Topic: Critical Reflection Assignment

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Topic: Critical Reflection Assignment

Format/Length: 400 Words | APA Format | MUST USE AT LEAST 2 OF THE ATTACHED COURSE RESOURCES!!!

Due: Friday, December 3, 2021

Info: Please see the attached assignment details, previous assignments, and course resources.

Critical Reflection Assignment Summary

Step 1: Capture your topic. Take a moment to think about what you identify as one of the most meaningful, relevant lesson presented in the course readings or supporting materials, for Weeks 7 and 8. Select a 1-2 sentence direct quotation from the applicable learning resources that references, in a germane way, the issue, idea or concept key to that lesson. This quote will become the prompt for your Critical Reflection composition. That is, it will be a focal point of your composition, representing what you identify as an important takeaway that you hope others in class will consider as a deeply important truth or lesson of this class. To support deep reflections on the topic, and the writing of the composition, the quotation should be relevant to a topic you can tie directly to your own (or others’) experiences, observations, and critical reasoning. It should also be something you are willing to think critically about and are willing to discuss through the writing of this composition.

Step 2: Write your reflection composition. Once you have identified the quotation prompt that will anchor your reflection, place it at the top of your composition, below the title. Follow the quote by a line space. On the next line begin the body of your composition. In 300 to 400 words (in meaningful, well organized paragraphs) defend your belief that there is an important truth or lesson, relevant to this course, to be gleaned from this quotation. Essentially, your job is to clarify what the lesson to be learned is and to then strongly (and thoughtfully) defend why you think the lesson is vital.

To help you think about your topic and to write a well-organized composition, consider (and answer) these questions:

· What truth or lesson is being communicated by this quote?

· Why is this truth or lesson so important?

· How do your, or others, experiences and observations relate to and support this truth or lesson?

· In what ways does this lesson make logical sense to you?

· In what ways does this lesson make emotional sense to you?

· How might this lesson be relevant to your, or others’, life, and career?

· Why do some fail to live as if this truth or lesson were important?

· Why might some suggest this truth or lesson is not important?

· How would you defend the truth of this lesson from those who disagree and believe the lesson is not important?

· What can we do (at an individual, community, or society) to make this truth or lesson better recognized or practiced?

In the writing of your composition, present your answer to these questions in a sequence of well-developed paragraphs (not bullet points).

You are encouraged to be creative in your reflections. Your reflections may include, when pertinent, links to media, pictures, or other supporting resources.

Step 3: Write a Discussion Question that Would Prompt Further Dialog on the Topic. End your reflection composition with a line space and then post a single, relevant, provocative, open-ended question that you believe would prompt further debate and reflection by readers on the topic addressed in your composition.

Step 4: Give Your Reflection a Title. Be sure to give your assignment a relevant, catchy but professional title. The title should be something creative that sparks other learners to want to read your reflection. Your title should be like a creative, but good headline. The title should be placed at the top of Page 1 of the document.

Formatting: Prepare your Critical Reflection composition according to the following guidelines –

· Structure your composition utilizing APA style (7th Edition); this includes heading, in-text citations, reference page, and general composition format (1-inch margins, double-spaced, appropriately sized sans serif or serif fonts – e.g., 12 Times Roman, etc.). The title of the composition should be correctly placed at the top of the page.

· Post the quote at the top of the composition, following the title line, as instructed above. Use proper in-text citation techniques. Once the quote is presented, begin the body of the composition on the next line, as directed above.

· At the end of your composition, insert a line break and then present your proposed discussion question.

· Submit as a single document in either Microsoft Word, PDF, or RTF format.

· Your final Critical Reflection composition should be approximately 400 words (excluding the quote and the reference page)

Scoring:

· Title: 2 points

· Quote: 8 points

· Critical Reflection: 20 points

· Discussion Question: 10 points

· Writing mechanics (grammar, spelling, formatting, references): 10 points

 

 

What are the advantages of this type of stimulus preference assessment?

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Assesment 1

 

A practitioner is observing and taking notes on a client. There are several toys available for the client to play with. None of the items are removed after the client becomes engaged with them.

