical tensions, and inequitable outcomes even when systems are
    designed with positive intentions.

    For this week’s journal, continue developing your chosen wicked problem by integrating this
    week’s concepts into your reflection and consider the following prompts:

    Briefly revisit your selected wicked problem and explain how your understanding of the issue
    is evolving as you continue working through the course.
    Apply at least three of De Bono’s Six Thinking Hats to your wicked problem.
    How does intentionally examining the issue through different lenses deepen or complicate
    your understanding of the system?
    Using Meadows’ systems thinking concepts, discuss at least two systems dynamics,
    feedback loops, patterns, or unintended consequences connected to your wicked problem.
    Reflect on the ethical, inclusionary, or social justice dimensions of the issue.
    Whose voices, experiences, or needs appear prioritized within the system?
    Whose perspectives may be marginalized, excluded, or underrepresented?
    Consider whether systems designed to help people may also unintentionally create barriers,
    inequities, or harm within your selected wicked problem.
    Finally, reflect on how this week’s concepts influence the way you are approaching your final
    wicked problem presentation and ongoing analysis.

    The purpose of this journal is not to solve the wicked problem, but to continue deepening your
    systems awareness, stakeholder analysis, ethical reflection, and engagement with complexity as
    part of your ongoing learning journey.

    Reply

    Course Chat 

    **## Week4_deBonosSixThinkingHatsResourcesReadingsVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 4: de Bono's Six Thinking Hats
    Resources (Readings & Videos)
    The Influence Model has us attempting to understand the world of the other person. This week we REALLY
    attempt to understand that role by taking on different thinking styles. Many of these styles will be very different
    from your own.

    To help with experiencing alternate ways of thinking, we will use Edward de Bono's concept of 6 Thinking Hats.

    https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf
    (https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    https://www.debonogroup.com/services/core-programs/six-thinking-hats/
    (https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s (https://www.youtube.com/watch?
    v=hvChZ4DAghY&t=11s)

    (https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)

    https://www.youtube.com/watch?v=cYYOKlVRDd4 (https://www.youtube.com/watch?v=cYYOKlVRDd4)

    (https://www.youtube.com/watch?v=cYYOKlVRDd4)

    Course Chat 

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)

    [https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)

    [https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)

    [https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)

    Send

    **## Week4_OverviewandPPRecording_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 4: Overview and PP Recording
    Week 4 Overview: Systems Thinking, Multiple Perspectives, and Ethical Complexity in School Lunch
    Systems

    Hello everyone,

    Last week, we explored the Lunch Lady case and the concept of influence without authority. As we discussed,
    the case was never simply about food. It was about systems, relationships, institutional structures, trust,
    leadership, competing priorities, and the challenges of creating change within complex environments.

    This week, we continue exploring the school lunch system, but through a deeper systems and ethical lens.

    Using Meadows’ systems thinking framework, De Bono’s Six Thinking Hats, and this week’s readings on school
    meal reform, stigma, food insecurity, and equitable access, we will examine how wicked problems look very
    different depending on the perspectives, assumptions, emotions, values, and lived experiences people bring
    into the system. Wicked problems rarely affect all people equally. What one stakeholder experiences as
    progress or improvement may be experienced by another as unrealistic, exclusionary, culturally disconnected,
    financially difficult, or insufficient.

    School lunch systems provide a powerful example of this complexity. Questions involving nutrition, public
    health, food insecurity, poverty, stigma, educational outcomes, funding, labor, cultural identity, accessibility, and
    institutional policy become deeply interconnected. As this week’s readings demonstrate, systems designed to
    help children can also unintentionally reproduce inequities, shame, barriers to access, or unintended harms.

    This week also introduces De Bono’s Six Thinking Hats as a structured approach to exploring multiple forms of
    thinking in complexity. Rather than trying to determine which perspective is “correct,” the Six Thinking Hats
    encourages us to intentionally examine information, emotions, risks, opportunities, creativity, systems
    coordination, and reflective process thinking. Combined with Meadows’ systems lens, these tools help us better
    understand why wicked systems resist simple or universally satisfying solutions.

