Critical Reflection Essays and Research Papers

Instructions for Critical Reflection College Essay Examples

Title: Identifying a problem in an organization and coming up with the solutions

  • Total Pages: 6
  • Words: 2751
  • Sources:3
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Critical Reflection Paper. The objective of this requirement is to select a topic and examine it in the context of your organization, or an organization you are familiar with. The paper should define and describe a problem/issue, its impact on the organization and its managerial implications. The paper should be descriptive and analytical, i.e., based on the readings and in-class discussions. It should be 6-8 pages in length and be written in the APA/NLU style. A reference section containing a minimum of at least three references is required. The paper should include the following sections: Background: This section should acquaint the reader with the organization and present key facts that are important in understanding the problem/ issue of interest. Statement of the Problem: What is the key problem/issue or challenge facing the organization? Identify the basic problem/issue and the purpose of the research. Make a compelling case that this is truly a problem area. Literature Review: Address what you discovered in your search of the literature. Review the theories, concepts and studies that relate to your problem/issue. You should talk about the concepts, ideas, or insights that have the most value for helping you make sense of your project. Problem Analysis: Provide a detailed analysis of the causes of the problem/issue you identified. Clearly illustrate how you are applying managerial theory concepts to the issue at hand. Take into account the cultural values of the organization and how they may affect potential solutions. Recommendations: Provide a set of recommendations on how you think the organization can solve the problem/issue. These solutions should be creative and constructive. Conclusion: Provide a summary of your discussion and address the potential for success if your solution is implemented.

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Aguirre, Calderone, Jones (2004) -10 Principles of Change Management. Resilience Report, Booz, Allen Hamilton. New York, NY. Accessed from the Internet on September 5, 2008:

http://www.strategy-business.com/resilience/rr00006?pg=all

Lee E. Allen (2008). Where good ERP implementations go bad: a case for continuity. Business Process Management Journal, 14(3), 327-337. Retrieved September 10, 2008, from ABI/INFORM Global database. (Document ID: 1506304721).

Beth Bacheldor, Laurie Sullivan. (2004, April). NEVER TOO LEAN.

InformationWeek,(985), 36-44. Retrieved September 3, 2008, from ABI/INFORM Global database. (Document ID: 621875011)

Bateman, T.S. & Snell, S.A. (2007). Management (7th ed.). New York, NY: McGraw -Hill Irwin.

Mark Brenner (2008). it's all about people: change management's greatest lever. Business Strategy Series, 9(3), 132-137. Retrieved September 3, 2008, from ABI/INFORM Global database. (Document ID: 1472866771).

Cabot, S.J. & Steiner, J.M. (2006, January). Creating a strategic communications plan. Pulp & Paper, 80(1), 64. Retrieved September 1, 2008 from ABI/INFORM Global database. (Document ID: 972922411).

Caperelli, David (1996, April). Leading the company through the chokepoints of change. Information Strategy, 12(3), 36. Retrieved September 6, 2008, from ABI/INFORM Global database. (Document ID: 9320744).

M.J. Kemp, G.C. Low. (2008). ERP innovation implementation model incorporating change management. Business Process Management Journal, 14(2), 228-242. Retrieved September 9, 2008, from ABI/INFORM Global database. (Document ID: 1469080561).

Kannan Mohan, Peng Xu, Balasubramaniam Ramesh. (2008). IMPROVING the CHANGE-Management PROCESS. Association for Computing Machinery. Communications of the ACM, 51(5), 59. Retrieved September 3, 2008, from ABI/INFORM Global database. (Document ID: 1484831341).

EWT Ngai, CCH Law, FKT Wat (2008). Examining the critical success factors in the adoption of enterprise resource planning. Computers in Industry, 59(6), 548. Retrieved September 7, 2008, from ABI/INFORM Global database. (Document ID: 1487605611).

Schein, Edgar H (1996). Culture: The missing concept in organization studies. Administrative Science Quarterly, 41(2), 229. Retrieved September 3, 2008, from ABI/INFORM Global database. (Document ID: 9820938)

Harold L. Sirkin, Perry Keenan, Alan Jackson. (2005). The Hard Side of Change Management. Harvard Business Review, 83(10), 108-118. Retrieved September 3, 2008, from ABI/INFORM Global database. (Document ID: 903410201).

