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  • [Solved] IDS -104 MODULE 4

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    PLEASE SEE ATTACHMENTS – ## ModuleFourJournalGuidelinesandRubric.html.zip – ## ModuleFourActivityGuidelinesandRubric.html.zip – UnitResourcesInsertUnitTitle8.html.zip **## ModuleFourJournalGuidelinesandRubric.html.zip** ## Module Four Journal Guidelines and Rubric.html ## IDS 104 Module Four Journal…

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    Assignment Prompt & Instructions

    PLEASE SEE ATTACHMENTS

    – ## ModuleFourJournalGuidelinesandRubric.html.zip

    – ## ModuleFourActivityGuidelinesandRubric.html.zip

    – UnitResourcesInsertUnitTitle8.html.zip

    **## ModuleFourJournalGuidelinesandRubric.html.zip**

    ## Module Four Journal Guidelines and Rubric.html

    ## IDS 104 Module Four Journal Guidelines and Rubric

    ### Overview

    In both personal development and professional settings, feedback plays a crucial role in shaping how we perceive ourselves and how we grow. When used effectively, feedback can strengthen a growth mindset, which is the belief that abilities can be developed through perseverance and practice. However, poorly delivered or misunderstood feedback can hinder that same growth. This activity will help you sharpen your ability to distinguish between feedback that promotes learning and feedback that discourages it, providing you with a deeper understanding of how feedback mechanisms operate in real-world settings.

    ### Scenario

    You’re in your first semester of college and enrolled in an introductory course focused on digital communication and teamwork. As part of a group assignment, you’ve been assigned the role of "Data Communicator" for your team project, where each week a different student shares a summary of the team’s progress and insights using simple charts or graphs. This week, it was your turn to create and post a visual update in your group’s shared digital communication channel (#team-updates) by Friday. Shortly after you share your report, you receive two pieces of feedback:

    – Professor’s Feedback:
    “This isn’t quite what I was looking for. The charts are confusing and don’t clearly show the trends we discussed in class. We’ve gone over how to choose the right type of graph for the story you're trying to tell—please take a closer look at the guidelines and aim for more clarity in your next post.”
    – Peer Feedback:
    “Hey! Thanks for putting this together. I think it’s really helpful to see the data visualized. I hear what the professor is saying, but I think I have a better solution. Line graphs might work better than bar charts for showing how things change from week to week. Happy to show you how I did mine last week if that helps!”

    ### Directions

    In this journal assignment, you'll analyze a workplace scenario involving two contrasting pieces of feedback delivered via a digital communication platform.

    Specifically, you must address the following rubric criteria:

    1. Discuss how you might react to the type and tone of each feedback message. Include the following:

    1. What do you notice about the tone of each person’s feedback?
    2. How do you think you might respond if you were given this type of feedback?
    2. Explain which feedback inspires a growth mindset and why.
    3. Explain which feedback might reinforce a fixed mindset and why.
    4. Develop a practical strategy for maintaining a growth mindset when engaging with feedback. Consider the following:

    1. You may include communication tips, emotional regulation tactics, or feedback-seeking behavior.
    5. Reflect on a time you received feedback. This can be any type of feedback and is not limited to feedback you’ve received in school. Include the following:

    1. What made the feedback effective or ineffective?

    ### What to Submit

    Submit your journal assignment as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

    Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2-5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

    ### Module Four Journal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Type and Tone | Discusses how they might react to the type and tone of each feedback message, including what they notice about each example of feedback, and how they might respond to each example of feedback | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing how they might react to the type of feedback, discussing how they might react to the tone of feedback, describing what they notice about each example of feedback, or describing how they might respond to each example of feedback | Does not attempt criterion | 18 |
    | A Growth Mindset | Explains which feedback inspires a growth mindset and why | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining which feedback from the scenario inspires a growth mindset or explaining why that feedback inspires a growth mindset | Does not attempt criterion | 18 |
    | A Fixed Mindset | Explains which feedback might reinforce a fixed mindset and why | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining which feedback from the scenario might reinforce a fixed mindset or explaining why that feedback reinforces a fixed mindset | Does not attempt criterion | 18 |
    | Practical Strategy | Develops a practical strategy for maintaining a growth mindset when engaging with feedback | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include developing a practical strategy for maintaining a growth mindset when engaging with feedback | Does not attempt criterion | 18 |
    | Received Feedback | Reflects on a time they received feedback, including what made the feedback effective or ineffective | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include reflecting on a time they received feedback or what made the feedback effective or ineffective | Does not attempt criterion | 18 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

    **## ModuleFourActivityGuidelinesandRubric.html.zip**

    ## Module Four Activity Guidelines and Rubric.html

    ## IDS 104 Module Four Activity Guidelines and Rubric

    ### Overview

    Life is filled with transitions—new academic programs, changing jobs, or shifting personal responsibilities. Whether you’re managing a move, starting a new semester, or adjusting to a new job, learning to adapt your goals thoughtfully will help you navigate life’s twists with greater confidence and clarity. During these periods of change, setting rigid goals can sometimes create pressure and disappointment. This assignment invites you to explore an alternative: flexible goal setting. You will map out a set of adaptable goals that evolve with your experiences and discuss how you can support yourself through change using thoughtful, reflective strategies.

    ### Directions

    In this activity, you will create a Flexible Goal Map based on a real-life change using the template provided in the What to Submit section. You’ll outline at least two flexible goals relevant to your change and respond to reflection prompts that guide how you will adjust your goals over time. This process will help you develop skills in self-awareness, growth mindset, and adaptability—skills critical for personal, academic, and professional success.

    Specifically, you must address the following rubric criteria:

    1. Identify a personal, academic, or professional change you’ve experienced or are currently facing.

    1. As a reminder, this change will be the foundation for your flexible goals.
    2. Outline at least two goals that support the change you have identified. Consider the following as you draft your goals:

    1. Can this goal change based on new information or experiences?
    2. Does this goal encourage trying or improving rather than achieving a specific result?
    3. Is it written using process-focused, growth-oriented language?
    4. Will I revisit this goal and potentially revise it?
    5. Does it reflect something real that I am experiencing?
    3. Describe what makes each goal flexible. Consider the following:

    1. What tools or habits can help you remain open-minded?
    4. Discuss one example of an obstacle that might require you to be flexible. Include the following:

    1. What obstacles can you predict might impact you achieving your goal?
    2. How would you adjust your goal based on the situation you described?
    5. Reflect on how you might monitor progress on your goals. Include the following:

    1. What signs might tell you it might be time to pivot your goal?
    2. What signs might tell you that you have accomplished the goal?

    ### What to Submit

    Using the
    [Module Four Activity Template](https://www.sweetstudy.com/questions/Course%20Documents/IDS%20104%20Module%20Four%20Activity%20Template.docx?isCourseFile=true), create a flexible goal map and submit it for grading.

    ### Module Four Activity Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Change | Identifies a personal, academic, or professional change they’ve experienced or are currently facing | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying a personal, academic, or professional change that is appropriate to be the foundation of the flexible goals | Does not attempt criterion | 18 |
    | Goals | Outlines at least two goals that support the change identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include outlining goals that specifically support the change identified | Does not attempt criterion | 18 |
    | What Makes Each Goal Flexible | Describes what makes each goal flexible | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing what makes each goal outlined flexible | Does not attempt criterion | 18 |
    | Obstacle | Discusses one example of an obstacle that might require them to be flexible, including predicting obstacles that might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing an example of an obstacle that might require flexibility, predicting obstacles that might impact achieving the goal, or might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Does not attempt criterion | 18 |
    | Monitor Progress | Reflects on how they might monitor progress without being rigid, including signs it might be time to pivot their goal and signs that they have accomplished the goal | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include reflecting on how they might monitor their progress without being rigid, identifying signs that indicate it might be time to pivot the goal, or identifying signs that indicate that the goal has been accomplished | Does not attempt criterion | 18 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

    ## Course Documents/IDS 104 Module Four Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/ids-104-module-4)

    ## IDS 104 Module Four Activity Template

    Please reference the Module Four Activity Guidelines and Rubric as you complete this template.

    [
    **Note:** To complete this template, replace the bracketed text with your own content. Remove this note before you submit your paper.]

    1. Identify a personal, academic, or professional
    **change** you’ve experienced or are currently facing.

    A. As a reminder, this change will be the foundation for your flexible goals.

    [Insert text here]

    2. Outline at least two
    **goals** that support the change you have identified. Consider the following as you draft your goals:

    A. Can this goal change based on new information or experiences?

    B. Does this goal encourage trying or improving rather than achieving a specific result?

    C. Is it written using process-focused, growth-oriented language?

    D. Will I revisit this goal and potentially revise it?

    E. Does it reflect something real that I am experiencing?

    [Insert text here]

    3. Describe what
    **makes each goal flexible**. Consider the following:

    A. What tools or habits can help you remain open-minded?

    [Insert text here]

    4. Discuss one example of an
    **obstacle** that might require you to be flexible. Include the following:

    A. What obstacles can you predict might impact you achieving your goal?

    B. How would you adjust your goal based on the situation you described?

    [Insert text here]

    5. Reflect on how you might
    **monitor progress** on your goals. Include the following:

    A. What signs might tell you it might be time to pivot your goal?

    B. What signs might tell you that you have accomplished the goal?

    [Insert text here]

    ## image1.png

    ## image2.svg

    **UnitResourcesInsertUnitTitle8.html.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitresourcesinsertunittitle8-html-zip)

    **UnitResourcesInsertUnitTitle8.html.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitresourcesinsertunittitle8-html-zip)

    **## ModuleFourJournalGuidelinesandRubric.html.zip**

    ## Module Four Journal Guidelines and Rubric.html

    ## IDS 104 Module Four Journal Guidelines and Rubric

    ### Overview

    In both personal development and professional settings, feedback plays a crucial role in shaping how we perceive ourselves and how we grow. When used effectively, feedback can strengthen a growth mindset, which is the belief that abilities can be developed through perseverance and practice. However, poorly delivered or misunderstood feedback can hinder that same growth. This activity will help you sharpen your ability to distinguish between feedback that promotes learning and feedback that discourages it, providing you with a deeper understanding of how feedback mechanisms operate in real-world settings.

    ### Scenario

    You’re in your first semester of college and enrolled in an introductory course focused on digital communication and teamwork. As part of a group assignment, you’ve been assigned the role of "Data Communicator" for your team project, where each week a different student shares a summary of the team’s progress and insights using simple charts or graphs. This week, it was your turn to create and post a visual update in your group’s shared digital communication channel (#team-updates) by Friday. Shortly after you share your report, you receive two pieces of feedback:

    – Professor’s Feedback:
    “This isn’t quite what I was looking for. The charts are confusing and don’t clearly show the trends we discussed in class. We’ve gone over how to choose the right type of graph for the story you're trying to tell—please take a closer look at the guidelines and aim for more clarity in your next post.”
    – Peer Feedback:
    “Hey! Thanks for putting this together. I think it’s really helpful to see the data visualized. I hear what the professor is saying, but I think I have a better solution. Line graphs might work better than bar charts for showing how things change from week to week. Happy to show you how I did mine last week if that helps!”

    ### Directions

    In this journal assignment, you'll analyze a workplace scenario involving two contrasting pieces of feedback delivered via a digital communication platform.

    Specifically, you must address the following rubric criteria:

    1. Discuss how you might react to the type and tone of each feedback message. Include the following:

    1. What do you notice about the tone of each person’s feedback?
    2. How do you think you might respond if you were given this type of feedback?
    2. Explain which feedback inspires a growth mindset and why.
    3. Explain which feedback might reinforce a fixed mindset and why.
    4. Develop a practical strategy for maintaining a growth mindset when engaging with feedback. Consider the following:

    1. You may include communication tips, emotional regulation tactics, or feedback-seeking behavior.
    5. Reflect on a time you received feedback. This can be any type of feedback and is not limited to feedback you’ve received in school. Include the following:

    1. What made the feedback effective or ineffective?

    ### What to Submit

    Submit your journal assignment as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

    Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2-5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

    ### Module Four Journal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Type and Tone | Discusses how they might react to the type and tone of each feedback message, including what they notice about each example of feedback, and how they might respond to each example of feedback | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing how they might react to the type of feedback, discussing how they might react to the tone of feedback, describing what they notice about each example of feedback, or describing how they might respond to each example of feedback | Does not attempt criterion | 18 |
    | A Growth Mindset | Explains which feedback inspires a growth mindset and why | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining which feedback from the scenario inspires a growth mindset or explaining why that feedback inspires a growth mindset | Does not attempt criterion | 18 |
    | A Fixed Mindset | Explains which feedback might reinforce a fixed mindset and why | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining which feedback from the scenario might reinforce a fixed mindset or explaining why that feedback reinforces a fixed mindset | Does not attempt criterion | 18 |
    | Practical Strategy | Develops a practical strategy for maintaining a growth mindset when engaging with feedback | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include developing a practical strategy for maintaining a growth mindset when engaging with feedback | Does not attempt criterion | 18 |
    | Received Feedback | Reflects on a time they received feedback, including what made the feedback effective or ineffective | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include reflecting on a time they received feedback or what made the feedback effective or ineffective | Does not attempt criterion | 18 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

    **## ModuleFourActivityGuidelinesandRubric.html.zip**

    ## Module Four Activity Guidelines and Rubric.html

    ## IDS 104 Module Four Activity Guidelines and Rubric

    ### Overview

    Life is filled with transitions—new academic programs, changing jobs, or shifting personal responsibilities. Whether you’re managing a move, starting a new semester, or adjusting to a new job, learning to adapt your goals thoughtfully will help you navigate life’s twists with greater confidence and clarity. During these periods of change, setting rigid goals can sometimes create pressure and disappointment. This assignment invites you to explore an alternative: flexible goal setting. You will map out a set of adaptable goals that evolve with your experiences and discuss how you can support yourself through change using thoughtful, reflective strategies.

    ### Directions

    In this activity, you will create a Flexible Goal Map based on a real-life change using the template provided in the What to Submit section. You’ll outline at least two flexible goals relevant to your change and respond to reflection prompts that guide how you will adjust your goals over time. This process will help you develop skills in self-awareness, growth mindset, and adaptability—skills critical for personal, academic, and professional success.

    Specifically, you must address the following rubric criteria:

    1. Identify a personal, academic, or professional change you’ve experienced or are currently facing.

    1. As a reminder, this change will be the foundation for your flexible goals.
    2. Outline at least two goals that support the change you have identified. Consider the following as you draft your goals:

    1. Can this goal change based on new information or experiences?
    2. Does this goal encourage trying or improving rather than achieving a specific result?
    3. Is it written using process-focused, growth-oriented language?
    4. Will I revisit this goal and potentially revise it?
    5. Does it reflect something real that I am experiencing?
    3. Describe what makes each goal flexible. Consider the following:

    1. What tools or habits can help you remain open-minded?
    4. Discuss one example of an obstacle that might require you to be flexible. Include the following:

    1. What obstacles can you predict might impact you achieving your goal?
    2. How would you adjust your goal based on the situation you described?
    5. Reflect on how you might monitor progress on your goals. Include the following:

    1. What signs might tell you it might be time to pivot your goal?
    2. What signs might tell you that you have accomplished the goal?

    ### What to Submit

    Using the
    [Module Four Activity Template](https://www.sweetstudy.com/questions/Course%20Documents/IDS%20104%20Module%20Four%20Activity%20Template.docx?isCourseFile=true), create a flexible goal map and submit it for grading.