    Importantly, this week asks us to critically examine the ethical and justice dimensions of systems. School meal
    systems are not socially neutral. Food insecurity, lunch shaming, socioeconomic inequality, stigma, race,
    culture, disability access, and participation in decision-making all shape how students and families experience
    the system. The readings encourage us to consider not only how systems function, but also whose voices are
    prioritized, whose experiences are marginalized, and how systems distribute both benefits and burdens
    unevenly.

    As you move through this week’s materials, reflect on:

    How do different stakeholders define the school lunch problem differently?
    How do systems create unintended consequences?
    How do power, inequality, and inclusion shape systems' experiences?
    What happens when systems intended to help people also create harm?

    Course Chat 

    How can leaders and communities engage complexity ethically while navigating competing realities?

    The goal this week is not to solve the school lunch system. The goal is to deepen our awareness of how
    systems, ethics, leadership, power, and human experience interact within wicked complexity.

    We look forward to engaging with you. Have a wonderful week.

    Warmly,

    Christie & Dr. Wedaman

    LP748_Week 4_PP & Recording.pptx (https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)
    (https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    Send

    [https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)

    [https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    **## Week4_Readings_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 4: Readings
    Stakeholders, Systems Thinking & Ethical Complexity

    Required Readings:

    de Bono, E. (1985). Six thinking hats. Little, Brown and Company. (See Week 4: deBono Six Thinking Hats
    Resources)

    Meadows, D. H. (2008). Part 2

    Gagliano, K. M., Yassa, M. O., & Winsler, A. (2023). Stop the shame and the hunger: The need for school meal
    program reform. Children and Youth Services Review, 155, 1–11. https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245 (https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    Badyal, P., & Moffat, T. (2025). Considerations for diverse, equitable, and inclusive school food programs in the
    USA and Canada. Health Promotion International, 40(2). https://doi-
    org.williamjames.idm.oclc.org/10.1093/heapro/daaf015 (https://doi-
    org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    Recommended Readings:

    Fleischhacker, S., & Campbell, E. (2020). Ensuring Equitable Access to School Meals. Journal of the Academy
    of Nutrition & Dietetics, 120(5), 893–897. https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006 (https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    Cohen, J. F. W., Hecht, A. A., McLoughlin, G. M., Turner, L., & Schwartz, M. B. (2021). Universal School Meals
    and Associations with Student Participation, Attendance, Academic Performance, Diet Quality, Food Security,
    and Body Mass Index: A Systematic Review. Nutrients, 13(3). https://doi-
    org.williamjames.idm.oclc.org/10.3390/nu13030911 (https://doi-
    org.williamjames.idm.oclc.org/10.3390/nu13030911)

    Story, M., Miller, L., & Lott, M. (2021). The School Nutrition and Meal Cost Study-I: Overview of Findings
    Related to Improving Diet Quality, Weight, and Disparities in US Children and Policy
    Implications. Nutrients, 13(4). https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357 (https://doi-
    org.williamjames.idm.oclc.org/10.3390/nu13041357)

    Course Chat 

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

    **Screenshot2026-06-07at1.35.00PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-07at1-35-00pm-png)

    **Screenshot2026-06-07at1.35.17PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-07at1-35-17pm-png)

    **Screenshot2026-06-07at1.35.29PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-07at1-35-29pm-png)

    **LP748_Week4_PPRecording.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp748-week4-pprecording-pptx)

    **LP748_Week4_PPRecording.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp748-week4-pprecording-pptx)

    **## Topic_YourWickedProblemJournalPart4.pdf**

    Your Wicked Problem Journal, Part 4
    Wicked Problem Journal, Part 4: Systems Thinking, Multiple Perspectives, and Ethical
    Complexity

    As we continue building toward your final wicked problem presentation, this week’s journal
    invites you to deepen your systems analysis by examining your problem through multiple
    perspectives, systems relationships, ethical complexity, and inclusionary lenses.

