Expectations for Class Discussions and assignmentsIn re.docx

Expectations for Class Discussions and assignments:
In regards to discussion posts I generally follow the guidelines
spelled out in Walden's grading rubric in regards to posts (see
the grading rubric outlined in the course information section of
blackboard). However, if you do not use APA format or
references in at least your initial post, I will deduct at least 5
points for that (so please do that). This is also the same rules
for assignments, that they must follow APA style format. Also,
in past courses I have been flexible in certain situations
regarding delayed or late posts. I do believe that life sometimes
gets in the way when we least expect it to. Please know that I
would prefer a late post than no post at all. However, I will not
accept posts that are more than a week late. If you are not able
to post by the required date for whatever reason, just please let
me know beforehand. As a rule, however, I do deduct points off
the posts if they are late so as to be fair to those who post on
time.
In addition, I will be following very closely with
Walden's Tunitin Policy, which I posted below. Therefore, any
paper that is submitted to me with more than 30% of the paper
with improperly cited passages (or to many cited passages) I
will return the paper to you and ask for you to re-review it and
for a re-write if necessary. You will not lose points if the
original paper was submitted on-time, but will be given a
limited period of time to review/rewrite the paper (2-3 days).
I have provided an outline of what is specifically required for
discussion posts and written assignments in this course:
Discussion Posts:

All posts to all discussions require APA citations and
references. Each student is to respond to 2 other students’ posts
for every discussion throughout the course. This is the rule for
this class; there are discrepancies in this on the Blackboard site.
However, going forward, If you post more than 6 response
posts by day 5 you will be eligible for 3 points extra
participation credit to make up for any lost points (my class
rule).
I will be posting on discussions and I am requiring a response
from you so please check throughout the week for when respond
to your discussion post (usually by day 5)
All initial posts and response posts are due on the days
specified on Blackboard (usually Day Three and Five). If your
post is late for whatever reason please make sure your posts are
posted by Day 7. I am no longer allowed to accept posts after
Day 7 as per Walden’s Policy, and any posts. If you know that
there is a circumstance that will prevent you for making the post
on time or by Day 7, please email me to discuss.
The way a reader (myself and other students) can see that you
understand the information, theoretical models, concepts, and
words you are discussing is to write about them in your own
words as much as possible, tell us what the article authors said
by paraphrasing, using your own language. Scholarly does not
mean you have to write using multi-syllabic words. Writing a
bit like you talk is fine if the reader can understand and if your
spelling and grammar are correct.
Read the rubric before and while you write. Let it guide you as
to what you write. This is straightforward. In discussion posts
you can draft a post in a word document where you have pasted
the instructions for each point to be made in the post. You can
then write your answer/post right under this instruction and
copy and paste the whole thing onto the discussion list. This can
help you stay on track.
The idea in discussions is to have as much of a conversation as
possible. Notice that the “feedback” rubric score for “excellent”
says: RESPONSES --if you fail to respond at all, the grade for

feedback is 0 out of 10 points. This does not even consider
quality of posts, doing nothing causes a loss of 10 points
CITATIONS AND REFERENCES: Initial posts and the 2
required responses must have citations and references from the
professional literature. Using only the case as a reference/cite
is NOT sufficient. This is a vignette, it is not research that will
back up a claim. Every post should have a claim you are
making (e.g. "I think an eco map is good to use here",
"Strengths based is best here", "Women in violent relationships
often attempt to leave 9 times before leaving for good). You
then must have a cite/ref. that backs up this claim, e.g. an
article that states eco maps are good to use in situations similar
to the case under discussion.
Written Assignments:
Walden University has a strict policy on written assignments,
whereas all papers are required to follow APA format. The only
exception is that they no longer require a running head on the
papers. Most of you already adhere to this format and I have
not been as strict in my grading when reviewing your papers on
this, but going forward (Week 7 and beyond) I will now follow
closely to Walden University requirements and the rubric. The
outline for an APA paper is below, and I have attached a sample
for your review.
In addition, as I mentioned in my introductory post at the
beginning of the quarter. following very closely with
Walden's Tunitin Policy, which I posted below. Therefore, any
paper that is submitted to me with more than 30% of the paper
with improperly cited passages (or too many cited passages) I
will return the paper to you and ask for you to re-review it and
for a re-write if necessary. You will not lose points if the
original paper was submitted on-time, but will be given a
limited period of time to review/rewrite the paper (2-3 days).
Please feel free to email me if you have any questions.

