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Counseling Model A Practical Pastoral Counseling Model Counseling Setting Where Will Counseling Take Place? Boundaries for Safety and Security Relational Style Relational/Communication Style Structure/Strategy Sessions Summation Supportive Feedback God's Riches at Christ's Expense Annotated Bibliography A Practical Pastoral Counseling Model This is an overview of the counseling position that I will take when working with clients/parishioners. I realize that this cannot encompass every eventuality that may occur during a counseling session, but it should be comprehensive enough to account for most of the possibilities that present themselves. I acknowledge that this is also the treatise of someone who is going to be practicing as a pastor first and a counselor second, therefore the relationship of a shepherd to his assigned sheep is the most important consideration in all of this. Also, the counseling relationship that a pastor enjoys with a parishioner is not as extensive as that between a patient and a professional counselor/psychologist/psychiatrist/social worker, so this plan will take into account that clinical conditions do exist that must be treated medically. This plan consists of four parts outlining the setting, relational style, counseling structure/strategy, and, finally, a summation. These pieces are necessary to fully discuss the entirety of the counseling style I will employ. Counseling Setting Overview and Rationale This would take place in a meeting with the church staff to discuss how this process can be used to better serve parishioners. Solution-based (or solution-focused) counseling is an attempt by the pastoral counselor to reorient the sufferer to their place in God's kingdom. Kollar (2010) says "The goal of God's grace is to produce fruit, resulting in righteousness toward God and man…Feeling better about ourselves and our lives is a by-product of fruitfulness." Therefore the rationale behind solution-based counseling is to look at the particular issue a person brings to the counseling session and assist the counselee in the change that must take place. Brief therapy is also a part of this particular plan. Basically, the therapy will take place in only a few session during which the pastor can instruct the parishioner in what God says about the issue they are bringing to the table. Short therapeutic interventions are better because of the time constraints that most pastors labor under, the unfortunate reality of transference if the counseling relationship continues for too long, and the fact that pastors are usually under-trained for an intense/lengthy counseling relationship (Benner, 2003). Since the primary job of a pastor is to be the shepherd of the flock, maintaining that relationship id of the primary importance. Where Will Counseling Take Place For many reasons, the best place for a pastoral counselor to conduct these meetings is within the church building itself. Practically, it would require that the pastor either use his own home or ask for finances for a separate office, take valuable time moving to and from the counseling location back to the church, and another location is also not Biblically-based. Although "Some counselors believe that it is helpful to remove the parishioner from the church setting…I disagree with this in light of the scriptural insistence that the believer is to grow within the community of the local church, where there is accountability for others and to others, along with acceptance" (Kollar, 2010). Every phase of counseling should follow the direction of the Bible and the Holy Spirit (who will not transgress the Word). Since this is the case, counseling should be conducted in the church. Boundaries for Safety and Security The importance of this topic cannot be understated. There are two main considerations here. Both the pastor and the parishioner should have the utmost security and feel safe during the sessions. The pastor needs to set the guidelines under which the sessions will be conducted from the beginning. This means that the time when the sessions are to occur must be set, how long they are to last, and an explanation of the type of therapy should be given. There should be no confusion on the part of the counselee exactly what is to occur in this relationship. Some other considerations are who the pastor will counsel, under what conditions and where. The pastor should feel free to counsel any of the people within his church, however because of legal issues some care needs to be taken. When counseling either a female parishioner, the pastor should have a female staff member close by. When the counselee is a child, it may be best for a parent to be present. If this is not possible because of either the subject matter or the comfort level of the child, then counseling is best with either a fellow pastor present or at least someone else in the building. The conditions mainly regard transference. If the pastor feels that he is not being objective, then the parishioner should be guided to another counselor. Counseling should always take place in the church, as mentioned above, but the place within the church should be set aside for as much privacy as is possible. However, the pastor should orient the office so that escape is easy if he feels that his safety is in question. Also, many counseling offices install a call button that will alert people if there is a problem or the staff can initiate a panic word that the pastor can use to tell outside staff if he needs help. The Counselor's Relational Style Relational/Communication Style It is difficult to determine a relational style that would best work within a counseling situation. From "Why Don't We Listen Better" Petersen (2007) says that "the answer is the talk-listener process." By this he means that both people in a general conversation should be alternately talking and listening. This seems to be the correct position to take when counseling also. There are several skills that the counselor has to use that are not necessary in all conversational style, but the counselor must include them. The counselor has to be an active listener, have the ability to be silent and let the parishioner speak, be able to synthesize a statement that the counselee makes into a coherent whole, and other skills that are not necessary elsewhere. You need to add your own style of communication here. Since you did not provide the document, I cannot speak for you in this case. Assessment Type My chosen assessment tool is the Myers-Briggs Type Indicator. If an assessment is needed, this can help both the pastor and the parishioner understand where they are coming from. The reason why this is helpful is that uses a battery of questions, that are seemingly completely unrelated, to give a four letter representation of personality type. The questions assess extraversion/introversion, sensing/intuition, thinking/feeling, and judgment/perception dichotomies along a continuum for each. Where the person falls on each of the four continuums determines what type they are. From this finding it is possible to understand general characteristics of the individual's personality. This insight can help focus the counseling sessions. Structure/Strategy Assumptions The easiest assumption to make is that this counselee is a child of God because they are in the church and they are a regular enough parishioner to desire counseling with the pastor. However, this can be a false assumption to make. After scene is set, another prayer (assuming that prayer opens every session) needs to be said regarding the specificity of the sessions. It is difficult to evaluate whether a parishioner is saved, but this has to be an assumption that the pastor makes because this ty0pe of relationship will not work if the counselee is not a Christian. The second assumption is also the second that Kollar (2010) talks about. Most of the problems that people bring to a counselee session are complicated. Since this scenario is in regards to the movie "Crossroads: A Study of Forgiveness" (Harrison, 2007) and the character Bruce who has lost his wife and daughter, it would seem that this counseling situation is very complex. Because of the situation in which they were killed by some teens who were racing in the streets, he probably feels grief, loneliness, anger, and depression. The goal of these sessions would be to bring him to a place of forgiveness. The complexity of this situation is mitigated by the simple healing words of Christ that can be used. Assuming that this does not require a complex solution will allow God to work in the life of Bruce. Sessions The counseling sessions would first follow the structure that is outlined above as far as setting and relational style, but include other elements. The first session would mainly be one in which the relationship is set and the guidelines for the sessions are given. This means that a short introduction to the process is needed and I talk about what I will do. Then Bruce will be allowed to talk about what brings him to counseling and why he thinks he can benefit from the sessions. Bruce talks about his anger against the teenagers who committed this act and how his hate is ruining the relationship between him and his son. He will also talk about the loneliness and grief he is experiencing since the loss of his wife and daughter. At this juncture the pastor does not want to interject too much since Bruce will be opening up about what is going on within himself. All that the pastor should be offering is simple feedback regarding the situations that are brought up and trying to affirm what he is feeling without any judgmental statements. Certain comforting Bible verses could be helpful, but that will depend on how receptive Bruce is to them. The pastor has to remember that this first session is for building rapport so that Bruce will open up about the incidents. Since Bruce is already angry, it will do no good to get him angry by appearing judgmental about the anger or depression he feels. The goal of these sessions is to get him to come to a sense of forgiveness. The role of the counselor is to facilitate the process in the earliest phases of the counseling relationship. During the second session it would be wise to pick a particular issue and seek the guidance of the Word and possibly other staff about what should be done. Since this is a brief setting, it would be wise to tackle the problem head on. The pastor needs to talk about what the pain, anger, grief and loneliness are doing to him and to his other family member. He may have a definite need to see vengeance done against the boys responsible, but there are specific scriptures that can be used to refute this feeling. Also books, such as those listed in the annotated bibliography at the end of this treatise, could be used to empower the discussion. Just saying something like, "Vengeance is mine sayeth the Lord" out of the blue is not advisable. The pastor has to gage the situation and try to make sure that Bruce is receptive to teaching. Three distinct elements can be introduced in this session to make it more productive. The fact that God is sovereign and in control of the situation, the fact that his wife and daughter would want him to forgive the boys responsible, and the fact that he may be sacrificing the relationship he still has with his son. By the third session the pastor would definitely understand what the strengths and weaknesses of the counselee are. Bruce's insecurities will have surfaced and the pastor needs to take advantage of these in order to accomplish further goals. It is a perfect time to help Bruce understand exactly what his life is now and what it can be. Bruce understands that anger can continue to eat at him until his life is void, or he can forgive the teens and renew his relationship with his son. It may also be advisable to talk to him about conjoint counseling with his son at this point so they can air what is happening with each of them to the other. The final session is going to be one that brings the entire counseling relationship to a successful close. At this point Bruce understands what God demands of him, how the different emotions that he feels can continue to affect his life, and how he can change for the better through a right relationship with God. The final session is a time when the pastor can help Bruce lay it at the foot of the cross if he has not already done so. This may also be an opportunity to bring in the son if there is and reconciliation that needs to happen. Summation Supportive Feedback This is the maintenance phase of the relationship. The set counseling sessions are over, but the support that a pastor gives to his flock is not. Supportive feedback is the opportunity that the pastor has to continue to encourage this brother in Christ during his recovery from the wounds he has suffered. Supportive feedback is something that the pastor gives, but it also something he encourages in his flock. All members of the congregation should be giving the hurting brother the support that he needs after his initial hurt and anger are being dealt with. Of course, the problem occurs if Bruce (or whoever the former counselee is) either reverts or at least does not progress in their Christian walk. One of the original goals of the counseling sessions was to encourage a closer relationship with Christ through Biblical helps. If this walk begins to deteriorate following the close relationship of the counseling sessions, the pastor has to feel that enough rapport was developed that he can talk to Bruce about it. The influence of Satan is always at work and the possibility of Bruce being reminded of his pain and anger are great. This is when the process of constructive feedback can be the greatest help. The pastor needs to make sure that he wants to remain connected to Bruce through the shepherd/sheep relationship, and that he, Bruce, is completely supported. Bruce may feel like he is losing g something once the counseling sessions are over, but the pastor needs to make sure that he realizes the strength he has in Christ, and that he can move forward. Also, if problems continue to assert themselves, the pastor has to be willing to step in and suggest professional counseling. God's Riches at Christ's Expense If anyone in history had reason for anger, depression, loneliness, and grief, it was Christ. His Father led Him to the cross, had Him nailed to it, and then turned His head while Christ was dying. The absolute pain at the moment that Christ felt the weight of all the sin ever committed or to be committed was the greatest burden anyone had ever born, or will bear. This is the basis of every life in Christ, and what I base any counseling on. Christ is the goal of any counseling relationship, as He is the goal of any other relationship that I may have. Therefore, the only way to grade myself in any counseling situation is not on any earthly feeling or vision of what I have done right, but a thorough knowledge that the interventions I suggested were the right ones because they came from the healing Word of God. References Benner, D.G. (2003). Strategic pastoral counseling: A short-term structured model. Grand rapids, MI: Baker Academic. Clinton, T., & Hawkins, R. (2009). The quick reference guide to Biblical counseling. Grand Rapids, MI: Baker Books. Harrison, J.K. (2007). Crossroads: A story of forgiveness. . Kansas City, MO: Hallmark Hall of Fame Productions. Kollar, C.A. (2010). Solution-focused pastoral counseling: An effective short-term approach for getting people back on track. Grand Rapids, MI: Zondervan Publishing. Petersen, J. (2007). Why don't we listen better? Communicating and connecting in relationships. Tigrad, OR: Petersen Publications. Annotated Bibliography Anger Carlson, Dwight L. 2000. Overcoming hurts and anger. Eugene: Harvest House. ISBN: 0736901965 This book is a real help when dealing with anger. The author gives you steps on how to prevent your anger and deal with past anger in a Christian manner. He gives examples of mishandled anger, biblical principles about anger, and how to handle anger in a Christ-like way. LaHaye, Tim and Bob Phillips. 2002. Anger is a choice. Grand Rapids: Zondervan. ISBN: 0310242835 Tim LaHaye and Bob Phillips tell you what you need to know to control the emotion of anger, enabling you to heal damaged relationships and help others deal with their anger as well. The authors use real life examples, charts, diagrams, and self-tests. This book not only gives hope of real change, it also lays out a process of getting there. Lester, Andrew D. 2003. The Angry Christian. Louisville: Westminster John Knox Press. ISBN: 0664225195 Dr. Lester's sharing of his own personal stories causes his work to speak to the real issues anger brings to daily living. He begins by asserting everyone experiences anger, but our culture teaches us to ignore it or bury it. He leaves no stone unturned in covering the topic. Though the last three chapters have some wonderful suggestions about how to deal with anger in a constructive, meaningful way, the work he presents from history, science and theology is very insightful and paints a detailed picture of our anger response and the meaning we assign to it. He writes making use of the narrative perspective. Grief Dobson, James. 1997. When God Doesn't Make Sense. Chicago: Tyndale Press. ISBN: 0842382372. Of course, Dr. Dobson is famous for the advise that he dispenses from the Bible through the radio, but his books are equally helpful. This book talks about a lot of different issues that Christians can face, but the focus is on the grief that it brings to the Christian life. Dr. Dobson takes some of the most troubling issues for people to deal with and allows a Christian to see why they should still trust God even when He seems to disappear. Even David wrote that he was unable to experience God directly sometimes, but David always came back to the realization that God was always near. Tangvald, Christine Harder. 1988. Someone I Love Died. Colorado Springs, CO: David C. Cook. ISBN: 1555134904. Children can be very difficult to counsel. This is true no matter what the issue is, but death is one of those abstract concepts that young children cannot grasp. This book offers practical helps that a counselor or a pastor can use to discuss death with a child. The book also talks to the counselor about how a child experiences grief. This is not only a good book for church staff, but it is also one that can be given to parents to help them talk to children about what they are going through. Forgiveness Kendall, R.T. 2007. Total Forgiveness. Lake Mary, FL: Charisma House. ISBN: 1599791765. This is a great guide for a Christian counselor because it specifically speaks about the process of forgiving from a Biblical perspective. The author goes through what the causes of unforgiveness are and how they poison the one who is either unable or unwilling to forgive someone with whom they have an issue. The book also talks about how the person who refuses to forgive is hurting themselves in all manners physical and spiritiual. Sande, Ken. 2003. The Peacemaker: A Biblical Guide to Resolving Personal Conflict. Grand Rapids, MI: Baker Books. ISBN: 0801064856. This is both a book about how to be a peacemaker and how to forgive people. This book has chapters that help with specific types of conflict and gives scriptural guidance to make sure that the reader can see the credibility behind the words in the book. This also shows how Christ was a peacemaker even in times when others were trying to get Him to sin. He did not even get angry with Satan for the temptation, realizing that it was in Satan's nature to provoke Him. Loneliness Elliot, Elisabeth. 2011. Finding Your Way Out of Loneliness. Grand Rapids, MI: Revell. Read the full article

