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Environmental Ethics

Make an argument on the moral status of the environment. You will want to include the various views on the environment and determine which one best supports the argument you will make. You will also want to include an example, perhaps you are interested in saving the forests so you might take your paper in that direction or perhaps you want to see an end to fracking so you might take your paper in that direction. The key idea is to argue for or against the moral status of the environment and provide proof and evidence for the argument.

 

Sarah Lynn Joyner
a. Member of the community
b. 84 years old
c. Born and Raised in Brooklet, GA on a cotton farm; 4 brothers, 7 sisters; 2 parent household
Moved to Nassau County in 1950’s.
d. High School Diploma. Class of 1952.
e. Married once. Married for twenty years before husband passed away in 1973.
f. 5 children, 8 grandchildren, 11 great-grand children
g. Cotton Farmer until the age of 21 when she met her husband and Home maker after that.
h. Georgia and Florida
Please include any additional information you know about this person.

1. What/who was the biggest influence in their life? There may be several please feel free to elaborate.

Her dad, because he taught her to work hard and live simply.

2. What developmental stage (adolescence, early adulthood, etc.) was their favorite (and why)?

Late adulthood, because there is little to worry about and she can enjoy all of her children and grandchildren.

3. Which stage was the most challenging and why?

Middle adulthood, because she became widowed with 4 emerging adult children and a adolescence child of thirteen. So, adjusting to no income made

her rethink things and she made her children to get jobs if they were to live in her home.

4. What are the most rewarding aspects of their life now? What are the most challenging aspects of their life now?

The most rewarding aspects of her life now is watching her grandchildren grow and succeed and have families of their own.

5. What habits/practices/beliefs do they have that they believe positively benefitted their health and wellbeing? How did they start? Who taught

them the habit or belief? What good habits do they now know they should have started as teens/young adults? (Address each sub-question your

paper.)

The belief in Jesus Christ helped her through her toughest times. This belief started as a young child. She was raised in a strong Christian

home. She learned at a young age to look to God for answers by her mother and father.
She has good health habits by sticking to a low-calorie, low-sugar diet. They started when she was diagnosed with Diabetes. She fully believes

if she would have started when she was a teen that she wouldn’t have the health issues that she does now.

6. What bad habits/practices/beliefs would they change if they could go back to their teens/young adults? How did they start?

She wouldn’t have chewed Tobacco. It is an ugly habit that she learned from her family members. All of her family chewed tobacco.

7. What major historical events did he/she witness and at what ages? How did these events affect him/her?

She heard about the bombing of pearl harbor over the radio on December 7th, 1941 and became very afraid.
FDR became president for a third term. She didn’t understand what it all meant, but her dad didn’t like him. So, she formed an opinion based on

her father’s opinion.

8. What types of music, television shows, and movies were popular during their junior high and high school years? How are they different from

what is popular today?

She listened to music from singers like Patsy Cline and Kitty Wells during her high school years. Her favorite song was “It wasn’t God who Made

Honky Tonk Angels.” She remembers watching Jane Eyre and Dr. Jekell and Mr. Hyde in her high school years, but can’t recall any TV shows.

9. In their opinion how has society changed for the better? How has it changed for the worse?

Society has changed for the better in ways of communications. She said that she wishes that they had video chat when her husband was at war.

Society has changed for the worst in ways that people are evil. Nobody looks out for each other anymore.

10. What are the life lessons they learned along the way? What is the one piece of advice they would give to a young adult?

The main life lesson she learned was work hard is better than laziness. If you’ve worked hard, at the end of the day, you’ll feel good about it

and get farther in life. She says that she would tell all young adults to trust God for answers.

Using all of the introductory information and all the required questions and any other information you have, type a paper reporting…

*I. the information you gathered about this person (there should be several pages describing the person – 60 points);

*II. what you learned from this person’s life & what can you incorporate into your life (there should be a few paragraphs elaborating on this –

10 points);

*III. how you and this person are similar and different and describe how conducting this interview affected you and your relationship with this

person (there should be a few paragraphs elaborating on this – 10 points);

*IV. theories from life-span development that are linked to or provide an explanation for various aspects of the individual’s life story into

your paper (there should be a few paragraphs elaborating on this – 10 points).