Stilian Stanev, Hardy Krappe, Hischam Abul Ola, Konstantinos Georgoulias, Nikolaos Papakostas, George Chryssolouris, Jivka Ovtcharova. (2008). Efficient change management for the flexible production of the future. Journal of Manufacturing Technology Management, 19(6), 712-726. Retrieved September 6, 2008, from ABI/INFORM Global database. (Document ID: 1528453201).

Thomas Wailgum (2005, April). The Big Fix; How Toyota's CIO radically restructured her entire approach to it and regained the trust of the business. CIO, 18(13), 1. Retrieved September 2, 2008, from ABI/INFORM Global database. (Document ID: 849895681).

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Title: Military

  • Total Pages: 5
  • Words: 1623
  • References:3
  • Citation Style: APA
  • Document Type: Research Paper
Essay Instructions: Critical Reflection Paper
The objective of this requirement is to select a topic related to management and supervision in a Army military organization. The paper should define and describe a problem/issue, its impact on the organization and its managerial implications.

The paper should be descriptive and analytical. It should be 5-7 pages in length and be written in the APA style. A reference section containing a minimum of at least three references is required.

The paper should include the following sections:

a. Background: This section should acquaint the reader with the organization and present key facts that are important in understanding the problem/ issue of interest.
b. Statement of the Problem: What is the key problem/issue or challenge facing the organization? Identify the basic problem/issue and the purpose of the research. Make a compelling case that this is truly a problem area.
c. Literature Review: Address what you discovered in your search of the literature. Review the theories, concepts and studies that relate to your problem/issue. You should talk about the concepts, ideas, or insights that have the most value for helping you make sense of your project.
d. Problem Analysis: Provide a detailed analysis of the causes of the problem/issue you identified. Clearly illustrate how you are applying managerial theory concepts to the issue at hand. Take into account the cultural values of the organization and how they may affect potential solutions.
e. Recommendations: Provide a set of recommendations on how you think the organization can solve the problem/issue. These solutions should be creative and constructive.
f. Conclusion: Provide a summary of your discussion and address the potential for success if your solution is implemented.

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Adler, a.B., et al. (2008). International military leaders' survey on operational stress. 10 pages. Military Medicine: Association of Military Surgeons of the United States:

Retrieved on September 16, 2008 at http://findarticles.com/p/articles/mi_qa3912/is_200801/ai_n21279977?tag=content;col1

Engel, C.C., Jr. (2001). Medical outbreaks of medically unexplained physical symptoms after military action, terrorist threat or technological disaster. 4 pages. Military Medicine: Association of Military Surgeons of the United States. Retrieved on September 16, 2008 at http://findarticles.com/p/articles/mi_qn3212/is_200112/ai_n9014857?tag=content;col1

Mclellan, M. (2002). Suicide prevention is everyone's responsibility. 2 pages.

US Navy Press Releases: Navy Personnel Command Public Affairs. Retrieved on September 16, 2008 at http://findarticles.com/p/articles/mi_pnav/is_200211/ai_31357664047?tag=content;col1

Van Breda, a. (2008). Military social health index: a partial multicultural validation.

11 pages. Military Medicine: Association of Military Surgeons of the United States.

Retrieved on September 16, 2008 at http://findarticles.com/p/articles/mi_qa3912/is_200805/ai_n25502462?tag=content;col1

Wilson a.H. (2005). VA health care crisis. 2 pages. DAV Magazine: Disabled American

Veterans. Retrieved on September 16, 2008 at http://findarticles.com/p/articles/mi_nOLFT/is_5_47/ai_n27865274?tag-content;col1

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Title: TOPIC Theologies Non Western World QUESTION Liberation theology critical reflection praxis Exodus biblical experience a springboard dealing questions raised poor oppressed Discuss Make a critique liberation theology giving concrete examples theologians contexts

  • Total Pages: 4
  • Words: 1275
  • Works Cited:7
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: TOPIC: Theologies from the Non Western World


QUESTION ?Liberation theology is critical reflection on praxis and uses the Exodus biblical experience as a springboard for dealing with questions raised by the poor and the oppressed.? Discuss. Make a critique of liberation theology giving concrete examples from two theologians and their contexts.