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tutorhelp4you · 3 months ago

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literaturereviewhelp · 3 months ago

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When conducting academic research, students often encounter two essential components: annotated bibliographies and literature reviews. While both involve summarizing sources, they serve different purposes in research writing. This guide will help you understand the key differences, purposes, and structures of annotated bibliographies and literature reviews, ensuring you use them correctly in your academic work. What is an Annotated Bibliography? An annotated bibliography is a list of sources (books, journal articles, reports, etc.), each accompanied by a brief summary and evaluation. It helps researchers organize and analyze relevant sources before conducting a full study. Purpose of an Annotated Bibliography - Provides an overview of available research on a topic. - Helps identify key themes, gaps, and methodologies in the literature. - Evaluates the credibility and relevance of sources. Types of Annotations There are different types of annotations, and each serves a critical purpose. You get to use any of these depending on the instructor’s assignment. The three types of annotation include: - Descriptive/Summarizing Annotations: These annotations provide a brief overview or summary of the source. Here, you can describe the contents of the sources, highlight the article's main argument, or summarize the main points. You may also explain why the sources would be vital for your paper’s topic or research question. - Evaluative (critical or analytical) Annotations: Aside from just providing a summary of the source or listing the main points, evaluative annotations also analyze the content. While you are working on this type of annotation, you highlight the key strengths and weaknesses of an article. Moreover, you evaluate the reliability of the presented information and any possible biases of the author. - Reflective Annotations: For these annotations, you are given a chance to think about the source you’ve read. You write about how the source may be useful for a particular field of study or your research project. Structure of an Annotated Bibliography Entry Each entry typically includes: - Citation– Formatted in APA, MLA, or Chicago - Summary– A concise description of the source’s main points. - Evaluation– An assessment of the source’s credibility, reliability, and usefulness. - Reflection– (Optional) How the source contributes to the research project. 🔹 Example Entry (APA Format) Smith, J. (2022). The Role of AI in Modern Healthcare. Medical Journal, 15(3), 45-60. This study examines the impact of artificial intelligence on patient diagnosis and treatment efficiency. The author provides a comprehensive review of AI applications in hospitals and identifies challenges such as data privacy and bias. This source is credible, as it is published in a peer-reviewed journal and authored by an expert in medical technology. It will be useful for understanding AI's benefits and risks in healthcare research. 🔹 Key Takeaway: An annotated bibliography is a collection of brief, structured summaries of sources. What is a Literature Review? A literature review is a comprehensive analysis and synthesis of existing research on a specific topic. Instead of listing sources individually, it presents a cohesive discussion of scholarly work. Purpose of a Literature Review - Identifies trends, theories, and debates in the research area. - Highlights gaps in existing knowledge and areas for further study. - Provides context for a research project by analyzing prior work. Structure of a Literature Review - Introduction– Defines the research topic and purpose of the review. - Main Body– Organized by themes or concepts, discussing how sources contribute to the topic. - Conclusion– Summarizes key findings and research gaps. 🔹 Example Approach If writing a literature review on AI in healthcare, you may organize it into: - AI in diagnostics(discussing multiple studies on its accuracy). - Ethical concerns(analyzing sources addressing bias and privacy). - Future research directions(highlighting gaps in the field). 🔹 Key Takeaway: A literature review synthesizes and analyzes sources to build a research narrative. Types of Literature Reviews There are various literature reviews based on the context of research and the methodologies used. The different types of literature reviews include: - Narrative Literature Review: This literature review is based on a descriptive approach and typically provides a broad overview. However, you do not get to follow any specific methodology. It is useful when exploring complex ideas or emerging research areas where multiple perspectives are necessary. - Systematic Literature Review: This literature review follows a structured approach to gathering, analyzing, and synthesizing the information collected. It entails predefined criteria for choosing literature across multiple databases. - Meta-Analysis: For this type of literature review, you combine quantitative data from different literary sources to derive conclusions. It is particularly useful when individual studies report conflicting results. When analyzing patterns and relationships across studies to arrive at more accurate conclusions. - Scoping Review: For scoping review, you map existing literature on a topic to identify the potential research gaps. Your aim is not to answer specific research questions but to explore broader topics. - Critical Review: This kind of literature review is useful when there is a need for in-depth knowledge of a subject. When conducting a critical review, you assess and evaluate existing literature's strengths, weaknesses, and relevance. As such, you will identify research gaps and suggest areas for further investigation. Key Differences Between Annotated Bibliographies and Literature Reviews Comparison Table Feature Annotated Bibliography Literature Review Purpose Summarizes and evaluates individual sources. Synthesizes multiple sources into a discussion. Structure List of citations with summaries. Thematic or chronological organization. Analysis Level Source-by-source evaluation. Comparison and integration of sources. Use in Research Helps organize research before writing. Forms part of a research paper, thesis, or dissertation. When to Use Each One? Students and researchers use annotated bibliographies and literature reviews in different contexts of research. However, each has a different purpose in academic writing. Knowing when to use each one is essential for students and also researchers. Academic Assignments Your Instructors may ask you to prepare an annotated bibliography when they want you to read and evaluate sources independently. Basically, annotated bibliographies help you read major research articles before writing a full paper. Usually, writing an annotated bibliography is the first step in carrying out your research. On the other hand, instructors may ask you to develop a literature review when they expect a more in-depth examination of prior research for your assignment. Here, you are required to synthesize, compare, and contrast different sources. Instead of listing summaries, students must identify the research gaps and themes. Literature reviews are commonly included in research papers and advanced coursework. Research Projects Your research objectives may determine which aspect you will work on between annotated bibliographies and literature reviews. An annotated bibliography would be the correct option if the aim is to gather and organize the sources. An annotated bibliography allows you to monitor pertinent studies and determine their utility. This is helpful in individual research, grant proposals, and introductory studies. A literature review works better when the purpose is to establish a sound research foundation. You are, therefore, required to analyze available knowledge and determine gaps in the field. A well-written literature review reinforces arguments and places new research in context. Theses and Dissertations Annotated bibliographies are typically initiated by graduate students. This helps them gather and sift through the sources before developing their research question. An annotated bibliography serves as a guide for the organization of major studies. A literature review becomes essential with ongoing research, as it provides a critical overview of the prior research and defends the value of the research. Most theses and dissertations include a literature review as an important part. It adds credibility and puts new research in the context of prior work. How to Write an Effective Annotated Bibliography and Literature Review You need to follow a specific systematic approach when working on annotated bibliographies and literature reviews. While both types aid in organizing research, both serve different purposes. An annotated bibliography addresses individual sources, but a literature review synthesizes and compares multiple studies. The following are step-by-step guidelines on writing each successfully. Steps to Writing an Annotated Bibliography Selecting Credible Sources Start by identifying valid and relevant sources. Use peer-reviewed journals, academic books, and authentic websites. Ensure that the sources pertain to your research area. Use outdated or non-academic sources only when necessary. Summarizing Key Points After you know the sources you will use for your annotated bibliography, the next step involves highlighting the main points. For each annotation, summarize the key points in approximately one paragraph. For the summary, include the primary argument, key findings and major conclusions. Remember, do not present your views on the findings here, as you are basically analyzing a source. Evaluating Source Reliability The next step involves assessing the quality of each source. Look at the author’s credentials, the date the source was published, and the publisher. Make a judgment about whether the source is biased or not. This ensures that only high-quality information goes into your research. Formatting According to Academic Style Guides As the last step, ensure you employ the correct citation style to format your work. Check the instructions to see the required citation style, such as APA, MLA, or Chicago. Each entry should have a proper citation, followed by the annotation. Pay attention to formatting rules to maintain consistency and professionalism. Steps to Writing a Literature Review Defining Research Scope and Objectives The first step in writing your literature review is defining the scope of the study and the research objectives. Define what you aim to accomplish through examining current research work. Searching for and Selecting Relevant Studies After having a solid research objective, search for sources within that domain. You can find these sources in academic databases such as PubMed, JSTOR, and Google Scholar among others. While searching for these sources, try to identify studies that have valuable insights for your research. Organizing Sources Thematically Once you’ve gathered sufficient materials for your studies, arrange them thematically when writing on each of them. There needs to be a logical pattern that will assist you in easily identifying the contradiction in research and the possible gaps in the existing literature. Analyzing and Synthesizing Information Ensure you are not only summarizing the existing literature. Move the extra mile. Compare the studies, identify the strengths and limitations, and discuss their applicability. Show the ways in which various sources connect and build on each other. A literature review should offer a clear and considered discussion of the existing research. How They Work Together in Academic Writing Students and researchers commonly use annotated bibliographies and literature reviews in the same piece