*V. Your paper should meet the format/grammar guidelines listed below – 10 points.

Please include a title page with your name, title, course name & reference number. Papers should be double spaced with a 1-inch margin and 11-

12pt font. Pages should be numbered. DO NOT manipulate the spacing, margins, or font to make your paper appear longer. I expect a minimum of 5

pages. You must use proper grammar/English. Please see the writing tutors in the Library to assist in editing your paper. Do not use a

question/answer format or the bullets/numbering you see on this sheet.

Brief Description: What is the author discussing and how does it apply to methods of security? This should be brief and only a few sentences.
Critique: Critically evaluate the reading. Is the author clear and concise in his/her writings and what are they key points the author is trying to make?
Benefits: Were there lessons learned from the reading, both positive and negative?
Assignments are to be double spaced; using ‘Calibri’ font, in black, and the font size must be 12. A cover page is required to include the student’s name, date of of submission, and course. Page numbering, including the first page, is to be placed in the lower right hand corner of your pages. Only 2 footnotes per paper are acceptable. All citations are to be in the appropriate APA format. Book that will need to be use Effective Physical security fifth edition by Lawrence J. Fannelly.

 

Health Policy and Politics
Case study

Health Policy and Politics, A Nurses Guide, by Milstead, p 240

Analyze what might have transpired if Annie did not have a nursing background.

List the breakdowns in communication that occurred and the potential ramifications.

Did the advance practice nurse’s office fulfill a meaningful use stage 2 requirements of providing secure electronic communication between the patient

and healthcare provider?

There are four overarching goals of Healthy People 2020.
Overarching Goals:
– Attain high-quality, longer lives free of preventable disease, disability, injury, and premature death.
-Achieve health equity, eliminate disparities, and improve the health of all groups.
-Create social and physical environments that promote good health for all.
-Promote quality of life, healthy development, and healthy behaviors across all life stages.

1)Choose TWO overarching goals.
2) Explain how are you going to use or apply these two goals as part of your new independent nursing practice’s Mission and Vision?
3) In two to three paragraphs, please explain why and provide at least TWO examples.

Link : http://www.healthypeople.gov/2020/About-Healthy-People
Sources 5 years old

Now that you have had the chance to learn the detail background on ERP systems. Discuss how you would integrate ERP systems internal and

external across your entire organization or an organization of your choice? Then discuss the positive impact that an ERP will have on the

organization that you work for or one of your choices especially the impact on operations and project management. Support your details with

in-depth research.

 

Religious studies

ASSIGNMENT THREE: Final Capstone Research Paper
Objective: Identify cultural backgrounds rooted in biblical history, customs, and normative behavior.

General Instructions For this assignment, you will be identifying cultural backgrounds rooted in biblical history, customs, and normative behavior.

Using your previously completed biblical research outline and other resources gathered throughout the course, write, revise, and edit your final

research capstone paper.
Be sure to address all points raised by the research writing prompt. You will also want to ensure that your final paper meets and/or exceeds the

Turabian formatting requirements needed for an academic, analytical research paper submission.
Based on your semester theme, you will follow the directions listed below to complete your final research project.

Jonah Final Capstone Writing Assignment
Jonah Final Capstone Writing Requirements Research Question:
Analyze the cultural background of the Assyrian empire and how it relates to the story of Jonah in the Old Testament. Address the significance of

Jonah’s rapid departure from God’s directed place, the literary structure of the narrative, and the cultural differences between the Ninevites and the

Israelites. Further explain how this story leads one to model similar characteristics of cultural sensitivity towards individuals of different cultural

backgrounds. This essay must be
10-12 pages in Turabian format with footnotes as well as a Bibliography page. This page count includes a formal cover page and a bibliography page in

the final number of pages required for submission. Sources must include at least three primary sources, i.e. sources surrounding the time period of the