Dr. Regina
APA Format Outline: In general, your paper should follow
these formatting guidelines:
Margin. Although formerly, the required measurement for
margins is 1 ½ inch, now, it is required that margins on all sides
(top, bottom, left, right) should each just measure one (1) inch.
Font Size and Type. Font for text all throughout the paper
should be 12-pt., Times New Roman.
Spacing. Double-space for the whole document, including
appendices, footnotes, tables and figures. For spacing after
punctuation, space once after commas, colons and semicolons
within sentences and space twice after punctuation marks that
end sentences.
Text Alignment and Indentation. Alignment should be flush left,
or aligned to the left creating uneven right margin.
Active Voice. Traditionally, the APA writing format requires
writing in an impersonal form. That is, refraining from using
pronouns such as ‘I' or ‘We' in your statements. Now, it has
changed. Most disciplines require the active voice. An example
of this would be, instead of writing “according to the study,” it
should be “according to our study.” This way, papers are made
to be as active as possible.
Order of Pages and Pagination. The order of pages should
follow this format:
Title Page > Abstract > Body > References > Appendices >
Footnotes > Tables > Figures
The page number should appear one inch from the right corner
of the paper on the first line of each page. The title page will
serve as the Page 1 of your paper.
Title Page
The Title Page should contain the title of your paper, your name
as its author (including co-authors), your institutional
affiliation/s and author note if applicable. In case there's no
institutional affiliation, just indicate your city and state or your
city and country instead.

As mentioned earlier, your title page will serve as your Page 1.
It should be typed centered on the page. If it requires more than
one line, please be reminded to double-space between all lines.
Your name appears double-spaced as well, below the paper title.
The author note is where information about the author's
departmental affiliation is stated, or acknowledgements of
assistance or financial support are made, as well as the mailing
address for future correspondence.
Abstract
The Abstract of your paper contains a brief summary of the
entirety of your research paper. It usually consists of just 150-
250 words, typed in block format. The Abstract begins on a new
page, Page 2. All numbers in your Abstract should be typed as
digits rather than words, except those that begin a sentence.
Body
The body of your research paper begins on a new page, Page 3.
The whole text should be typed flush-left with each paragraph's
first line indented 5-7 spaces from the left. Also, avoid
hyphenating words at ends of line.
Text Citation and References
SOCW 6351 response to students posted discussion
Week 5 discussion 1
Respond by Day 5 to at least two colleagues by explaining a
strategy for how a social worker might help clients manage
these perceptions, given the differences your colleagues
described.
Support your response with specific references to the resources.
Be sure to provide full APA citations for your references.
A.Tikeela Dorrell
RE: Discussion 1 - Week 5

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There are many public assistance programs available to
the public. Many of the public assistance programs are designed
to help those who are in need. These programs are available to
the poor, homeless, elderly and anyone who is in need and meet
the qualifications to receive the supplements. Public programs
can come in the form or money, food, vouchers, or tangibles.
There is a lot of misunderstanding that surround the concept of
public assistance programs. Many of the same
misunderstandings are towards social security. However social
security is a completely separate thing from other public
assistance programs.
The Social Security Act was established in 1935 as a
response to the Great Depression. It was created to benefit the
elderly, those who are minors of the deceased, and retirees
(Popple & Leighninger, 2011, p. 167). Now included are the
spouses of the retired, the spouses of the disabled and their
minor children (Kingson, 1989). Many think that social security
is another form of welfare or is just a middle class program
(Kingson, 1989). There are many requirements a person has to
meet in order to apply and receive social security. For those
who retire and receive social security, if they have paid more
into it, they will receive more back. Social security is heavily
relied more on those who earn a lower income. This is because
those who had higher incomes can afford other assets such as
real estate, stocks and bonds, or were able to put earnings into a
pension plan. There are many misunderstanding about social
security and it’s important that the perceptions are changed so
that those who benefit from it can continue to get the help they
need it and it will continued to be supported and paid into.
References
Kingson, E. R. (1989). Misconceptions Distort Social Security
Policy Discussions. Social Work, 34(4), 357-362.