Video Player

00:00

00:00

  • None
  • English

QUESTION 1 of 23

What type of stimulus preference assessment is presented in this video?

Select one answer

  1. a) Single stimulus.

Correctb) Free operant.

  1. c) Paired stimulus.
  2. d) Multiple stimulus.

FEEDBACK

Your answer is correct.

Single stimulus, paired stimulus, and multiple stimulus assessments do not allow free unrestricted access to numerous activities, whereas this one – free operant – does. Also, once the client engages in one of the activities in the free operant assessment, it is not removed, nor are the others. In other types of assessments, reinforcers that the client engages with are removed.1 point

QUESTION 2 of 23

What are the advantages of this type of stimulus preference assessment?

Select one answer

  1. a) The free operant assessment can be contrived or conducted in naturalistic settings.

Incorrectb) According to Ortiz and Carr (2000), free operant is less likely to produce aberrant behavior that might otherwise be observed if the stimulus is removed.

  1. c) None of the above.

Correctd) Both A and B.

FEEDBACK

Your answer is incorrect. The correct answer is d.

Both A and B are true; the free operant assessment can be conducted in naturalistic settings, and it is less likely to produce aberrant behavior that might otherwise be observed if the stimulus is removed.0 points

QUESTION 3 of 23

Which of the following is the highest-preference stimulus for the client?

Select one answer

Incorrecta) Spinner.

  1. b) Book.
  2. c) Ball.

Correctd) Stuffed animal.

FEEDBACK

Your answer is incorrect. The correct answer is d.

The client chose to play with the stuffed animal first making it the highest-preference stimulus.0 points

QUESTION 4 of 23

Free operant observation can be conducted in two ways. What are they?

Select one answer

  1. a) Contrived free operant observation.
  2. b) Contingency free operant observation.
  3. c) Naturalistic free operant observation.

Correctd) Both A and B.

FEEDBACK

Your answer is correct.

A free operant observation can be conducted as a contrived or a contingency-free operant observation.1 point

QUESTION 5 of 23

When would a practitioner use contrived free operant observation?

Select one answer

  1. a) The practitioner does not use this observation; instead, the parent does.

Correctb) To determine whether, when, how, and the extent to which the person engages with each of a predetermined set of activities and materials.

  1. c) None of the above.
  2. d) Both A and B.

FEEDBACK

Your answer is correct.

The practitioner would usually conduct the assessment. If a parent was going to do a free operant observation, proper training would need to be conducted first. The observation is conducted when the practitioner wants to determine whether, when, how, and the extent to which the person engages with each of a predetermined set of activities and materials.1 point

QUESTION 6 of 23

Where would naturalistic free operant observations take place?

Select one answer

  1. a) In the practitioner’s office.
  2. b) In a doctor’s office.

Correctc) In a client’s everyday environment.

  1. d) In a room with a two-way mirror.

FEEDBACK

Your answer is correct.

In naturalistic free operant, observations are conducted in the client’s everyday environment. Offices or a room with a two-way mirror would be very controlled and not natural.1 point

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QUESTION 7 of 23

What type of stimulus preference assessment is represented in the images?

Select one answer

Correcta) Single stimulus.

  1. b) Free operant.
  2. c) Multiple stimulus.
  3. d) Paired stimulus.

FEEDBACK

Your answer is correct.

A single stimulus assessment presents only one item at a time, and the preferences are noted based on the client’s reactions.1 point

QUESTION 8 of 23

What was the identified reinforcer for the client?

Select one answer

  1. a) Blocks.
  2. b) Book.
  3. c) Puzzle.

Correctd) Doll.

FEEDBACK

Your answer is correct.

The client frowned when presented with the blocks and the book. Based on the client’s reactions, these stimuli are not wanted. A puzzle was not presented. The client smiled when presented with the doll, which is the identified reinforcer.1 point

QUESTION 9 of 23

When is it best to use a single stimulus assessment?

Select one answer

Correcta) When the individual has difficulty selecting among two or more stimuli.

  1. b) When the client has two or more stimuli to choose from.
  2. c) When the client has three or more stimuli to choose from.
  3. d) It is never a good idea to use single stimulus assessment.

FEEDBACK

Your answer is correct.