8th century Babylonian/Assyrian period and at least eight secondary sources in Turabian format.
BELOW IS CBS STYLE GUIDE
Note: Sections of a CBS Paper (CBS Style Guide)
The College of Biblical Studies typically requires the following sections in a written paper for both standard and formal writing assignments.
1. Cover Page
2. Table of Contents (Only if the paper is more than 7 pages in length)
3. Introduction
4. Body (including Footnotes as needed or required)
5. Conclusion
6. Bibliography
7. Sources
A Times New Roman 12 pt is required
FORMAL COVER PAGE FORMATTING IS REQUIRED FOR THIS ASSIGNMENT PLEASE!
A formal cover page will consist of a top section with the title in all caps. A top middle section will include the words, “A paper presented to, the

Professor’s name, College of Biblical Studies. A bottom middle section will include the words, “In Partial Fulfillment of the Requirements for the

Final Grade for (add class name). A lower section will include the student’s name and date properly spaced. Single line spacing with the text centered

in the formal paper and spacing between the title and student’s name will be in accordance with standard Turabian style format for proper spacing. A

Times New Roman 12 pt. font in black ink is required for all formal cover page typeface n formatting.

 

One Page Cultural Analysis Submission
Objective: Identify cultural backgrounds rooted in biblical history, customs, and normative behavior Culture encompasses the world in which we live.

Therefore, where we live and how we live reflects the values that society has placed on us or for us.
Your final capstone research paper will require a significant amount of research and insight to support the major writing prompts provided for your

final assignment. To help you prepare for this assignment, this week we will investigate the research process by identifying potential resources for

your final paper. Read the following instructions under the thematic subject you are writing about in this course. Based on the subject information

provided, you will create a Turabian formatted bibliography page based on the requirements listed below.

Jonah
If you are working on the Jonah research strand, find five articles or other resources that shed light on the cultural components of the Assyrian

culture and the Ninevites.
Create a one page Bibliography list of the resources that you find in Turabian format. An example of a Bibliography page can also be found in your CBS

Writing Style Guide. You will use this information in your final research writing project for the course

 

There are three specific resources that you have for this course that can be beneficial to you as you go forward in your academic writing career.

These resources include your CBS Style Guide, Your Kate Turabian text, and your course resource guide on how to cite Scriptures in Turabian format.

For your initial discussion post in this week’s forum, choose one subject area to each and discuss in relationship to this week’s forum. Once again

you will be the Subject Matter Expert and will be responsible for ensuring that other students can be edified by your substantive post and academic

framework of ideas.

Examples of subject matter that you could discuss:
1. How to cite Scripture in Turabian format.
2. How to cite journals and articles in Turabian format.
3. How to utilize computer websites to support writing and documentation for academic writing assignments. (Note: This prompt should only be

used by those who are already familiar with computer programs such as Bibme.com or e-turabian.com)

 

TWO PAGES PLEASE!
Biblical Research Outline
Objective: Demonstrate a mastery of outlining techniques.

WRITING A BIBLICAL RESEARCH OUTLINE
Outlining is the efficient and organized structure of ideas generated for a particular writing assignment or other type of communicative presentation.

Writing outlines gives order and clarity to the writing process by ensuring the major ideas for a particular assignment are clearly presented.
General Instructions
Create a comprehensive outline for your major capstone writing project.
Design your outline to answer and address the major points discussed in your Research Question writing prompt as listed below. Use the “Question Break-
Downs” provided in your “Week 3
Course Resource Folder” to help compose your outline.
Note: you are NOT actually writing the paper this week! Only the outline!
Make sure that your outline is sufficient to fill the 10 – 12 page length requirements for the final paper. However, your outline does not need to be

this long.