Popple, P. R., & Leighninger, L. (2011). The policy-based
profession: An introduction to social welfare policy analysis for
social workers. (5th ed.). Upper Saddle River, NJ: Pearson
Education.
B. Stacy Rushton-Turner
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How Social Security is Different from Public Assistance
Programs
The Social Security Act of 1935 was a product of the
Great Depression and the need it uncovered, that portions of
Americans needed assistance (Popple & Leighninger, 2015).
The Social Security Act had several programs within it, two of
which were social insurances and three public assistance
programs (Popple & Leighninger, 2015). One of the social
insurance program was a program where people contributed
money from their pay checks and that money was put into a
federal trust fund which was called the “Old-Age Reserve
Account” (Popple & Leighninger, 2015). The money from a
person’s pay check was put into the Old-Age account and each
year the money needed to cover all of the Old-Age checks
would be taken out and dispersed (Popple & Leighninger,
2015). The other social insurance program was for
unemployment and that program was funded by employers that
paid the states and then the money was given to the federal
government who then put the money in an account for each state
(Popple & Leighninger, 2015). These programs were not
stigmatized as the funds were related to people working and
then later needing assistance.
The public assistance part of the Social Security Act of

1935 addressed the assistance needed for dependent children,
living with one parent, and for needy blind persons (Popple &
Leighninger, 2015). The Aid to Dependent Children (ADC) was
not stigmatized when it was first implemented. In 1935 it was
thought of as a good thing to have a mother stay home and care
for the children. The idea of the ADC program was to care for
single, divorced, or widowed women and their children who
were living in poverty and was considered a small part of the
Social Security Act of 1935 (Popple & Leighninger, 2015).
During the 1930’s people were more in favor of giving
assistance to children living in poverty. Even though the
recipients of ADC did not put money into the system that was
providing for them, they were not stigmatized.
General Perception of Social Security
In the current climate of public assistance those that
receive public assistance are stigmatized as being lazy, career
recipients of welfare, or African-American never married
females that continue to have children (Cleaveland, 2008).
There is no stigma for recipients of Old Age benefits or even
disability benefits. There is however, stigma for recipients of
ADC. One stereotype is that most recipients are unwed
African–American females that continue to have children to get
more benefits (Cleaveland, 2008). The fact is there are more
white people in poverty, 44%, than any other race (Cleaveland,
2008). The stigma goes back to the 1960 when the civil rights
movement made changes in who would qualify for ADC and
with that the number of African–American’s receiving
assistance grew quickly (Cleaveland, 2008). This rapid growth
lead to those who did not receive assistance to believe that only
African–American women were on assistance.
The Old Age benefits are seen as retirement that the
individual paid for while they were working. The people on
public assistance are seem as free loaders, because they have
not paid into the welfare system. It is important that the needy
children are cared for, this is the reason for the assistance. The
public needs to remember why public assistance is there and