Single stimulus assessments only present one stimulus at a time, but it is best to use them when the client in question has difficulty selecting among two or more stimuli.1 point

QUESTION 10 of 23

The single stimulus presentation method is also referred to as:

Select one answer

Incorrecta) The only choice.

Correctb) Successive choice.

  1. c) Stimulus choice.
  2. d) Target choice.

FEEDBACK

Your answer is incorrect. The correct answer is b.

Single stimulus is also known as successive choice and is the most basic assessment available for determining preference.0 points

This tab is complete. Continue to the next tab.

QUESTION 11 of 23

What type of stimulus preference assessment was presented?

Select one answer

Correcta) Paired stimulus.

  1. b) Free operant.
  2. c) Multiple stimulus.
  3. d) Single stimulus.

FEEDBACK

Your answer is correct.

A paired stimulus preference assessment simultaneously presents two stimuli, while an observer records which one the client chooses.1 point

QUESTION 12 of 23

What was the identified reinforcer for the client?

Select one answer

  1. a) Ball.
  2. b) Doll.

Correctc) Blocks.

  1. d) Puzzle.

FEEDBACK

Your answer is correct.

The doll, puzzle, and ball were all presented with the blocks, but because the client pointed at the blocks each time, the blocks are the identified reinforcer.1 point

QUESTION 13 of 23

What are the advantages of this type of stimulus preference assessment?

Select one answer

Incorrecta) In research, paired stimulus sometimes outperforms single stimulus presentations with respect to ultimately identifying reinforcers.

  1. b) Paired stimulus presentations yield more accurate distinctions between high- and low-preference items than do single stimulus presentations.

Correctc) Both A and B.

  1. d) None of the above

FEEDBACK

Your answer is incorrect. The correct answer is c.

Both A and B are true. Paired stimulus does sometimes outperforms single stimulus presentations with respect to ultimately identifying reinforcers, and they yield more accurate distinctions between high- and low-preference items than do single stimulus presentations.0 points

QUESTION 14 of 23

What are the disadvantages of this type of stimulus preference assessment?

Select one answer

Correcta) Paired stimulus assessments may take more time than the simultaneous presentation of an array of multiple stimuli.

  1. b) This type of assessment does not provide a true indication of a client’s reinforcers.
  2. c) Paired stimulus presentations yield more accurate distinctions between high- and low-preference items than single stimulus presentations.
  3. d) None of the above.

FEEDBACK

Your answer is correct.

A paired stimulus assessment’s effectiveness in identifying reinforcers, and its more accurate distinctions between high- and low-preference items, are benefits of using it. But the amount of time paired stimulus takes can be a disadvantage.1 point

QUESTION 15 of 23

Paired stimulus is sometimes referred to as:

Select one answer

  1. a) Target choice.
  2. b) Second choice.

Correctc) Forced choice.

Incorrectd) Stimulus choice.

FEEDBACK

Your answer is incorrect. The correct answer is c.

Paired stimulus is also referred to as forced choice.0 points

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QUESTION 16 of 23

What type of stimulus preference assessment is represented here?

Select one answer

Correcta) Multiple stimulus without replacement.

  1. b) Paired stimulus.
  2. c) Free operant.

Incorrectd) Multiple stimulus with replacement.

FEEDBACK

Your answer is incorrect. The correct answer is a.

Free operant and paired stimulus assessments do not require the client to choose a preferred stimulus from an array of three or more stimuli. Multiple stimulus with replacement does require the client to choose a preferred stimulus from an array of three or more stimuli, but in this example, the previously chosen item was taken out of the array, making it multiple stimulus without replacement.0 points

QUESTION 17 of 23

What was the high-preference stimulus for the client?

Select one answer

  1. a) Ball.

Correctb) Blocks.

  1. c) Stuffed animal.
  2. d) Book.

FEEDBACK

Your answer is correct.

The client chose the blocks first indicating that it was the highest-preference stimulus.1 point

QUESTION 18 of 23

Multiple stimulus assessment is an extension of which procedure?

Select one answer

  1. a) Free operant.

Correctb) Paired stimulus.

  1. c) Brief stimulus.
  2. d) Single stimulus.