Jonah Thematic Research Outline Writing Assignment
Jonah Capstone Outline Requirements
Research Question: Analyze the cultural background of the Assyrian empire and how it relates to the story of Jonah in the Old Testament. Address the

significance of Jonah’s rapid departure from God’s directed place, the literary structure of the narrative, and the cultural differences between the

Ninevites and the Israelites. Further explain how this story leads one to model similar characteristics of cultural sensitivity towards individuals of

different cultural backgrounds. This essay must be 10 – 12 pages in Turabian format with footnotes as well as an annotated bibliography. The sources

must include at least three primary sources, i.e. sources surrounding the time period of the 8th century Babylonian/Assyrian period and at least eight

secondary sources with an annotated bibliography.

 

 

Scenario:

Juanita Brown is a 48-year-old African American single mother who live in a rural community with three children, a 13-year-old daughter, an 18

-year-old son, and a 9 year-old step-daughter, and her 72-year-old mother who has been living with diabetes, hypertension, and is a breast

cancer survivor who is unable to walk and function independently. Her 69 year-old father died of a heart attack 5 years ago.

Mrs. Brown has been a widow for the past two years. She has no other siblings. She has no marketable skills and has not been able to find a job

within her community. She receives aid from the government through social security and does not have any health insurance for her, the three

children, and for her mother.
She informs you, the community health nurse, that she feels depressed and does not want to live anymore.

Respond to the questions in full sentences. Be sure to use standard English grammar and spelling
What biological, psychological, physical environmental, sociocultural, behavioral, and health system factors are influencing this situation?
Is this a crisis situation? If so, what type of crisis would this be?
What nursing interventions will you employ with this family?
How might your interventions be different if you find that many families in the population are experiencing similar problem?

Resources
Attributes and Evaluation of Discussion Contributions.
Professional Communications and Writing Guide.

Reflecting on readings in the Passionate Supervision text, in your initial post to this discussion, respond to the following:
•Describe some of the ideas and experiences in the text that resonated with you.
•How might you integrate a devotion to inspired and passionate supervision into your work as a supervisor?
•Write a paragraph that describes what you view as your strengths as a developing supervisor, where your growing edge or tension is, and

how you are going to address developing those tensions.
REFERENCES
Passionate Supervision and Growth

Resources
Attributes and Evaluation of Discussion Contributions.
Professional Communications and Writing Guide.

Reflecting on readings in the Passionate Supervision text, in your initial post to this discussion, respond to the following:
•Describe some of the ideas and experiences in the text that resonated with you.
•How might you integrate a devotion to inspired and passionate supervision into your work as a supervisor?
•Write a paragraph that describes what you view as your strengths as a developing supervisor, where your growing edge or tension is, and

how you are going to address developing those tensions.

Drewes, A. A., & Mullen, J. A. (Eds.). (2011). Supervision can be playful. Lanham, MD: Rowman & Littlefield. ISBN: 9780765705341.

Shohet, R. (Ed.). (2007). Passionate supervision. Philadelphia, PA: Jessica Kingsley Publishers. ISBN: 9781843105565

Articles

Library

The following required readings are provided for you in the Capella University Library or linked directly in this course. To find library

resources, use the Journal and Book Locator tool found on the library home page.

Fall, M., Drew, D., Chute, A., & More, A. (2007). The voices of registered play therapists as supervisors. International Journal of Play

Therapy, 16(2), 133–146.

Garza, Y., Falls, L., & Bruhn, R. A. (2009). Measuring deeper meaning responses: A discrimination scale for play therapists in training.

International Journal of Play Therapy, 18(3), 147–161.

Kranz, P. L., & Lund, N. L. (1994). Recommendations for supervising play therapists. International Journal of Play Therapy, 3(2), 45–52.

VanderGast, T. S., Culbreth, J. R., & Flowers, C. (2010). An exploration of experiences and preferences in clinical supervision with play

therapists. International Journal of Play Therapy, 19(3), 174–185.

Reserved Readings

The following reserved readings are provided for your use in this course.

Keith-Spiegel, P., & Koocher, G. P. (2008). Enforcement of ethical conduct. In Ethics in Psychology and the Mental Health Professions:

Standards and Cases (3rd ed.) (pp. 41–69).