Please read:
PEARS, Angie (2010), Doing Contextual Theology, London: Routledge, Chapter 2, pp.50-78
BONINO, Jose Miguel, "Latin America", in PARRATT, John (ed.), (2004), An Introduction to Third World Theologies, Cambridge: Cambridge University Press, pp. 16-43.

Barrett, David/ Kurian, & Johnson, World Christian Encyclopedia. 2nd Ed. Oxford University Press, 2001
Bediako, Kwame, Christianity in Africa. The Renewal of a Non-Western Religion, Maryknoll, New York: Orbis Books, 1995.
_________, Jesus and the Gospel in Africa, Maryknoll, New York: Orbis Books, 2004.
Bingemer, Mar?a Clara, ?Women in the Future of Liberation Theology? in Ellis, Marc H. and Maduro, Otto (eds.), The Future of Liberation Theology: Essays in Honor of Gustavo Guti?rrez. Maryknoll NY: Orbis Books, 1989: 473-490.
Boff, Leonardo and Clodovis Boff. Introducing Liberation Theology, trans. Paul Burns. Tunbridge Wells: Burns & Oates, 1992 (first published 1986).
Bujo, Benezet, African Theology in Its Social Context, Maryknoll, New York: Orbis Books, 1992.
De Grucy, John, Reconciliation. Restoring Justice, London: SCM Press, 2002.
Ela, Jean Marc, African Cry, Maryknoll, New York: Orbis Books, 1986.
Ford, David (ed), The Modern Theologians (2nd Edition), Oxford: Blackwell, 1997, Part 1V.
Jesus the liberator - Sobrino, Jon 1994
Book Recommended


Thanks










Thanks

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Barrett, David / Kurian, & Johnson, World Christian Encyclopedia. 2nd Ed. Oxford University Press, 2001

Bediako, Kwame, Christianity in Africa. The Renewal of a Non-Western Religion, Maryknoll, New York: Orbis Books, 1995.

Bingemer, Maria Clara, 'Women in the Future of Liberation Theology' in Ellis, Marc H. And Maduro, Otto (eds.), The Future of Liberation Theology: Essays in Honor of Gustavo Gutierrez. Maryknoll NY: Orbis Books, 1989: 473-490.

Boff, Leonardo and Clodovis Boff. Introducing Liberation Theology, trans. Paul Burns. Tunbridge Wells: Burns & Oates, 1992 (first published 1986).

Bonino, Jose Miguel, "Latin America," in PARRATT, John (ed.), (2004), An Introduction to Third World Theologies, Cambridge: Cambridge University Press, pp. 16-43.

Bujo, Benezet, African Theology in Its Social Context, Maryknoll, New York: Orbis Books, 1992.

De Grucy, John, Reconciliation. Restoring Justice, London: SCM Press, 2002.

Ela, Jean Marc, African Cry, Maryknoll, New York: Orbis Books, 1986.

Ford, David (ed), The Modern Theologians (2nd Edition), Oxford: Blackwell, 1997, Part 1V.

Pears, Angie (2010), Doing Contextual Theology, London: Routledge, Chapter 2, pp.50-78

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Title: critical thinking

  • Total Pages: 4
  • Words: 1509
  • Bibliography:0
  • Citation Style: APA
  • Document Type: Research Paper
Essay Instructions: S501 Structured Critical Reflection Paper #1?A Pre-Assignment: In preparation for this written assignment you are to read the following:

Shipler, D. (2005). The working poor: Invisible in America. New York: Vintage

Walls, J. (2005). The glass castle. New York: Scribner.

This paper is to be an integration of your critical thinking (see intellectual standards for critical thinking, p. 3) and reflections, inclusive of your feelings, beliefs, values, self-awareness, and related claims as supported by the assigned readings and supportive literature. Be mindful that critical thinking is, ?the art of analyzing and evaluating thinking with a view to improving it? (Paul & Elder, 2006, p. 4). Gibbs and Gambrill (2005) define critical thinking as ?a unique kind of purposeful thinking in which we use standards such as clarity and fairness. It involves the careful examination and evaluation of beliefs and actions in order to arrive at well-reasoned decisions? (p. 11). It is thinking about our thinking processes and being explicit as well as transparent about those processes in order to facilitate improved thinking for learning. Many good ideas are not communicated because authors fail to think about the purpose of the assignment. Good writing is a reflection of good thinking.