of work. The two are distinct, but both complement each other in academic work. Understanding that the two complement each other adds value to research organization and analysis. An annotated bibliography is usually the starting point for a research task. An annotated bibliography helps to collect, evaluate, and arrange the sources before writing a full paper. The researcher goes through all the sources and examines them for relevance. This helps the researcher to identify the significant studies and exclude the weak and irrelevant ones. When the literature review begins, a strong foundation of quality research has already been established. After the annotated bibliography, synthesis follows. The literature review synthesizes the selected sources and weaves them into a discussion that transcends the individual studies. In place of listing the studies independently, it weaves them together through theme and analysis. Findings are contrasted, agreements and contradictions are highlighted, and gaps in the current knowledge are pointed out. This builds the theoretical framework for the new research. Having annotated bibliographies and literature reviews helps maintain proper academic writing techniques. An annotated bibliography works as a guide to the source, while the literature review transforms the source into a significant analysis. This works best when it comes to graduate research, dissertations, and large academic projects. This helps prevent the students' research from being disorganized and makes their arguments more concrete. Both styles are occasionally assigned by instructors in assignments. An annotated bibliography precedes a literature review in a few courses. This enables students to learn to read the sources critically before writing a complete review. Mastery of both styles increases the quality of academic writing as well as research acumen. Common Mistakes and How to Avoid Them Confusing an Annotated Bibliography with a Literature Review A common mistake is mixing up annotated bibliographies and literature reviews. An annotated bibliography gives summaries of individual sources but does not compare or connect them. Each entry stands alone, giving a brief evaluation of the relevance of the source. A literature review, in contrast, synthesizes sources. It identifies relationships, contrasts, and gaps in research. In place of summarizing individual sources, it organizes the sources by theme or argument. In order to avoid confusion, always read the assignment instructions. Ensure that you are aware of whether you are to summarize or synthesize information. Failing to Critically Analyze Sources Annotated bibliographies are not simple lists of summaries. They must evaluate the reliability, strengths, and weaknesses of each source. Most students only summarize what a source says without making a judgment regarding its credibility. A good annotation tells why the source is useful and where it fits in the research. Literature reviews need to be critically analyzed. Some students copy word-for-word the statements of other researchers without making any alterations. Don't do that, but compare perspectives and point out the gaps. Identify the relationships among various studies. Literature reviews need to demonstrate critical thinking, not information collection. Using Poor-Quality or Outdated References The credibility of the sources impacts annotated bibliographies and literature Reviews as well. Research gets compromised with unreliable or outdated information. Blogs, Wikipedia, or non-academic websites must be avoided except where directed specifically. Peer-reviewed journals, books, and academic databases are the best sources to use. Check the publication dates, as well. In fields that are constantly changing, such as science and technology, research has to be current. Older publications may provide background information but not as the main source. Always make sure the source is credible prior to using it. Not Following Proper Citation Styles Inaccurate citations lead to lower grades. All three citations, including APA, MLA, and Chicago, have their guidelines for citing sources. Most students make mistakes with formatting, punctuation, or sequence. In annotated bibliographies, each source entry must be preceded by a correctly formatted citation. In literature reviews, citations in the required style must be included in the text. For accuracy, use citation software or consult the official style guides. Always proof your references before submission. Academic Applications and Requirements Undergraduate vs. Graduate Expectations Undergraduate students write annotated bibliographies and literature Reviews on assignments, but the intention differs. Professors usually ask for annotated bibliographies to help students develop their research skills. The intention is to learn to find, summarize, and evaluate the sources. An annotated bibliography is included in the majority of undergraduate research papers as a preparatory step. Graduate students, however, perform more in-depth research. Literature reviews are the backbone of theses and dissertations. They must analyze, compare, and synthesize the research available. They do not summarize the sources but identify the gaps in the research and develop a foundation for new findings. The intention is for the students to demonstrate critical thinking and in-depth information about their field of specialization. Discipline-Specific Variations Different academic fields use annotated bibliographies and literature reviews for different purposes. Literature reviews in the humanities focus on the interpretation of histories, theories, and texts. They synthesize the sources with thematic analysis. Annotated bibliographies in the humanities typically include critical reviews of books and articles. Science literature reviews examine past experiments, research, and data. They determine trends, methods, and issues that need to be addressed. Annotated scientific bibliographies focus on summarizing significant findings and assessing the reliability of the research. They assist researchers in following up on related research before conducting experiments. Professor Evaluation Criteria Instructors have certain expectations regarding annotated bibliographies and literature reviews. For annotated bibliographies, they expect proper citation, concise summaries, and evaluation of the source. They expect the students to determine the major arguments and justify the relevance of a source. Accuracy in formatting and citation are also important. In literature reviews, the professors are assessing organization, synthesis, and analysis. They must be able to determine the degree to which the students synthesize the sources and make arguments. A good literature review does more than summarize; it critically engages with the research. Clarity, logical flow, and proper citation are required for a quality review. Statistics and Facts - Research Preparation: Based on research, 80% of researchers deem a proper literature review essential for identifying gaps in the literature and formulating new research questions. - Citations and References: References in a literature review depend on the discipline. Social sciences, for instance, average 54 per article, whereas health professions average 8. - Time Investment: Most researchers spend most of their project timeline conducting literature reviews, highlighting their applicability to the research process. - Primary Source Utilization: In a survey, 51% of the primary research articles students included in their annotated bibliographies stood out as outstanding. Need Help Writing a Literature Review? Writing a high-quality literature review requires time, critical thinking, and proper structuring. If you're struggling, our expert writers can assist in crafting a well-organized, research-driven literature review tailored to your topic. 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umichenginabroad · 4 months ago

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Week 4: IFSA Action-Packed Week!

Ahoj!

Welcome back to my life in Praha! This week has been one of the busiest yet, featuring exciting developments in all my classes, an IFSA program-sponsored trip to Brno, and a visit from a friend from Michigan. Stay tuned for all the adventures!

Academics Debrief

As the semester progresses, my workload is definitely picking up. I had my first meeting for the Gnosis project, our capstone collaboration with a startup to develop an AI agent for prediction markets. At first, I felt a little out of my depth due to my limited familiarity with the financial technology space. However, after asking my prepared questions and reviewing some code, the pieces are starting to come together!

My team of four decided it would be more manageable to have our agent specialize in a specific market, such as politics, tech, business, etc. Our research so far has been super interesting; markets like politics and crypto are fast-paced and speculative, whereas tech and business tend to be more structured and data-driven. It’s a challenging yet exciting opportunity that ties into my AI class, making it highly relevant to my studies. I’m looking forward to seeing where this project goes, and who knows, maybe I’ll even use it myself if proven successful!

In terms of my classes, all six are in full swing. My Software Engineering class, as I mentioned in my previous post, is fast-paced and hands-on. Every Monday and Wednesday, I know I’ll be learning a lot, and I really enjoy both the coursework and my professor’s teaching style. Our group project, travelog, feels like working on a personal passion project but for a class, which makes it even more exciting.

Meanwhile, Essential Czech has me preparing for a quiz and choosing a subject for my upcoming influential personality presentation. Having only ever taken Spanish classes (which I’m fluent in), it’s been really fun formally learning a new language. As for the presentation, we have to select a famous Czech person to create a presentation about. Although I had learned about Franz Kafka from the museum and statue in Prague, and from reading his books in the past, I’m challenging myself to select someone new. The class has already been helpful when navigating daily interactions, and I’m slowly gaining confidence in using Czech in public. Wish me luck on the quiz!

My Communication and Leadership courses have been extremely interactive, with discussions and presentations every week. In Comm, we’re reading The Culture Map, a book about how cultural awareness and adaptation can impact success in international business. Our latest assignment is an annotated bibliography, which also ties into our Leadership class, since we selected academic research papers that could help us with the capstone project.

Finally, in Tech Ethics we're taking a deep dive into deontology versus utilitarianism. I wasn’t expecting such a philosophical and thought-provoking class, and having never taken a philosophy class it’s a completely new yet intriguing experience for me. We often consider philosopher's takes on theoretical societies and moral dilemmas, which sparks some interesting late-night conversations with my roommates.

Overall, I’ve been really enjoying the IFSA academic structure here in Prague. Although I originally dreaded the idea of being in class for so many hours of the week (except Fridays), the Villa, where we take classes, is such a cozy space. There’s a backroom lounge with beanbag chairs, tea, and coffee, and you’ll always see someone sipping a freshly brewed mug in class. The professors and small class sizes create a close-knit, homey atmosphere that feels comfortable but also pushes you to actually learn. If we have longer breaks in-between classes, I’ll usually go to Coffee Corner to grab a bite (a popular café near the Villa), hit the gym, or even squeeze in some midday sightseeing in Prague 1.

Weekend with IFSA in Brno!