FEEDBACK

Your answer is correct.

Multiple stimulus assessment is an extension of the paired stimulus procedure developed by Fisher and colleagues (1992).1 point

QUESTION 19 of 23

When presenting three or more stimuli together, assessment time is:

Select one answer

Incorrecta) Added.

Correctb) Reduced.

  1. c) Neutral.
  2. d) None of the above.

FEEDBACK

Your answer is incorrect. The correct answer is b.

When presenting multiple stimulus assessments, the practitioner can present multiple stimuli simultaneously, reducing the amount of time required.0 points

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QUESTION 20 of 23

What type of stimulus preference assessment is represented here?

Select one answer

  1. a) Multiple stimulus with replacement.
  2. b) Free operant.

Correctc) Multiple stimulus without replacement.

  1. d) Paired stimulus.

FEEDBACK

Your answer is correct.

This assessment does require the client to choose a preferred stimulus from an array of three or more stimuli. However, the chosen stimulus is removed, making it a multiple stimulus without replacement assessment.1 point

QUESTION 21 of 23

What is one limitation observed in the video?

Select one answer

  1. a) The removed items were still within view.

Incorrectb) Removed items too soon, which might trigger problem behavior.

  1. c) There are too few stimuli in the array.

Correctd) a and b.

FEEDBACK

Your answer is incorrect. The correct answer is d.

Leaving the removed items within view, might indicate that the items are available to the client. Also removing items from the client too soon, might trigger problem behavior.0 points

QUESTION 22 of 23

What was the medium-preference stimulus for the client?

Select one answer

  1. a) Ball.
  2. b) Doll.
  3. c) Blocks.

Correctd) Spinner.

FEEDBACK

Your answer is correct.

The blocks had already been removed, because they were labeled high-preference. The spinner was the client’s medium-preference stimulus.1 point

QUESTION 23 of 23

What was the low-preference stimulus for the client?

Select one answer

  1. a) Doll.
  2. b) Blocks.

Correctc) Vehicle.

  1. d) Spinner.

FEEDBACK

Your answer is correct.

The spinner and blocks had already been removed because they were labeled as the client’s high- and medium-preference stimuli. The vehicle was the client’s low-preference stimulus.1 point

 

You are an AGACNP for a local endocrine specialty group. You see patients each morning in the clinic and you round in the hospital doing new consults in the afternoons and evenings.

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You are an AGACNP for a local endocrine specialty group. You see patients each morning in the clinic and you round in the hospital doing new consults in the afternoons and evenings. Please choose one of the following endocrine disorders and indicate if it is chronic, complex acute, or critical. Summarize the risk factors, etiology, clinical manifestations, and common presentation of the endocrine disorder you have chosen. Write your management plan including appropriate diagnostic tests and clinical interventions for both treatment and preventative care of your geriatric patient. Please try to avoid duplicating topics. Support your answer with two or three peer-reviewed resources.

  • Diabetes Mellitus (DM) Types I or II
  • Diabetes Insipidus
  • Diabetic Ketoacidosis (DKA)
  • Hyperosmolar Hyperglycemic Nonketotic Syndrome (HHNS)
  • Multiple Endocrine Neoplasia Type 1
  • Myxedema Coma
  • Thyroid Crisis/Storm
  • Hypothyroidism
  • Subclinical Hypothyroidism
  • Hashimoto’s Thyroiditis
  • Adrenal Insufficiency (Addison’s)
  • Adrenal Crisis
  • Pheochromocytoma
  • Symptoms of Inappropriate Antidiuretic Hormone (SIADH)
  • Acromegaly
  • Panhypopituitarism
  • Hyperprolactinemia
  • Gigantism
  • Cushing’s Syndrome
  • Polycystic Ovarian Syndrome

 

Discuss cultural and age-related considerations in the care of diabetes mellitus type 2 in the adult-geriatric population. What challenges exist with compliance, financial implications, and diabetic complications?

Identify one pharmacological and nonpharmacological preventative intervention within evidence-based practice and standards of care for diabetes mellitus patients to reduce cardiovascular, renal, neurovascular, and integumentary risks.

Support your answer with two or three peer-reviewed resources.