    ### Module Four Activity Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Change | Identifies a personal, academic, or professional change they’ve experienced or are currently facing | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying a personal, academic, or professional change that is appropriate to be the foundation of the flexible goals | Does not attempt criterion | 18 |
    | Goals | Outlines at least two goals that support the change identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include outlining goals that specifically support the change identified | Does not attempt criterion | 18 |
    | What Makes Each Goal Flexible | Describes what makes each goal flexible | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing what makes each goal outlined flexible | Does not attempt criterion | 18 |
    | Obstacle | Discusses one example of an obstacle that might require them to be flexible, including predicting obstacles that might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing an example of an obstacle that might require flexibility, predicting obstacles that might impact achieving the goal, or might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Does not attempt criterion | 18 |
    | Monitor Progress | Reflects on how they might monitor progress without being rigid, including signs it might be time to pivot their goal and signs that they have accomplished the goal | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include reflecting on how they might monitor their progress without being rigid, identifying signs that indicate it might be time to pivot the goal, or identifying signs that indicate that the goal has been accomplished | Does not attempt criterion | 18 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

    ## Course Documents/IDS 104 Module Four Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/ids-104-module-4)

    ## IDS 104 Module Four Activity Template

    Please reference the Module Four Activity Guidelines and Rubric as you complete this template.

    [
    **Note:** To complete this template, replace the bracketed text with your own content. Remove this note before you submit your paper.]

    1. Identify a personal, academic, or professional
    **change** you’ve experienced or are currently facing.

    A. As a reminder, this change will be the foundation for your flexible goals.

    [Insert text here]

    2. Outline at least two
    **goals** that support the change you have identified. Consider the following as you draft your goals:

    A. Can this goal change based on new information or experiences?

    B. Does this goal encourage trying or improving rather than achieving a specific result?

    C. Is it written using process-focused, growth-oriented language?

    D. Will I revisit this goal and potentially revise it?

    E. Does it reflect something real that I am experiencing?

    [Insert text here]

    3. Describe what
    **makes each goal flexible**. Consider the following:

    A. What tools or habits can help you remain open-minded?

    [Insert text here]

    4. Discuss one example of an
    **obstacle** that might require you to be flexible. Include the following:

    A. What obstacles can you predict might impact you achieving your goal?

    B. How would you adjust your goal based on the situation you described?

    [Insert text here]

    5. Reflect on how you might
    **monitor progress** on your goals. Include the following:

    A. What signs might tell you it might be time to pivot your goal?

    B. What signs might tell you that you have accomplished the goal?

    [Insert text here]

    ## image1.png

    ## image2.svg

    **UnitResourcesInsertUnitTitle8.html.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitresourcesinsertunittitle8-html-zip)

    **## ModuleFourJournalGuidelinesandRubric.html.zip**

    ## Module Four Journal Guidelines and Rubric.html

    ## IDS 104 Module Four Journal Guidelines and Rubric

    ### Overview

    In both personal development and professional settings, feedback plays a crucial role in shaping how we perceive ourselves and how we grow. When used effectively, feedback can strengthen a growth mindset, which is the belief that abilities can be developed through perseverance and practice. However, poorly delivered or misunderstood feedback can hinder that same growth. This activity will help you sharpen your ability to distinguish between feedback that promotes learning and feedback that discourages it, providing you with a deeper understanding of how feedback mechanisms operate in real-world settings.

    ### Scenario

    You’re in your first semester of college and enrolled in an introductory course focused on digital communication and teamwork. As part of a group assignment, you’ve been assigned the role of "Data Communicator" for your team project, where each week a different student shares a summary of the team’s progress and insights using simple charts or graphs. This week, it was your turn to create and post a visual update in your group’s shared digital communication channel (#team-updates) by Friday. Shortly after you share your report, you receive two pieces of feedback:

    – Professor’s Feedback:
    “This isn’t quite what I was looking for. The charts are confusing and don’t clearly show the trends we discussed in class. We’ve gone over how to choose the right type of graph for the story you're trying to tell—please take a closer look at the guidelines and aim for more clarity in your next post.”
    – Peer Feedback:
    “Hey! Thanks for putting this together. I think it’s really helpful to see the data visualized. I hear what the professor is saying, but I think I have a better solution. Line graphs might work better than bar charts for showing how things change from week to week. Happy to show you how I did mine last week if that helps!”

    ### Directions

    In this journal assignment, you'll analyze a workplace scenario involving two contrasting pieces of feedback delivered via a digital communication platform.

    Specifically, you must address the following rubric criteria:

    1. Discuss how you might react to the type and tone of each feedback message. Include the following:

    1. What do you notice about the tone of each person’s feedback?
    2. How do you think you might respond if you were given this type of feedback?
    2. Explain which feedback inspires a growth mindset and why.
    3. Explain which feedback might reinforce a fixed mindset and why.
    4. Develop a practical strategy for maintaining a growth mindset when engaging with feedback. Consider the following:

    1. You may include communication tips, emotional regulation tactics, or feedback-seeking behavior.
    5. Reflect on a time you received feedback. This can be any type of feedback and is not limited to feedback you’ve received in school. Include the following:

    1. What made the feedback effective or ineffective?

    ### What to Submit

    Submit your journal assignment as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

    Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2-5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

    ### Module Four Journal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Type and Tone | Discusses how they might react to the type and tone of each feedback message, including what they notice about each example of feedback, and how they might respond to each example of feedback | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing how they might react to the type of feedback, discussing how they might react to the tone of feedback, describing what they notice about each example of feedback, or describing how they might respond to each example of feedback | Does not attempt criterion | 18 |
    | A Growth Mindset | Explains which feedback inspires a growth mindset and why | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining which feedback from the scenario inspires a growth mindset or explaining why that feedback inspires a growth mindset | Does not attempt criterion | 18 |
    | A Fixed Mindset | Explains which feedback might reinforce a fixed mindset and why | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining which feedback from the scenario might reinforce a fixed mindset or explaining why that feedback reinforces a fixed mindset | Does not attempt criterion | 18 |
    | Practical Strategy | Develops a practical strategy for maintaining a growth mindset when engaging with feedback | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include developing a practical strategy for maintaining a growth mindset when engaging with feedback | Does not attempt criterion | 18 |
    | Received Feedback | Reflects on a time they received feedback, including what made the feedback effective or ineffective | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include reflecting on a time they received feedback or what made the feedback effective or ineffective | Does not attempt criterion | 18 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

    **## ModuleFourActivityGuidelinesandRubric.html.zip**

    ## Module Four Activity Guidelines and Rubric.html

    ## IDS 104 Module Four Activity Guidelines and Rubric

    ### Overview

    Life is filled with transitions—new academic programs, changing jobs, or shifting personal responsibilities. Whether you’re managing a move, starting a new semester, or adjusting to a new job, learning to adapt your goals thoughtfully will help you navigate life’s twists with greater confidence and clarity. During these periods of change, setting rigid goals can sometimes create pressure and disappointment. This assignment invites you to explore an alternative: flexible goal setting. You will map out a set of adaptable goals that evolve with your experiences and discuss how you can support yourself through change using thoughtful, reflective strategies.

    ### Directions

    In this activity, you will create a Flexible Goal Map based on a real-life change using the template provided in the What to Submit section. You’ll outline at least two flexible goals relevant to your change and respond to reflection prompts that guide how you will adjust your goals over time. This process will help you develop skills in self-awareness, growth mindset, and adaptability—skills critical for personal, academic, and professional success.

    Specifically, you must address the following rubric criteria:

    1. Identify a personal, academic, or professional change you’ve experienced or are currently facing.

    1. As a reminder, this change will be the foundation for your flexible goals.
    2. Outline at least two goals that support the change you have identified. Consider the following as you draft your goals:

    1. Can this goal change based on new information or experiences?
    2. Does this goal encourage trying or improving rather than achieving a specific result?
    3. Is it written using process-focused, growth-oriented language?
    4. Will I revisit this goal and potentially revise it?
    5. Does it reflect something real that I am experiencing?
    3. Describe what makes each goal flexible. Consider the following:

    1. What tools or habits can help you remain open-minded?
    4. Discuss one example of an obstacle that might require you to be flexible. Include the following:

    1. What obstacles can you predict might impact you achieving your goal?
    2. How would you adjust your goal based on the situation you described?
    5. Reflect on how you might monitor progress on your goals. Include the following:

    1. What signs might tell you it might be time to pivot your goal?
    2. What signs might tell you that you have accomplished the goal?

    ### What to Submit

    Using the
    [Module Four Activity Template](https://www.sweetstudy.com/questions/Course%20Documents/IDS%20104%20Module%20Four%20Activity%20Template.docx?isCourseFile=true), create a flexible goal map and submit it for grading.

    ### Module Four Activity Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Change | Identifies a personal, academic, or professional change they’ve experienced or are currently facing | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying a personal, academic, or professional change that is appropriate to be the foundation of the flexible goals | Does not attempt criterion | 18 |
    | Goals | Outlines at least two goals that support the change identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include outlining goals that specifically support the change identified | Does not attempt criterion | 18 |
    | What Makes Each Goal Flexible | Describes what makes each goal flexible | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing what makes each goal outlined flexible | Does not attempt criterion | 18 |
    | Obstacle | Discusses one example of an obstacle that might require them to be flexible, including predicting obstacles that might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing an example of an obstacle that might require flexibility, predicting obstacles that might impact achieving the goal, or might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Does not attempt criterion | 18 |
    | Monitor Progress | Reflects on how they might monitor progress without being rigid, including signs it might be time to pivot their goal and signs that they have accomplished the goal | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include reflecting on how they might monitor their progress without being rigid, identifying signs that indicate it might be time to pivot the goal, or identifying signs that indicate that the goal has been accomplished | Does not attempt criterion | 18 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

    ## Course Documents/IDS 104 Module Four Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/ids-104-module-4)

    ## IDS 104 Module Four Activity Template

    Please reference the Module Four Activity Guidelines and Rubric as you complete this template.

    [
    **Note:** To complete this template, replace the bracketed text with your own content. Remove this note before you submit your paper.]

    1. Identify a personal, academic, or professional
    **change** you’ve experienced or are currently facing.

    A. As a reminder, this change will be the foundation for your flexible goals.

    [Insert text here]

    2. Outline at least two
    **goals** that support the change you have identified. Consider the following as you draft your goals:

    A. Can this goal change based on new information or experiences?

    B. Does this goal encourage trying or improving rather than achieving a specific result?

    C. Is it written using process-focused, growth-oriented language?

    D. Will I revisit this goal and potentially revise it?

    E. Does it reflect something real that I am experiencing?

    [Insert text here]

    3. Describe what
    **makes each goal flexible**. Consider the following:

    A. What tools or habits can help you remain open-minded?

    [Insert text here]

    4. Discuss one example of an
    **obstacle** that might require you to be flexible. Include the following:

    A. What obstacles can you predict might impact you achieving your goal?

    B. How would you adjust your goal based on the situation you described?

    [Insert text here]

    5. Reflect on how you might
    **monitor progress** on your goals. Include the following:

    A. What signs might tell you it might be time to pivot your goal?

    B. What signs might tell you that you have accomplished the goal?

    [Insert text here]

    ## image1.png

    ## image2.svg

    **UnitResourcesInsertUnitTitle8.html.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitresourcesinsertunittitle8-html-zip)

    – 1
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    SEE ATTACHMENTS – ## UnitResourcesInsertUnitTitle8.html1.zip – ## ModuleFourProjectDraftGuidelinesandRubric.html.zip **## UnitResourcesInsertUnitTitle8.html1.zip** ## Unit Resources [Insert Unit Title]8.html ## Introduction The resources in this module explore how the humanities influence the deve…

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    Assignment Prompt & Instructions

    SEE ATTACHMENTS

    – ## UnitResourcesInsertUnitTitle8.html1.zip

    – ## ModuleFourProjectDraftGuidelinesandRubric.html.zip

    **## UnitResourcesInsertUnitTitle8.html1.zip**

    ## Unit Resources [Insert Unit Title]8.html

    ## Introduction

    The resources in this module explore how the humanities influence the development of empathy.

    | | |
    | — | — |
    | ![](https://www.sweetstudy.com/shared/HTML-Template-Library/GC%20Core%20Paced/assets/img/icons_snhu/icon_required.png) | Required Resources |

    Reading:
    [Catching Feelings for a Triceratops: How Live Theater in Museums Evokes Empathy in Visitors](https://go.openathens.net/redirector/snhu.edu?url=https%3A%2F%2Fadvance.lexis.com%2Fapi%2Fpermalink%2F1ad60200-8cfb-4e5c-85f1-6cfa4a744833%2F%3Fcontext%3D1519360%26identityprofileid%3D54Q9Q854566)
    This resource demonstrates how a live performance can transform an audience and help them empathize with the characters on the stage. This resource will help you complete your project. As you read, consider the following:

    – How can feelings of empathy help increase our intellectual curiosity?
    – In what ways does the artist’s creation—that is, the life-sized puppet—impact the audience’s experience and their ability to empathize with the character?

    Reading:
    [Arts and Humanities as Catalysts for a Culture of Empathy](https://humanitiesartsandsociety.org/magazine/taking-care/)
    This resource, written from the viewpoint of the artist, will explain how art can enhance empathy and create a more caring society. This resource will help you complete your project.

    As you read, consider the following:

    – What is the artist’s role in society?
    – How can an artist influence how we view social issues?

    Reading:
    [Art and Empathy: Four Thought Leaders Explain the Connection](https://new.artsmia.org/stories/art-and-empathy-four-thought-leaders-explain-the-connection)
    This resource will provide you with four diverse perspectives on how empathy is important in various career paths and how the arts can help people develop more empathy. This resource will help you complete your project. As you read, consider the following:

    – In what ways have your ideas about empathy and its importance expanded?
    – Can you think of any specific instances when you experienced a creative work such as a play, painting, or film and developed empathy for the characters portrayed?

    Video:
    [Bring Positivity and Happiness in Life Through Dance | Stuti Aga | TEDxBasel](https://www.youtube.com/watch?v=k6-5CQwHA_g) (8:24)
    This TEDx Talks video, which you will use to help you complete this module’s discussion and project draft, explores how the performing arts can enhance your ability to empathize with others. This resource will help you complete your project. As you view, consider these questions:

    – How does the speaker use dance to process and express emotion? How do those emotions help us better understand people who have different backgrounds from us through empathy?
    – How does Aga’s story help to understand how to empathize with a dancer when they are onstage?
    – Did you dance with her? Why, or why not? What did you learn about yourself and Indian dance by participating?

    A video transcript is available:
    [Transcript for Bring Positivity and Happiness](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Transcript%20for%20Bring%20Positivity%20and%20Happiness.docx?isCourseFile=true).

    Video:
    [Writing Tip: Subjective vs Objective Language](https://www.youtube.com/watch?v=YDFkFcmnJ7g) (2:37)
    As we write about the arts, we often use both objective and subjective language. This video examines when to use both kinds of writing and how it helps to communicate ideas clearly. As you view, consider these questions:

    – Which kind of writing do you tend to use as you’ve written about creative works in this term?
    – How could you add more objective and subjective writing to your work to strengthen your ideas?

    ## course_documents/HUM 102 Transcript for Bring Positivity and Happiness.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/hum-102-module-4)

    ## **HUM 102 Transcript for Bring Positivity and Happiness**

    [00:00:09.440] STUTI AGA: Hi, I’m Stuti Aga, and I’m a passionate dancer. I’ve trained and trained for ten years in Bharatanatyam and Indian classical dance form, while also pursuing my degree in computer engineering. Hardly did I realise the profound significance of professional training and love for dance until I relocated to Switzerland at the age of 24, after getting married.

