Make a Wiki about a family problem Project
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Make a Wiki about a family problem Project
You will collaborate with your peers to create a one-page timeline of your group’s plans to create a Wiki on a family topic for this project.
A one-page timetable describing the group’s plan for constructing the Wiki on a family intervention will be submitted by each group member. The following should be included:
Describe your family in a few words
Group members’ roles and responsibilities
Methods of interaction
Timeline for completing each section, including weekly goals and objectives
Our team’s timeline is shown here. In your own words, write a one-page paper based on the information below.
Divorced heterosexual marriage with four children: one boy and three girls; absent mother; single father. Father used to be a stay-at-home parent, but now he works 12-hour shifts. He needs to find a new work that allows him to be more flexible with his hours so that he can adequately care for his children. Child care is required for the father. Both individually and collectively, the family requires therapy and counseling. Angry, unhappy, bewildered, stressed, and anxious are just a few of the complex emotions that the four children are experiencing.
Group members’ roles and responsibilities
Each member of the group will be in charge of locating articles for their respective sections. As they come across articles in each bullet section, group members will look for them cooperatively. Each person’s task is listed in the timeline below.
Techniques for Communication
The group’s communication technique is adequately identified in the summary of group plan. The group formed a group chat to remind each other of deadlines, assigned duties, and keep communication flowing. The group also began editing and revising group work by creating various Google docs. Later, the group will turn the Google Doc into a Word Doc and improve the paper’s structure and format. Furthermore, the group concluded that a Zoom meeting at 5 p.m. Pacific time would be the best option.
Weekly Objectives and Goals, as well as a timeline for each part’s completion
Each group member will contribute to google documents once a week to verify that everyone is doing their part. This will also ensure that no one is left at the end of the process doing areas that others have already completed. With only three members in the group and eight portions to accomplish, each member will choose two areas in which she believes she will be adequate. As the sections are finished, the references will be worked on. At least two or three references shall be provided by each group member.
Cassandra will start by creating a google document, formatting and structuring the paper, sharing it with the group, and ensuring that everyone has access to the document. Shakeva will then be in charge of her area, which includes the family’s description, the issue’s scope, and involvement and assessment. Cassandra will next work on the literature review, as well as the benefits and drawbacks of each option. Chelsey will then work on therapy and evaluation recommendations.
Complete sections: Family Description and Issue Scope by the beginning of Week 4.
Goals/objectives: Each participant will continue to work on the Wiki section that has been given to them. Members of the group will continue to proofread and correct the completed part.
Group members will begin collecting articles and diaries for each component of the Wiki by the end of Week 4 or the beginning of Week 5.
Goals/objectives: Each group member will be responsible for locating articles/journals relevant to their section.
Complete the part on involvement and assessment before the end of Week 6 / start working on the literature review and the intervention’s benefits and drawbacks.
Goals/Objectives: Each group member will transmit the articles/journals they find to the group member who is responsible for the literature review. This week’s goal is to go over the sections that have already been finished and to keep supporting each other to keep moving forward.
By the conclusion of Week 7, you should have finished the part on the intervention’s benefits and drawbacks, and you should be starting on treatment recommendations.
Goals/Objectives: Members of the group will continue to proofread and provide feedback on the finalized portions. This week’s goal is to keep moving forward and complete all of the tasks on time.
By the end of Week 8, the literature review and treatment recommendations should be finished, and work on the assessment and properly formatting the reference list should have begun.
Week 9: Group members will make any last modifications or complete the Wiki’s final sections. Goals/Objectives: Have everyone in the group read through each part and hold each other accountable. This week’s goal is to complete the project successfully.
Week 10: Complete the Wiki Project and turn it in.
Goals/Objectives: congratulate ourselves on finishing!
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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