Keith-Spiegel, P., & Koocher, G. P. (2008). On being ethical.In Ethics in Psychology and the Mental Health Professions: Standards and

Cases (3rd ed.) (pp. 3–19).

Web Sites

Please note that URLs change frequently. While the URLs were current when this course was designed, some may no longer be valid. If you

cannot access a specific link, contact your instructor for an alternative URL. Permissions for the following links have been either

granted or deemed appropriate for educational use at the time of course publication.

American Association for Marriage and Family Therapy. (2002). American association for marriage and family therapy. Retrieved from

https://www.aamft.org

American Counseling Association. (2011). American counseling association. Retrieved from https://www.counseling.org/

American Psychological Association. (2011). American psychological association. Retrieved from https://www.apa.org/

Association for Play Therapy. (2011). Association for play therapy. Retrieved from https://www.a4pt.org

National Association of Social Workers. (2011). National association of social workers. Retrieved from https://www.naswdc.org/

Play Therapy International. (2008). Ethical framework – supervising and managing. Retrieved from

https://www.playtherapy.org/EthicsSuperAndManage1.html

Play Therapy International. (2008). Ethical framework. Retrieved from https://www.playtherapy.org/ethicalframework1.html

Play Therapy International. (2008). Play therapy standards for Canada and the United States. Retrieved from

https://www.playtherapy.org/canusstandards1.html

Play Therapy International. (2008). Standards for play therapy, therapeutic play, and filial play. Retrieved from

https://www.playtherapy.org/standard1.html

Hardware

Capella University requires learners to meet certain minimum computer requirements. The following hardware may go beyond those minimums

and is required to complete learning activities in this course.
•A headset with headphones and a built-in microphone.
•A webcam.
•A Broadband Internet connection with minimum speeds of 256kbps UP and 512kbps DOWN. Note: Wireless and satellite connections do not

perform with sufficient quality for viewing and recording live Web conferencing sessions.

Headsets and webcams are available for purchase at the Capella University Virtual Bookstore. Please set up and test your webcam and

headset to verify the compatibility of the hardware as soon as possible. Refer to manufacturer’s directions for installing and connecting

the device to your computer. Visit the courseroom Tutorials on iGuide for assistance.

Optional

The following optional materials are offered to provide you with a better understanding of the topics in this course. These materials are

not required to complete the course.

Optional Articles

Library

Use Journal and Book Locator to see if the library has access to the full text of an article. If the full text is not available, try using

Interlibrary Loan to obtain a copy.

Ancis, J. R., & Marshall, D. S. (2010). Using a multicultural framework to assess supervisees’ perceptions of culturally competent

supervision. Journal of Counseling & Development, 88(3), 277–284.

Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees.

Journal of Clinical Psychology, 70(11), 1051–1061. doi:10.1002/jclp.22126

Bernard, J. M. (2010). Special issue on clinical supervision: A reflection. Canadian Journal of Counselling/ Revue Canadienne De

Counseling, 44(3), 238–245.

Chapman, R. A., Baker, S. B., Nassar-McMillan, S. C., & Gerler Jr., E. R. (2011). Cybersupervision: Further examination of synchronous and

asynchronous modalities in counseling practicum supervision. Counselor Education & Supervision, 50(5), 298–313.

Cigrand, D. L., Wood, S. M., & Duys, D. (2014). School counselors’ use of solution-focused tenets and techniques in school-based site

supervision. Journal of School Counseling, 12(15), 1–33.

Ganske, K. H., Gnilka, P. B., Ashby, J. S., & Rice, K. G. (2015). The relationship between counseling trainee perfectionism and the

working alliance with supervisor and client. Journal of Counseling & Development, 93(1), 14–24. doi:10.1002/j.1556-6676.2015.00177.x

Granello, D., Kindsvatter, A., Granello, P. F., Underfer-Babalis, J., & Hartwig Moorhead, H. J. (2008). Multiple perspectives in

supervision: Using a peer consultation model to enhance supervisor development. Counselor Education & Supervision, 48(1), 32–47.