    [00:00:35.880] Well, where I found myself completely alone, cut off from my family, friends, and a crazy bustle of 20 million people of Mumbai, my home. The online world is no substitute to the real life. It was through dance that I forged connections and cultivated a community. Rather than feeling like a lonely outsider, my students and my co-dancers became my community, and the entire country, my performance stage.

    [00:01:10.920] Today, I joyously impart my passion for dance to others through regular classes, workshops, performances, and events. And I do so along with my job in I-T and having two lovely young kids. Three if you consider my husband, who do not seem to find anything in the house. [AUDIENCE LAUGHING] Dance allowed me to connect with my body on a deeper level, promoting mindfulness and self-awareness.

    [00:01:40.800] As we move to the rhythm of music, we become attuned to it and we forget all the worries around us and reach a state of peace and positivity. There’s a very important aspect that I would like to highlight, which is about dance, which often gets unnoticed, which is the profound emotional release it provides. Think about it. When we hold on to our thoughts and feelings, we become, they multiply within us, and burdening our hearts and our minds.

    [00:02:16.470] But when we speak out, when we express ourselves, a sense of relief washes us over. For example, one day I had a depressing day at work because of some tiffs with the coworkers. That day, I was practicing “Ghoomar”, an Indian folk dance style from Rajasthan. This is in particular performed only by women, and the lyrics often talk of sharing the daily pains of the household and overcoming them.

    [00:02:45.790] Whether you are a city professional or a housewife in a village, sharing in that catharsis leads to an emotional unburdening. A similar thing happened when I was feeling stressed out by my family life. As you know, I have two, three. So I was feeling stressed out by my family life and I felt I have no more energy and strength to manage all the balls up in my air, in the air. And then we were energized by dancing “Garba” from Gujarat, dedicated to the power of the goddess, reminding ourselves of the divine feminine power to manage it all through.

    [00:03:29.630] Even now, every week, I look forward to my Tuesday evenings to energize myself for the entire week. So let us all remember the power of dance, not just as a form of entertainment, but as a means of emotional liberation. I have, over the last 14 years in Switzerland, danced and embraced this transformative journey with many groups of 5 to 500 people.

    [00:04:02.990] And some of you may have here already joined me there. But today, I would like to travel on this journey of emotional relief with you all through Bollywood music. So let’s begin. May I request you all to give a minute to realize what is your state of being at the moment? Think about what you feel at this very moment. Some of you are relaxed. Some of you are exhausted. Some of you are inspired.

    [00:04:38.870] Now, may I request you all to stand up where you are? What we will do now is I’ll play a Bollywood song called “Gallan Goodiyaan,” and that means sweet talk. And we will all move together to the music. What is this song tell us about? This song narrates about a community gathering where one person comes and says I will dance to the beat.

    [00:05:09.390]

    STUTI AGA: You sway to the rhythm and we will together create a colorful and fun atmosphere that everyone joins us and dances with us, and goes crazy. [STUTI AGA and AUDIENCE LAUGHING] My heart is feeling so joyed, and happy at this moment that I can bring the moon and the stars to the ground. You know, Bollywood music is poetic, yeah? And at last it says, my heart goes “dhak dhak.” My bangles goes jingle, jingle. We all dance here tonight, and we create a sweet memory. Ready?

    AUDIENCE: Yes.

    STUTI AGA: Yes.

    [00:06:00.470] [<GALLAN GOODIYAAN> BY <SHANKAR-EHSAAN-LOY> IS PLAYING]

    STUTI AGA: [SINGING ALONG THE MUSIC TRACK]

    [00:07:24.460] STUTI AGA: [LAUGHING] Ohh my god. [AUDIENCE APPLAUDING] Please sit. I need not ask, but I would still like to ask. How do you feel? Do you feel more happy and more joyful? [AUDIENCE CHEERING] Thank you all for energizing me and joining me in this journey where dance can transform your emotions into positivity and embrace happiness, no matter where and when. Thank you. [AUDIENCE APPLAUDING]

    **image1.png**

    **## ModuleFourProjectDraftGuidelinesandRubric.html.zip**

    ## Module Four Project Draft Guidelines and Rubric.html

    ## HUM 102 Module Four Project Draft Guidelines and Rubric

    ### Overview

    As we have seen throughout this course, creative works allow us to make sense of our own identities as well as the world around us. They can serve as an entry point for understanding complicated topics. For this assignment, you will analyze the two creative works you have chosen that represent your project topic. You will describe how diverse perspectives represented in the works add value and how the humanities shape the relationship between self and society regarding your topic.

    You will also be revisiting the idea of biases and assumptions that you worked on in the Module Three Short Answer Assignment. This time, rather than thinking about your own biases and assumptions, you’ll be thinking about the biases and assumptions that the creator brings into the work.

    Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.

    The Project Resources webpage is also linked in the Supporting Materials section below. You selected your creative works from this list in Module Two; however, you may find it helpful to review the list of works.

    ### Directions

    You will continue to use the Project Template that you began in Module Two for this assignment. For your Module Two project proposal, you drafted the first two components of Part One of your project on questions 1 and 2 of the template. Now, for this assignment, you will draft the rest of Part One along with all of Part Two of the template.

    Specifically, you must address the following:

    #### Part One: Choose the Creative Works

    In this section, you will use the two creative works you chose for the Module Two project proposal to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:

    1. Already drafted in your Module Two project proposal.
    2. Already drafted in your Module Two project proposal.
    3. Value of the Diverse Perspectives: Describe the value of the diverse perspectives demonstrated in the chosen creative works.

    1. What are examples of diverse perspectives represented in the creative works?
    2. What do these diverse perspectives add to the work?

    – Biases and Assumptions: Describe potential biases and assumptions present in the creative works in relation to the topic.

    1. In what ways does the work challenge the audience’s assumptions or provoke deeper reflection about the cultural issue it addresses?
    2. How does the work present multiple perspectives, contradictions, or ambiguities that invite interpretation and discussion?

    #### Part Two: Self and Society

    In this section, you will use the two creative works you chose to demonstrate how the humanities shape the relationship between self and society regarding your topic. Address the following criteria in Part Two:

    1. Create Meaning: Describe how the creative works create meaning surrounding the topic.

    1. How do the creative works help the audience to make sense of the topic?
    2. How do the creative works help the audience to make sense of society in relation to the topic?

    – Society’s Perception: Describe how the creative works have impacted society’s perception of the topic.
    – Different Groups: Describe how the creative works might be perceived by different groups of people.

    1. How might different generations or cultures perceive the creative works differently?

    – Development of Empathy: Explain how the creative works influence the development of empathy regarding the topic.

    1. How does the work invite the audience to see the world from another person’s perspective, especially someone with issues they may not have encountered personally?
    2. What specific emotions or experiences in your works help the audience feel a deeper connection to people or issues they might not have encountered personally?

    – Critical Thinking: Explain how the creative works encourage critical thinking regarding the topic.

    1. How do the works challenge an audience to more deeply consider their assumptions or examine their own cultural perspectives?
    2. How can you describe the artistic choices in the work, such as color in a visual work or the sound of the music in a song, in an objective way? How do your personal reactions to those choices add a subjective layer to your analysis?

    ### What to Submit

    Use the Project Template to create your Project Draft and submit Part One and Part Two for grading. You must cite your chosen creative works. If other sources are used, follow APA guidelines for citations both throughout and at the end of your paper. Keep in mind that for your completed project, you will need to cite two creative works that you chose as well as at least two resources used to research your topic (mental health, diversity, or activism). This submission includes creative works and resources provided in the Project Resources.

    Although Brightspace allows the addition of video notes in assignment submissions, you may not use the Video Note tool to complete this assignment.

    ### Supporting Materials

    The following resources will support your work on this assignment:

    Reading:
    [Project Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132306)
    This resource provides an overview of the project along with specific criteria you must address.

    Reading:
    [Project Resources](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132307)
    This resource contains a list of creative works as well as resources for each of the three topics (mental health, diversity, and activism).

    ### Module Four Project Draft Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Value of Diverse Perspectives | Describes the value of diverse perspectives demonstrated in the chosen creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing diverse perspectives demonstrated in the chosen works or providing more detail on how these diverse perspectives add value to the works | Does not attempt criterion | 14 |
    | Biases and Assumptions | Describes potential biases and assumptions present in the creative works in relation to the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying biases and assumptions or providing more information about the biases present in relation to the topic | Does not attempt criterion | 14 |
    | Create Meaning | Describes how the creative works create meaning surrounding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how the creative works help the audience make sense of the topic and describing the kind of message the creative work sends about the topic | Does not attempt criterion | 12.4 |
    | Society's Perception | Describes how the creative works have impacted society's perception of the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on the impact the creative work has on society's perception of the topic | Does not attempt criterion | 12.4 |
    | Different Groups | Describes how the creative works might be perceived by different groups of people | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on perspectives of different generations/cultures | Does not attempt criterion | 12.4 |
    | Development of Empathy | Explains how the creative works influence the development of empathy regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining why the creative works do or do not influence the development of empathy | Does not attempt criterion | 12.4 |
    | Critical Thinking | Explains how the creative works encourage critical thinking regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on how the creative works encourage critical thinking regarding the topic | Does not attempt criterion | 12.4 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    **## ModuleFourProjectDraftGuidelinesandRubric.html.zip**

    ## Module Four Project Draft Guidelines and Rubric.html

    ## HUM 102 Module Four Project Draft Guidelines and Rubric

    ### Overview

    As we have seen throughout this course, creative works allow us to make sense of our own identities as well as the world around us. They can serve as an entry point for understanding complicated topics. For this assignment, you will analyze the two creative works you have chosen that represent your project topic. You will describe how diverse perspectives represented in the works add value and how the humanities shape the relationship between self and society regarding your topic.

    You will also be revisiting the idea of biases and assumptions that you worked on in the Module Three Short Answer Assignment. This time, rather than thinking about your own biases and assumptions, you’ll be thinking about the biases and assumptions that the creator brings into the work.

    Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.

    The Project Resources webpage is also linked in the Supporting Materials section below. You selected your creative works from this list in Module Two; however, you may find it helpful to review the list of works.

    ### Directions

    You will continue to use the Project Template that you began in Module Two for this assignment. For your Module Two project proposal, you drafted the first two components of Part One of your project on questions 1 and 2 of the template. Now, for this assignment, you will draft the rest of Part One along with all of Part Two of the template.

    Specifically, you must address the following:

    #### Part One: Choose the Creative Works

    In this section, you will use the two creative works you chose for the Module Two project proposal to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:

    1. Already drafted in your Module Two project proposal.
    2. Already drafted in your Module Two project proposal.
    3. Value of the Diverse Perspectives: Describe the value of the diverse perspectives demonstrated in the chosen creative works.

    1. What are examples of diverse perspectives represented in the creative works?
    2. What do these diverse perspectives add to the work?

    – Biases and Assumptions: Describe potential biases and assumptions present in the creative works in relation to the topic.

    1. In what ways does the work challenge the audience’s assumptions or provoke deeper reflection about the cultural issue it addresses?
    2. How does the work present multiple perspectives, contradictions, or ambiguities that invite interpretation and discussion?

    #### Part Two: Self and Society

    In this section, you will use the two creative works you chose to demonstrate how the humanities shape the relationship between self and society regarding your topic. Address the following criteria in Part Two:

    1. Create Meaning: Describe how the creative works create meaning surrounding the topic.

    1. How do the creative works help the audience to make sense of the topic?
    2. How do the creative works help the audience to make sense of society in relation to the topic?

    – Society’s Perception: Describe how the creative works have impacted society’s perception of the topic.
    – Different Groups: Describe how the creative works might be perceived by different groups of people.

    1. How might different generations or cultures perceive the creative works differently?

    – Development of Empathy: Explain how the creative works influence the development of empathy regarding the topic.

    1. How does the work invite the audience to see the world from another person’s perspective, especially someone with issues they may not have encountered personally?
    2. What specific emotions or experiences in your works help the audience feel a deeper connection to people or issues they might not have encountered personally?

    – Critical Thinking: Explain how the creative works encourage critical thinking regarding the topic.

    1. How do the works challenge an audience to more deeply consider their assumptions or examine their own cultural perspectives?
    2. How can you describe the artistic choices in the work, such as color in a visual work or the sound of the music in a song, in an objective way? How do your personal reactions to those choices add a subjective layer to your analysis?

    ### What to Submit

    Use the Project Template to create your Project Draft and submit Part One and Part Two for grading. You must cite your chosen creative works. If other sources are used, follow APA guidelines for citations both throughout and at the end of your paper. Keep in mind that for your completed project, you will need to cite two creative works that you chose as well as at least two resources used to research your topic (mental health, diversity, or activism). This submission includes creative works and resources provided in the Project Resources.

    Although Brightspace allows the addition of video notes in assignment submissions, you may not use the Video Note tool to complete this assignment.

    ### Supporting Materials

    The following resources will support your work on this assignment:

    Reading:
    [Project Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132306)
    This resource provides an overview of the project along with specific criteria you must address.

    Reading:
    [Project Resources](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132307)
    This resource contains a list of creative works as well as resources for each of the three topics (mental health, diversity, and activism).

    ### Module Four Project Draft Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Value of Diverse Perspectives | Describes the value of diverse perspectives demonstrated in the chosen creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing diverse perspectives demonstrated in the chosen works or providing more detail on how these diverse perspectives add value to the works | Does not attempt criterion | 14 |
    | Biases and Assumptions | Describes potential biases and assumptions present in the creative works in relation to the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying biases and assumptions or providing more information about the biases present in relation to the topic | Does not attempt criterion | 14 |
    | Create Meaning | Describes how the creative works create meaning surrounding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how the creative works help the audience make sense of the topic and describing the kind of message the creative work sends about the topic | Does not attempt criterion | 12.4 |
    | Society's Perception | Describes how the creative works have impacted society's perception of the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on the impact the creative work has on society's perception of the topic | Does not attempt criterion | 12.4 |
    | Different Groups | Describes how the creative works might be perceived by different groups of people | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on perspectives of different generations/cultures | Does not attempt criterion | 12.4 |
    | Development of Empathy | Explains how the creative works influence the development of empathy regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining why the creative works do or do not influence the development of empathy | Does not attempt criterion | 12.4 |
    | Critical Thinking | Explains how the creative works encourage critical thinking regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on how the creative works encourage critical thinking regarding the topic | Does not attempt criterion | 12.4 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    **## UnitResourcesInsertUnitTitle8.html1.zip**

    ## Unit Resources [Insert Unit Title]8.html

    ## Introduction

    The resources in this module explore how the humanities influence the development of empathy.

    | | |
    | — | — |
    | ![](https://www.sweetstudy.com/shared/HTML-Template-Library/GC%20Core%20Paced/assets/img/icons_snhu/icon_required.png) | Required Resources |

    Reading:
    [Catching Feelings for a Triceratops: How Live Theater in Museums Evokes Empathy in Visitors](https://go.openathens.net/redirector/snhu.edu?url=https%3A%2F%2Fadvance.lexis.com%2Fapi%2Fpermalink%2F1ad60200-8cfb-4e5c-85f1-6cfa4a744833%2F%3Fcontext%3D1519360%26identityprofileid%3D54Q9Q854566)
    This resource demonstrates how a live performance can transform an audience and help them empathize with the characters on the stage. This resource will help you complete your project. As you read, consider the following:

    – How can feelings of empathy help increase our intellectual curiosity?
    – In what ways does the artist’s creation—that is, the life-sized puppet—impact the audience’s experience and their ability to empathize with the character?

    Reading:
    [Arts and Humanities as Catalysts for a Culture of Empathy](https://humanitiesartsandsociety.org/magazine/taking-care/)
    This resource, written from the viewpoint of the artist, will explain how art can enhance empathy and create a more caring society. This resource will help you complete your project.