    This week’s readings and activities emphasized that wicked problems are experienced differently
    depending on the perspectives, assumptions, emotions, values, lived experiences, and social
    realities stakeholders bring into the system. We also explored how systems often produce
    unintended consequences, ethical tensions, and inequitable outcomes even when systems are
    designed with positive intentions.

    For this week’s journal, continue developing your chosen wicked problem by integrating this
    week’s concepts into your reflection and consider the following prompts:

    Briefly revisit your selected wicked problem and explain how your understanding of the issue
    is evolving as you continue working through the course.
    Apply at least three of De Bono’s Six Thinking Hats to your wicked problem.
    How does intentionally examining the issue through different lenses deepen or complicate
    your understanding of the system?
    Using Meadows’ systems thinking concepts, discuss at least two systems dynamics,
    feedback loops, patterns, or unintended consequences connected to your wicked problem.
    Reflect on the ethical, inclusionary, or social justice dimensions of the issue.
    Whose voices, experiences, or needs appear prioritized within the system?
    Whose perspectives may be marginalized, excluded, or underrepresented?
    Consider whether systems designed to help people may also unintentionally create barriers,
    inequities, or harm within your selected wicked problem.
    Finally, reflect on how this week’s concepts influence the way you are approaching your final
    wicked problem presentation and ongoing analysis.

    The purpose of this journal is not to solve the wicked problem, but to continue deepening your
    systems awareness, stakeholder analysis, ethical reflection, and engagement with complexity as
    part of your ongoing learning journey.

    Reply

    Course Chat 

    **## Week4_deBonosSixThinkingHatsResourcesReadingsVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 4: de Bono's Six Thinking Hats
    Resources (Readings & Videos)
    The Influence Model has us attempting to understand the world of the other person. This week we REALLY
    attempt to understand that role by taking on different thinking styles. Many of these styles will be very different
    from your own.

    To help with experiencing alternate ways of thinking, we will use Edward de Bono's concept of 6 Thinking Hats.

    https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf
    (https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    https://www.debonogroup.com/services/core-programs/six-thinking-hats/
    (https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s (https://www.youtube.com/watch?
    v=hvChZ4DAghY&t=11s)

    (https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)

    https://www.youtube.com/watch?v=cYYOKlVRDd4 (https://www.youtube.com/watch?v=cYYOKlVRDd4)

    (https://www.youtube.com/watch?v=cYYOKlVRDd4)

    Course Chat 

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)

    [https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)

    [https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)

    [https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)

    Send

    **## Week4_OverviewandPPRecording_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 4: Overview and PP Recording
    Week 4 Overview: Systems Thinking, Multiple Perspectives, and Ethical Complexity in School Lunch
    Systems

    Hello everyone,

    Last week, we explored the Lunch Lady case and the concept of influence without authority. As we discussed,
    the case was never simply about food. It was about systems, relationships, institutional structures, trust,
    leadership, competing priorities, and the challenges of creating change within complex environments.

    This week, we continue exploring the school lunch system, but through a deeper systems and ethical lens.

    Using Meadows’ systems thinking framework, De Bono’s Six Thinking Hats, and this week’s readings on school
    meal reform, stigma, food insecurity, and equitable access, we will examine how wicked problems look very
    different depending on the perspectives, assumptions, emotions, values, and lived experiences people bring
    into the system. Wicked problems rarely affect all people equally. What one stakeholder experiences as
    progress or improvement may be experienced by another as unrealistic, exclusionary, culturally disconnected,
    financially difficult, or insufficient.

    School lunch systems provide a powerful example of this complexity. Questions involving nutrition, public
    health, food insecurity, poverty, stigma, educational outcomes, funding, labor, cultural identity, accessibility, and
    institutional policy become deeply interconnected. As this week’s readings demonstrate, systems designed to
    help children can also unintentionally reproduce inequities, shame, barriers to access, or unintended harms.

