week 2 assignment journal

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3.2: Week 2 Journal Assignment: Exploring Your Background as a Reader

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This journal assignment asks you to share your reflections from the “Effective Reading” video tutorial and share about your personal history and identity as a reader. You are also being asked to reflect on your understanding of how developing critical reading strategies is integral to conducting research successfully. This type of self reflection is also intended to help you gain a more holistic understanding of yourself as a learner.

Please include the following in your journal entry:

• Your reading reflections (thoughts, questions, and meaningful quotes) from the  “Effective Reading” video tutorial. Your reflections should include a minimum of 8 sentences, bullet points, and/or questions. 2. Your responses to the following questions regarding your reading history (1-3 sentences for each)
• What support have you had (if any) for your development as a reader?
• What challenges have you faced at various stages in your life as a reader?
• How would you like to further develop as a reader, considering your academic, professional, and other personal goals?
• How do you see developing your reading skills as helping you strengthen your research skills? (If you are still unsure about this, that is totally OK — you can write about this uncertainty. This is a complex question and one we will be exploring throughout the term, so please don’t worry if you aren’t exactly sure how to answer this question.)

Please remember that I (the instructor) am the only person who ever reads or sees your journal entries.

This assignment is worth 20 points and is due by 11:59pm on Sunday.

• Week 2 Journal Assignment: Exploring Your Background as a Reader. Authored by : Annie Knight. License : CC BY: Attribution

Assignment Guides

Educ 8112 module 2 assignment 2: module 2 assignment 2, assignment description.

For Module 2, Assignment 2, you will find articles and create a bibliography, including a 1 1/2 - 2 page annotation for one article.

This guide covers some strategies you can use to search for articles on your topic:

Select search keywords

Build a search in the library databases, identify research studies (empirical articles), create your bibliography.

For each of your research topics, you'll want to start by building a list of keywords that you can use for your search.

Keywords need to match the words that authors have used when writing articles on that topic. You'll want to pick words that you would expect to see in an article's title or abstract. This will help you get the most relevant articles at the top of your results list.

Here is an example of a topic and possible keywords:

Focus on the main concepts, avoiding words that are vague or implied. For example, using a general term like "affect" can greatly limit your results. First, an author may only use words for a single, specific effect (e.g. technology use raises student achievement). Second, there are many alternative phrasings that can look at the effects of something (e.g. impact, result, consequence, etc.), and it's unlikely you'll be able to brainstorm them all. You'll get better results if you brainstorm specific effects (e.g. academic achievement) instead of using "affect/effect" as a keyword. 

The term l ow income might look incomplete, but it captures low-income student, low-income family, low-income household, etc. Likewise, you might instead use simply  success or achievement.

Learn more about keyword searching.

The next step is to use your keywords to build a search within a library database. While each database has a unique collection, and may look slightly different, these general steps will work in every library database.

Below is an example search using the keywords provided in the box above.

1.   From the   library website , look for the Subject Resources box and click on the Select a subject drop-down:

2.   Click the  Education option.  Now you will see the Education Research guide. This guide has links to the databases used most often for Education research.

3.   Select a database. This search example uses ERIC, one of our Education subject databases. Scroll down to the  Education Databases box.  Click the  ERIC  link.  You may need to log in with your myWalden user name and password.  

4.   Type your keywords into the search boxes. Place keywords for a single concept into one box, using "or" between each one. This tells the database to find articles that have any of those terms.

      For example, first search box:   

      digital divide or technology or internet

     Second search box:    

academic achievement or student achievement or student success

     Third search box:

poverty or poor or low income

Learn more about "or" and other Boolean operators.

5.   Add limits to your search. The limits you choose will depend on what you need to find. Check the  Scholarly Peer-Reviewed box , if the database you are using includes the option. You can also add a date limit .

Learn more about database limiters

Click to see a larger image of this search page.

6.   Click the  Search button . See  if the articles are relevant by reading titles and abstracts.

Learn about identifying original research studies (the next box down).

7.  Refine your search if you need to improve your results.

One way to refine a search is to explore the Subjects (available in ERIC and Education Source) for alternative keywords.  Subjects are the official, preferred terms for concepts within a database. If you search using these terms, you will find more precise results. They can also give you ideas for aspects you haven't considered.

Add these terms to your search or use them instead of your original keywords.

Learn more about using subject terms.

Education Databases

After a search, read article titles and abstracts to see if they address your topic and look for indications that the author(s) conducted original research. Click the article title to see the abstract.

Some abstracts clearly identify the major components of an original research study:

Other abstracts are less structured but still readily indicate whether it's a research study:

Your Assignment and Module 2 Resources pages in your course include references to more information about identifying empirical research.

The final step of the assignment is to create the bibliography and write your annotation for one of the articles.

APA Citations

All citations will need to be created using the rules in the APA's 6th edition manual. Here are some resources that can help you create/edit your citations:

• Citing Electronic Articles  
• Common Reference List Examples  
• How do I find a DOI?  
• How do I cite an article without a DOI?

Writing Your Annotation

Your assignment has specific requirements for each paragraph of the annotation you will be writing. The following resources may help you with the writing portion of your assignment:

• What is Grammarly?
• Grammar Help
• Scholarly Voice
• Next Page: Return to EDUC 8112 Course Guide
• Office of Student Disability Services

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Week 2 Assignment: Journal

Submit Assignment

• Due Sunday by 11:59pm
• Submitting a file upload

Required Resources Read/review the following resources for this activity:

• Textbook: Chapter 4, 5

Instructions Remember – these journal questions require more thinking than writing. Think about exactly what you are asked to do, and then write as economically as possible. 