    As you read, consider the following:

    – What is the artist’s role in society?
    – How can an artist influence how we view social issues?

    Reading:
    [Art and Empathy: Four Thought Leaders Explain the Connection](https://new.artsmia.org/stories/art-and-empathy-four-thought-leaders-explain-the-connection)
    This resource will provide you with four diverse perspectives on how empathy is important in various career paths and how the arts can help people develop more empathy. This resource will help you complete your project. As you read, consider the following:

    – In what ways have your ideas about empathy and its importance expanded?
    – Can you think of any specific instances when you experienced a creative work such as a play, painting, or film and developed empathy for the characters portrayed?

    Video:
    [Bring Positivity and Happiness in Life Through Dance | Stuti Aga | TEDxBasel](https://www.youtube.com/watch?v=k6-5CQwHA_g) (8:24)
    This TEDx Talks video, which you will use to help you complete this module’s discussion and project draft, explores how the performing arts can enhance your ability to empathize with others. This resource will help you complete your project. As you view, consider these questions:

    – How does the speaker use dance to process and express emotion? How do those emotions help us better understand people who have different backgrounds from us through empathy?
    – How does Aga’s story help to understand how to empathize with a dancer when they are onstage?
    – Did you dance with her? Why, or why not? What did you learn about yourself and Indian dance by participating?

    A video transcript is available:
    [Transcript for Bring Positivity and Happiness](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Transcript%20for%20Bring%20Positivity%20and%20Happiness.docx?isCourseFile=true).

    Video:
    [Writing Tip: Subjective vs Objective Language](https://www.youtube.com/watch?v=YDFkFcmnJ7g) (2:37)
    As we write about the arts, we often use both objective and subjective language. This video examines when to use both kinds of writing and how it helps to communicate ideas clearly. As you view, consider these questions:

    – Which kind of writing do you tend to use as you’ve written about creative works in this term?
    – How could you add more objective and subjective writing to your work to strengthen your ideas?

    ## course_documents/HUM 102 Transcript for Bring Positivity and Happiness.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/hum-102-module-4)

    ## **HUM 102 Transcript for Bring Positivity and Happiness**

    [00:00:09.440] STUTI AGA: Hi, I’m Stuti Aga, and I’m a passionate dancer. I’ve trained and trained for ten years in Bharatanatyam and Indian classical dance form, while also pursuing my degree in computer engineering. Hardly did I realise the profound significance of professional training and love for dance until I relocated to Switzerland at the age of 24, after getting married.

    [00:00:35.880] Well, where I found myself completely alone, cut off from my family, friends, and a crazy bustle of 20 million people of Mumbai, my home. The online world is no substitute to the real life. It was through dance that I forged connections and cultivated a community. Rather than feeling like a lonely outsider, my students and my co-dancers became my community, and the entire country, my performance stage.

    [00:01:10.920] Today, I joyously impart my passion for dance to others through regular classes, workshops, performances, and events. And I do so along with my job in I-T and having two lovely young kids. Three if you consider my husband, who do not seem to find anything in the house. [AUDIENCE LAUGHING] Dance allowed me to connect with my body on a deeper level, promoting mindfulness and self-awareness.

    [00:01:40.800] As we move to the rhythm of music, we become attuned to it and we forget all the worries around us and reach a state of peace and positivity. There’s a very important aspect that I would like to highlight, which is about dance, which often gets unnoticed, which is the profound emotional release it provides. Think about it. When we hold on to our thoughts and feelings, we become, they multiply within us, and burdening our hearts and our minds.

    [00:02:16.470] But when we speak out, when we express ourselves, a sense of relief washes us over. For example, one day I had a depressing day at work because of some tiffs with the coworkers. That day, I was practicing “Ghoomar”, an Indian folk dance style from Rajasthan. This is in particular performed only by women, and the lyrics often talk of sharing the daily pains of the household and overcoming them.

    [00:02:45.790] Whether you are a city professional or a housewife in a village, sharing in that catharsis leads to an emotional unburdening. A similar thing happened when I was feeling stressed out by my family life. As you know, I have two, three. So I was feeling stressed out by my family life and I felt I have no more energy and strength to manage all the balls up in my air, in the air. And then we were energized by dancing “Garba” from Gujarat, dedicated to the power of the goddess, reminding ourselves of the divine feminine power to manage it all through.

    [00:03:29.630] Even now, every week, I look forward to my Tuesday evenings to energize myself for the entire week. So let us all remember the power of dance, not just as a form of entertainment, but as a means of emotional liberation. I have, over the last 14 years in Switzerland, danced and embraced this transformative journey with many groups of 5 to 500 people.

    [00:04:02.990] And some of you may have here already joined me there. But today, I would like to travel on this journey of emotional relief with you all through Bollywood music. So let’s begin. May I request you all to give a minute to realize what is your state of being at the moment? Think about what you feel at this very moment. Some of you are relaxed. Some of you are exhausted. Some of you are inspired.

    [00:04:38.870] Now, may I request you all to stand up where you are? What we will do now is I’ll play a Bollywood song called “Gallan Goodiyaan,” and that means sweet talk. And we will all move together to the music. What is this song tell us about? This song narrates about a community gathering where one person comes and says I will dance to the beat.

    [00:05:09.390]

    STUTI AGA: You sway to the rhythm and we will together create a colorful and fun atmosphere that everyone joins us and dances with us, and goes crazy. [STUTI AGA and AUDIENCE LAUGHING] My heart is feeling so joyed, and happy at this moment that I can bring the moon and the stars to the ground. You know, Bollywood music is poetic, yeah? And at last it says, my heart goes “dhak dhak.” My bangles goes jingle, jingle. We all dance here tonight, and we create a sweet memory. Ready?

    AUDIENCE: Yes.

    STUTI AGA: Yes.

    [00:06:00.470] [<GALLAN GOODIYAAN> BY <SHANKAR-EHSAAN-LOY> IS PLAYING]

    STUTI AGA: [SINGING ALONG THE MUSIC TRACK]

    [00:07:24.460] STUTI AGA: [LAUGHING] Ohh my god. [AUDIENCE APPLAUDING] Please sit. I need not ask, but I would still like to ask. How do you feel? Do you feel more happy and more joyful? [AUDIENCE CHEERING] Thank you all for energizing me and joining me in this journey where dance can transform your emotions into positivity and embrace happiness, no matter where and when. Thank you. [AUDIENCE APPLAUDING]

    **image1.png**

    **## ModuleFourProjectDraftGuidelinesandRubric.html.zip**

    ## Module Four Project Draft Guidelines and Rubric.html

    ## HUM 102 Module Four Project Draft Guidelines and Rubric

    ### Overview

    As we have seen throughout this course, creative works allow us to make sense of our own identities as well as the world around us. They can serve as an entry point for understanding complicated topics. For this assignment, you will analyze the two creative works you have chosen that represent your project topic. You will describe how diverse perspectives represented in the works add value and how the humanities shape the relationship between self and society regarding your topic.

    You will also be revisiting the idea of biases and assumptions that you worked on in the Module Three Short Answer Assignment. This time, rather than thinking about your own biases and assumptions, you’ll be thinking about the biases and assumptions that the creator brings into the work.

    Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.

    The Project Resources webpage is also linked in the Supporting Materials section below. You selected your creative works from this list in Module Two; however, you may find it helpful to review the list of works.

    ### Directions

    You will continue to use the Project Template that you began in Module Two for this assignment. For your Module Two project proposal, you drafted the first two components of Part One of your project on questions 1 and 2 of the template. Now, for this assignment, you will draft the rest of Part One along with all of Part Two of the template.

    Specifically, you must address the following:

    #### Part One: Choose the Creative Works

    In this section, you will use the two creative works you chose for the Module Two project proposal to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:

    1. Already drafted in your Module Two project proposal.
    2. Already drafted in your Module Two project proposal.
    3. Value of the Diverse Perspectives: Describe the value of the diverse perspectives demonstrated in the chosen creative works.

    1. What are examples of diverse perspectives represented in the creative works?
    2. What do these diverse perspectives add to the work?

    – Biases and Assumptions: Describe potential biases and assumptions present in the creative works in relation to the topic.

    1. In what ways does the work challenge the audience’s assumptions or provoke deeper reflection about the cultural issue it addresses?
    2. How does the work present multiple perspectives, contradictions, or ambiguities that invite interpretation and discussion?

    #### Part Two: Self and Society

    In this section, you will use the two creative works you chose to demonstrate how the humanities shape the relationship between self and society regarding your topic. Address the following criteria in Part Two:

    1. Create Meaning: Describe how the creative works create meaning surrounding the topic.

    1. How do the creative works help the audience to make sense of the topic?
    2. How do the creative works help the audience to make sense of society in relation to the topic?

    – Society’s Perception: Describe how the creative works have impacted society’s perception of the topic.
    – Different Groups: Describe how the creative works might be perceived by different groups of people.

    1. How might different generations or cultures perceive the creative works differently?

    – Development of Empathy: Explain how the creative works influence the development of empathy regarding the topic.

    1. How does the work invite the audience to see the world from another person’s perspective, especially someone with issues they may not have encountered personally?
    2. What specific emotions or experiences in your works help the audience feel a deeper connection to people or issues they might not have encountered personally?

    – Critical Thinking: Explain how the creative works encourage critical thinking regarding the topic.

    1. How do the works challenge an audience to more deeply consider their assumptions or examine their own cultural perspectives?
    2. How can you describe the artistic choices in the work, such as color in a visual work or the sound of the music in a song, in an objective way? How do your personal reactions to those choices add a subjective layer to your analysis?

    ### What to Submit

    Use the Project Template to create your Project Draft and submit Part One and Part Two for grading. You must cite your chosen creative works. If other sources are used, follow APA guidelines for citations both throughout and at the end of your paper. Keep in mind that for your completed project, you will need to cite two creative works that you chose as well as at least two resources used to research your topic (mental health, diversity, or activism). This submission includes creative works and resources provided in the Project Resources.

    Although Brightspace allows the addition of video notes in assignment submissions, you may not use the Video Note tool to complete this assignment.

    ### Supporting Materials

    The following resources will support your work on this assignment:

    Reading:
    [Project Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132306)
    This resource provides an overview of the project along with specific criteria you must address.

    Reading:
    [Project Resources](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132307)
    This resource contains a list of creative works as well as resources for each of the three topics (mental health, diversity, and activism).

    ### Module Four Project Draft Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Value of Diverse Perspectives | Describes the value of diverse perspectives demonstrated in the chosen creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing diverse perspectives demonstrated in the chosen works or providing more detail on how these diverse perspectives add value to the works | Does not attempt criterion | 14 |
    | Biases and Assumptions | Describes potential biases and assumptions present in the creative works in relation to the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying biases and assumptions or providing more information about the biases present in relation to the topic | Does not attempt criterion | 14 |
    | Create Meaning | Describes how the creative works create meaning surrounding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how the creative works help the audience make sense of the topic and describing the kind of message the creative work sends about the topic | Does not attempt criterion | 12.4 |
    | Society's Perception | Describes how the creative works have impacted society's perception of the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on the impact the creative work has on society's perception of the topic | Does not attempt criterion | 12.4 |
    | Different Groups | Describes how the creative works might be perceived by different groups of people | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on perspectives of different generations/cultures | Does not attempt criterion | 12.4 |
    | Development of Empathy | Explains how the creative works influence the development of empathy regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining why the creative works do or do not influence the development of empathy | Does not attempt criterion | 12.4 |
    | Critical Thinking | Explains how the creative works encourage critical thinking regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on how the creative works encourage critical thinking regarding the topic | Does not attempt criterion | 12.4 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    **## UnitResourcesInsertUnitTitle8.html1.zip**

    ## Unit Resources [Insert Unit Title]8.html

    ## Introduction

    The resources in this module explore how the humanities influence the development of empathy.

    | | |
    | — | — |
    | ![](https://www.sweetstudy.com/shared/HTML-Template-Library/GC%20Core%20Paced/assets/img/icons_snhu/icon_required.png) | Required Resources |

    Reading:
    [Catching Feelings for a Triceratops: How Live Theater in Museums Evokes Empathy in Visitors](https://go.openathens.net/redirector/snhu.edu?url=https%3A%2F%2Fadvance.lexis.com%2Fapi%2Fpermalink%2F1ad60200-8cfb-4e5c-85f1-6cfa4a744833%2F%3Fcontext%3D1519360%26identityprofileid%3D54Q9Q854566)
    This resource demonstrates how a live performance can transform an audience and help them empathize with the characters on the stage. This resource will help you complete your project. As you read, consider the following:

    – How can feelings of empathy help increase our intellectual curiosity?
    – In what ways does the artist’s creation—that is, the life-sized puppet—impact the audience’s experience and their ability to empathize with the character?

    Reading:
    [Arts and Humanities as Catalysts for a Culture of Empathy](https://humanitiesartsandsociety.org/magazine/taking-care/)
    This resource, written from the viewpoint of the artist, will explain how art can enhance empathy and create a more caring society. This resource will help you complete your project.

    As you read, consider the following:

    – What is the artist’s role in society?
    – How can an artist influence how we view social issues?

    Reading:
    [Art and Empathy: Four Thought Leaders Explain the Connection](https://new.artsmia.org/stories/art-and-empathy-four-thought-leaders-explain-the-connection)
    This resource will provide you with four diverse perspectives on how empathy is important in various career paths and how the arts can help people develop more empathy. This resource will help you complete your project. As you read, consider the following:

    – In what ways have your ideas about empathy and its importance expanded?
    – Can you think of any specific instances when you experienced a creative work such as a play, painting, or film and developed empathy for the characters portrayed?

    Video:
    [Bring Positivity and Happiness in Life Through Dance | Stuti Aga | TEDxBasel](https://www.youtube.com/watch?v=k6-5CQwHA_g) (8:24)
    This TEDx Talks video, which you will use to help you complete this module’s discussion and project draft, explores how the performing arts can enhance your ability to empathize with others. This resource will help you complete your project. As you view, consider these questions:

    – How does the speaker use dance to process and express emotion? How do those emotions help us better understand people who have different backgrounds from us through empathy?
    – How does Aga’s story help to understand how to empathize with a dancer when they are onstage?
    – Did you dance with her? Why, or why not? What did you learn about yourself and Indian dance by participating?

    A video transcript is available:
    [Transcript for Bring Positivity and Happiness](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Transcript%20for%20Bring%20Positivity%20and%20Happiness.docx?isCourseFile=true).

    Video:
    [Writing Tip: Subjective vs Objective Language](https://www.youtube.com/watch?v=YDFkFcmnJ7g) (2:37)
    As we write about the arts, we often use both objective and subjective language. This video examines when to use both kinds of writing and how it helps to communicate ideas clearly. As you view, consider these questions:

    – Which kind of writing do you tend to use as you’ve written about creative works in this term?
    – How could you add more objective and subjective writing to your work to strengthen your ideas?

    ## course_documents/HUM 102 Transcript for Bring Positivity and Happiness.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/hum-102-module-4)

    ## **HUM 102 Transcript for Bring Positivity and Happiness**

    [00:00:09.440] STUTI AGA: Hi, I’m Stuti Aga, and I’m a passionate dancer. I’ve trained and trained for ten years in Bharatanatyam and Indian classical dance form, while also pursuing my degree in computer engineering. Hardly did I realise the profound significance of professional training and love for dance until I relocated to Switzerland at the age of 24, after getting married.

    [00:00:35.880] Well, where I found myself completely alone, cut off from my family, friends, and a crazy bustle of 20 million people of Mumbai, my home. The online world is no substitute to the real life. It was through dance that I forged connections and cultivated a community. Rather than feeling like a lonely outsider, my students and my co-dancers became my community, and the entire country, my performance stage.