This weekend was the much-anticipated IFSA overnight trip! Brno is the second largest city in the Czech Republic after Prague, and to me, it felt like a smaller, quieter, and less touristy version of the capital. Heading to the train station at 7:30 AM on Friday, I had no expectations, but the trip ended up being the highlight of my week!

We had an extremely comfortable two-hour private bus ride, followed by check-in at a surprisingly nice hotel that everyone was excited about. They assigned rooms by roommates, and I shared a room with two of my roommates that had everything we needed.

After settling in, we split into three pre-organized groups for our scheduled activities, kicking things off with a group lunch at a Czech restaurant reserved for us by IFSA. The rest of the day consisted of exploring Brno’s history with stops at a bunker, a cathedral, and a castle that was also a prison. That evening, we enjoyed burgers with friends before heading to a bar, where, by the end of the night, the entire IFSA group had gathered. It was a really fun, relaxed night, and I met so many more students in the program!

The next day, we started with a continental breakfast at the hotel before heading to the water reservoir for a quick visit. Afterward, we enjoyed another provided lunch (carbonara — my favorite) before hopping back on the bus to Prague.

Brno was an amazing weekend getaway, and I loved the opportunity to explore another Czech city. I also really enjoyed getting to know more students in the program and chatting with IFSA staff! I definitely recommend the overnight trip for students on any study abroad program, they’re almost completely provided for the students and make for an amazing time.

The First of Many Michigan Visits

When I opened the door to my apartment after Brno, I was greeted by Izzy, my friend from UM, who was visiting from her study abroad in Amsterdam! She had spent the weekend hanging out with my two other roommates while we were away, and it was so nice to see her (even though we had just been together in Berlin).

Since Brno was just an overnight trip, we still had all of Sunday to recharge and see more of Prague. We took a quick five minute walk from my apartment to the National Museum (Národní muzeum), where we explored exhibits on evolution, different species, minerals, and Czech culture. Shockingly, this was my first museum visit in Prague and I’m so glad I finally made time for it. The exhibits were incredible and the museum was definitely worth it, I’m already planning visits to others in the city!

That’s a wrap for this week! Between weekday classes and weekend adventures, it was another eventful one. Next week, I’m looking forward to hosting more visitors from Michigan for their spring break (including my twin sister from Carnegie Mellon!). It’s going to be busy, but I couldn’t be more excited :)

Until next time,

Natalie

#UmichEnginAbroad #IPEcsPrague #NatalieRamirez #IPEWinter25 #CzechRepublic

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punjabassignmenthelpaus · 5 months ago

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BUS5008 Business Research Methods Assessment Help

Assessment Overview

NoAssessment NameDate Open

Date of Submission

All times are AEST

1Annotated Bibliography 20%Week 4, MondayWeek 7 Sunday11:59pm2Group Based Presentation and Critical analysis paper 30%Week 10, MondayWeek 10 Sunday11:59pm3Research Report 50%Week 10, MondayWeek 12 Tuesday 11:59pm

Each week our LMS will guide you on all the course requirements of our MBA program including what to do in that particular week, and how. For each assessment, our “Studyboard@VIT” will provide details on the assessment task and guidelines including how you will be assessed on each assessment task, marking criteria and so on.

Some clarification on each assessment:

Assessment 1: Annotated Bibliography

A research based annotated bibliography presented based on at least 10–12 research papers of interest to the research topic.

Assessment 2: Group Based Presentation and Critical analysis paper

The students select papers from the given list and present the paper in a presentation focusing research report requirements- Objectives, Methodology, Analysis, Findings and Future research and Limitations.

Assessment 3: Research Report

The student will write a research project building on their annotated bibliography in Assessment Task 1, articulating a research problem / question, literature review, analysis and discussion of the various issues from different perspectives and coming up with conclusions, solutions and recommendations.

Please Note: All assessment submissions are due by the due date and time. Exemptions or extensions may be granted in extenuating circumstances such as for medical treatment etc.

Tutorials: Where a student is unable to complete a tutorial task, he/she may be given a chance to complete the task within a calendar week (7 days) of the due date.

Assessments: Students are required to achieve an overall mark of 50% to pass the unit. Students will incur a late submission penalty of 20% of marks awarded for each day he/she delays the assessment submission up to a total of 5 days.

Projects: Students will receive a grace period of 10 days late submission. However, they will be penalised at a rate of 10% marks awarded per day they delay the submission.

Note — For all assignments, the preferred layout is in 12-point Calibri, with 1.5 line spacing, 5 centimetres left- hand margins and bold headings. Whenever you use the ideas and arguments of other writers, you must make reference to the writers and their work. By acknowledging the work of others, you avoid plagiarism. The APA style requires a reference list at the end of your assignment. It is arranged in alphabetical order by author surname.

Consultation Availability:

Please note that your lecturer and Learning Support Advisors are available to support, mentor and advice you throughout the teaching period. To make a time with them, communicate with them using the email provided on the front page of the document to request support and / or consultation, or phone reception requesting to talk with them.

Further details on each assessment for BUS 5008 can be found on the following pages.

Assessment details

Assessment 1: Annotated Bibliography • Weightage: 20% Student Guidelines

Introduction

A research based annotated bibliography presented based on at least 10–12 research papers of interest to the research topic.

What is an annotated bibliography?

A bibliography is a list of citations to sources (books, articles, films, websites, etc.) that you’ve used when researching a topic. An annotated bibliography includes a summary and evaluation of each source. These annotations are written in paragraph form and you are expected to include the following information:

An explanation of the main purpose of the research paper or academic source in relation to your research topic.

A short summary of key findings or arguments of the source.

The academic/intellectual credentials of the source. What type: e.g. peer-reviewed journal/ book chapter etc.

Short limitations of the research.

The value of bibliography as a contribution to your selected research topic.

To start with your assignment follow guidelines are provided. Your unit lecturer will be available for you to discuss further.

It is best to proceed with this task keeping below steps as a guide:

ï Research and review the list of topics that you would like to focus and select one or two you would like to research further. Always approach to your lecturer if you have doubts on selected topic.

ï Generate a list of direct sources relevant to your topic. VIT online library access provides you a wide variety of academic resource access. Library resources will get you develop a broader understanding of what academic information/sources is available on your topic.

ï You may have a long list of supporting references for your topic. Your requirement is to have 10–12 academic articles, all of which are directly relevant to your topic.

ï To help you select the references Scan through the articles you select and read the abstract thoroughly to find the most relevant and recent materials (Hint: preferably focus on the most recent articles, published in the last 5 to maximum 10 years). Reduce your list of references to 10–12 references. Always remember to select sources directly related with your topic.

ï Write up a summary of your references following above given 5 steps guide. This annotated bibliography is going to be stepping stone for your research project (Assignment 2). ï Upload your annotated bibliography to the given link on Learning Management System (LMS) in week 4.

Structure of the annotated bibliography ï Provide the full bibliographic citation

ï Provide the main purpose of the source in relation to your research topic ï Shortly explain key findings

ï State academic credentials of the source (e.g. peer reviewed or not) ï State key limitations of the source

Sample annotated bibliography ï https://www.bibliography.com/apa/developing-an- apa-annotated-bibliography/

Submission Instructions

Submit to given Turnitin link on LMS- Assignment 1

IMPORTANT NOTE:

Word totals is around 1200, excluding words spent on bibliographic citations.

You are required to show critical thinking so only summarising what is stated is not sufficient, you need to provide your original assessment of the literature.

Disciplinary knowledge is best demonstrated through presenting evidence from peer-reviewed publications. Make sure that a large majority of citations in your annotated bibliography is peer-reviewed.

Be organized in your thoughts and ideas. Incorporate correlations with your research topic. Stay on topic.

Be aware of grammar and sentence structure. Use proper etiquette.

BUS 5008 — Assessment 1: Annotated Bibliography Marking Sheet

FOR FACULTY MEMBER ONLY Assessment Task: Annotated Bibliography • Weightage: 20% Name of the Student: Student No: Lecturer’s Observation on Student Participation:

Criteria

Excellent (A 80–100%)Very Good (B 70–79%)Good(C 60–69%)Pass (D 50–59%)

Fail

(N 0–49%)

Marks

Context and critical thinking

ï Comments always insightful & constructive.

ï Able to find/select most appropriate sources.

ï Uses appropriate terminology.

ï Comments balanced between general impressions, opinions & specific, thoughtful criticisms, or contributions.

ï Comments mostly insightful & constructive.

ï Ableto find/select appropriate sources.

ï Mostlyuses appropriate terminology.

ï Comments are mostly relevant with the discussion.

ï • Comments are occasionally insightful & constructive.

ï Ableto select someappropriate sources.

ï Occasionally use appropriate terminology.

ï Comments are occasionally too general or not relevant to the discussion.

ï • Comments are sometimes constructive, with occasional signs of insight.

ï Able to find/select few appropriate sources.

ï Student does not use appropriate terminology.

ï Comments not always relevant to the discussion.

ï • Comments are uninformative.

ï Failed to find/select any appropriated sources.

ï Lacking in appropriate terminology.

ï Heavyreliance on opinion& personal taste.

/8Disciplinary Knowledge

ï Disciplinary knowledge is clearly presented and uses disciplinary language authoritatively.

ï Showscritical understanding of the issue presented and demonstrates depth and accuracy of understanding.

ï Disciplinary knowledge is clearly presented anduses disciplinary language competently.

ï Shows a proficient awareness of the issue presented and demonstrates accuracy of understanding.

ï Disciplinary knowledge is presented and uses disciplinary language approaching competency.

ï Shows an awareness of the issue presented and demon- strates limitedcontent under- standing.

ï Disciplinary knowledge lacks clarity and uses disciplinary language tentatively.

ï Shows an awareness of the issue presented and some evidence of gaining new under- standing.

ï Disciplinary knowledge is unclear and does not use the language of the discipline in a sustained fashion.

ï Demonstrates no evidence of gaining new understanding.

Grammar and Vocabularyï Employs excellent discipline- based vocabulary relevant to the context and adheres to grammatical convention.ï Employsa competent discipline-based vocabulary relevant to the context and adheres to grammatical convention.ï Employs a developing disciplinary based vocabulary that adheres to the basicrules of grammar.ï Demonstrates limited disciplinary based vocabulary that adheres to the basicrules of grammar, with a number of errors.ï The tasklargely reverts to the use of non-discipline specific vocabulary with grammatical errors that interfere with meaning./4Total marks Comments

Weightage 20% =

Lecturer’s Signature: Date: / / Name:

Assessment details

Assessment 2: Group based reflective work and Critical Presentation WEIGHTAGE: 30% Student Guidelines

Introduction

The students will present an analytical reflection on research papers from the given reading list on LMS

-Assignment 3 Reading materials, using their learning throughout the BUS 5008 unit, to their peers and reflect on and discuss each other’s reports in a rigorous and engaging academic discourse.