who it is designed to help.
Reference
Cleaveland, C. (2008). “A black benefit”: Racial prejudice
among white welfare recipients in a
low-income neighborhood. Journal of Progressive
Human Services, 19(2), 71 – 91.
doi: 10.1080/10428230802077970
Popple, P. R. & Leighninger, L. (2015). Aging: Social security
as an entitlement. In J. Johnston
& J. Peters (Eds.), The policy-based profession: An
introduction to social welfare policy
Analysis for social workers (pp. 139 – 163). United
States: Pearson Education, Inc.
D
Discusion 2 SOCW 6351
Respond by Day 6 to at least two colleaguesby explaining a
strategy social workers might use to advocate for fair benefits
within this program for the populations your colleagues
selected.
Support your response with specific references to the resources.
Be sure to provide full APA citations for your references.
A.
Stacy Rushton-Turner
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Individuals with disabilities are able to apply for Social
Security Disability Insurance (SSDI) and/or Supplemental
Security Income (SSI) if they have a qualifying disability
(Popple, & Leighninger, 2015). A qualifying disability could

be a physical disability or a mental disability. Poverty is at a
higher rate for those with disabilities (Brucker & Houtenville,
2014).
Persons with disabilities that are relying on SSDI and/or SSI to
live, have been unsure for how long they will be able to receive
their current benefits. There have been reports in the past that
the SSDI and SSI may receive a 20% decrease of their monthly
benefits (Popple & Leighninger, 2015). Also, Brucker and
Houtenville, (2014) reported that “research has suggested that
the provision of services and supports to this population is
fragmented among a multitude of public agencies that have
different organizational goals” (p. 209). Meaning, those that
are receiving SSDI/SSI are also receiving other benefits such as
health insurance (Medicare/Medicaid), public housing, or
Supplemental Nutrition Assistance Program (SNAP) to
supplement their living needs (Brucker & Houtenville, 2014).
These programs are not guaranteed to be available to everyone
and could change their policies at any time to exclude certain
populations.
The government is continually trying to rearrange where monies
are going. There have been scare tactics by the politicians who
say the Social Security fund will be gone soon and they will
need to cut the money going into the fund to pay for something
else. There becomes a scare and then at the last moment money
is found to take care of everything. When the people that
depend on the SSDI and the SSI hear that there will be cuts they
get scared they will not be able to pay rent or their utilities. It
becomes disheartening when the politicians use this tactic
without understanding what it does to the people that depend on
this insurance.
References:
Brucker, D. L. & Houtenville, A. J. (2014). Living on the
edge: Assessing the economic
impacts of potential disability benefit reductions for
Social Security disability

beneficiaries. Journal of Vocational Rehabilitation, 41,
209 – 223.
doi: 10.3233/JVR-140714
Popple, P. R. & Leighninger, L. (2015). Aging: Social security
as an entitlement. In J. Johnston
& J. Peters (Eds.), The policy-based profession: An
introduction to social welfare policy
Analysis for social workers (pp. 139 – 163). United
States: Pearson Education, Inc.
B. Tikeela Dorrell
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The group that I chose to discuss that are at a
disadvantage by the social security program are the disabled.
According to Palmer people with disabilities account for ten to
fifteen percent of the population (Palmer, 2013). Many
individuals with disabilities are disabled to no fault of their
own. The term disabled is a broad term and can implicit many
things. A disability can be physical or mental. Those who are on
social security for being disable are usually not able to maintain
employment. Without employment they can’t afford health
insurance or ever rehabilitation services. Those who are
disabled are a protected class.
The American with Disabilities Act (ADA) was created
in the year of 1990, (Obama, 2019). The act was passed to stop
discrimination on those with disabilities. Many organizations
had to accommodate those who had a disability. This made
sense. Why turn down a person who has a disability when if
accommodated a little they could do the job just as good as
someone who did not have the disability. This saves many from
having to use disability benefits. The Affordable Care Act made
is so that people who did have a disability could not be turned
down for health care insurance plans (Obama, 2016). Now more