    [00:01:10.920] Today, I joyously impart my passion for dance to others through regular classes, workshops, performances, and events. And I do so along with my job in I-T and having two lovely young kids. Three if you consider my husband, who do not seem to find anything in the house. [AUDIENCE LAUGHING] Dance allowed me to connect with my body on a deeper level, promoting mindfulness and self-awareness.

    [00:01:40.800] As we move to the rhythm of music, we become attuned to it and we forget all the worries around us and reach a state of peace and positivity. There’s a very important aspect that I would like to highlight, which is about dance, which often gets unnoticed, which is the profound emotional release it provides. Think about it. When we hold on to our thoughts and feelings, we become, they multiply within us, and burdening our hearts and our minds.

    [00:02:16.470] But when we speak out, when we express ourselves, a sense of relief washes us over. For example, one day I had a depressing day at work because of some tiffs with the coworkers. That day, I was practicing “Ghoomar”, an Indian folk dance style from Rajasthan. This is in particular performed only by women, and the lyrics often talk of sharing the daily pains of the household and overcoming them.

    [00:02:45.790] Whether you are a city professional or a housewife in a village, sharing in that catharsis leads to an emotional unburdening. A similar thing happened when I was feeling stressed out by my family life. As you know, I have two, three. So I was feeling stressed out by my family life and I felt I have no more energy and strength to manage all the balls up in my air, in the air. And then we were energized by dancing “Garba” from Gujarat, dedicated to the power of the goddess, reminding ourselves of the divine feminine power to manage it all through.

    [00:03:29.630] Even now, every week, I look forward to my Tuesday evenings to energize myself for the entire week. So let us all remember the power of dance, not just as a form of entertainment, but as a means of emotional liberation. I have, over the last 14 years in Switzerland, danced and embraced this transformative journey with many groups of 5 to 500 people.

    [00:04:02.990] And some of you may have here already joined me there. But today, I would like to travel on this journey of emotional relief with you all through Bollywood music. So let’s begin. May I request you all to give a minute to realize what is your state of being at the moment? Think about what you feel at this very moment. Some of you are relaxed. Some of you are exhausted. Some of you are inspired.

    [00:04:38.870] Now, may I request you all to stand up where you are? What we will do now is I’ll play a Bollywood song called “Gallan Goodiyaan,” and that means sweet talk. And we will all move together to the music. What is this song tell us about? This song narrates about a community gathering where one person comes and says I will dance to the beat.

    [00:05:09.390]

    STUTI AGA: You sway to the rhythm and we will together create a colorful and fun atmosphere that everyone joins us and dances with us, and goes crazy. [STUTI AGA and AUDIENCE LAUGHING] My heart is feeling so joyed, and happy at this moment that I can bring the moon and the stars to the ground. You know, Bollywood music is poetic, yeah? And at last it says, my heart goes “dhak dhak.” My bangles goes jingle, jingle. We all dance here tonight, and we create a sweet memory. Ready?

    AUDIENCE: Yes.

    STUTI AGA: Yes.

    [00:06:00.470] [<GALLAN GOODIYAAN> BY <SHANKAR-EHSAAN-LOY> IS PLAYING]

    STUTI AGA: [SINGING ALONG THE MUSIC TRACK]

    [00:07:24.460] STUTI AGA: [LAUGHING] Ohh my god. [AUDIENCE APPLAUDING] Please sit. I need not ask, but I would still like to ask. How do you feel? Do you feel more happy and more joyful? [AUDIENCE CHEERING] Thank you all for energizing me and joining me in this journey where dance can transform your emotions into positivity and embrace happiness, no matter where and when. Thank you. [AUDIENCE APPLAUDING]

    **image1.png**

    **## ModuleFourProjectDraftGuidelinesandRubric.html.zip**

    ## Module Four Project Draft Guidelines and Rubric.html

    ## HUM 102 Module Four Project Draft Guidelines and Rubric

    ### Overview

    As we have seen throughout this course, creative works allow us to make sense of our own identities as well as the world around us. They can serve as an entry point for understanding complicated topics. For this assignment, you will analyze the two creative works you have chosen that represent your project topic. You will describe how diverse perspectives represented in the works add value and how the humanities shape the relationship between self and society regarding your topic.

    You will also be revisiting the idea of biases and assumptions that you worked on in the Module Three Short Answer Assignment. This time, rather than thinking about your own biases and assumptions, you’ll be thinking about the biases and assumptions that the creator brings into the work.

    Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.

    The Project Resources webpage is also linked in the Supporting Materials section below. You selected your creative works from this list in Module Two; however, you may find it helpful to review the list of works.

    ### Directions

    You will continue to use the Project Template that you began in Module Two for this assignment. For your Module Two project proposal, you drafted the first two components of Part One of your project on questions 1 and 2 of the template. Now, for this assignment, you will draft the rest of Part One along with all of Part Two of the template.

    Specifically, you must address the following:

    #### Part One: Choose the Creative Works

    In this section, you will use the two creative works you chose for the Module Two project proposal to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:

    1. Already drafted in your Module Two project proposal.
    2. Already drafted in your Module Two project proposal.
    3. Value of the Diverse Perspectives: Describe the value of the diverse perspectives demonstrated in the chosen creative works.

    1. What are examples of diverse perspectives represented in the creative works?
    2. What do these diverse perspectives add to the work?

    – Biases and Assumptions: Describe potential biases and assumptions present in the creative works in relation to the topic.

    1. In what ways does the work challenge the audience’s assumptions or provoke deeper reflection about the cultural issue it addresses?
    2. How does the work present multiple perspectives, contradictions, or ambiguities that invite interpretation and discussion?

    #### Part Two: Self and Society

    In this section, you will use the two creative works you chose to demonstrate how the humanities shape the relationship between self and society regarding your topic. Address the following criteria in Part Two:

    1. Create Meaning: Describe how the creative works create meaning surrounding the topic.

    1. How do the creative works help the audience to make sense of the topic?
    2. How do the creative works help the audience to make sense of society in relation to the topic?

    – Society’s Perception: Describe how the creative works have impacted society’s perception of the topic.
    – Different Groups: Describe how the creative works might be perceived by different groups of people.

    1. How might different generations or cultures perceive the creative works differently?

    – Development of Empathy: Explain how the creative works influence the development of empathy regarding the topic.

    1. How does the work invite the audience to see the world from another person’s perspective, especially someone with issues they may not have encountered personally?
    2. What specific emotions or experiences in your works help the audience feel a deeper connection to people or issues they might not have encountered personally?

    – Critical Thinking: Explain how the creative works encourage critical thinking regarding the topic.

    1. How do the works challenge an audience to more deeply consider their assumptions or examine their own cultural perspectives?
    2. How can you describe the artistic choices in the work, such as color in a visual work or the sound of the music in a song, in an objective way? How do your personal reactions to those choices add a subjective layer to your analysis?

    ### What to Submit

    Use the Project Template to create your Project Draft and submit Part One and Part Two for grading. You must cite your chosen creative works. If other sources are used, follow APA guidelines for citations both throughout and at the end of your paper. Keep in mind that for your completed project, you will need to cite two creative works that you chose as well as at least two resources used to research your topic (mental health, diversity, or activism). This submission includes creative works and resources provided in the Project Resources.

    Although Brightspace allows the addition of video notes in assignment submissions, you may not use the Video Note tool to complete this assignment.

    ### Supporting Materials

    The following resources will support your work on this assignment:

    Reading:
    [Project Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132306)
    This resource provides an overview of the project along with specific criteria you must address.

    Reading:
    [Project Resources](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132307)
    This resource contains a list of creative works as well as resources for each of the three topics (mental health, diversity, and activism).

    ### Module Four Project Draft Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Value of Diverse Perspectives | Describes the value of diverse perspectives demonstrated in the chosen creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing diverse perspectives demonstrated in the chosen works or providing more detail on how these diverse perspectives add value to the works | Does not attempt criterion | 14 |
    | Biases and Assumptions | Describes potential biases and assumptions present in the creative works in relation to the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying biases and assumptions or providing more information about the biases present in relation to the topic | Does not attempt criterion | 14 |
    | Create Meaning | Describes how the creative works create meaning surrounding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how the creative works help the audience make sense of the topic and describing the kind of message the creative work sends about the topic | Does not attempt criterion | 12.4 |
    | Society's Perception | Describes how the creative works have impacted society's perception of the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on the impact the creative work has on society's perception of the topic | Does not attempt criterion | 12.4 |
    | Different Groups | Describes how the creative works might be perceived by different groups of people | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on perspectives of different generations/cultures | Does not attempt criterion | 12.4 |
    | Development of Empathy | Explains how the creative works influence the development of empathy regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining why the creative works do or do not influence the development of empathy | Does not attempt criterion | 12.4 |
    | Critical Thinking | Explains how the creative works encourage critical thinking regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on how the creative works encourage critical thinking regarding the topic | Does not attempt criterion | 12.4 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    – 1
    – 2

  • [Solved] Business Finance – Management week 2 assignment

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    need done by tommorow \ IMG_9244.png](https://www.sweetstudy.com/files/img-9244-png-10456777 "IMG_9244.png") \ IMG_9245.png](https://www.sweetstudy.com/files/img-9245-png-10456779 "IMG_9245.png")

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    need done by tommorow
    \
    IMG_9244.png](https://www.sweetstudy.com/files/img-9244-png-10456777 "IMG_9244.png")
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    IMG_9245.png](https://www.sweetstudy.com/files/img-9245-png-10456779 "IMG_9245.png")

  • [Solved] Firm

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    Because he expects earnings to continue rising sharply and looks for the stock price to follow suit, Mr. Duncan does not think it would be wise to issue new common stock at this time. On the other hand, interest rates are currently high by historical standards, and the firm’s B rating means that int…

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    Because he expects earnings to continue rising sharply and looks for the stock price to follow suit, Mr. Duncan does not think it would be wise to issue new common stock at this time. On the other hand, interest rates are currently high by historical standards, and the firm’s B rating means that interest payments on a new debt issue would be prohibitive. Thus, he has narrowed his choice of financing alternatives to (1) preferred stock, (2) bonds with warrants, or (3) convertible bonds.
    As Duncan’s assistant, you have been asked to help in the decision process by answering the following questions.
    1. How can knowledge of      call options help a financial manager to better understand warrants and      convertibles?
    2. Part 2: Create a slide      PowerPoint presentation in which you summarize your answers from the mini      case. Be sure to include graphs, charts, and trends as appropriate.

  • [Solved] Business Finance – Accounting Final Writing Assignment Private Letter Ruling

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    You represent “Ilicita Construction Co.” (“Client”) a Construction company with close to thirty (30) years of operating history. It was formed in Homestead, Florida in 1998 and builds medium to large residential and commercial buildings. The company started out with very limited earnings but now has…

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    You represent “Ilicita Construction Co.”  (“Client”) a Construction company with close to thirty (30) years of  operating history. It was formed in Homestead, Florida in 1998 and  builds medium to large residential and commercial buildings. The company  started out with very limited earnings but now has a top line of  $100,000,000. It has six (6) shareholders who are members of the same  family, three brothers and three sisters. The Company has been filing S  corporation returns Form 1120S since it’s first Form 1120S in 1999 for  TYE 1998. The Company was formed as a corporation in the State of  Florida on June 30, 1998 according to Sunbiz.org and the original  corporate filings there.
    The Company was selected for a random  Audit by the IRS in the summer of 2025. The IRS agent set an information  request which included a request for the original S Corporation  determination letter and the originally filed Form 2553, signed by all  of the shareholders.
    As the CPA, with primary authority for the  engagement, you ask the Vice-President of the Client to check for the  records in the Company’s corporate book or elsewhere for copies of the  requested information. In addition, you send request letters to the  Client’s prior Law Firm and CPA firm.
    The Corporate book, unfortunately is not  well documented. Your review of the book indicates that there are no  minutes and shares have never been properly issued or just aren’t  present in the corporate book.  The transfer records have not been  filled out.  Copies of the SS-4 and 2553 if any are not in the corporate  book.   None of the Corporate officers recalls or knows where these  records are or if they were originally issued.
    Each of the shareholders insists that  they signed and filed the Form 2553 shortly after formation. but no  shareholder or prior accountant had a copy of the original s Corp filing  or the approval letter from the IRS.  The IRS has no record of a 2553  being filed, but they did have the information on the SS-4 filed in 1998  that expressed a desire to be treated as an S corporation. Further,  Construction co has filed an S corporation return for each year of its  existence starting in 1999 and each shareholder has provided their  ratable share of tax attributes on Schedule E of their returns and has  included the income and paid tax on the amounts so reported,
    The two oldest male shareholders recently  completed some estate planning transactions and each created one or more  irrevocable trusts for which an ESBT election was required and made. It  is thought that the filing of the ESBT election may have triggered the  audit. That is unclear.
    In any event, you see that one of the  trusts, should have field a QSST rather than an ESBT Election. You need  to advise the Client that you need to change that.
    As a result of the foregoing history, you  are asked to request a private letter ruling in accordance with Revenue  Procedure 2013-30 – Relief for Late S Corporation Election. Requesting  that the IRS retroactively approve S corporation status for the entity.
    Please also pull IRM 21.7.4.4.4.11.2.1
    You begin to get slightly nervous about  the ruling request and Pull the appropriate Ruling request information  available on Rev. Proc. 2025-1.   I provided this to you in Modules and  Teams
    1. Your  first task is to draft the facts you will believe are required to  support a positive response from the IRS on your ruling request.
    _**Draft a Client letter requesting the facts from the Client**_.  The facts you need are those that the Rev Proc. IRM and general S  corporation filings require. Start by accessing  at least two AI sources  and CCH answer Connect from the library and looking up Relief for Late S  corporation elections.
    Use at least two AI sources to give you  any help with drafting a client letter.  Choose the one that in your  opinion is the best source and modify the letter into a format that  “you” believe expresses how you would want to communicate the requests  and potential solution to your client.
    1. Your second task is to  Convert the ESBT Election to a QSST election see Treas. Reg.  §1.1361-1(m) for one of the Trusts. Look this up on your preferred AI  and on CCH Answer Connect. It should give you support information.
    2. Using  Rev. Proc. 2025-1 and AI of your choosing as a guide, create the  template for the Private Letter Ruling you will write including the  required attachments.
    \
    Rev.Proc.2025-1.docx](https://www.sweetstudy.com/files/rev-proc-2025-1-docx "Rev.Proc.2025-1.docx")
    \
    TaxLawyerStyleManual.pdf](https://www.sweetstudy.com/files/taxlawyerstylemanual-pdf "TaxLawyerStyleManual.pdf")
    \
    RelieveforLateESBTElections.pdf](https://www.sweetstudy.com/files/relieveforlateesbtelections-pdf "RelieveforLateESBTElections.pdf")
    \
    USTC_Citation_and_Style_Manual_modified_2022.05.31.pdf](https://www.sweetstudy.com/files/ustc-citation-and-style-manual-modified-2022-05-31-pdf "USTC_Citation_and_Style_Manual_modified_2022.05.31.pdf")
    \
    PLRWritingAssignmentFall2025.pptx](https://www.sweetstudy.com/files/plrwritingassignmentfall2025-pptx "PLRWritingAssignmentFall2025.pptx")

  • [Solved] Business Finance – Management Business Finance – Management ASSIGNMENT (APA, NO PLAGARISM, GREAT WORK, ON TIME)

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    Tutor Discussion – ## 3respondweek3.docx **## 3respondweek3.docx** DD ( respond with no more than 200 words) For this analysis I used ChatGPT and Gemini to implement Porter’s five forces for General Dynamics (GD), one of the top US defense and aerospace contractor companies. Both these tools agree t…

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    Tutor Discussion

    – ## 3respondweek3.docx

    **## 3respondweek3.docx**

    DD ( respond with no more than 200 words)

    For this analysis I used ChatGPT and Gemini to implement Porter’s five forces for General Dynamics (GD), one of the top US defense and aerospace contractor companies. Both these tools agree that GD is a ”Ighly specialized, capital intense industry with few significant players, but their emphasis and precision were different.