McAdams, C. R., III, & Wyatt, K. L. (2010). The regulation of technology-assisted distance counseling and supervision in the United

States: An analysis of current extent, trends, and implications. Counselor Education & Supervision, 49(3), 179–192.

Moody, S., Kostohryz, K., & Vereen, L. (2014). Authentically engaged learning through live supervision: A phenomenological study.

Counselor Education & Supervision, 53(1), 19–33. doi:10.1002/j.1556-6978.2014.00046.x

Newman, D. S., Nebbergall, A. J., & Salmon, D. (2013). Structured peer group supervision for novice consultants: Procedures, pitfalls, and

potential. Journal of Educational & Psychological Consultation, 23(3), 200–216. doi:10.1080/10474412.2013.814305

Perera-Diltz, D. M., & Mason, K. L. (2012). A national survey of school counselor supervision practices: Administrative, clinical, peer,

and technology mediated supervision. Journal of School Counseling, 10(4), 101–34.

Pillay, Y. (2013). Racial identity development and supervision. Counseling Today, 56(6), 48–53.

Ponton, R. F., & Sauerheber, J. D. (2014). Supervisee countertransference: A holistic supervision approach. Counselor Education &

Supervision, 53(4), 254–266. doi:10.1002/j.1556-6978.2014.00061.x

Optional Books

Use the Journal and Book Locator tool to see if the library has access to the book or the How Do I Find Books? library guide for

additional options.

Bernard, J. M., & Goodyear, R. K. (2008). Fundamentals of clinical supervision (4th ed.). Boston, MA: Allyn & Bacon.

Haber, R. (1996). Dimensions of psychotherapy supervision: Maps and means. New York, NY: W. W. Norton & Company.

Lahad, M. (2000). Creative supervision: The use of expressive arts methods in supervision and self-supervision. Philadelphia, PA: Jessica

Kingsley Publishers.

Rodenhauser, P. (1997). Psychotherapy supervision: Prerequisites and problems in the process. In C. E. Watkins Jr. (Ed.), Handbook of

psychotherapy supervision (pp. 527–548). New York, NY: Wiley.

Stoltenberg, C. D., & Delworth, U. (1987). Supervising counselors and therapists: A developmental approach. San Francisco, CA: Jossey-

Bass.

Stoltenberg, C. D., McNeill, B., & Delworth, U. (1998). IDM supervision: An integrated developmental model for supervising counselors and

therapists. New York, NY: Wiley.

Wampold, B. E., & Holloway E. L. (1997). Methodology, design, and evaluation in psychotherapy supervision research. In C. E. Watkins, Jr.

(Ed.), Handbook of psychotherapy supervision (pp. 11–27). New York, NY: Wiley.

Watkins, C. E. Jr. (1997). Defining psychotherapy supervision and understanding supervisor functioning. In C. E. Watkins, Jr. (Ed.),

Handbook of psychotherapy supervision (pp. 3–10). New York, NY: Wiley.