    This week also introduces De Bono’s Six Thinking Hats as a structured approach to exploring multiple forms of
    thinking in complexity. Rather than trying to determine which perspective is “correct,” the Six Thinking Hats
    encourages us to intentionally examine information, emotions, risks, opportunities, creativity, systems
    coordination, and reflective process thinking. Combined with Meadows’ systems lens, these tools help us better
    understand why wicked systems resist simple or universally satisfying solutions.

    Importantly, this week asks us to critically examine the ethical and justice dimensions of systems. School meal
    systems are not socially neutral. Food insecurity, lunch shaming, socioeconomic inequality, stigma, race,
    culture, disability access, and participation in decision-making all shape how students and families experience
    the system. The readings encourage us to consider not only how systems function, but also whose voices are
    prioritized, whose experiences are marginalized, and how systems distribute both benefits and burdens
    unevenly.

    As you move through this week’s materials, reflect on:

    How do different stakeholders define the school lunch problem differently?
    How do systems create unintended consequences?
    How do power, inequality, and inclusion shape systems' experiences?
    What happens when systems intended to help people also create harm?

    Course Chat 

    How can leaders and communities engage complexity ethically while navigating competing realities?

    The goal this week is not to solve the school lunch system. The goal is to deepen our awareness of how
    systems, ethics, leadership, power, and human experience interact within wicked complexity.

    We look forward to engaging with you. Have a wonderful week.

    Warmly,

    Christie & Dr. Wedaman

    LP748_Week 4_PP & Recording.pptx (https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)
    (https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    Send

    [https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)

    [https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    **## Week4_Readings_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 4: Readings
    Stakeholders, Systems Thinking & Ethical Complexity

    Required Readings:

    de Bono, E. (1985). Six thinking hats. Little, Brown and Company. (See Week 4: deBono Six Thinking Hats
    Resources)

    Meadows, D. H. (2008). Part 2

    Gagliano, K. M., Yassa, M. O., & Winsler, A. (2023). Stop the shame and the hunger: The need for school meal
    program reform. Children and Youth Services Review, 155, 1–11. https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245 (https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    Badyal, P., & Moffat, T. (2025). Considerations for diverse, equitable, and inclusive school food programs in the
    USA and Canada. Health Promotion International, 40(2). https://doi-
    org.williamjames.idm.oclc.org/10.1093/heapro/daaf015 (https://doi-
    org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    Recommended Readings:

    Fleischhacker, S., & Campbell, E. (2020). Ensuring Equitable Access to School Meals. Journal of the Academy
    of Nutrition & Dietetics, 120(5), 893–897. https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006 (https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    Cohen, J. F. W., Hecht, A. A., McLoughlin, G. M., Turner, L., & Schwartz, M. B. (2021). Universal School Meals
    and Associations with Student Participation, Attendance, Academic Performance, Diet Quality, Food Security,
    and Body Mass Index: A Systematic Review. Nutrients, 13(3). https://doi-
    org.williamjames.idm.oclc.org/10.3390/nu13030911 (https://doi-
    org.williamjames.idm.oclc.org/10.3390/nu13030911)

    Story, M., Miller, L., & Lott, M. (2021). The School Nutrition and Meal Cost Study-I: Overview of Findings
    Related to Improving Diet Quality, Weight, and Disparities in US Children and Policy
    Implications. Nutrients, 13(4). https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357 (https://doi-
    org.williamjames.idm.oclc.org/10.3390/nu13041357)

    Course Chat 

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

    **Screenshot2026-06-07at1.35.00PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-07at1-35-00pm-png)

    **Screenshot2026-06-07at1.35.17PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-07at1-35-17pm-png)

    **Screenshot2026-06-07at1.35.29PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-07at1-35-29pm-png)

    **LP748_Week4_PPRecording.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp748-week4-pprecording-pptx)

    **## Topic_YourWickedProblemJournalPart4.pdf**

    Your Wicked Problem Journal, Part 4
    Wicked Problem Journal, Part 4: Systems Thinking, Multiple Perspectives, and Ethical
    Complexity

    As we continue building toward your final wicked problem presentation, this week’s journal
    invites you to deepen your systems analysis by examining your problem through multiple
    perspectives, systems relationships, ethical complexity, and inclusionary lenses.