Assignment consists of:

Presentation 15%

Paper analysis 15%

Presentation

Delivery of a 15-minute presentation in groups of 3–4 students. Students are to reflect on their learnings, present their findings and discuss each other’s reports in the presentation.

Students are required to. ï Select papers from the given reading list on LMS -Assignment 3 Reading materials ï Reflect critically and present to the class on:

ï Research approach of the paper ï Research questions — Clear, relevant

ï Methodology used ï Discussion and conclusion ï Bibliography use

The primary aim of this assessment is to re-evaluate the learning you have engaged in BUS 5008. The secondary aim of this assignment is to give you the opportunity to enhance your analysis, critical thinking, written communication skills, theoretical applications, group work and presentation skills.

Presentation format

Students are expected to prepare a professional presentation that is informative, succinct, and engaging. The length for the total presentation is 15 minutes. Each group member to present for an equal length of time. The presentation must be delivered using various formats including PowerPoint or similar tools.

Use proper in-text referencing as well as list of references. The referencing style must follow the APA referencing style.

Critical Analysis of the paper

Answer below questions as part of the paper analysis.

What is the motivation for the paper including the research question? 2. Critically state what you like and do not like about the research

How they achieved the answers to the research questions?

How did they validate the research and findings?

Is there anything missing in the research or how would you approach it differently to improve the research?

Critical Analysis paper structure

Introduction — State the title of the work, the author’s name and the date of publication — Outline main ideas of the paper

State your own thesis statement and your main idea about the work.

Summary — Briefly outline the main ideas of the paper

Should involve who, what, where, when, why and how — You may also choose to discuss the structure, style or point of view.

Analysis — Critically state what you like and do not like about the research paper

Explain your ideas with specific other relevant research work

Assess whether the author has achieved their intended goal

The analysis may look at whether the work is ï focused, understandable, clear, informative and supportive

ï original, exciting, interesting, well-written ï meeting the purpose

ï well researched, with appropriate conclusions,

The analysis is made up of several different paragraphs.

Conclusion — Restate your paper in new words

Summarize your main ideas if possible with new and stronger words — Include possible future research

As a group you will state what you think about the research paper, but you must back up your opinions with supporting arguments and specific details from the text.

Submission Instructions

You required to submit your research paper analysis (around 1000 words long) via Turnitin LMS. Drop-boxes linked to Turnitin will be set up in Moodle. Assessments not submitted through these drop- boxes will not be considered.

BUS 5008 — Assessment 2: Group based reflective work and Critical Presentation Marking Sheet

Assessment Task: Group based and Critical Presentation

FOR FACULTY MEMBER ONLY ï Weightage: 30%

Name of the Student: Student No: Lecturer’s Observation on Student Participation:

Student NameStudent Number

Criteria

Excellent (A 80-

100%)

Very Good (B

70-

79%)

Good(C 60–69%)

Pass (D

50-

59%)

Fail

(N 0–49%)

Marks

Writing, Argument and the structure (Presentation(3) and report (5))

ï Excellent logically developed structure matched to the task.

ï Generates a highly developed, focused, and sustained argument(s) related to the report.

ï Useslogically developed structure matched to the task.

ï Generates developed and focused

argument(s) related to the report.

Uses somewhat logical structure of paragraphs but with errors.

ï Generates few developed and focused argument(s) related to the report.

ï Poor logicin structure of paragraphs.

ï Poor development and focus of argument(s) related to the report.

ï Paragraph structure is not clear, well ordered, or logical.

ï Generates a series of statements or claims without connecting these to form a clear, logical argument.

/8Critical Analysis (Report)

ï Classifies multiple perspectives employing and integrating theory very well.

ï Explores relationships between component elements/ variables.

ï Integrates perspectives to develop insights.

ï Classifies perspectives employing and integrating some theory.

ï Explores relationships between component elements/ variables.

ï Integrates contrasting perspectives to

ï Identifies, compares, and contrasts perspectives in a wider context with limited theoretical application.

ï Poor comparison and contrast of key perspectives with limited theoretical application. ï Poor organisation of elements/variables in a given framework.

ï Response does not integrate

contra.

ï Does not

compare and

contrast key perspectives.

ï Unable to organise elements/variables in a given framework. ï Response does not integrate

develop insights.

ï Organises component elements/variables in a given framework.

ï Formulates a response that

integrates perspectives

contrasting perspectives on the issues.

Disciplinary Knowledge (Presentation (2.5)and report

(2.5))

ï Disciplinary knowledge is clearly presented and uses disciplinary language authoritatively.

ï Shows critical understanding of the is- sue presented and demonstrates depth and accuracy of understanding.

ï Disciplinary knowledge is clearly presented and uses disciplinary language competently.

ï Shows a proficient awareness of the issue presented and demon- strates accuracy of understanding.

ï Disciplinary knowledge is

presented and uses disciplinary language approaching competency.

ï Shows an awareness of the issue presented and demonstrates limited content understanding.

ï Disciplinary knowledge lacks clarity and uses disciplinary language tentatively.

ï Shows an awareness of the

issue presented and some evidence of gaining new understanding.

ï Disciplinary knowl- edge is unclear and does not use the language of the dis- cipline in a sustained fashion.

ï Demonstrates no evi-dence of gaining new understanding.

Presentation & Engagement (Presentation)

ï Informative presentation that focuses on supporting its central argument in a convincing and compelling manner. Well-structured presentation.

Uses clear, powerful appropriate language for student and academic audience.

ïCoherently and logically structures the presentation.

Uses clearappropriate language for students, academic audience is convincing and compelling.

ï Logically structures the presenta- tion

- approaching coherence.

ï Usessome appropriate

language for student academic audi- ence is somewhat convincing and/or compelling.

ï Attempts to structure the post- er and presentation if somewhat incoherently.

Uses minimal appropriate language forthe audience not convincing or compelling.

ï Does not present a coherent and suc- cinct explanation and ideas are not logically organised nor relevant to topic.

Does not appropriate language for the audi- ence. Not convincing or compelling.

Participation & Collaboration (Presentation (3.5)

and report (2.5))

ï An integrated contribution to the response to the task, which reflects critical assimilation of other group perspectives, reaching a balanced and well-founded conclusion, set of findings or recommendations.ï A co-ordinated contribution to the response to the task, which reflects assimilation of other perspectives, reaching a qualified conclusion, set of findings or recommendations.

ï A response to the task which at- tempts to accommodate

or draw upon each individual contri- bution in a coherent and structured fashion,reaching a tentative conclu- sion, set of findings or recommen- dations.

ï A response to the task,which reflects each individual contri- bution, and constructs a less than coherent, but plausible, conclusion, set of findings or recommendations.ï Response does not account for other con- tributions or is unable to effectively include other pointsof view to reach a plausible conclusion./6Total marks

Weightage 30% =

Lecturer’s Signature: Date: / / Name:

Assessment 3: Case Study Report • Weightage: 50% Student Guidelines

Introduction

The student will be asked to write a research-based project building on their annotated bibliography in Assessment Task 1, articulating a research problem / issue / question, discussing a thorough literature review, analysis and discussion of the various issues identified from the literature review, using different perspectives and coming up with conclusions, solutions, and recommendations.

Task

Students are to work on a selected research problem/question, conduct a narrative literature review, and prepare a research report.

Aim

The primary aim of this assessment is for you to understand the research process and get familiar with conducting a literature review, exploring relevant theories, methods, and concepts. The secondary aim of this assignment is to give you the opportunity to enhance your research skills, critical thinking, theoretical applications and report writing skills.

How to write a research report step by step:

To start with your research report, you need to be clear on below questions. ï What is the aim?

ï What is the topic? (A topic may be given by your lecturer, or you can make your own choice in consultation with your lecturer, this process needs to be determined through Assessment 1) ï What is the expected research report format?

Use proper in-text referencing as well as list of references. The referencing style must follow the APA referencing style.

Report format: The report must be of 3000 words in length excluding references list.

Report structure:

Your report should have a suitable flow to allow for a clear reading with a sequence of ideas.

Abstract

Even though an abstract comes in as the first, you should write it at the very end, after you completed all other sections. Abstract is presenting the most relevant information and it should be no more than 250 words long. The abstract follows the same structure as your research report: Background, Methods, Results, Discussion, and Conclusion. Make sure you present only the most important information in your abstract, something that is the most interesting and the most relevant to the readers.

Introduction/Background

In this section, you need to outline the purpose of your report and its scope by presenting the research aim and the topic. You can use the same research or similar title that you have used in your Assessment 1. You need to discuss the background of your research by introducing information that include a rationale for the importance of

your topic by presenting a brief review of the literature already available on the topic and the gaps in the literature this research is trying to address.

Methods

You are going to conduct a narrative literature review and analyse relevant, most recent (last 5 to maximum

10 years) peer-reviewed literature available on the topic- Use minimum of 10–12 papers. In the methods section you need to:

ï Explain our search strategy outlining your search syntax and databases in which you searched ï Outline study selection process and exclusion and inclusion criteria ï Present data extraction process and coding

Results

Results indicate what you found in your research, that is in the available, most recent peer-review literature on your topic. This is only to provide the results of your research, do not interpret them at this stage.

Authors and title of the publicationJournalYearResearch question and aimsTheoretical/ Conceptual FrameworkResearch design (qualitative, quantitative, mixed methods)Methods and data analysisKey findings1 2 … 12

In the results section, you need to include a table and extract the following data from each of the publications you found- Minimum of 10–12 papers.

Discussion

This section should be the most elaborate and you should show your critical thinking skills. Do not just present the findings from the literature but critically evaluate them. It is necessary to discuss the relevance of your results and how your findings fit with other research in the area. You should relate back to your literature review and your research purpose. In the discussion section you should also mention:

ï the limitations of your review and ï the recommendations for future research and also for decision makers and practitioners.

Conclusion

This is a summary of the most significant results/findings. You should not include any new material in this section. You may include research limitations and further research requirements in this section. 7. List of references

Submission Instructions

All report submissions are to be submitted through Turnitin on LMS. Drop-boxes linked to Turnitin will be set up in Moodle. Assessments not submitted through these drop-boxes will not be considered.

The Turnitin similarity score will be used in determine any plagiarism of your submitted assessment. Turnitin will check conference web-sites, Journal articles, online resources and your peer’s submissions for plagiarism. You can see your Turnitin similarity score when you submit your assessments to the appropriate drop-box. If your similarity score is of concern you will have a chance to change your assessment and resubmit. However, re- submission is only allowed prior to the submission due date and time. After the due date and time have elapsed you cannot make re-submissions. Thus, plan early and submit early to take advantage of this feature. You can

make multiple submissions, but please remember the teaching team will only grade your last submission, and the date and time you submitted will be taken from that submission.