than ever those applying for social security because of a
disability are being scrutinized.
It can take a person multiple appeals in order to receive
social security because of their disability. Society doesn’t
realize how many individuals suffer from a disability that
impairs their ability to support themselves or their families. It
important that these individuals be protected. According to
Palmer those with disabilities have a high correlation with being
poor. (Palmer, 2016). The Rehabilitation Act of 1973 made it so
that those with a disability could not be discriminated upon
when applying for assistance programs such as social security,
(ASHE, 2013). Although there is a lot of education on the
disabled there is still a stigmatism on what a disability is and
this is why this population has to continuously be examined and
protected so that they can continue to receive social security
benefits.
References
OBAMA, B. (2016). Proclamation 9471–Anniversary of the
Americans with Disabilities Act, 2016. Daily Compilation Of
Presidential Documents, 1-2.
Palmer, M. (2013). Social Protection and Disability: A Call for
Action. Oxford Development Studies, 41(2), 139-154.
doi:10.1080/13600818.2012.746295
The Future of Equity and Inclusion: Creating Meaningful
Change. (2013). ASHE Higher Education Report, 39(5), 1-11.
doi:10.1002/aehe.20011

SOCW 6200 wk 5 response to students posted discussion
Respond by Day 5 to a colleague’s post by explaining why you
agree or disagree with the concepts/values that he or she is
trying to reinforce with Eboni. Please use the Learning
Resources to support your answer.
Please use the Learning Resources to support your answer.
A. Catherine Lucas-Maurer
RE: Discussion - Week 5 - Instructors Hint
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((I am not sure why my post did not post correctly. When I
posted it on the proper day, it did not show up under cheraldo
post. I am very confused as to what happened. I am reposting
now. ))
The case study for this week presents a teen faced with a
life changing choice. Eboni’s response to the situation regarding
her developmental stage is very typical. She is a young lady
faced with a serious adult decision. Her response demonstrates
the conflict a teenager would feel. Eboni wants to be a good
daughter and make the right decision to please both parents.
Zastrow & Kirst-Ashman (2016) discuss this adolescent period
as one that should be an age where they are growing in life
skills. They continue by saying it is a time to complete
education goals, learn how to socialize properly and date. For
Eboni, she is now faced with making a decision on if she is
going to be a mother or not. Eboni is full of confusion and
uncertainty, and her responses demonstrate this. They are
replies to the situation that would be expected of a young lady
her age.

As a social worker on this case, it would be important to draw
from the Code of Ethics portion regarding dignity and self-
worth. This principle states that “Social workers treat each
person in a caring and respectful fashion” (National Association
of Social Workers, 2008 rev.). As the social worker, in this
case, it is critical to understand that this adolescent is a person
and as such a relationship of trust and respect should be strived
for. To create this relationship and be able to do the best work;
countertransference should be monitored by the social worker.
Using it as a personal indicator to further help Eboni and not
place additional pressure or personal feelings on her.
Eboni will need to be able to feel that she is being respected
and that she is being heard by the worker. It would be the goal
that Eboni take away from the experience that she has caring
and compassionate people around her during a confusing and
frightening time. Further, the concepts and values to be
reinforced during the relationship building process are that
Eboni is given dignity and worth. It would be hoped that during
this time Eboni would be able to move forward with a decision
that was of her own with her families support. For this to
happen, the worker would need to provide useful information
and be able to answer or get answers to all of Eboni’s questions.
One way to help Eboni with her questions is to connect her
with services. These services would help provide additional
support and guidance. Most communities have support agencies
that Eboni could reach out to. Giving her information to any and
all resources would be substantial. Planned Parenthood,
adoption agencies, and even clinics if she chose to terminate.
Additionally, support groups for teen mothers or pregnant teens
would be beneficial to giving her other adolescents who faced
the same decision she has.
References:
National Association of Social Workers. (2008,rev). Code of
ethics of the National Association
of Social Workers. Washington, DC. NASW Press.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding

human behavior and the social
environment (10th ed.). Boston, MA: Cengage Learning.
B. Jaime Carson
RE: Discussion - Week 5
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This week’s discussion focuses on Eboni again. I believe the
social worker in this case started the session off right by
apologizing to Eboni for what may have came off as insensitive
to Eboni’s situation during the last session they had. I feel that
in this stage of Eboni’s life, she knows and understands that
some “adult” decisions will have to be made when it comes to
what she is planning to do with the baby. I feel Eboni’s
response to her situation is one of an adolescent; she
understands her situation, but she’s still unsure of the right
decision to make.
Developmental Stage
The United States has one of the highest rates of teenage
pregnancy among Western industrialized nations (Zastrow &
Kirst-Ashman, 2016 p. 307). Eboni is not an unruly child; from
what the social worker described both her parents are involved
in her life, she gets good grades, she’s involved in school
activities, and she has goals of attending college upon
graduation. In regard to structure, adolescents in single-parent
families were shown to become sexually active earlier than
those in two-parent families, even when controlling for age,
ethnicity-race, religiosity, and socioeconomic status (Caputo,
2009).
Eboni, like most teens who start feeling those “feelings” got
caught up and caught off guard while being intimate with her
boyfriend. I believe the social worker gave Eboni a good
starting point when she stated she wanted her to work on the
things she could control; I feel that by being empathetic to
Eboni and her situation, it eased Eboni’s worries a little.

Message
It is important that the social worker help Eboni understand all
of her options and resources available for her use. She also
needs to understand the consequences if she decides to keep the
baby. Pregnancies are marked by increased physical risks to
both the child and mother at such a young age, teens are less
likely to finish school, and adolescent mothers are often poor
and dependent on social services (Zastrow & Kirst-Ashman,
2016, p. ). If Eboni decides she is going to keep the baby, the
social worker in this case needs to be honest and upfront about
what it means to be a teenage mother. She is going to also have
to speak with the baby’s father as he is a teen himself so his
opinion of how to proceed with the pregnancy is just as
important as Eboni’s. As Zastrow & Kirst-Ashman tell us,
teenagers need to be at least intellectually aware of the impacts
of motherhood (p. 308).
Concepts and Values
Regardless of whatever decision Eboni makes, ultimately it is
her decision to make. Whatever that decision is, it is the job of
the social worker to give Eboni all the tools she needs in order
to succeed at motherhood. NASW (2017) emphasizes self
determination. Social workers respect and promote the right of
clients to self-determination and assist clients in their efforts to
identify and clarify their goals. Social workers may limit
clients’ right to self-determination when, in the social workers’
professional judgment, clients’ actions or potential actions pose
a serious, foreseeable, and imminent risk to themselves or
others.
Resources
Caputo, R. K. (2009). Adolescent sexual debut: A multisystem
perspective of ethnic and racial differences. Journal of Human
Behavior in the Social Environment, 9(4), 330–358.
Retrieved from the Walden Library databases
National Association of Social Workers (2017). Code of Ethics
of the National Association of Social Workers. Retrieved from
https://www.socialworkers.org

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding
human behavior and the social environment (10th ed.). Boston,
MA: Cengage Learning.
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PUBLISHED
Expectations

for
Class
Discussions
and
assignments
:
In
regards
to
discussion
posts
I
generally
follow
the
guidelines
spelled
out

in
Walden's
grading
rubric
in
regards
to
posts
(see
the
grading
rubric
outlined
in
the
course
information
section

of
blackboard).
However,
if
you
do
not
use
APA
format
or
references
in
at
least
your
initial
post,

I
will
deduct
at
least
5
points
for
that
(so
please
do
that).
This
is
also
the
same

rules
for
assignments,
that
they
must
follow
APA
style
format.
Also,
in
past
courses
I
have
been
flexible

in
certain
situations
regarding
delayed
or
late
posts.
I
do
believe
that
life
sometimes
gets
in
the
way

when
we
least
expect
it
to.
Please
know
that
I
would
prefer
a
late
post
than
no
pos

t
at
all.
However,
I
will
not
accept
posts
that
are
more
than
a
week
late.
If

you
are
not
able
to
post
by
the
required
date
for
whatever
reason,
just
please
let
me
know

beforehand.
As
a
rule,
however,
I
do
deduct
points
off
the
posts
if
they
are
late
so
as

to
be
fair
to
those
who
post
on
time.
In
addition,
I
will
be
following
very
closely

with
Walden's
Tunitin
Policy,
which
I
posted
below.
Therefore,
any
paper
that
is
submitted
to
me
with
more

than
30%
of
the
paper
with
improperly
cited
passages
(or
to
many
cited
passages)
I
will
return
the

paper
to
you
and
ask
for
you
to
re
-
review
it
and
for
a
re
-
write
if
necessary.