    This week’s readings and activities emphasized that wicked problems are experienced differently
    depending on the perspectives, assumptions, emotions, values, lived experiences, and social
    realities stakeholders bring into the system. We also explored how systems often produce
    unintended consequences, ethical tensions, and inequitable outcomes even when systems are
    designed with positive intentions.

    For this week’s journal, continue developing your chosen wicked problem by integrating this
    week’s concepts into your reflection and consider the following prompts:

    Briefly revisit your selected wicked problem and explain how your understanding of the issue
    is evolving as you continue working through the course.
    Apply at least three of De Bono’s Six Thinking Hats to your wicked problem.
    How does intentionally examining the issue through different lenses deepen or complicate
    your understanding of the system?
    Using Meadows’ systems thinking concepts, discuss at least two systems dynamics,
    feedback loops, patterns, or unintended consequences connected to your wicked problem.
    Reflect on the ethical, inclusionary, or social justice dimensions of the issue.
    Whose voices, experiences, or needs appear prioritized within the system?
    Whose perspectives may be marginalized, excluded, or underrepresented?
    Consider whether systems designed to help people may also unintentionally create barriers,
    inequities, or harm within your selected wicked problem.
    Finally, reflect on how this week’s concepts influence the way you are approaching your final
    wicked problem presentation and ongoing analysis.

    The purpose of this journal is not to solve the wicked problem, but to continue deepening your
    systems awareness, stakeholder analysis, ethical reflection, and engagement with complexity as
    part of your ongoing learning journey.

    Reply

    Course Chat 

    **## Week4_deBonosSixThinkingHatsResourcesReadingsVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 4: de Bono's Six Thinking Hats
    Resources (Readings & Videos)
    The Influence Model has us attempting to understand the world of the other person. This week we REALLY
    attempt to understand that role by taking on different thinking styles. Many of these styles will be very different
    from your own.

    To help with experiencing alternate ways of thinking, we will use Edward de Bono's concept of 6 Thinking Hats.

    https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf
    (https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    https://www.debonogroup.com/services/core-programs/six-thinking-hats/
    (https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s (https://www.youtube.com/watch?
    v=hvChZ4DAghY&t=11s)

    (https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)

    https://www.youtube.com/watch?v=cYYOKlVRDd4 (https://www.youtube.com/watch?v=cYYOKlVRDd4)

    (https://www.youtube.com/watch?v=cYYOKlVRDd4)

    Course Chat 

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)

    [https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)

    [https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)

    [https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)

    [https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)

    Send

    **## Week4_OverviewandPPRecording_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 4: Overview and PP Recording
    Week 4 Overview: Systems Thinking, Multiple Perspectives, and Ethical Complexity in School Lunch
    Systems

    Hello everyone,

    Last week, we explored the Lunch Lady case and the concept of influence without authority. As we discussed,
    the case was never simply about food. It was about systems, relationships, institutional structures, trust,
    leadership, competing priorities, and the challenges of creating change within complex environments.

    This week, we continue exploring the school lunch system, but through a deeper systems and ethical lens.

    Using Meadows’ systems thinking framework, De Bono’s Six Thinking Hats, and this week’s readings on school
    meal reform, stigma, food insecurity, and equitable access, we will examine how wicked problems look very
    different depending on the perspectives, assumptions, emotions, values, and lived experiences people bring
    into the system. Wicked problems rarely affect all people equally. What one stakeholder experiences as
    progress or improvement may be experienced by another as unrealistic, exclusionary, culturally disconnected,
    financially difficult, or insufficient.