BUS 5008 — Assessment 3: Research Report • Marking Sheet

Criteria

Excellent (A 80–100%)Very Good (B 70–79%)Good (C 60–69%)Pass (D 50–59%)

Fail

(N 0–49%)

Marks

Argument and Context

Excellent, logically developed structure matched to the task.

Generates a highly developed, focused, and sustained argument(s) related tothe essay topic.

ï Uses logically developed structure matched tothe task.

ï Generates developed and focused argument(s) related to the report.

Uses somewhat logical structure of paragraphs but with errors.

ïGenerates few developed and focused argument(s) related to the report.

ï Poor logic in structure of paragraphs.

ï Poor development and focus of argument(s) related to the essay topic.

ï Paragraph structure is not clear, well ordered, or logical.

ï Generates a series of statements or claims without connecting these toform a clear, logical argument.

/12Critical Thinking

ï Classifies multiple perspectives employing and integrating theory very well.

ï Explores relationships between component elements/ variables.

ïIntegrates perspectives to develop insights.

ï Classifies perspectives employing and integrating some theory.

ï Explores relationships between component elements/ variables.

ï Integrates contrasting perspectives to develop insights.

ï Identifies, compares, and contrasts perspectives in a wider context with limited theoretical application.

ï Organises component elements/variables in agiven framework.

ïFormulates a response that integrates perspectives

ï Poor comparison and contrast of key perspectives with limited theoretical application.

ï Poor organisation of elements/variables in agiven framework.

ïResponse does not integrate contra.

ï Does not compare and contrast keyperspectives.

ï Unable to organise elements/variables in agiven framework.

ï Response does not integrate contrasting perspectives on the issues.

/12Disciplinary Knowledge

ïDisciplinary knowledge is clearly presented and uses disciplinary language authoritatively.

ïShows critical understanding of the issue presented and demon- strates depth and accuracy of

understanding.

ïDisciplinary knowledge is clearly presented and uses disciplinary language competently.

ï Shows a proficient awareness of the issue presented and demonstrates accuracy ofun-

derstanding.

ï Disciplinary knowledge is presented and uses disciplinary language approaching competency.

ï Shows an awareness of the issue presented and demonstrates limited content understanding.

ï Disciplinary knowledge lacks clarity and uses disciplinary language tentatively.

ïShows an awareness of the issue presented and some evidence of gaining new understanding.

ï Disciplinary knowledge is unclear and does not use the language of the discipline in a sustained fashion.

ï Demonstrates noevidence of gaining new understanding.

/12Grammar and Vocabularyï Employs excellent discipline-based vocabulary relevant to the context and adheres togrammatical con- vention.ï Employs a competent disci- pline-based vocabulary relevant to the context and adheres to grammatical convention.ï Employs a developing disci- plinary based vocabulary that adheres to the basic rules of grammar.ï Demonstrates limited disci- plinary based vocabulary that adheres to the basic rules of grammar, with a number of errors.ï The task largely reverts to the use of non-discipline specific vocabulary with grammatical er- rors that interfere with meaning./6

FOR FACULTY MEMBER ONLY Assessment Task: Research Report • Weightage: 50% Name of the Student: STUDENT NO: LECTURER’S OBSERVATION ON STUDENT PARTICIPATION:

Referencingï Employs an accurate academic referencing convention citing multiple sources.ïEmploys an accurate academic referencing convention citing multiple sources, with some errors.

Employs a basic academic referencing convention appro- priate to the discipline, withan adequate number of sources.

ï Employsa basic academic ref- erencing convention appropriate to the discipline with limited sources.ï Shows unfamiliarity with, and inconsistent application of the conventions of academic refer- encing with inadequate sources./8Total marks Comments

Weightage 50% =

Lecturer’s Signature: Date: / / Name:

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thealmostcarriediaries · 8 months ago

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Do We Really Need Clichés? A Dive into the World of Predictable Comfort

I couldn’t help but wonder—do clichés get a bad rap?

It all started with an accident, the kind of accident that comes wrapped in the form of a university assignment and smacks you across the face when you least expect it. In this case, it was an annotated bibliography—a dreaded task with the sole purpose of making students scramble for sources that don’t make them fall asleep. So there I was, skimming through endless articles on art, culture, and theory, when I stumbled across a piece on clichés in country music. I almost laughed. Clichés? Really? Could there be anything more predictable?

But something about the title made me stop. I figured, why not? At the very least, it’d be entertaining and I would learn more about the genre, which made Taylor Swift start her music career. I clicked, expecting a quick skim and a light eye-roll. But then, something surprising happened.

The article wasn’t just analyzing worn-out tropes in country music; it was making a case for them. Those images we’re all familiar with—winding roads, the trusty old pickup, unrequited love under a big country sky—were framed as more than lazy storytelling. These weren’t just predictable phrases in a song; they were touchstones, shorthand for comfort in a world that, quite frankly, loves to keep us on our toes. Suddenly, I found myself drawn down a rabbit hole of thought I hadn’t seen coming. Could it be that clichés aren’t lazy, but loyal? Like an old friend who shows up in familiar jeans and tells the same jokes, they might be boring, but we find ourselves grateful they’re still around.

So, I couldn’t help but wonder: do clichés serve a purpose we’re not giving them credit for? Think about it. Clichés in music, in movies, even in our everyday conversations—they’re the psychological equivalent of that old sweater we pretend not to love but always pull out when the temperature drops. A cozy blanket on a rainy day. Familiarity wrapped in sentiment. The world is chaotic, unpredictable. Clichés are anything but.

Maybe we mock them because they remind us too much of ourselves, of the little corners we retreat to when we want comfort. Or maybe they reveal a truth we’d rather ignore—that sometimes, we don’t need newness or surprise. We need the same old tune, the same tired lyrics, because they make us feel like we know where we are, and where we’re going—even if we’re humming along to the same chorus we swore we were done with.

The big question is: would we really miss them if they were gone?

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sadgradgirlhours · 9 months ago

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Like, I DO NOT UNDERSTAND.

They have to do citations and annotations for their homework assignments leading up to an annotated bibliography. It's only 5 items on the annotated bibliography that they have to do. Three of the things are provided by me and those were split up over two weeks.

They're very short readings, very easy to understand because they're all like very simple public facing journalism. The first assignment they have to read a very very short chapter of the textbook, watch a video, and then give the citation of the video (which we worked on together in class) and then answer a couple of questions about the video, using the textbook chapter for help.

Second assignment, they read another veru short chapter of the textbook, a couple of short articles, and do the same thing. Give me the citations and answer a couple of questions about the articles, using the textbook chapter for help.

It's very, very simple. I won't say it's easy bc idk what that means to them, right? Like maybe it's hard for somebody to summarize what they've read, idk. But the bottom line is that it's at least very clear what you're supposed to do, and it's very doable work.

But it happens every semester that I get students who are, like, somehow unaware that they have to read??? Or they're mad when they fail an assignment because they simply did not answer the questions that were asked?

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nursingwriter · 3 months ago