Your paper is to take the above definitions into consideration as you reflect and write utilizing the intellectual standards for critical thinking (www.criticalthinking.org). The paper is worth a total of 10 points and is due on September 16th. You must use APA 6th Edition for the appropriate format, citations, and referencing of your paper. The paper should be at least 5 pages and absolutely no more than 7 pages in length. You will need to be concise ? don?t waste words summarizing the texts ? you may assume that your instructor has read both books! We want you to REFLECT on them. You may write in first person (?I?), however, this is to be a scholarly work. Suggested supportive text: Encyclopedia of Social Work (NASW, 2008) to be helpful. A grading rubric is provided and you must turn in a completed grading rubric (self-assessment) with your paper?papers will not be accepted for grading without a completed rubric.

*The paper utilizes the DEAL (Ash & Clayton, 2004) model of critical reflection. The paper should have 4 distinct sections (headings) as well as 4 sub-sections within the Articulate Learning section (be sure to use APA levels for sub-headings) as delineated below. Papers that do not address the entire model, inclusive of all sections and questions, will not be viewed as a completed assignment. The paper should include the 4 sections below:

I. Describe: In detail and as objectively (honestly) as possible, describe your experience reading the texts. This is not to be a book report or rehash of the text, but is to be an objective (honest) description of your experience (understanding & knowledge) with the text. Your experience may include gut reactions, questions provoked, and how the texts affected your thinking about the poor. You should begin this section with ?In preparation for this reflection paper, I read the texts, reflected on my life experiences, and then identified the following key themes in my experience reading the texts ??

II. Examine: Identify specific aspect of the text that captured your attention, thoughts, and/or feelings. In this section, you are to relate your personal/professional experiences, as appropriate and relevant, that illustrate the concepts the authors discuss (in the context of scholarly reflection). This must be addressed in the context of the following questions (notice that these primarily relate to objective # 3 in your syllabus):

What forms of discrimination, and oppression (sexism, racism, heterosexism, ageism, classism, and/or ableism) did you observe in the experiences discussed by the authors? What societal challenges (bureaucracy, income, health care, child care) contributed to the experiences? What role do you think race and/or ethnicity plays with regard to poverty?

III. Articulate Learning: This is a 4-part structure requires a fair amount of reflective thought. The DEAL model (describe, examine, articulate learning) is an assignment designed to generate, document, and deepen your learning (Ash & Clayton, 2004). This last, 4-part section is critical to the entire process. Simplistic and reductionistic answers are inadequate. For example it is not enough to say, I learned about poverty among the working poor by reading the texts and It matters because it is important to social work and in the future I will be more empathic of others. These examples do not exhibit critical thinking?these statements merely report and poorly at that. Use sub-headings for this section of the paper as well. The 4-part structure for this section includes:
a. What did I learn?
b. How did I learn it?
c. Why does it matter?
d. What will I do in the future, in light of the learning?

IV. A brief summary paragraph.
Summarize your thoughts and conclusions.


Note about grading: An A grade, 10 points, is viewed as exceptional work as demonstrated by a well developed discussion exhibiting a broad range of knowledge as well as critical thinking. A passing grade is a C (average work). Only papers below a C will be allowed a re-write and only to bring the grade to a passing C (7.7?7.5 points), therefore writers scoring 7.1 points or below will be allowed to re-write and re-submit your paper. This will be allowed for this initial writing assignment only. Late papers will result in a loss of points.

Grading Scale:
100-98% A+ 97-95% A 94-92% A-
91-88% B+ 87-85% B 84-82% B-
81-78% C+ 77-75% C 74-72% C-
71-68% D+ 67-65% D 64-62% D-
61-0% F

References

Ash, S.L., Clayton, P.H. (2004). The articulated learning: An approach to guided reflection and
assessment. Innovative Higher Education, 29(2), 137-154.

Gibbs, L. & Gambrill, E. (2005). Critical thinking in clinical practice: Improving the quality of
judgments and decisions (2nd ed.). Hoboken, NJ: John Wiley and Sons.