    ChatGPT zeroed in on the structural aspects of the defense industry: high entry barriers, based on technology, regulation and capital requirements; small buyer base, dominated by the U.S. government and allied nations; and low threat of substitutes for many of GD’s core platforms. It characterized moderate supplier power induced by specialized parts and materials.

    Copilot gave more information about recent competitive dynamics, including the pressure from peers such as Lockheed Martin, Northrop Grumman and RTX. However, sometimes it overestimated the new entrant threat, which I adjusted for the fact that defense contracting involves security clearances, deep R&D capabilities and long procurement cycles.

    My finalized five forces assessment for General Dynamics is:

    Threat of New Entrants – Low: High capital, regulatory, and technological barriers to entry is difficult.

    Bargaining Power of Suppliers – Moderate Specialized suppliers have some power but GD’s scale gives it leverage.

    Bargaining Power of Buyers – High: A small number of powerful buyers (primarily governments) are able to demand performance, price concessions and strict contract terms.

    Threat of Substitutes – Low to Moderate Alternative platforms (e.g. cyber, space, unmanned system) can replace some legacy capability over a period of time.

    Competitive Rivalry – High: Due to small number of buyers and large size of buyers, high buyer power, small but capable rivals, and long-term contracts, the rivalry among the existing defense primes is high.

    All of that combined, strong buyer power, moderate supplier power, low new entrants, and limited substitutes comprise a concentrated, yet fiercely competitive industry in which a few firms are constantly in battle for large, long term contracts.

    YC( RESPOND NO MORE THAN 200 WORDS)

    Porter’s Five Forces framework examines the external competition within an industry. It looks at the things that affect strategy and profitability (Porter, 1979). Unlike SWOT, which studies both internal and external factors, this model focuses only on outside pressures.

    I used the free versions of Gemini and Copilot to make my analysis of Boeing, a big aerospace company that is having safety problems, supply chain problems, and tensions around the world. Gemini’s output showed that suppliers have a lot of power because they make specialized parts. On the other hand, new companies have a hard time getting started because they need a lot of money. It also talked about new alternatives like electric planes. Copilot looked at buyer power and competition, saying that airlines have some power through long-term contracts, but competition with Airbus is very strong. It also had information about defense contracts from 2025. Both tools talked about the problems with Boeing’s 737 MAX, but Gemini gave more numbers about market shares, while Copilot focused more on strategic solutions.

    Gemini’s report said that Boeing’s industry was an oligopoly. It said that the threat of new entrants was low because it costs between $15 and $32 billion to develop an airplane and takes a long time to get FAA approval. These barriers keep new players out, even though Chinese companies like COMAC are interested (Evaluating the external environment, n.d.). The power of suppliers was high because companies like GE Aviation control about 75% of the supply of engines. It can cost up to $15 million to switch suppliers for each engine. The buyer’s power was moderate to high because 62% of the market is made up of big airlines that can ask for discounts on planes that cost between $89 million and $442 million. There weren’t many options for large planes, so the threat of substitutes was low. However, this could change in the future with the use of hybrid technologies. There was a lot of competition because Airbus delivered 54.8% of the goods in 2023, while Boeing only delivered 45.2%. Gemini offered a mix of safety and stress. High barriers keep Boeing safe, but slow innovation could make it weaker.

    The results from Copilot also showed that there was a lot of competition. It did, however, say that Boeing’s defense division, which makes up 38% of its revenue, helps ease pressure in the commercial market. Boeing’s economies of scale and network of over 12,000 suppliers made it hard for new companies to come in. Supplier power was strong, but it was slightly lessened by long-term exclusive agreements that covered 37% of parts. This shows that dependency can make things more efficient, but it can also make things more risky. The airlines have a lot of power because they sign long contracts, but government deals like the $23.8 billion DOD contract take away some of that power. The risk of substitutes stayed low. Embraer’s regional jets (30.2% share) are not direct competitors, but Copilot said that tensions between the U.S. and China could make non-Western substitutes more popular. Copilot also talked about Boeing’s internal strengths, like how it spends 4.8% of its revenue on research and development, which helps it deal with problems from the outside (Evaluating the internal environment, n.d.).

    Combining the two analyses, Boeing’s Five Forces show that the industry has low profits but a lot of strategic tension. The threat of new competitors stays low because it costs $10–15 billion and takes 3–7 years to certify a new aircraft project. But state-backed companies like COMAC are slowly breaking this duopoly, which means that Boeing has to keep coming up with new ideas (Porter, 1979). Supplier power is still high because the top ten companies control 75% of parts, and it costs millions to switch suppliers. Boeing’s 22 joint projects, on the other hand, help balance this power by encouraging long-term cooperation. Airlines buy in bulk and haggle over prices, so buyer power is moderate to high. But defense contracts that last 15 to 20 years ease this stress. This shows that having a lot of customers can both give you more power in negotiations and make them loyal. The threat of substitutes is still low. There aren’t many real options for big jets, but Boeing’s $2.8 billion investment in electric and hybrid planes could make technology both a risk and an opportunity for the company’s long-term goals.

    These four forces work together to make the fifth one, competitive rivalry, by changing how hard the industry is (Evaluating the external environment, n.d.). Companies like Boeing and Airbus have to compete on both price and new ideas because strong suppliers and buyers cut into their profits. Low entry threats keep their duopoly safe, but when things go wrong, like with the 737 MAX, competition gets stronger. The low threat of substitutes keeps demand steady, but new technology still makes Boeing spend a lot of money on research and development. In short, these things keep the industry stable and make it competitive. To stay ahead, Boeing needs to use hybrid strategies that combine cost control with new ideas (Porter, 1979).

    Conclusion

    Boeing’s Five Forces show that the market is very competitive, suppliers and buyers have a lot of power, and there aren’t many threats from new competitors or substitutes. These conditions keep profits safe, but they also make things riskier when technology or politics change. Boeing needs to keep focusing on new ideas and making its products stand out if it wants to stay competitive. The model reminds leaders that they need to be aware of and flexible with their plans all the time, even in a stable duopoly.

    **## 3respondweek3.docx**

    DD ( respond with no more than 200 words)

    For this analysis I used ChatGPT and Gemini to implement Porter’s five forces for General Dynamics (GD), one of the top US defense and aerospace contractor companies. Both these tools agree that GD is a ”Ighly specialized, capital intense industry with few significant players, but their emphasis and precision were different.

    ChatGPT zeroed in on the structural aspects of the defense industry: high entry barriers, based on technology, regulation and capital requirements; small buyer base, dominated by the U.S. government and allied nations; and low threat of substitutes for many of GD’s core platforms. It characterized moderate supplier power induced by specialized parts and materials.

    Copilot gave more information about recent competitive dynamics, including the pressure from peers such as Lockheed Martin, Northrop Grumman and RTX. However, sometimes it overestimated the new entrant threat, which I adjusted for the fact that defense contracting involves security clearances, deep R&D capabilities and long procurement cycles.

    My finalized five forces assessment for General Dynamics is:

    Threat of New Entrants – Low: High capital, regulatory, and technological barriers to entry is difficult.

    Bargaining Power of Suppliers – Moderate Specialized suppliers have some power but GD’s scale gives it leverage.

    Bargaining Power of Buyers – High: A small number of powerful buyers (primarily governments) are able to demand performance, price concessions and strict contract terms.

    Threat of Substitutes – Low to Moderate Alternative platforms (e.g. cyber, space, unmanned system) can replace some legacy capability over a period of time.

    Competitive Rivalry – High: Due to small number of buyers and large size of buyers, high buyer power, small but capable rivals, and long-term contracts, the rivalry among the existing defense primes is high.

    All of that combined, strong buyer power, moderate supplier power, low new entrants, and limited substitutes comprise a concentrated, yet fiercely competitive industry in which a few firms are constantly in battle for large, long term contracts.

    YC( RESPOND NO MORE THAN 200 WORDS)

    Porter’s Five Forces framework examines the external competition within an industry. It looks at the things that affect strategy and profitability (Porter, 1979). Unlike SWOT, which studies both internal and external factors, this model focuses only on outside pressures.

    I used the free versions of Gemini and Copilot to make my analysis of Boeing, a big aerospace company that is having safety problems, supply chain problems, and tensions around the world. Gemini’s output showed that suppliers have a lot of power because they make specialized parts. On the other hand, new companies have a hard time getting started because they need a lot of money. It also talked about new alternatives like electric planes. Copilot looked at buyer power and competition, saying that airlines have some power through long-term contracts, but competition with Airbus is very strong. It also had information about defense contracts from 2025. Both tools talked about the problems with Boeing’s 737 MAX, but Gemini gave more numbers about market shares, while Copilot focused more on strategic solutions.

    Gemini’s report said that Boeing’s industry was an oligopoly. It said that the threat of new entrants was low because it costs between $15 and $32 billion to develop an airplane and takes a long time to get FAA approval. These barriers keep new players out, even though Chinese companies like COMAC are interested (Evaluating the external environment, n.d.). The power of suppliers was high because companies like GE Aviation control about 75% of the supply of engines. It can cost up to $15 million to switch suppliers for each engine. The buyer’s power was moderate to high because 62% of the market is made up of big airlines that can ask for discounts on planes that cost between $89 million and $442 million. There weren’t many options for large planes, so the threat of substitutes was low. However, this could change in the future with the use of hybrid technologies. There was a lot of competition because Airbus delivered 54.8% of the goods in 2023, while Boeing only delivered 45.2%. Gemini offered a mix of safety and stress. High barriers keep Boeing safe, but slow innovation could make it weaker.

    The results from Copilot also showed that there was a lot of competition. It did, however, say that Boeing’s defense division, which makes up 38% of its revenue, helps ease pressure in the commercial market. Boeing’s economies of scale and network of over 12,000 suppliers made it hard for new companies to come in. Supplier power was strong, but it was slightly lessened by long-term exclusive agreements that covered 37% of parts. This shows that dependency can make things more efficient, but it can also make things more risky. The airlines have a lot of power because they sign long contracts, but government deals like the $23.8 billion DOD contract take away some of that power. The risk of substitutes stayed low. Embraer’s regional jets (30.2% share) are not direct competitors, but Copilot said that tensions between the U.S. and China could make non-Western substitutes more popular. Copilot also talked about Boeing’s internal strengths, like how it spends 4.8% of its revenue on research and development, which helps it deal with problems from the outside (Evaluating the internal environment, n.d.).

    Combining the two analyses, Boeing’s Five Forces show that the industry has low profits but a lot of strategic tension. The threat of new competitors stays low because it costs $10–15 billion and takes 3–7 years to certify a new aircraft project. But state-backed companies like COMAC are slowly breaking this duopoly, which means that Boeing has to keep coming up with new ideas (Porter, 1979). Supplier power is still high because the top ten companies control 75% of parts, and it costs millions to switch suppliers. Boeing’s 22 joint projects, on the other hand, help balance this power by encouraging long-term cooperation. Airlines buy in bulk and haggle over prices, so buyer power is moderate to high. But defense contracts that last 15 to 20 years ease this stress. This shows that having a lot of customers can both give you more power in negotiations and make them loyal. The threat of substitutes is still low. There aren’t many real options for big jets, but Boeing’s $2.8 billion investment in electric and hybrid planes could make technology both a risk and an opportunity for the company’s long-term goals.

    These four forces work together to make the fifth one, competitive rivalry, by changing how hard the industry is (Evaluating the external environment, n.d.). Companies like Boeing and Airbus have to compete on both price and new ideas because strong suppliers and buyers cut into their profits. Low entry threats keep their duopoly safe, but when things go wrong, like with the 737 MAX, competition gets stronger. The low threat of substitutes keeps demand steady, but new technology still makes Boeing spend a lot of money on research and development. In short, these things keep the industry stable and make it competitive. To stay ahead, Boeing needs to use hybrid strategies that combine cost control with new ideas (Porter, 1979).

    Conclusion

    Boeing’s Five Forces show that the market is very competitive, suppliers and buyers have a lot of power, and there aren’t many threats from new competitors or substitutes. These conditions keep profits safe, but they also make things riskier when technology or politics change. Boeing needs to keep focusing on new ideas and making its products stand out if it wants to stay competitive. The model reminds leaders that they need to be aware of and flexible with their plans all the time, even in a stable duopoly.

  • [Solved] Organizational Case Study #1

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    ## The Case of Remote Workers Returning In the late winter of 2020 the global economy entered a period of forced transition, upheaval, and disarray as COVID-19 spread around the globe with no regard for national boundaries. On March 11, the World Health Organization declared the spread of the virus …