Peer Essay #1:
After reading the three articles from Foundations of Academic Success all of the authors had the
same type of persuasion in their articles which was basically to go off of their opinions and their
statements on what has happened in their life’s to make them think the way they do to help you
with your discussions in your own life.
The articles that I think I took the most from was “transferable” by Vicky Brown and ” Learn
What You Don’t Want by Jamie Edwards). In this article the author states that “sometimes you
have to learn what you don’t want in order to find out what you do want; which to me translates
to “each and every skill you acquire is transferable.” ( Edwards 42) (Brown 33). To me every
lesson in life doesn’t need to define who you are but help you learn from it and apply the skills or
advice you took away from it and learn from it in future positions. This helps you to gain
everything you can in every position you put yourself in, in life and to be open minded to those
around you for help to better yourself. Life isn’t every going to just be easy peasy, its going to
throw you challenges and the more skills you take from your acquired skills the more prepared
you’ll be.
Sources:
Brown, Vicky Foundations of Academic Success: Words of Wisdom “Transferable” Suny 2015
page 33
Edwards, Jamie.”Learn What You Don’t Want” Foundations of Academic Success: Words of
Wisdom., SUNY, 2015 pp 41-42.
Peer Essay #2:
Each author had their own sense of opinions about their eduction, after reading the articles I saw
that they all wanted us as readers to make our own decision for ourselves. Each author was
persuasive in the sense that they really wanted you to make your own decisions about your future
whether it be about what classes you are taking or what your major will be and what job you
want. A quote I really liked came from the article “Transferable” by Vicki L. Brown she states
“Each and every skill you learn throughout your academic, personal, and professional career are
valuable and transferable. Do not let your college degree define who you are but rather, let the
knowledge acquired define you. ” (Brown 33) That quote really shows that everything you learn
can be used later in life, don’t let your college degree determine where you go in life.
Sources:
Brown, Vicky Foundations of Academic Success: Words of Wisdom “Transferable” Suny 2015
page 33
Peer Essay # 3
Information is everywhere in the ultra-connected society we live in. Never in our history as a
species was limitless information accessible in seconds from devices found in your home, your
car, or even your pocket. The internet has made it incredibly simple to find information we want
in seconds. People have the ability to post just about anything they want to the world wide web.
This ability for everybody to opine on the internet means we have to carefully assess information
for validity and source credibility. In all three articles we read, one commonality was present ,
the subjective views presented in a professional article format. All three articles were written as
advice pieces from college staff members. Each article presented advice to college students from
personal and professional experience.
In “What Do You Enjoy Studying?” we find information presented by a counselor about
choosing a major. The author offers a perspective on how she helps students find what it is they
want to do with their lives. The author then goes on to advise the students to consult with faculty
staff and to fully research and map out their college course requirements to know what they are
getting into. The information presented is subjective information in a professional article. The
information in the article is subjective because it is the opinion of the author an not backed up
with cited empirical data. “Working in a college setting I have the opportunity to work with
students through all walks of life, and I do believe based on my experience, that choosing a
major because it is listed as a growth area alone is not a good idea” (Munsch 26). Even though
the author is a professional in their field, the information is not factual so it cannot be considered
objective. The intent of the author is to educate and inform, but the information is given as a
single perspective.
The second article “Transferrable,” the author describes how she always wanted to be an
elementary school teacher growing up. As the author progressed through college, she found that
the experience she gained being an Orientation Leader and Resident Assistant prompted her to
reconsider her career choices. She goes on to say that even though she had prepared herself for a
completely different career for the first part of her life, the skills were able to be used in other
fields as well. “Each and every skill you acquire is transferable. This is perhaps the best lesson
I’ve ever learned in college” (Brown 33). This article presents subjective information to the
reader. The author writes about their own experience and does not used sources or quantitative
data in their writing. Because this is written from a single perspective and offers little more than
advice, it can only be considered subjective information.
The last article, “Learn What You Don’t Want,” was written by another college staff member
who shared their academic experience. Like the previous author, they wanted to be a teacher but
found that they preferred another path in college. The author goes on to give four separate bullet
points of advice on how to narrow your views as a student. Again we find information written by
a professional in the field that offers perspective and personal advice. “Whether you’re an
undecided major who is looking for guidance or a student with a clearly defined career path, I
suggest the following…” The use of the word “suggest” shows that this is opinion and therefor
cannot be objective information.
All of the information in the articles is good advice from people who work in their field and who
have found success. But the information they present cannot be considered objective due to lack
of facts. I believe that the article that provides the best information is from “What Do You Enjoy
Studying.” This was the only article where the author clearly stated that she worked in the field
as a counselor. The other authors identified that they were college administrators, but not directly
working with students relative to the topics they wrote about. In evaluating source credibility,
somebody who works in the field offering professional advice would be more credible than
somebody sharing their own experience. As such, I feel that Dr. Patricia Munsch had the best
information in her article.
Works Cited
Brown, Vicki L. “Transferrable.” Foundations of Academic Success: Words of Wisdom, edited
by Priester, Thomas C, SUNY Open Textbooks, 2015 pp. 33-34.
Edwards, Jamie. “Learn What You Don’t Want.” Foundations of Academic Success: Words of
Wisdom, edited by Priester, Thomas C, SUNY Open Textbooks, 2015 pp. 41-42.
Munsch, Patricia. “What Do You Enjoy Studying?” Foundations of Academic Success: Words of
Wisdom, edited by Priester, Thomas C, SUNY Open Textbooks, 2015 pp. 26-27.
Read the following quote from “Types of Resources: Categorizing Sources” from Choosing &
Using Sources:
“In today’s complex information landscape, just about anything that contains information can be
considered a source.”(p. 25).
In the light of your understanding of this quote, evaluate the type of information presented by the
authors in the three articles you are required to read this week. What type of information do the
three articles present and which article do you find the most beneficial and why? (Is the
information persuasive, scholarly, factual…?) Include a quote from the readings to support your
opinion and cite it using the MLA style.
__________________________________________________________________________________
In week 2, you completed your first Milestone, which is your research plan. In week 3, you will be
preparing to complete your Milestone 2, which is due at the end of week 4. So, this week is
instrumental to learn about the types of sources and information that you need to use in your
annotated bibliography and research. The focus is going to be on evaluating sources and types of
information and categorizing them. To help you with the task of evaluating sources of information
for the purpose of research and categorizing them, you will read articles from Foundations of
Success and the chapter about categorizing sources from Choosing & Using Sources. In Foundations of
Success, we have chosen three articles for you to evaluate as sources of information: Edwards’
“Learn What You Don’t Want,” Dr. Munsch’s “What Do You Enjoy Studying,” and Brown’s
“Transferrable.” We would like you to evaluate the information and its sources in these three
articles qualitatively. How do the authors present their information and what types of information is
it? We also would like you to categorize these articles by applying the information you will read in
the chapter about the “Types of Sources.” Are these articles objective/factual, persuasive/opinionbased, scholarly, primary, secondary,