    School lunch systems provide a powerful example of this complexity. Questions involving nutrition, public
    health, food insecurity, poverty, stigma, educational outcomes, funding, labor, cultural identity, accessibility, and
    institutional policy become deeply interconnected. As this week’s readings demonstrate, systems designed to
    help children can also unintentionally reproduce inequities, shame, barriers to access, or unintended harms.

    This week also introduces De Bono’s Six Thinking Hats as a structured approach to exploring multiple forms of
    thinking in complexity. Rather than trying to determine which perspective is “correct,” the Six Thinking Hats
    encourages us to intentionally examine information, emotions, risks, opportunities, creativity, systems
    coordination, and reflective process thinking. Combined with Meadows’ systems lens, these tools help us better
    understand why wicked systems resist simple or universally satisfying solutions.

    Importantly, this week asks us to critically examine the ethical and justice dimensions of systems. School meal
    systems are not socially neutral. Food insecurity, lunch shaming, socioeconomic inequality, stigma, race,
    culture, disability access, and participation in decision-making all shape how students and families experience
    the system. The readings encourage us to consider not only how systems function, but also whose voices are
    prioritized, whose experiences are marginalized, and how systems distribute both benefits and burdens
    unevenly.

    As you move through this week’s materials, reflect on:

    How do different stakeholders define the school lunch problem differently?
    How do systems create unintended consequences?
    How do power, inequality, and inclusion shape systems' experiences?
    What happens when systems intended to help people also create harm?

    Course Chat 

    How can leaders and communities engage complexity ethically while navigating competing realities?

    The goal this week is not to solve the school lunch system. The goal is to deepen our awareness of how
    systems, ethics, leadership, power, and human experience interact within wicked complexity.

    We look forward to engaging with you. Have a wonderful week.

    Warmly,

    Christie & Dr. Wedaman

    LP748_Week 4_PP & Recording.pptx (https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)
    (https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    Send

    [https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)

    [https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)

    **## Week4_Readings_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 4: Readings
    Stakeholders, Systems Thinking & Ethical Complexity

    Required Readings:

    de Bono, E. (1985). Six thinking hats. Little, Brown and Company. (See Week 4: deBono Six Thinking Hats
    Resources)

    Meadows, D. H. (2008). Part 2

    Gagliano, K. M., Yassa, M. O., & Winsler, A. (2023). Stop the shame and the hunger: The need for school meal
    program reform. Children and Youth Services Review, 155, 1–11. https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245 (https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    Badyal, P., & Moffat, T. (2025). Considerations for diverse, equitable, and inclusive school food programs in the
    USA and Canada. Health Promotion International, 40(2). https://doi-
    org.williamjames.idm.oclc.org/10.1093/heapro/daaf015 (https://doi-
    org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    Recommended Readings:

    Fleischhacker, S., & Campbell, E. (2020). Ensuring Equitable Access to School Meals. Journal of the Academy
    of Nutrition & Dietetics, 120(5), 893–897. https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006 (https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    Cohen, J. F. W., Hecht, A. A., McLoughlin, G. M., Turner, L., & Schwartz, M. B. (2021). Universal School Meals
    and Associations with Student Participation, Attendance, Academic Performance, Diet Quality, Food Security,
    and Body Mass Index: A Systematic Review. Nutrients, 13(3). https://doi-
    org.williamjames.idm.oclc.org/10.3390/nu13030911 (https://doi-
    org.williamjames.idm.oclc.org/10.3390/nu13030911)

    Story, M., Miller, L., & Lott, M. (2021). The School Nutrition and Meal Cost Study-I: Overview of Findings
    Related to Improving Diet Quality, Weight, and Disparities in US Children and Policy
    Implications. Nutrients, 13(4). https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357 (https://doi-
    org.williamjames.idm.oclc.org/10.3390/nu13041357)

    Course Chat 

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

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    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

    [https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)

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    **LP748_Week4_PPRecording.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp748-week4-pprecording-pptx)

  • [Solved] Health Psychology

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