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    ## The Case of Remote Workers Returning
    In the late winter of 2020 the global economy entered a period of forced transition, upheaval, and disarray as COVID-19 spread around the globe with no regard for national boundaries.  On March 11, the World Health Organization declared the spread of the virus a global pandemic.[1]  In an effort to slow the spread and spare lives, quarantine measures were put in place with varying degrees of success and severity around the world.[2]  As this occurred, businesses of all types were shuttered to the public.  In most places, dining, entertainment, and personal services like hair nail salons, which were considered non-essential, were prohibited from opening their stores.[3][4]  Many businesses, mostly those employing white-collar workers, did their best to transition to remote work.  This practice was facilitated by a rise in new telecommunications technology, the demand for which created affordability and widespread acceptance of their use.[5]
    As the COVID-19 pandemic progressed through 2020, 2021, and into 2022 there were many attempts, measures, and strategies used to combat the pandemic including vaccines, masking, and social distancing.  Some businesses did not survive the turbulent times, others did, and some new forms of business emerged and thrived.[4][5]  As the years passed, and with the option of in-person work either prohibited or considered too risky, businesses and workers adapted to remote work.
    Though the pandemic forced this remote work on a scale not previously experienced, the practice of telecommuting (i.e., working from remote locations via the use of telecommunications technology) does not originate in the pandemic.  As the functionality and affordability of telecommunications technology increased in the 21st century, more and more companies began to expect workers to answer emails, take phone calls, and complete projects whether they were physically in the office or not.  This worked for and against the interest of employees in different ways.  For some, it provided the freedom to work when and where they wanted without the hassle and extra work of commuting to an office.  For others, it was an intrusion into their personal lives and made it difficult, and sometimes nearly impossible, to maintain a healthy distinction between work life and home life. Many employers and employees struck up formal agreements in which they employees were granted permission to work via telecommuting on a full-time (or near full-time) basis.  This was desirable for the companies because they were no longer limited to hiring by geographical constraints, and for employees they could live where they preferred to live instead of where their office was located.
    However, during the second decade of the 21st century, there was a growing concern that the increase of telecommuting was harming workplace innovation and productivity.  Studies emerged showing how telecommuting workers may actually be more productive in the routine nature of their work at home, but that creativity and teamwork decreased to the potential detriment of overall organizational productivity.[6]  As a result, many companies such as Yahoo, Best Buy, and Honeywell began to recall telecommuting workers back to the office.[7]
    In 2016 Honeywell, Inc. was a $40 billion company focused in the aerospace, building technologies, performance materials and technologies, and safety and productivity solutions. That summer they announced that, in response to market pressures and declining performance, they planned to end their telecommuting practice for all employees whose job did not strictly require it, such as sales teams and field service technicians.[7]  Honeywell had already been forced to make layoffs in its aerospace division and many saw the move as an attempt to galvanize organizational productivity in an effort to avoid further layoffs.  Some employees shrugged off the move as another shift in corporate strategy and prepared to start commuting back to work. Yet many other employees, who were more comfortable with remote work and had built their life around this practice, voiced strong dissent.[7]  Honeywell ultimately moved forward with the proposal.  As a result they saw increasing productivity, and concomitant rise in share price, throughout much of 2017, 2018, and 2019.[8]  However, like many other businesses, Honeywell was rocked by the economic upheaval during the pandemic and struggled to adjust the paradigm of fully remote work coupled with the other stressors of the early 20s.
    In the Spring of 2022, two years after the upheaval of business life as usual, many companies attempted to recall their workforce back to the office.  Sufficient time had been afforded for people to receive vaccinations, preventive measures had increased, and companies were incurring costs of owning and operating empty office spaces not utilized by the workforce.  Google, Tesla, and Apple all sent out notices to their workforce that a return to in-person in company offices was imminent.[9]  Tesla CEO, Elon Musk, emailed his employees with the subject line “Remove work is no longer acceptable” and demanded that Tesla employees return to on-site work or seek employment elsewhere.[9]  Apple attempted similar measures for the summer of 2022 but reneged after 1,000+ employees signed an open letter in objection stating: "Stop treating us like school kids who need to be told when to be where and what homework to do.”[9]  Similar resistance at Cognizant, a Google contractor, caused the company to push back its June 6 date for in-person work to September 6, 2022.  The Cognizant employees had connected with group, Alphabet Workers Union, and signed a petition citing "COVID fears, the costs of commuting amid $5 gas, and the increase in productivity and morale that employees have experienced while working from home.”[9]
    In many ways, the COVID-19 pandemic and the economic upheaval it created, have accelerated trends in employee-employer relations that lagged behind social and technological advances.  However, the ultimate consequences of an economy and society built predominantly on remote work will not be known for some time.  It is possible this shift will be as comparably significant as the move from agricultural to industrial work that took place in the late 19th and early 20th century.
    Sources:
    1. Cucinotta, D., Vanelli, M. (March 2020) [WHO Declares COVID-19 a PandemicLinks to an external site.](https://pubmed.ncbi.nlm.nih.gov/32191675/) _Acta Bio Medica: Atenei Parmensis_, _91_(1), 157, Retrieved on 5/22/22 from https://pubmed.ncbi.nlm.nih.gov/32191675/
    2. Livermore, D. (March 2021). [_"'Zero Covid' – an impossible dream"_Links to an external site.](https://www.hartgroup.org/zero-covid-an-impossible-dream/). _Retrieved_ _5/22/22_ from https://www.hartgroup.org/zero-covid-an-impossible-dream/
    3. Ayelet, S. (April, 2021) [_The pandemic may have caused 200,000 business closures — fewer than expectedLinks to an external site._](https://www.businessinsider.com/small-business-closures-pandemic-less-expected-past-year-fed-survey-2021-4?op=1) _._ Business Insider. Retrieved on 5/22/22 from https://www.businessinsider.com/small-business-closures-pandemic-less-expected-past-year-fed-survey-2021-4?op=1
    4. Singolda, A. (March 2020) [Links to an external site.](https://finance.yahoo.com/quote/HON) [_Analysis of 8 billion page views shows where the next hot start-up can thrive.Links to an external site._](https://www.cnbc.com/2020/05/12/here-are-the-new-businesses-to-start-during-the-coronavirus-recession.html) Retrieved on 5/22/22 from https://www.cnbc.com/2020/05/12/here-are-the-new-businesses-to-start-during-the-coronavirus-recession.html
    5. Bond, Shannon (March 2021) [A Pandemic Winner: How Zoom Beat Tech Giants To Dominate Video Chat.Links to an external site.](https://www.npr.org/2021/03/19/978393310/a-pandemic-winner-how-zoom-beat-tech-giants-to-dominate-video-chat) NPR. Retrieved on 5/22/22 from https://www.npr.org/2021/03/19/978393310/a-pandemic-winner-how-zoom-beat-tech-giants-to-dominate-video-chat
    6. [Dutcher, E. G. (2012).Links to an external site.](https://finance.yahoo.com/quote/HON) [The effects of telecommuting on productivity: An experimental examination. The role of dull and creative tasksLinks to an external site.](https://www-sciencedirect-com.libproxy.library.unt.edu/science/article/pii/S0167268112000893?via%3Dihub). _Journal of Economic Behavior & Organization, 84_(1), 355-363. Retrieved on 5/22/22 from https://www-sciencedirect-com.libproxy.library.unt.edu/science/article/pii/S0167268112000893?via%3Dihub
    7. [Links to an external site.](https://www-sciencedirect-com.libproxy.library.unt.edu/science/article/pii/S0167268112000893?via%3Dihub) [DePass, D. (October, 2016) “Links to an external site.](https://finance.yahoo.com/quote/HON) [Honeywell Ends Telecommuting OptionLinks to an external site.](http://www.startribune.com/honeywell-ends-telecommuting-option/397929641/),” Star Tribune. Retrieved on 5/22/22 from http://www.startribune.com/honeywell-ends-telecommuting-option/397929641/
    8. [Honeywell International Incorporated.Links to an external site.](https://finance.yahoo.com/quote/HON) Retrieved on 5/22/22 from https://finance.yahoo.com/quote/HON
    9. [Links to an external site.](https://www-sciencedirect-com.libproxy.library.unt.edu/science/article/pii/S0167268112000893?via%3Dihub) Hsu, Andrea (June 2022) [The idea of working in the office, all day, every day? No thanks, say workersLinks to an external site.](https://www.npr.org/2022/06/05/1102744672/remote-work-from-home-return-to-office-covid-pandemic-workers-apple-google) Retrieved 6/4/22 from https://www.npr.org/2022/06/05/1102744672/remote-work-from-home-return-to-office-covid-pandemic-workers-apple-google
    After reading respond to _all_ the following prompt questions fully, complexly, and in a way that demonstrates strong application of the material provided in course content.
    1. What challenges does remote work face that are less of an obstacle when working in an in-person environment and vice versa?  Be sure to explain these in-depth.
    2. How are managers better able to promote certain types of productivity in an in-person work environment (contrasted with remote work)? Provide examples.
    3. As an element of design and structure, _what type_ of culture is created in a remote work organization and how is this different from a culture of in-person work?
    4. Given what you now know about organizational behavior, what recommendation would make to an organization about whether they should use remote work or in-person work as their primary method of operations?
    ##### Submission Instructions:
    – Quality is more important than quantity!  Keep it **under** 1200 words.  There is no minimum but if you fail to answer the questions well or fully points will be deducted.  You are making a case for your position _using concepts and materials from class – this is not you opining about an idea you have._
    – CITE EVERYTHING! I want to be _super_ clear here.  Check out the page on academic writing below but this is super important.
    – I have compiled a page for you about quality academic writing – check it! [**Academic Writing**](https://unt.instructure.com/courses/130914/pages/academic-writing "Academic Writing")
    – Save the file as **LastName.0CS1** (DraderMazza.OCS1).
    – Save it only as a .doc or .docx and upload it.  No PDFs!!
    \
    RubricforOrganizationalCaseStudy-1.pdf](https://www.sweetstudy.com/files/rubricfororganizationalcasestudy-1-pdf-10456365 "RubricforOrganizationalCaseStudy-1.pdf")

  • [Solved] Excel spreadsheet

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    Need this project completed – ## F2025Assignt2KeyCheckfigures.xlsx – ## F2025Excelprojectinstructions6.pdf – F2025EXCELPROJ1.xls **## F2025Assignt2KeyCheckfigures.xlsx** ## Sheet1 | | | | | | | — | — | — | — | — | | Key Check Figures | | Schedules | | Schedule B | July | August | September…

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    Assignment Prompt & Instructions

    Need this project completed

    – ## F2025Assignt2KeyCheckfigures.xlsx

    – ## F2025Excelprojectinstructions6.pdf

    – F2025EXCELPROJ1.xls

    **## F2025Assignt2KeyCheckfigures.xlsx**

    ## Sheet1

    | | | | | |
    | — | — | — | — | — |
    | Key Check Figures |
    | Schedules |
    | Schedule B | July | August | September | Sched E15 |
    | Total collections | $2,274,993 | $2,572,479 | $2,858,704 | $929,200 |
    | Schedule D |
    | COGS | $1,692,384 | $1,909,842 | $2,156,968 |

    | Schedule E |
    | Total Payments | $2,076,010 | $1,985,264 | $2,177,350 |
    | Projected Income statements |
    | Net Income before Taxes | $125,877 | $161,323 | $203,086 |
    | Projected Balance Seet | September |
    | Accounts Receivable | $3,079,662 |
    | Inventory | $1,587,432 |
    | Fixed Assets, net of depreciation | $1,522,000 |
    | Total Assets | $6,230,594 |
    | Accounts Payable | $896,796 |
    | Projected SCF | July | August | September |
    | Cash excess (deficit) | -$527,715 | -$166,635 | -$206,252 |

    **## F2025Excelprojectinstructions6.pdf**

    1

    EXCEL PROJECT: FINANCIAL PLANNING AND MODELING CASE

    (100 points)

    GENERAL INSTRUCTIONS: READ THIS ENTIRE ASSIGNMENT CAREFULLY

    BEFORE STARTING YOUR WORK. Failure to follow the instructions will result in point

    deductions. Late Projects will be subject to a 10 point for each day (or a fraction of a day) and

    will not be accepted after the third day following the deadline.

    Download all files from the Canvas course page, including the accompanying excel template,

    and save

    them. DO NOT COPY AND PASTE THE EXCEL TEMPLATE INTO A NEW

    WORKBOOK AND DO NOT WORK THROUGH THE WEB BROWSER. Use formulas

    in all spreadsheet cells and reference given data cells as necessary. You will NOT earn credit

    for ENTERING HARDCODED VALUES. BE SURE TO REGULARLY SAVE YOUR

    WORK. Excuses about lost work will not be accepted. Maintain a second (backup) copy of

    your file as well.

    PROJECT OBJECTIVES

    The project requires to complete an Excel-based financial model template. Such models are

    extensively used in business planning, decision-making, and for obtaining business financing.,

    making but also emphasizes critical thinking and general business skills. Specifically, the case

    has the following objectives: (1) to obtain experience using Excel within a planning and decision

    context; (2) to integrate a range of managerial and financial accounting concepts; and (3) to

    reinforce financial statement relationships through linking projected financial statements.

    You will complete a financial planning model that is derived from a set of assumptions and link

    together statements of projected cash, income and balance sheets that articulate. An Excel

    template, which is available for downloading, is structured with a separate worksheet (or tab) for

    each of the following sections: Sheet (1) Assumptions; Sheet (2) Supporting Schedules; Sheet (3)

    Projected Income Statement and Balance Sheet; and Sheet (4) Projected Cash Flow.

    Sheet (2) provides supporting schedules for detailed computations, which in turn links to the

    projected income statements and balance sheet contained within Sheet (3), along with projected

    cash flow in Sheet (4).

    2

    To work correctly, all cells of your model should be linked together via formulas, or cell

    references, across all worksheets. (A 5th sheet labeled, Graph contains data to produce a cost-

    volume-profit graph from current period, baseline information. You should use the ChartWizard

    in Excel to create the graph. The Excel template already contains the key assumptions as well as

    some formulas.

    Within a real-life practice situation, you would need to independently develop and obtain support

    for the necessary assumptions that have been provided to you. In Part I of the Excel case, you

    should complete the model formulas and linkages to Sheets (2), (3) and (4

    To accomplish this, the financial model must articulate (i.e., interconnect, or link) across all

    schedules and statements. Thus, a change in assumption should flow through and automatically

    update all related schedules in Sheet (2) and projected statements in Sheets (3) and (4). This

    requires entering formulas within the cells to calculate the required values, rather than

    hardcoding values into the cells.

    OUT-WEST PRODUCTS, INC. CASE

    You’re Hired!

    Cynthia Valley formed Out-West Products, Inc. (OWP) in 2020 when she obtained an exclusive

    franchise to nationally distribute a pen-based input device that provides effortless communication

    with standard personal computers. Recent high sales growth of the base model pen-based input

    device (PID-B), along with expected sales growth for a new premium model (PID-P), requires

    adding new management team members. The Company hires you as a management trainee to

    assume direct responsibility for financial planning activities. Your first assignment is to prepare

    a financial plan for the next three months, starting July 1.

    CASH COOLECTION PATTERN is as follows:

    30% of a month’s sales are collected by month-end. An additional 40% is collected in the

    month following, and the remaining 30% is collected in the second month following sale.

    Thus far bad debts have been negligible.

    Since OWP’s policy is to never stock out of its pen-based input devices (PIDs), and potentially

    forfeit market share to competitors, the Company maintains fairly high inventory levels.

    Therefore, desired ending inventories are equal to 70% of the next month’s sales in units.

    3

    Prior to June, OWP sold only the basic model PID-B at a price of $230 per unit. The PID-B

    costs OutWest Products $155 each from the manufacturer and it pays for purchases as follows:

    CASH Disbursements PATTERN is as follows:

    60% in the month of purchase and the remaining 40% the following month.

    The company’s monthly operating expenses (organized by cost behavior) are also provided in the

    Assumptions Sheet of the excel template. All operating expenses are paid during the month, in

    cash, with the exception of depreciation and insurance expenses.

    New fixed assets, including personal computers and office furniture, will be purchased

    during September for $90,000 cash. Ignore depreciation for these newly acquired since they

    are insignificant. The Company declares dividends of $20,000 each quarter, payable in the

    first month of the following quarter.

    OWP’s actual balance sheet at June 30, 2020 is provided at the end of the template’s

    Assumptions Sheet.

    However, the Company also desires a minimum ending cash balance each month of $35,000

    to meet regular operating expenses. Assume borrowings occur at the beginning of the

    period. To further simplify, assume no tax consequences.

    REQUIRED:

    Financial Planning Model (100 Points)

    Download the Excel template from your Blackboard course page – DO NOT MODIFY THE

    FORMAT OF THE TEMPLATE. Save the file and do not attempt to complete the template

    directly from the course page and do not copy and paste sheets into a new workbook. Case

    assumptions have already been provided in the template’s assumptions sheet. If necessary, it

    may be helpful to review Chapter 3 (CVP Analysis) and Chapter 6 (Budgeting) in your textbook

    prior to beginning the project. Be sure to regularly save your work as you complete the

    model. Remember that you must use formulas so that any changes in input data

    automatically update your model. Otherwise, your model will not work adequately, and

    you will lose points. First, complete the sheets of the Excel template, as indicated below.

    Complete Sheet 2 (Schedules)

    1) Sales and merchandise purchase plans with supporting schedules. (40 points)

    4

    a) A sales plan by month and in total – including a schedule of projected cash collections

    from sales

    and accounts receivable, by month and in total.

    b) A purchases plan in units and in dollars, including a schedule of projected cash payments

    for

    purchases, by month and in total.

    [Note: The cost of inventory on hand is released to cost of goods sold before costs for the

    purchase of additional units (i.e., use a FIFO cost flow assumption for all months).]

    Complete Sheet 3 (Inc. St. and Bal. Sheet)

    2) Projected contribution format income statements by month and in total. (20 points)

    3) Projected balance sheet for the quarter as of September30. (20 points)

    Complete Sheet 4 (Statements of Cash Flow)

    4) Projected statements of cash by month and in total – internal budget format. (15 points)

    Graph (5 points)

    Use the data in the Graph worksheet to create a cost-volume-profit graph.