tertiary, quantitative, or qualitative? (pp. 25-45). The
assignments and discussion posts will focus on these main points to assess your understanding of
evaluating information and categorizing it.
Week 3 Lecture – Evaluating and Categorizing Sources
This week, you are learning about an important part of research and
that is evaluating and categorizing sources. This lecture is
instrumental to your understanding of types of sources and
information and categorizing them. Most of the time, you are faced
with so much information and you start to wonder about what it
means to you and how you can use it. In research, it is very important
to think of your sources very critically. The first thing that you have
to do is define information, evaluate it, and then categorize it in order
to determine whether you will use it or not. You will also need to
determine the capacity in which you will use it.
So, what is information? Think about a definition from your
perspective and then look it up in the dictionary. Your definition of
the word “information” from your own perspective is a personal
source of information for the person who is listening to you; however,
when you look it up in the dictionary, the dictionary becomes your
source of information. Therefore, you have to categorize the
information you receive from the dictionary: Is the dictionary a
primary, secondary, or tertiary source? The dictionary provides you
with information compiled from primary and secondary sources,
which would make us categorize the dictionary as a tertiary source.
This is just one example of a type of source that readers and
researchers use to find information and use it. Categorization helps
researchers to determine the relevance and reliability of the sources
consulted and used. This is going to be very beneficial to you in your
work on assembling an annotated bibliography.
Make sure you read the pages 25-36 in Choosing & Using Sources to
learn about the types of sources and how they are categorized.
This is a list of some of the popular types of sources:
Books
Ebooks
Websites
Blogs
Magazines
Journals
Newspapers
Pamphlets
Conferences
Research Reports
TV Documentaries
Radio Programs
Web Media
Photographs/Images/ Art
Now think of the categories that these types of sources belong to:
Quantitative
Qualitative
Primary
Secondary
Tertiary
Professional
Popular
Scholarly
Factual
Persuasive
Please take the time to check the helpful supplementary resources.