Paul, R., & Elder, L. (2006). The miniature guide to critical thinking and tools. Dillon Beach,
CA: Foundation for Critical Thinking.








Intellectual Standards* for Critical Thinking Description Questions
Clarity Clearly stated ideas with detail in the descriptions that serve to clarify statements. Are my ideas clearly stated and are my examples of the topic clear to the reader? Did I provide examples? Can I elaborate?
Accuracy Statements or claims that are supported with evidence (citations) and are factually correct. Did I support my claim with evidence? How do I know this to be truthful? How can I validate my claim? Did I use too much anecdotal experience to support my claim?
Relevance Statements that are key to the primary thesis and connect to a central point. Are my statements connected to the topic? How is what I discussed of concern to the overall issue?
Depth The discussion and conclusions reflect the complexity of the issue. Have I covered the complexity of the issue? Are there other themes that need to be explored to do the issue justice?
Logic Reasoning that makes sense and conclusions that are in keeping with statements made throughout the discussion. Does the introduction match my conclusions? Did I put forth and follow a line of thought that makes sense? Are my conclusions a reflection of the complexity of the issue discussed?
Breadth The discussion reflects multiple viewpoints and possibilities. What would another perspective include? Is there another way to interpret this? Did I research alternative perspectives? Can I turn my discussion upside down for a different vantage point?

*see www.criticalthinking.org

















S501: Grading Rubric Structured Critical Reflection #1

You must self-evaluate your paper in accordance with this grading rubric. The completed rubric must accompany your paper. Evaluate each section, circling the designated box in accordance with your self-evaluation. IS* stands for?Intellectual Standards for Critical Thinking (see page 3).
Section evaluated A
2?points B
1.8?points C
1.6?points D?F
1.35-0?points
Describe Description with clarity, accuracy, & relevance using objectivity and coherence in relating the experience of reading the texts. Description is clear, accurate & demonstrates objectivity in relating the experience of reading the texts. Some detail with clarity and objectivity, but lacks consistency throughout section. Significant lack of detail, objectivity, and evidence of disjointed presentation of section.
Examine Identification of relevant issues presented with clarity & accuracy. Questions explored & discussed with, depth, breadth, and logic. All claims are supported with evidence. Identification of a issue and explored with clarity. Some depth & breadth in the discussion. Claims are supported. Some identification of an issue, thoughts, feelings & beliefs are not clearly examined, with at least 2 IS*. Issue thoughts, feelings & beliefs are not clearly examined with little evidence to support claims or little to no utilization of IS*.
Articulate Learning All aspects of the 4-part structure are fully addressed and clear evidence of learning is articulated with IS* fully evidenced. All aspects of the 4-part structure are addressed and some evidence of learning is articulated with IS*. Most aspects of the 4-part structure are addressed and some evidence of learning is articulated, but inconsistent IS*. Aspects of the 4-part structure are unclear and little evidence of learning is articulated with no IS*.
Use of APA style & format Grammar, APA style and format are used correctly throughout the paper. Only minor problems with grammar & APA style and format. Most of the paper uses correct grammar & APA style and format. Many problems with grammar and/or APA style. e.g., no page numbers for direct quotes.
General quality of writing Paper is very well written, organized in accordance with the assignment, no errors in grammar, spelling, and punctuation. Paragraphs and sentences are well developed and clear. Paper is well written, very few errors in grammar, spelling, and punctuation. Paragraphs and sentences are developed. Paper is generally well written and organized with some problems with grammar, spelling, and punctuation. Some lack of clarity. Paper is not very well written. Many problems with grammar, spelling, and punctuation
*IS?critical thinking standards

Student comments: Student Score________
(Please provide comments to support your score and claims)

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References

Ash, S.L., Clayton, P.H. (2004). The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), 137-154.

Gibbs, L. & Gambrill, E. (2005). Critical thinking in clinical practice: Improving the quality of judgments and decisions (2nd ed.). Hoboken, NJ: John Wiley and Sons.

Paul, R., & Elder, L. (2006). The miniature guide to critical thinking and tools. Dillon Beach,

CA: Foundation for Critical Thinking.

Shipler, D. (2005). The working poor: Invisible in America. New York: Vintage

Walls, J. (2005). The glass castle. New York: Scribner.

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