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¶ … Ethics and Culture Annotated Bibliography Ethical and Cultural Competency Vanaki, Z., Memarian, A. (2009). Professional ethics: beyond the clinical competency. Journal of Professional Nursing, 25 (5), 285 -- 291 The author found that the professional ethics are the core determinants to perform a better duty at the workplace. The behavior of a person at work place helps in making relationship and bonds with the team members, responsibilities, the patients, the staff and helps in better understanding of workplace strategies that are termed as professional ethics. The researchers found that the personality of a person depends a lot on the expression of compassion, love, care and attention. The survey was done on the nurses working in the hospital where they explained that despite the cultural differences, if they make a bond or a relationship of care with the patients. That helps a lot in maintaining the confidence of the patient and its treatment towards the disease they are suffering from. There is no doubt that personal characteristics do matter, but if the workplace is taking care of its employees in term of giving them facilities, trainings, the better equipment and work conditions, the caring management and respect. The employees will have the reciprocal respect and care for the organization. The employees feel more responsible and determined to the work or responsibilities that have been assigned to them. When they feel responsible that will make them ethical in the workplace and with the people they are working with. They may be the team members or patients. So the professional ethics help the nurses or other employees have the clinical competency or exhibiting a good and compassionate behavior towards the clients. Altmiller, G., Gurten, L. (2009). The Moral Dilemma of Cultural Competence. Pa Nurse 64 (20), 20-1 The authors found that health care units or the organizations must have transcultural aspect in the organizations. Though nurses are of the view that they treat their patients first as a human, then they see anything else. But if they infuse the element of cultural competence. That will obviously enhance the relationship of care at both the ends, the patient and the nurses. The health care system is the most valuable system in which care and love play a vital role in treatment. If biases are played there, the overall system may collapse. The respect of culture enhances the communication process, value to each other, and a good behavior makes the patient humble even in the severe pain or agony. Johnson, Y.M., & Munch, S. (2009). Fundamental contradictions in cultural competence. Social Work, 54 (3), 220-231. The researchers argued that the cultural competence is a term that refers to behave in a good way to every individual, who may belong to a different race, ethnicity or demographic. They found that the social work trends are at the odds of this society. The contradictions no more exist relevant to the way people living today. The people from different religion, race, culture, ethnicity are living together, being friends with each other, behaving in a civilized manner with each other. The immigrants, who come from different country starts living in the different communities, they are facing no issues of adaptability. Everyone is following the cultural competence. The way people used to have a difference of opinion and contradiction 30 years back is no more existing. The extent of globalization has made the trends and aware the people to accept with differences. The globalization has made people to understand and respect the personal and private life of everyone. The researchers found four major contradictions that social work people must get training of. The first is when the social work person tries to cater any person they must know the culture and ethnicity of that person prior when they are going to cater them. The social work people should not divide people into different classes. The client should be a client whether they are from upper, middle or lower class. The third contradiction is the social work team must be trained in order to respect every social group and respect the individual rights. The fourth contradiction is the training and educating the social work to achieve the good behavior and treatment of people belonging to different groups of societies. Gilbert, K., Bhandari, M., W. (2011). Cultural competency in health care. Web sites for health care providers and educators. The researchers found that the global orientation has made the countries diverse with the people of different cultures. Different cultures have different standards of living; they have a different way of thinking, even eating and the type of care they demand and need. The United States has turned to be a global market in which people from different backgrounds are present. The concept of globalization reflects the sense of equality that is treating different people equally and fairly. The health care department is one of the biggest areas which need to be protected from the prejudices of cultural inequalities. It is a very sad to know that American being the global country with Asians, Africans, Indians, Blacks, people from Alaska and much more. There is a need to fill the gap of disparity, gap of differences, a gap of misconceptions and gap of inequality. Minorities are suffering in the medical treatment but the poor group is also suffering in this field. A survey was done and the results showed up that white people living in the United States are getting better treatment than the people of other color. Even the rich or the people with high income are getting and receiving better treatments than the people who are poor. The class and the color differences must be avoided due to being a global society. McEldowney, R., Connor, M., J. (2011). Cultural Safety as an Ethic of Care: A Praxiological Process. Journal of Transcultural Nursing, 22(4), 342 -- 349 The authors found that the in order to protect the culture and behavior of individuals, there is a need to practice the ethical behavior. Ethics are the normative behavior exhibited by an individual while interaction. Especially when a person is working in the field of care such as health related organizations. Health care organizations have the liability to be humble, calm and enthusiastic about the patient's health. There is always a need of competent nurses to provide better services to the patient so he or she might feel better. Because when a good behavior is exhibited, it shows that a person is not being biased to cultures or ethnicity or class and he or she is valuing the client or a patient who needs your help and a good behavior so he or she gets open up to you. Apart from treating the behavior matters a lot. A few soothing words can make the patient forget his pain because he or she feels that they are in secure hands and there is no need to worry. When a nurse is going through examining the patient they are in need to exhibit wisdom, good behavior and compassion towards him or her. This will make the patient comfortable and relax with the nurses and the treatments they are going through. The compassionate behavior is the key to control patient even if he is sick for long and in distress for months. This all can be exhibited by open communication without any barriers. The nurses or the clients are supposed to interact with the patient in good manner with no biases of cultures, ethnicity or demographic location. Siegel, C., Haugland, G., Rose, L.R., Reid, L., Hopper, K. (2011). Components of Cultural Competence in Three Mental Health Programs. Psychiatric services, 62 (6). The researchers have worked really hard and try to have a look at every aspect of the three cultural communities such as African-American, Afro-Caribbean youth and a Latino adult for the treatment of their mental illness. The researchers found that the program to train the staff, in the way patient needs or requires is important to make patient improve in the given time period. Especially when the races and ethnicity comes to play. It is very important to train the staff in cultural dimensions a patient belongs. Because every culture has its own dimension of care and healing things. Such as Trust building helps in making the bonds with the patient and can eliminate the complex in the patient's mind, that he is having this mental illness as the punishment of his bad deeds. Because mental illness is seen as a curse in some cultures. So the staff must be trained in order to be a liaison between patient and family, between patient and staff to take the patient out of this mental stressful condition. The moral support is very much required which can be build with the patient by avoiding the fact he is black or white or belong so some other ethnicity. Mental health is a psychiatric issue, the researchers found that if the patient is given friendly environment such as playing different games, family involvement, if staff behaves friendly and not making the patient guilty especially if the patient is African or Latino or Caribbean that will help the patient to get out of his or her mental illness easily. The staff must be bilingual and bicultural that will also remove the communication barrier and cultural problems the patient may feel in opening up. Clingerman, E. (2011). Social Justice: A Framework for Culturally Competent Care. Journal of Transcultural Nursing, 22 (4), 334 -- 341 The researchers argued that the cultural disparity regarding the health care treatment comes under the social justice. It means that the society in every means must be justified and the favoritism and biased attitude and behavior will do injustice with the people of other cultures. The main aim of this research paper is to lighten up the factors that force a person to be biased and the ways in which this behavior, attitude and dilemma can be altered. Social justice is a term that implies the phenomenon of equality, being just and fair, healthy relationships, communicative approaches, and being hale and heartedly to everyone, whether a person is native or from another culture. The health care department is the main area which is lacking the social justice in treating the people from other cultures and race. It is a predicament which must be resolved by making the health care department educated by giving them trainings, courses of awareness and treating human as human not as a person with racial preference. The leadership of the health care departments must take care of these biased treatments between the nurses and patients. Social justice must be implements in order to make every human equal and making their treatments valued and respectful. The cultural competence must be incorporated in the organizational framework, so it should be followed as an SOP of the organization. So there should be no biased treatment or no treatment to the other ethnic groups. Carmichael, T., B. (2011). Letter to the Editor: Cultural Competence: A Necessity for the 21st Century. Journal of Transcultural Nursing, 22(1), 5 -- 6 The authors argued that when we talk about the cultural competency. We need to understand that whether it can be achieved or not. If yes then how it can really apply to remove the cultural disparities. There is a need for continuous training and educating the nursing staff in regards of appreciating and respecting the people of another color. Health care treatments must be seamless of any prejudice, bias or partiality. Because a patient is a patient and a sufferer. He needs a pure treatment as soon as possible; he or she enters a hospital or a clinic. But if the staff there hesitates its treatment due to the cultural disparity. It will be so unfair to that individual. Because an individual is a human being. After all he needs treatment to treat its disease. The trainings should be so consistent that the cultural competence becomes a behavioral component of nursing staff. This will happen only when these things will be openly discussed among the knowledge getters. We all need to discuss the cultural competence openly and critically in order to know the reasons of treating the patients with bad behavior. There is a strong need of making people and nursing staff aware of the facts is that a patient is a human being, he should be treated as an individual not as a person from different ethnic group. This has to be done otherwise, the minority groups will be neglected in every area, especially in the medical treatment concerns. Gambrill, E. (2011). Evidence-based practice and the ethics of discretion. Journal of Social Work, 11 (1), 26 -- 48 The author found that there have been many researches that are explaining the social work responsibility towards individual or the patient. Some are factual and some might be philosophical. The author has done the evidence-based research that focuses the original practices the social work people do and the way they behave ethically with the clients. Social work is a profession in which additions are always being done to improve the practice more and more. In the quest of improvement it might happen that they may have the difficulties to implement the new ideas. Such as the information transformation. It is a big responsibility lie on the shoulders of social work that how to disseminate the information to the client and when. The social wok people may get into trouble very easily if they are about to deliver the bad news to the patients. They can be a prey in such conditions. There are some decisions they have to make on the spot which may not turn out to be good. They might be trying best for the clients, but it is not possible that the decision always turns to be a good news. So they must be trained in decision making skills, to control the pressure oriented situations, integration of their knowledge and skills at the time of severe need. So there is a need of great understanding of the ethics and decision making while utilizing the knowledge and education they have taken to avoid any kind of propaganda against the social workers. Castillo, R., J., Guo, K., L. ( 2011). A Framework for Cultural Competence in Health Care Organizations.The Health Care Manager, 30 (3), 205 -- 214 The researchers argued that there are millions of people living in the United States with different cultures, races and origins. It has been a great challenge for the government to provide the health care treatments to all the communities without any biases or community-based differences. As the United States is a big country people come there to avail the opportunities for settlement, for job opportunities, for residency and much more. So there is a strong need to eliminate the cultural biases towards the people who are minorities, came all the way long after leaving their countries, to be a part of a global community. Health is the basic need of every individual and everybody has their concerns regarding it. So the treatment biases, treating patients not the way they are required, or not treating the patients with other ethnicities. The cultural competence and the attitude of people especially the staff who perform duties in the health care organizations must be trained in the way to respect the people, whether they are Asian, Black or white. The health care organizations must develop the training sessions or the counseling sessions which can ignite the respect of other cultural groups in the mind of native people. This will increase the value and respect of minorities in the mind of native people who are white and their origin is the United States of America. References Altmiller, G., Gurten, L. (2009). The Moral Dilemma of Cultural Competence. Pa Nurse 64 (20), 20-1 Carmichael, T., B. (2011). Letter to the Editor: Cultural Competence: A Necessity for the 21st Century. Journal of Transcultural Nursing, 22(1), 5 -- 6 Castillo, R., J., Guo, K., L. (2011). A Framework for Cultural Competence in Health Care Organizations. The Health Care Manager, 30 (3), 205 -- 214 Clingerman, E. (2011). Social Justice: A Framework for Culturally Competent Care. Journal of Transcultural Nursing, 22 (4), 334 -- 341 Gambrill, E. (2011). Evidence-based practice and the ethics of discretion. Journal of Social Work, 11 (1), 26 -- 48 Gilbert, K., Bhandari, M., W. (2011). Cultural competency in health care. Web sites for health care providers and educators. Johnson, Y.M., & Munch, S. (2009). Fundamental contradictions in cultural competence. Social Work, 54 (3), 220-231. https://www.paperdue.com/customer/paper/ethics-and-cultural-competence-99524#:~:text=Logout-,EthicsandCulturalCompetence,-Length10pages McEldowney, R., Connor, M., J. (2011). Cultural Safety as an Ethic of Care: A Praxiological Process. Journal of Transcultural Nursing, 22(4), 342 -- 349 Siegel, C., Haugland, G., Rose, L.R., Reid, L., Hopper, K. (2011). Components of Cultural Competence in Three Mental Health Programs. Psychiatric services, 62 (6). Vanaki, Z., Memarian, A. (2009). Professional ethics: beyond the clinical competency. Journal of Professional Nursing, 25 (5), 285 -- 291 Read the full article

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angelsblogx1x · 2 years ago

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Self Assessment Blog

Student Learning Outcomes

In my time within this class I have definitely responded to materials from a variety of perspectives and genres. I have demonstrated this skill through each and every one of the writing projects. I have done research from academic sources to popular sources all of which speak on different perspectives. Another time I have demonstrated this skill was during the peer reviewed articles when I would read their(my peers) thoughts, comments and opinions. Each and every one of their writings were different from the next as they would cover a multitude of genres/ ideas. In the beginning of my time in the classroom I had a different mindset in critically reading writing because I would much rather finish the class rather than dive deeper into the what the material was that was in front of me

I have definitely improved in this aspect of writing by revising because before I did not revise at all ( I looked at revision as a waste of time). All of my writing projects have at some point been marked as “incomplete” which have caused me to really assess what was wrong with my writing and what major ideas needed to be fixed. Each and every single time I had gone back, I took the time and revised my paper. For instance in writing project two I wrote about R&B and specifically Usher representing that genre and upon further inspection I was informed that I was missing a lot of key elements such as elaborating on my analysis, strengthening my thesis, and fine tuning what details should and should not be included.

I used to have a very difficult time starting my essay with the intro and thesis as well as procrastinating. I have mended that process that I used to have because I don't procrastinate on doing my assignments anymore (rarely). I have learned to ask for detailed help which for me was a hard thing to do because in my mind it meant that I was too slow to understand what everyone had understood was easier. With the current professor I have learned a valuable lesson to ask for help. The writing process doesn't seem as scary anymore but now it seems like I am able to do it and manage.

I have learned to conduct adequate research and evaluate sources for credibility. I have done this when I did the slides for the final paper which caused me to distinguish popular sources for academic school based sources. As for the writing projects we were required every single time to access credible sources and do research to explain our points and main ideas. The annotated bibliography caused me to dive deeper into the credibility of a source and its purposes and more so its source academically.

I have used research purposefully. I have shown this through writing project two, The Vietnam War where I used a picture to describe and illustrate my points. I used this with a purpose to depict all the elements I wanted to share. I also showed this when I did the writing project 1 where I use Usher’s music video to describe my point well.