You
will
not
lose
points
if
the
original
paper
was
submitted
on
-
time,
but
will
be
given
a

limited
period
of
time
to
review/rewrite
the
pape
r
(2
-
3
days).
I
have
provided
an
outline
of

what
is
specifically
required
for
discussion
posts
and
written
assignments
in
this
course:
Discussion
Posts:
All
posts
to

all
discussions
require
APA
citations
and
references.
Each
student
is
to
respond
to
2
other
students’
posts
for

every
discussion
throughout
the
course.
This
is
the
rule
for
this
class;
there
are
discrepancies
in
this

on
the
Blackboard
site.
However,
going
forward,
If
you
post
more
than
6
response
posts
by
day
5

you
will
be
eligible
for
3
points
extra
participation
credit
to
make
up
for
any
lost
points
(my

class
rule).
I
will
be
posting
on
discussions
and
I
am
requiring
a
response
from
you
so
please

check
throughout
the
week
for
when
respond
to
your
discussion
post
(usually
by
day
5)
All
in
itial

posts
and
response
posts
are
due
on
the
days
specified
on
Blackboard
(usually
Day
Three
and
Five).
If

your
post
is
late
for
whatever
reason
please
make
sure
your
posts
are
posted
by
Day
7.

I
am
no
longer
allowed
to
accept
posts
after
Day
7
as
per
W
alden’s
Policy,
and
any
posts.

If
you
know
that
there
is
a
circumstance
that
will
prevent
you
for
making
the
post
on
time

or
by
Day
7,
please
email
me
to
discuss.
Expectations for Class Discussions and assignments:
In regards to discussion posts I generally follow the guidelines
spelled out in
Walden's grading rubric in regards to posts (see the grading
rubric outlined in
the course information section of blackboard). However, if you
do not use APA
format or references in at least your initial post, I will deduct at
least 5 points for
that (so please do that). This is also the same rules for
assignments, that they
must follow APA style format. Also, in past courses I have been
flexible in certain

situations regarding delayed or late posts. I do believe that life
sometimes gets in
the way when we least expect it to. Please know that I would
prefer a late post
than no post at all. However, I will not accept posts that are
more than a week
late. If you are not able to post by the required date for
whatever reason, just
please let me know beforehand. As a rule, however, I do deduct
points off the
posts if they are late so as to be fair to those who post on time.
In addition, I will be following very closely with Walden's
Tunitin Policy, which I
posted below. Therefore, any paper that is submitted to me with
more than 30%
of the paper with improperly cited passages (or to many cited
passages) I will
return the paper to you and ask for you to re-review it and for a
re-write if
necessary. You will not lose points if the original paper was
submitted on-time,
but will be given a limited period of time to review/rewrite the
paper (2-3 days).
I have provided an outline of what is specifically required for
discussion posts and
written assignments in this course:
Discussion Posts:
All posts to all discussions require APA citations and
references. Each student is to
respond to 2 other students’ posts for every discussion
throughout the course. This is
the rule for this class; there are discrepancies in this on the
Blackboard site. However,
going forward, If you post more than 6 response posts by day 5

you will be eligible
for 3 points extra participation credit to make up for any lost
points (my class rule).
I will be posting on discussions and I am requiring a response
from you so please
check throughout the week for when respond to your discussion
post (usually by day
5)
All initial posts and response posts are due on the days
specified on Blackboard
(usually Day Three and Five). If your post is late for whatever
reason please make
sure your posts are posted by Day 7. I am no longer allowed to
accept posts after Day
7 as per Walden’s Policy, and any posts. If you know that there
is a circumstance that
will prevent you for making the post on time or by Day 7,
please email me to discuss.

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