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A Summary Reflecting on The Medigap Program Essay case Study
A Summary Reflecting on The Medigap Program
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
A Summary Reflecting on The Medigap Program
Summarizing the Medigap Program
Refer to Figure 9.7 in Ch. 9 of Medical Insurance.
Review the following websites: WebMD® (http://www.webmd.com/Medicare/medigap)
American Diabetes Association (http://www.diabetes.org)
Address the following questions in your summary: What are the core benefits in the Medigap insurance program? How well does the program meet coverage needs of its consumers? Is the cost of each plan fair considering the benefits and limits offered by each plan? Explain your opinion and provide examples. What are the implications of having a private company associated with a government insurance program?
Assignment on Community Prevention Program
After hearing that a neighbor’s child, Jeremy, age seven, was sexually assaulted in the local park, the parents of Cherry Hill township decide that their community needs a program to prevent sexual abuse of their children in the future.
Prepare a presentation for the parents, providing pertinent information they might like to include in a Sexual Assault Prevention program aimed at the children in their community.
Suggest the psycho educational and supportive approaches that can be effectively used at the community level, such as in community centers, schools, and social service agencies, to provide this information to the children.
Address issues of gender, diversity, and ethics in your presentation.
Submit your PowerPoint presentation to the W2: Assignment 2 Drop box. Your response should be at least 5 – 6 slides and include speaker notes for each slide. In addition, make sure you have included a title slide and a reference slide.
Review the higher order thinking skills defined in A model of learning objectives, based on a taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives.
Also, review the video clips of group-learning below:
Small Group Oral Language Sample for Early Childhood Education
Technology in Early Childhood Family Education Classrooms
Introduction to Large-Group Time
Identify three different levels of thinking that children demonstrate in each video. Based on your experience in early childhood education and based on your reading, describe how teachers can encourage higher order thinking skills in young children and the role of technology in this effort.
In your discussion post, address the following:
Which higher order thinking skills are most important for teachers to encourage?
What higher order thinking skills do you see in the videos?
How can teachers make use of inquiry to facilitate the development of higher order thinking skills?
Provide specific examples of questions that stimulate this kind of thinking and analysis.
Describe how technology should be used in the easy
Psychology Assignment on Community Prevention Program
After hearing that a neighbor’s child, Jeremy, age seven, was sexually assaulted in the local park, the parents of Cherry Hill township decide that their community needs a program to prevent sexual abuse of their children in the future.
Prepare a presentation for the parents, providing pertinent information they might like to include in a Sexual Assault Prevention program aimed at the children in their community.
Suggest the psycho educational and supportive approaches that can be effectively used at the community level, such as in community centers, schools, and social service agencies, to provide this information to the children.
Address issues of gender, diversity, and ethics in your presentation.
Submit your PowerPoint presentation to the W2: Assignment 2 Drop box. Your response should be at least 5 – 6 slides and include speaker notes for each slide. In addition, make sure you have included a title slide and a reference slide.
A Summary Reflecting on The Medigap Program
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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