Letter Grade :A

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umichenginabroad · 1 year ago

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Week 4: Lekker, Hè?! (Tasty, Huh?!)

Ahoj všichni!

It’s been a busy week, and an even busier start to the new week, so I apologize for the later post. Welcome back to my life in Praha, this blog focuses mainly on my assignments and weekend trip to Amsterdam! As usual, feel free to skip to sections that are interesting or resonate with you.

Side note: “Lekker, Hè?!” is Dutch for “Tasty, Huh?!” which is in reference to the beer at the Heineken museum (see the pictures in the Amsterdam section). I got excited to see the word “lekker” after living in South Africa for 6 weeks this past summer. It translates to “good” in Afrikaans (and apparently Dutch too!). “Lekker” was the first word I learned in South Africa, and is one of the most commonly used words throughout the Cape!

Farmers rolling up in style

According to Rueters, “hundreds of Czech farmers drove their tractors into downtown Prague on Monday, disrupting traffic outside the Agriculture Ministry.” Those that live in the Sokolská apartments woke up to tractor horns blaring. They witnessed the Prague farmer protests against low prices, high energy costs, cheap imports, and EU climate change constraints. Because of blocked roads and other potential struggles for students trying to get to class, school was hybrid on Monday. It was nice to be able to do my first class from home after the long weekend in Paris, but I honestly wasn’t super affected by the protests.

Read, Write, Repeat

Well it’s week 4 so the assignments are piling up. For a CS program, we sure do a lot of reading and writing, two of my least favorite things… (besides when it comes to the blog, I love all you readers!)

For tech ethics, we have had to read and analyze 3 lengthy papers each week discussing philosophical topics in technology and ethics. We go over the important information in class, but are expected to know key points and vocabulary, and must take a written/multiple choice quiz prior to arriving. For my communications class, we just had to complete an annotated bibliography, in which I analyzed, summarized, and reflected on two articles pertaining to recent developments in Search Engine Optimization (SEO). Analyzing the articles in my communications class was supposed to help jumpstart research for our Leadership Development challenge project on SEO.

It also feels like we’ve been doing presentations non-stop. In Leadership and Communications, it’s very common for us to get split up into groups, then research and present an assigned topic to the class. Similarly, in Databases, we get time to work on a database design or to learn a new concept (like normalization or regularization), and then present our findings to the class. I’m definitely getting better at communicating on the spot, but this teaching style is becoming quite repetitive. However, I do have some presentations I'm looking forward to in the upcoming weeks: Essential Czech (on a prominent Czech figure), Architecture (on a European site I’ve visited), and Tech Ethics (performing a technology risk analysis).

Staré Město Tour - A Recap (Old Town Square)

This week’s Architecture class tour was in Staré Město. Because of its proximity to the Old Town Square, our lecture was held in an NYU Prague campus building. A couple NYU students sat in to learn about the history of religious conflict in the region, and how it shapes Prague’s secular society today. We started off learning about European Christianization. In this period, churches were built in high gothic style, characterized by tall spires that point to heaven. They would be considered the skyscrapers of medieval Prague, demonstrating the prominence of the Church and religion in high middle age society. The central structure below, St. Nicholas Church, served as the city’s church and monestary for the elite.

St. Nicholas was originally gothic, but was rebuilt in baroque style. Baroque was developed by the Catholics as a new cultural aspect of the Catholic Church to spread art, classical music, and more. The Protestants responded by developing their own baroque art and architecture, which spurred competition between the two Christian groups to expressively spread their creations. Prague begun to be redesigned in baroque style, characterized by high ceilings and open skies, allowing for communication with saints in heaven. Whereas gothic style focused on God, baroque focused on representing the Church as a community.

We then visited the Jan Hus memorial. Built in the early 20th century by Czech nationalists, this memorial offers a modern (re)interpretation of Jan Hus, a national Czech hero. He is depicted as a religious leader and reformer, with Hussite followers to his right. Jan Hus was sentenced to death and burnt at stake, but the Hussite group later developed into Protestant (or Bohemian) Reformation, which was an effort by Catholic clergy to reform the abuses and corruption of the medieval Church, which abused organized religion to obtain power.

The Column of our Lady, dedicated to Mary, the mother of Jesus, stands tall beside the Jan Hus memorial. It was built after the 30 Year’s War by Emperor Ferdinand III Habsburg, as an act of thanks to God for saving Prague from the Swedish Protestant invasion in 1648. Many see the column as a symbol of Habsburg dominance and victory over Protestant minorities. However, it needed to be rebuilt after getting destroyed by Czech nationalists in 1918 when the Habsburg state collapsed. The Column is pictured below, in front of the gothic Church of Our Lady before Týn.

Finally, we saw a fragment of original medieval City Hall, pictured below. A political building representing local authority, peppered with religious symbols like apses. It even contained a Chapel inside. This is a mighty representation of how engrained religion was into politics and society in Bohemia.

Amsterdam

On Friday, I traveled to Amsterdam for my friend Samantha’s birthday! I’ve known her since we were young, but we got lucky and ended up at Michigan together. In Amsterdam, we met up with a group of 10 of her school friends who are some of my favorite people at Michigan, but I hadn’t seen them in a while, so I was excited to spend the weekend with them.

Prior to my flight, we had a mandatory guest speaker, Petr Vaclavek, from the New Venture industry. He is a venture builder, serial startup founder, and creative innovation leader, so it was interesting to learn about his journey in the start-up sector. I was expecting the talk to be more interactive, but it was more of a lecture on the current new ventures environment in Europe. I left IFSA immediately after the speaker for the airport. I flew EasyJet, and was a bit nervous about the dimensions of my bag since they were slightly over the permitted size. Of course they stopped me to check if it fit in the holder, which it didn’t, but it came close enough that they let me through without charging me to put it in the overhead compartment. Funny enough, it actually ended up fitting perfectly under the seat in front of me with dims 45cm x 35cm x 25cm.

When I got to Amsterdam, I tried to buy a transportation pass and shortly after, I hopped on a bus. Unfortunately, although the transaction went through, the pass never loaded in my email. I panicked when I saw people scanning their passes to get off the bus, and literally bolted off the bus at a random stop. I was so nervous I would get fined, but fortunately I did not get caught. I walked the rest of the way (30 mins) to the hostel to put my stuff away before meeting everyone. When I finally arrived at the group, I realized that I wasn’t in the group chat this entire time because my American phone number was added instead of my Travel number. To be honest, I simply thought Samantha was communicating the plan individually to everyone. It doesn’t make any sense to do that, but I didn't ask any questions because it was her birthday plans after all. She thought I wasn’t responding to any of the texts in the groupchat this whole time, but was like that makes soooo much more sense lol. oops!

Because we all met up on the Friday, our agenda was light and we spent most of the day walking around and peaking into thrift stores and local shops with yummy samples. Friday evening, we went to the Anne Frank House, which is now a museum. Though the house was emptied by German troops after the raid, Miep Gies was able to salvage Anne’s diary. Gies later gave it to Otto Frank, the only holocaust survivor of the Frank family, who devoted himself to editing and getting the diary published. The museum recreates the atmosphere and period of their hiding, but Otto Frank refused to refurnish the secret annex. Thus, some documents and possessions belonging to the eight people who hid there are displayed instead. The museum tour was a self-paced audioguide, which I appreciated because it was incredibly emotional and I felt like going through it by myself. I highly recommend this experience if you ever travel to Amsterdam.

On Saturday, we booked a canal cruise with unlimited wine and beer! We met some girls on our boat and ended up having some mutual friends which was a fun coincidence. It started to rain, but after a couple of drinks, no one seemed to care. The canals were beautiful and it was fun being on the water. Thankfully no one got sick on the boat…

After the cruise, we headed over to the Heineken Museum. The Heineken Experience Tour was supposed to take 2-3 hours, but we sped through it. One of the workers loved our group, so he gave us free rooftop admission and even more free drinks to top off our two complementary glasses of beer! I actually ended up liking the beer, which is extremely out of character, but I was still unable to finish a glass by myself.

No better way to end a morning bender than with French Fries, so we headed over to the highly recommended Fabel Friets! They 100% hit the spot. Afterwards, we headed back to the hostel to freshen up and get ready for the night.

What shocked me the most about Amsterdam was that people were smoking or using substances everywhere, even right in front of cops! I looked it up out of curiosity, and according to CNN, “cannabis and some types of recreational mushrooms are [illegal], but largely tolerated.” This is not the case in Prague or the US!

We packed up our things super quickly Sunday morning since checkout was at 10am, and then headed over to The Pancake Bakery for brunch! Fortunately, our hostel had free storage lockers so we didn’t have to lug our stuff everywhere. The food was incredible! We had an insane spread with omelettes, savory and sweet crepe-like pancakes, and poffertjes - mini Dutch pancakes! Finally, Amsterdam wouldn’t be complete without stopping in a candy shop, so we picked out some candy for flight back and headed to the airport. Samantha flew back to Prague with me since it’s her spring break, and we met up with some other Michigan guys at the airport who were also flying to Prague. It’s always nice having travel buddies, they keep me entertained and on time :)

As per usual, here are some ins (things that are working) and outs (things that have been giving me trouble) for this week.

Ins:

StayOkay Hostel: This hostel was a really nice stay and was able to accommodate all 10 of us in Amsterdam. It had free WiFi, a cheap café, and was located in the center of a beautiful park! Overall highly recommend, but be sure to pack a towel if you want to take a shower!

Sewing Kit: Before leaving, I bought a sewing kit for $7 at Target. It has already come in handy for patching up a pair of jeans and one of my favorite shirts. I'll throw in bonus points for it coming with a measuring tape, which has been helpful with suitcase dimensions.

Dogs: Everyone who visits Prague absolutely LOVES the dogs roaming around everywhere without leashes! I love this for Prague :)

Outs:

O2 data: Soooo my 10GB data plan ran out, but instead of O2 letting me top-up my plan, I had to wait until the 30 day period was over to buy more. Now it’s only letting my buy data on a day-to-day basis… tragic. Will hopefully have better updates on my data plan next week.

Straightening my hair: It’s been nearly a month, and I still have yet to invest in a blow dry brush or hair straightener (shout out Lydia for letting me borrow hers). My hair is very naturally curly, so I’ve been styling it with water and my dae curl cream nearly every day. All you readers with curly hair know that maintaining nice curls is time consuming, but the beauty is worth it!

That’s all for now, I’ll see you next week!

Na schle všichni,

Reese Liebman

Computer Science and Engineering

Institute for Study Abroad (IFSA) CS Tech Career Accelerator in Prague, Czechia

#UmichEnginAbroad #IPEcsPrague #ReeseLiebman #IPEWinter24 #CzechRepublic

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