 

Step 1: Consider a problem related to health that impacts society that is important to address. Why do you believe this problem is important to society in general? Use data to explain your reasons. Outline a policy recommendation to address this problem, Why do you suppose that this policy would be successful in addressing the problem? What impact in health outcomes do you expect to see if the policy is enacted?

 

 

 

Purpose

The purpose of this discussion is to explore the DNP-prepared nurse’s role in meeting the mission of the organization through effective operational planning, budgeting, policy development, and determining the allocation of resources.

This week, you will have an opportunity to explore a financial challenge in your practice setting.

Instructions

Reflect upon your readings and professional experience and address this financial challenge in your practice setting.

  • Identify and examine a financial challenge in your current practice setting ( Sanitas Medical Center in Miami). Detail the strategies you would employ as a DNP-prepared nurse to resolve this financial challenge. Propose how you might decrease expenses and/or improve revenue.

For this assignment, you will examine the role of the nurse in caring for clients with cognitive issues. You will identify your target audience (such as staff nurses, pre-licensure nursing students, etc.) and create an orientation PowerPoint presentation (instructions below)

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  • Introduction

    For this assignment, you will examine the role of the nurse in caring for clients with cognitive issues. You will identify your target audience (such as staff nurses, pre-licensure nursing students, etc.) and create an orientation PowerPoint presentation (instructions below). This final assignment will reflect ability and achievement in the following areas:

    · Intentional Learning, Reflection, and Clinical Judgment

    · Decision Making and Evidence Based Practice

    · Organization and Presentation

    · Writing and APA Formatting

    Objectives

    · Demonstrate collaborative standardization of safe practices through health promotion.

    · Integrate course concepts within management of a cognitive alteration.

    Instructions

    A nurse educator is preparing an orientation on cognitive illness and the workplace. There is a need to address the many clients with cognitive issues that seek healthcare services and how to better understand the needs. Choose a cognitive illness that you feel less knowledgeable about and address the following prompts by including two to three examples of each bullet point:

    · Compare and contrast this illness with a physical illness (one that can be “seen”).

    · Provide examples of the historical, socioeconomic, political, educational, and topographical aspects of this disease.

    · Report the appropriate interdisciplinary interventions for high-risk health behaviors associated with this disease.

    · Determine the influences of their value systems on management of this disease.

    · Outline health-care practices, including acute versus preventive care; barriers to health care; the meaning of pain and the sick role; and cultural practices that can impact this disease.

    · Identify cultural issues related to learning styles, autonomy, and educational preparation and any impact on disease management.

     

    Your presentation should be 15-20 slides (not including title, objectives, and references slides) with detailed notes for each slide.  Include at least two scholarly sources. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment. No audio recording is required. Be sure to completely answer all the points/questions. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end.

     

    Assignment Expectations

    · Length: 15-20 slides; answers must thoroughly address the questions in a clear, concise manner.  Include at least four scholarly sources.

    · Title: 1 slide

    · Compare and contrast illness: at least 3 slides

    · Provide examples of the historical, socioeconomic, political, educational, and topographical aspects of culture: at least 2 slides

    · Report interdisciplinary interventions: at least 2 slides

    · Outline health care practices: at least 4 slides

    · Identify learning styles/educational preparation: at least 2 slides

    · References: 1 slide

When identifying the type of presentation aid, keep in mind that you will be creating one of these presentation aids as the next step in the assignment. You must be able to submit the presentation aid electronically.

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Refer back to a past outline

Step 2 Determine presentation aids.

Determine the type(s) of presentation aids that would best support your points.

  • When identifying the type of presentation aid, keep in mind that you will be creating one of these presentation aids as the next step in the assignment. You must be able to submit the presentation aid electronically.
  • Enter the information about the presentation aids for the two points into your word processing document.
  • Include a brief explanation of how each type of presentation aid will support the corresponding point in the speech.

Step 3 Create a presentation aid.

Select one of the presentation aids that you identified and create it. For example, you could:

  • Use a software application such as Microsoft Excel to create a chart or graph.
  • Create a few PowerPoint slides that you would use during a specific part of your presentation.
  • Take a digital photograph that illustrates a concept or point in your speech.
  • Record a portion of an interview as an mp3 file.