For this journal assignment, answer each of the following prompts:

Considering only the Introduction to Chapter 5, in terms of developing critical thinking and reasoning, what do you consider is the most valuable and important idea in that section? You can either summarize or directly quote the text; then, briefly explain why you find this idea important and valuable.

In Chapter 5, the section “Making Arguments” states: “In some ways applying our core critical thinking skills to analysis can be more difficult than offering an evaluative opinion. Analysis, like interpretation, is understanding at a deep level (p. 89)”

What concepts discussed in Chapter 4 might make analysis of a statement difficult – and why?

Why do you believe what you believe? What is your “evidence”? Test one of your beliefs by asking yourself, “Why?” As you answer each “why,” go down another layer – four layers will probably give you a good idea of why you believe what you believe. Your product should show a well-reasoned and logical basis for your belief. Stay away from the big stuff, like believing in God, or who to vote for in the next election, and don’t look for sources – this is about what you believe and why you believe it. After all, this is only an 8-week course, and we can’t settle everything! Click on the following link for an example of layers of why:

Link: Example of Layers of Why

Don’t be tempted to skip steps. If you start with layer 5, you have just opened up a whole new line of “whys.” For example, why should everyone be afforded an opportunity to reach his or her highest potential? After all, for most of the history of the world, that has not been the case.

If you include references to outside sources (beyond the textbook), make sure you cite them properly.

Writing Requirements (APA format)

• Length: 2 pages (not including title page or references page )
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• References page (as needed)

Grading This activity will be graded using the Journal Grading

Course Outcomes (CO): 1, 4, 6

Due Date: By 11:59 p.m. MT on Sunday

Journal Grading Rubric – 35 ptsJournal Grading Rubric – 35 ptsCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLength5.0 ptsMeets length requirement0.0 ptsDoes not meet length requirement5.0 pts This criterion is linked to a Learning OutcomeContent Reflection15.0 ptsReflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples.12.75 ptsReflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples.11.25 ptsReflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments. Minimal connections made through explanations, inferences, and/or examples.9.0 ptsReflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments.0.0 ptsLittle or no reflection; copies or repeats text or lecture.15.0 pts This criterion is linked to a Learning OutcomePersonal Growth10.0 ptsConveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications.8.5 ptsConveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience.7.5 ptsConveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience.6.0 ptsConveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked.0.0 ptsNo evidence of reflection.10.0 pts This criterion is linked to a Learning OutcomeWriting Quality5.0 ptsWell written and clearly organized using standard English , characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.4.25 ptsAbove average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.3.75 ptsAverage and/or casual writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.3.0 ptsPoor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work.0.0 ptsLacks coherence; errors in grammar, usage and spelling interfere with readability and understanding to significant degree.5.0 pts Total Points: 35.0

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Unit 2 assignment – clinical preparation journal – solved, dr. wilson mn.

• April 22, 2022
• Nursing Essay Examples

This article provides sample solution to Unit 2 Assignment – Clinical Preparation Journal .

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Unit 2 Assignment – Clinical Preparation Journal

Conducting a psychiatric evaluation is a multifactorial activity that should be executed by an interdisciplinary team of mental health practitioners who insightfully examines the patient’s comprehensive, holistic examination. This examination should address the client’s physical, social, psychological, intellectual, and spiritual components (Samartizis & Tallias, 2020). This essay, therefore, outlines the thoughts of a psychiatric mental health nurse assessment.

In my considered opinion, a psychiatric mental initial assessment is the first step of nursing where the clinician in context collects, organizes, evaluates, and documents the client’s information wellbeing. The assessment is important because it enables the physician or any other healthcare professional to understand the patient’s life issues ranging from physical, social, psychological, and cultural aspects, differentiates problems, and generates a nursing diagnosis with an appropriate care plan. Hudson (2016) observes that the patient further benefits from the assessment because a mentally ill health individual may have other problems like a poor diet. The physician also gets to know the patient’s cognitive functioning.

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During the Mental Health Initiation Assessment, some of the components that came as a surprise to me were that I had to distinguish between past medical history, past psychiatric history, mental treatment history, and the safety concerns of the patient. Getting answers to all these areas concisely differentiates the patient’s biopsychosocial history that covers the client’s life in its totality as opposed to a mental health status exam that evaluates the patient’s current behavior. To create a distinction, one can use BEST PICK as the acronym to guide the mental health assessment, namely Behavior and general appearance, Emotions, mood, ad affect, Speech Thought processes and content, disturbances at the Perceptual level, control of Impulse, Cognition, and Knowledge.

            In conclusion, the paper has established that Mental health initial; assessment not only focuses on the patient’s current illness but also helps develop a therapeutic relationship that enables the provider to complete the assessment comfortably. Furthermore, the physician gains confidence and consumes less time in completing it as communication skills between the patient and provider improve.

Hudson, D. L. (2016). Quality over quantity: Integrating mental health assessment tools into primary care practice.  The Permanente Journal ,  20 (3), 90.

Samartzis, L., & Talias, M. A. (2020). Assessing and improving the quality of mental health services.  International journal of environmental research and public health ,  17 (1), 249.

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