These are just a few ideas of how you could create a presentation aid for your speech. Whatever type of presentation aid you create, follow the guidelines presented in the lesson to make the presentation aid as effective as possible.

Step 4 Write a summary.

In a one-page (250-word) summary, describe how you would incorporate the presentation aid into your speech delivery.

  • At what point would you introduce the presentation aid? How would you use it to enhance your presentation?
  • Are there any special considerations you should take into consideration when preparing to present your speech based on including the presentation aid?

What was the focus of your leadership project, the goals you set for yourself, and the AONE competencies you hoped to achieve?

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Throughout your practicum experience, you have been designing and implementing a project. You will now assess that experience. Prior to beginning this, discuss the topics below with your preceptor. Include their feedback as well as your own. In a 1,250-1,500 word document, discuss the following topics:

  1. What was the focus of your leadership project, the goals you set for yourself, and the AONE competencies you hoped to achieve?
  2. How did you discover the need for this project, and how did it fit into the organization’s philosophy and mission?
  3. Did you encounter any real or potential barriers during your practicum experience related to your project?
  4. Discuss how the outcomes of your project will be measured? Is your project one that is sustainable or is it designed to be a single occurrence?
  5. Evaluate the success of your project. If you were not able to implement your project, discuss why. What are the next steps for the project?

Use a minimum of two peer-reviewed resources (published within the last 5 years) as evidence to support. Prepare this according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This need to uses a rubric. Please review the rubric prior to beginning to become familiar with the expectations for successful completion.

You are required to submit this  to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

The story of thanksgiving

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The story of thanksgiving.

 

Most of us have a very limited understanding of how our country’s myths inform our stereotypes, biases and limit our ability to understand global perspectives.  We are going to celebrate this week by learning about the myth of Thanksgiving and the stories you may have never heard. Please answer in 5-7 sentences EACH.

1. Off the top of your head, write as much of the story of thanksgiving as you know, without any research.

2.   Listen to this podcast episode . to get the Native American Perspective, not only on Thanksgiving but on Native Identity in the US as a whole.  Take notes as you go.

3. Then watch this short (3 min) video on the harsh truths . What are your thoughts?

4. Learn about the Thanksgiving tradition that has been on this land for thousands of years before the Europeans arrived.   Watch the video here   Write down your reflections after

5. Find out who’s stolen land you’re on here .  Look at the rest of the map of the continent also. What are your thoughts?

6. What are your overall thoughts?

7. Putting together everything you’ve learned about Native American/Indigenous culture this semester and this month, what are your thoughts/opinions/analsysis?  Use at least 3 examples from the content from this semester.

Pick a computer technology that could be used to provide an alibi.  Explain two reasons why the evidence would be useful in court to support an accused version of the events surrounding a crime and one reason why the evidence should not be allowed in court. 

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Pick a computer technology that could be used to provide an alibi.  Explain two reasons why the evidence would be useful in court to support an accused version of the events surrounding a crime and one reason why the evidence should not be allowed in court.

Mechanics:  This portfolio assignment has a target word length of 2,000-2,500 words, I will allow no more than 10% over this limit.  It must be in APA format.  Due to the length, an Abstract is not required.  The word count excludes the Title Page, Reference Section, and any appendices you may desire to add.  A minimum of 3 scholarly resources must be used.  To qualify as a scholarly resource, the resource must be a peer-reviewed article published in a journal in the field related to Digital Forensics. Any submissions with greater than a 30% similarity score will not be accepted for credit and will earn a zero.

Example framework:  Do NOT use this as your example for the assignment:

A speed light camera could be used to show that the accused was actually located far away from the crime scene when the crime took place.  Speed light cameras are routinely used as evidence that a crime, i.e. speeding, took place, so it is obviously admissible as evidence in court.  The speed light cameras are calibrated on a regular basis to ensure the date-time stamps are correct and that the cameras are in good working order.

The resolution of a speed light camera is too low to actually prove who was in a speeding car, just that the car was speeding and that the license plates matched the vehicle in question.  Because the resolution is so low, the accused could have used an accomplice, perhaps disguised as the accused, to purposefully run a red light at the time of the crime to provide an alibi.

Chosen Solution – Based on the literature review, readings, discussions, and other course material, describe the IT solution implemented by the organization. Describe the techniques and systems that were implemented as part of solving the IT challenge identified in the initial report. 

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Part 2. Team Research Project (Final Report)

· Weight 15% of the final grade

· Due no later than 11:00 p.m. on Sunday of Unit 9

Objectives

Upon successful completion of this assignment, students will have achieved the following:

· apply modelling theories to the decisions made by organizations through the review of the literature, and how these concepts apply to real-world problems and

· demonstrate understanding of course concepts by critiquing decisions and providing recommendations for the next steps.

Brief Description

Perform a literature review and prepare an implementation plan.

Submission Instructions

Continue from the initial report. Perform a literature review of the topic that you are studying. Find at least 5 articles relating to your chosen organization/industry/topic that helps in better understanding the IT situation in the chosen organization. The articles should preferably be peer-reviewed, however, articles from news reports and magazines are also acceptable. The key is to find specific details relating to your topic rather than discussing generic information.

Add the following sections to the initial report:

1. Chosen Solution – Based on the literature review, readings, discussions, and other course material, describe the IT solution implemented by the organization. Describe the techniques and systems that were implemented as part of solving the IT challenge identified in the initial report.

2. Implementation Plan – Based on the literature review, readings, and analysis of the organization, describe how the IT solution will be implemented by the organization. This section could discuss a planning, purchase (or build), and implementation steps. Be as specific as possible.

3. Conclusions –Summarize the key takeaways and provide your insights into the IT challenge, solution, and implementation.

This part of the report should not be more than 1000 words. The combined final report should not be more than 2000 words. It is important that the two parts form one cohesive report. 

Evaluation and Feedback

The Team report will be marked in its entirety out of 100. The following rubric indicates the criteria students are to adhere to, and their relative weights to the assignment overall.

 

Activities/Competencies Demonstrated

% of Final Grade

 

1

Writing Quality – Writing must   be logically organized and free of grammatical and typographical errors.

/15

 

2

Content – The submission must   demonstrate solid research and insightful observations.

 

a. Literature review

/25

 

b. Discussion of the chosen   solution

/25

 

c. Discussion of the implementation   plan

/25

 

3

References – All references cited   as per the APA style manual.

/10

 

Total

/100

RELG 2101 Week 6: Trip to Mars

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RELG 2101 Week 6: Trip to Mars

For a change of pace, this assignment asks you to write a “science fiction and religion” story about Terrans visiting Mars. This is a Mars of your own imagining. It may or may not have residents. It may or may not have signs of civilization. Your story might involve an established colony, or a crash-landing, or a war among colonists, or negotiations among colonies, or . . . . In other words, let your imagination roam free. The story must involve some component or aspect of a religion or religions. Be sure to give your story a title.  Your story should be a minimum of 750 words–though that is a minimum. The story should be as long as it needs to be. At the end, provide a brief commentary on what you hoped to accomplish in the story, particularly as related to the themes of the course. As always, this assignment must be submitted by midnight Saturday.

RELG 2101 Week 6: Trip to Mars

A few observations about writing stories:

  • Imagine your reader:  what should the reader see/sense/understand about the characters, environment, action?  How do you make that come alive?
  • Stories usually have some conflict that is proposed, acted out, and resolved–or at least some conflict that engages the reader.
  • Dialog among characters is usually represented by separating each character’s comments into separate paragraphs.  Not always.  But always make clear who is speaking and to whom.  Using dialog is a good idea, though not a requirement because
  • Stories have a point of view.  This can be as simple as being told in third person (he/she/it/they) or first person (I).  That point of view is usually consistent in tone and diction (word choice).
  • Be aware of questions that readers might have about unstated ideas in the story.  Like what religion is, in the framework of the story, for example.  And it’s always cool to invent a new religion, though that is not a requirement, either.

RELG 2101 Week 6: Trip to Mars

Important Note: . “Save file as” with your last name and “Trip To Mars Essay.” For example, John Doe might save his assignment as “doe_mars_trip_essay.doc”