    Highlight the cells A13:H16. Click insert and Select a line chart type for the CVP graph (your

    choice of style).

    Be sure that your graph closely resembles a standard CVP graph or points will not be awarded.

    **F2025EXCELPROJ1.xls**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/f2025excelproj1-xls-10456445)

    **F2025EXCELPROJ1.xls**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/f2025excelproj1-xls-10456445)

    **## F2025Assignt2KeyCheckfigures.xlsx**

    ## Sheet1

    | | | | | |
    | — | — | — | — | — |
    | Key Check Figures |
    | Schedules |
    | Schedule B | July | August | September | Sched E15 |
    | Total collections | $2,274,993 | $2,572,479 | $2,858,704 | $929,200 |
    | Schedule D |
    | COGS | $1,692,384 | $1,909,842 | $2,156,968 |

    | Schedule E |
    | Total Payments | $2,076,010 | $1,985,264 | $2,177,350 |
    | Projected Income statements |
    | Net Income before Taxes | $125,877 | $161,323 | $203,086 |
    | Projected Balance Seet | September |
    | Accounts Receivable | $3,079,662 |
    | Inventory | $1,587,432 |
    | Fixed Assets, net of depreciation | $1,522,000 |
    | Total Assets | $6,230,594 |
    | Accounts Payable | $896,796 |
    | Projected SCF | July | August | September |
    | Cash excess (deficit) | -$527,715 | -$166,635 | -$206,252 |

    **## F2025Excelprojectinstructions6.pdf**

    1

    EXCEL PROJECT: FINANCIAL PLANNING AND MODELING CASE

    (100 points)

    GENERAL INSTRUCTIONS: READ THIS ENTIRE ASSIGNMENT CAREFULLY

    BEFORE STARTING YOUR WORK. Failure to follow the instructions will result in point

    deductions. Late Projects will be subject to a 10 point for each day (or a fraction of a day) and

    will not be accepted after the third day following the deadline.

    Download all files from the Canvas course page, including the accompanying excel template,

    and save

    them. DO NOT COPY AND PASTE THE EXCEL TEMPLATE INTO A NEW

    WORKBOOK AND DO NOT WORK THROUGH THE WEB BROWSER. Use formulas

    in all spreadsheet cells and reference given data cells as necessary. You will NOT earn credit

    for ENTERING HARDCODED VALUES. BE SURE TO REGULARLY SAVE YOUR

    WORK. Excuses about lost work will not be accepted. Maintain a second (backup) copy of

    your file as well.

    PROJECT OBJECTIVES

    The project requires to complete an Excel-based financial model template. Such models are

    extensively used in business planning, decision-making, and for obtaining business financing.,

    making but also emphasizes critical thinking and general business skills. Specifically, the case

    has the following objectives: (1) to obtain experience using Excel within a planning and decision

    context; (2) to integrate a range of managerial and financial accounting concepts; and (3) to

    reinforce financial statement relationships through linking projected financial statements.

    You will complete a financial planning model that is derived from a set of assumptions and link

    together statements of projected cash, income and balance sheets that articulate. An Excel

    template, which is available for downloading, is structured with a separate worksheet (or tab) for

    each of the following sections: Sheet (1) Assumptions; Sheet (2) Supporting Schedules; Sheet (3)

    Projected Income Statement and Balance Sheet; and Sheet (4) Projected Cash Flow.

    Sheet (2) provides supporting schedules for detailed computations, which in turn links to the

    projected income statements and balance sheet contained within Sheet (3), along with projected

    cash flow in Sheet (4).

    2

    To work correctly, all cells of your model should be linked together via formulas, or cell

    references, across all worksheets. (A 5th sheet labeled, Graph contains data to produce a cost-

    volume-profit graph from current period, baseline information. You should use the ChartWizard

    in Excel to create the graph. The Excel template already contains the key assumptions as well as

    some formulas.

    Within a real-life practice situation, you would need to independently develop and obtain support

    for the necessary assumptions that have been provided to you. In Part I of the Excel case, you

    should complete the model formulas and linkages to Sheets (2), (3) and (4

    To accomplish this, the financial model must articulate (i.e., interconnect, or link) across all

    schedules and statements. Thus, a change in assumption should flow through and automatically

    update all related schedules in Sheet (2) and projected statements in Sheets (3) and (4). This

    requires entering formulas within the cells to calculate the required values, rather than

    hardcoding values into the cells.

    OUT-WEST PRODUCTS, INC. CASE

    You’re Hired!

    Cynthia Valley formed Out-West Products, Inc. (OWP) in 2020 when she obtained an exclusive

    franchise to nationally distribute a pen-based input device that provides effortless communication

    with standard personal computers. Recent high sales growth of the base model pen-based input

    device (PID-B), along with expected sales growth for a new premium model (PID-P), requires

    adding new management team members. The Company hires you as a management trainee to

    assume direct responsibility for financial planning activities. Your first assignment is to prepare

    a financial plan for the next three months, starting July 1.

    CASH COOLECTION PATTERN is as follows:

    30% of a month’s sales are collected by month-end. An additional 40% is collected in the

    month following, and the remaining 30% is collected in the second month following sale.

    Thus far bad debts have been negligible.

    Since OWP’s policy is to never stock out of its pen-based input devices (PIDs), and potentially

    forfeit market share to competitors, the Company maintains fairly high inventory levels.

    Therefore, desired ending inventories are equal to 70% of the next month’s sales in units.

    3

    Prior to June, OWP sold only the basic model PID-B at a price of $230 per unit. The PID-B

    costs OutWest Products $155 each from the manufacturer and it pays for purchases as follows:

    CASH Disbursements PATTERN is as follows:

    60% in the month of purchase and the remaining 40% the following month.

    The company’s monthly operating expenses (organized by cost behavior) are also provided in the

    Assumptions Sheet of the excel template. All operating expenses are paid during the month, in

    cash, with the exception of depreciation and insurance expenses.

    New fixed assets, including personal computers and office furniture, will be purchased

    during September for $90,000 cash. Ignore depreciation for these newly acquired since they

    are insignificant. The Company declares dividends of $20,000 each quarter, payable in the

    first month of the following quarter.

    OWP’s actual balance sheet at June 30, 2020 is provided at the end of the template’s

    Assumptions Sheet.

    However, the Company also desires a minimum ending cash balance each month of $35,000

    to meet regular operating expenses. Assume borrowings occur at the beginning of the

    period. To further simplify, assume no tax consequences.

    REQUIRED:

    Financial Planning Model (100 Points)

    Download the Excel template from your Blackboard course page – DO NOT MODIFY THE

    FORMAT OF THE TEMPLATE. Save the file and do not attempt to complete the template

    directly from the course page and do not copy and paste sheets into a new workbook. Case

    assumptions have already been provided in the template’s assumptions sheet. If necessary, it

    may be helpful to review Chapter 3 (CVP Analysis) and Chapter 6 (Budgeting) in your textbook

    prior to beginning the project. Be sure to regularly save your work as you complete the

    model. Remember that you must use formulas so that any changes in input data

    automatically update your model. Otherwise, your model will not work adequately, and

    you will lose points. First, complete the sheets of the Excel template, as indicated below.

    Complete Sheet 2 (Schedules)

    1) Sales and merchandise purchase plans with supporting schedules. (40 points)

    4

    a) A sales plan by month and in total – including a schedule of projected cash collections

    from sales

    and accounts receivable, by month and in total.

    b) A purchases plan in units and in dollars, including a schedule of projected cash payments

    for

    purchases, by month and in total.

    [Note: The cost of inventory on hand is released to cost of goods sold before costs for the

    purchase of additional units (i.e., use a FIFO cost flow assumption for all months).]

    Complete Sheet 3 (Inc. St. and Bal. Sheet)

    2) Projected contribution format income statements by month and in total. (20 points)

    3) Projected balance sheet for the quarter as of September30. (20 points)

    Complete Sheet 4 (Statements of Cash Flow)

    4) Projected statements of cash by month and in total – internal budget format. (15 points)

    Graph (5 points)

    Use the data in the Graph worksheet to create a cost-volume-profit graph.

    Highlight the cells A13:H16. Click insert and Select a line chart type for the CVP graph (your

    choice of style).

    Be sure that your graph closely resembles a standard CVP graph or points will not be awarded.

    **F2025EXCELPROJ1.xls**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/f2025excelproj1-xls-10456445)

    **## F2025Assignt2KeyCheckfigures.xlsx**

    ## Sheet1

    | | | | | |
    | — | — | — | — | — |
    | Key Check Figures |
    | Schedules |
    | Schedule B | July | August | September | Sched E15 |
    | Total collections | $2,274,993 | $2,572,479 | $2,858,704 | $929,200 |
    | Schedule D |
    | COGS | $1,692,384 | $1,909,842 | $2,156,968 |

    | Schedule E |
    | Total Payments | $2,076,010 | $1,985,264 | $2,177,350 |
    | Projected Income statements |
    | Net Income before Taxes | $125,877 | $161,323 | $203,086 |
    | Projected Balance Seet | September |
    | Accounts Receivable | $3,079,662 |
    | Inventory | $1,587,432 |
    | Fixed Assets, net of depreciation | $1,522,000 |
    | Total Assets | $6,230,594 |
    | Accounts Payable | $896,796 |
    | Projected SCF | July | August | September |
    | Cash excess (deficit) | -$527,715 | -$166,635 | -$206,252 |

    **## F2025Excelprojectinstructions6.pdf**

    1

    EXCEL PROJECT: FINANCIAL PLANNING AND MODELING CASE

    (100 points)

    GENERAL INSTRUCTIONS: READ THIS ENTIRE ASSIGNMENT CAREFULLY

    BEFORE STARTING YOUR WORK. Failure to follow the instructions will result in point

    deductions. Late Projects will be subject to a 10 point for each day (or a fraction of a day) and

    will not be accepted after the third day following the deadline.

    Download all files from the Canvas course page, including the accompanying excel template,

    and save

    them. DO NOT COPY AND PASTE THE EXCEL TEMPLATE INTO A NEW

    WORKBOOK AND DO NOT WORK THROUGH THE WEB BROWSER. Use formulas

    in all spreadsheet cells and reference given data cells as necessary. You will NOT earn credit

    for ENTERING HARDCODED VALUES. BE SURE TO REGULARLY SAVE YOUR

    WORK. Excuses about lost work will not be accepted. Maintain a second (backup) copy of

    your file as well.

    PROJECT OBJECTIVES

    The project requires to complete an Excel-based financial model template. Such models are

    extensively used in business planning, decision-making, and for obtaining business financing.,

    making but also emphasizes critical thinking and general business skills. Specifically, the case

    has the following objectives: (1) to obtain experience using Excel within a planning and decision

    context; (2) to integrate a range of managerial and financial accounting concepts; and (3) to

    reinforce financial statement relationships through linking projected financial statements.

    You will complete a financial planning model that is derived from a set of assumptions and link

    together statements of projected cash, income and balance sheets that articulate. An Excel

    template, which is available for downloading, is structured with a separate worksheet (or tab) for

    each of the following sections: Sheet (1) Assumptions; Sheet (2) Supporting Schedules; Sheet (3)

    Projected Income Statement and Balance Sheet; and Sheet (4) Projected Cash Flow.

    Sheet (2) provides supporting schedules for detailed computations, which in turn links to the

    projected income statements and balance sheet contained within Sheet (3), along with projected

    cash flow in Sheet (4).

    2

    To work correctly, all cells of your model should be linked together via formulas, or cell

    references, across all worksheets. (A 5th sheet labeled, Graph contains data to produce a cost-

    volume-profit graph from current period, baseline information. You should use the ChartWizard

    in Excel to create the graph. The Excel template already contains the key assumptions as well as

    some formulas.

    Within a real-life practice situation, you would need to independently develop and obtain support

    for the necessary assumptions that have been provided to you. In Part I of the Excel case, you

    should complete the model formulas and linkages to Sheets (2), (3) and (4

    To accomplish this, the financial model must articulate (i.e., interconnect, or link) across all

    schedules and statements. Thus, a change in assumption should flow through and automatically

    update all related schedules in Sheet (2) and projected statements in Sheets (3) and (4). This

    requires entering formulas within the cells to calculate the required values, rather than

    hardcoding values into the cells.

    OUT-WEST PRODUCTS, INC. CASE

    You’re Hired!

    Cynthia Valley formed Out-West Products, Inc. (OWP) in 2020 when she obtained an exclusive

    franchise to nationally distribute a pen-based input device that provides effortless communication

    with standard personal computers. Recent high sales growth of the base model pen-based input

    device (PID-B), along with expected sales growth for a new premium model (PID-P), requires

    adding new management team members. The Company hires you as a management trainee to

    assume direct responsibility for financial planning activities. Your first assignment is to prepare

    a financial plan for the next three months, starting July 1.

    CASH COOLECTION PATTERN is as follows:

    30% of a month’s sales are collected by month-end. An additional 40% is collected in the

    month following, and the remaining 30% is collected in the second month following sale.

    Thus far bad debts have been negligible.

    Since OWP’s policy is to never stock out of its pen-based input devices (PIDs), and potentially

    forfeit market share to competitors, the Company maintains fairly high inventory levels.

    Therefore, desired ending inventories are equal to 70% of the next month’s sales in units.

    3

    Prior to June, OWP sold only the basic model PID-B at a price of $230 per unit. The PID-B

    costs OutWest Products $155 each from the manufacturer and it pays for purchases as follows:

    CASH Disbursements PATTERN is as follows:

    60% in the month of purchase and the remaining 40% the following month.

    The company’s monthly operating expenses (organized by cost behavior) are also provided in the

    Assumptions Sheet of the excel template. All operating expenses are paid during the month, in

    cash, with the exception of depreciation and insurance expenses.

    New fixed assets, including personal computers and office furniture, will be purchased

    during September for $90,000 cash. Ignore depreciation for these newly acquired since they

    are insignificant. The Company declares dividends of $20,000 each quarter, payable in the

    first month of the following quarter.

    OWP’s actual balance sheet at June 30, 2020 is provided at the end of the template’s

    Assumptions Sheet.

    However, the Company also desires a minimum ending cash balance each month of $35,000

    to meet regular operating expenses. Assume borrowings occur at the beginning of the

    period. To further simplify, assume no tax consequences.

    REQUIRED:

    Financial Planning Model (100 Points)

    Download the Excel template from your Blackboard course page – DO NOT MODIFY THE

    FORMAT OF THE TEMPLATE. Save the file and do not attempt to complete the template

    directly from the course page and do not copy and paste sheets into a new workbook. Case

    assumptions have already been provided in the template’s assumptions sheet. If necessary, it

    may be helpful to review Chapter 3 (CVP Analysis) and Chapter 6 (Budgeting) in your textbook

    prior to beginning the project. Be sure to regularly save your work as you complete the

    model. Remember that you must use formulas so that any changes in input data

    automatically update your model. Otherwise, your model will not work adequately, and

    you will lose points. First, complete the sheets of the Excel template, as indicated below.

    Complete Sheet 2 (Schedules)

    1) Sales and merchandise purchase plans with supporting schedules. (40 points)

    4

    a) A sales plan by month and in total – including a schedule of projected cash collections

    from sales

    and accounts receivable, by month and in total.

    b) A purchases plan in units and in dollars, including a schedule of projected cash payments

    for

    purchases, by month and in total.

    [Note: The cost of inventory on hand is released to cost of goods sold before costs for the

    purchase of additional units (i.e., use a FIFO cost flow assumption for all months).]

    Complete Sheet 3 (Inc. St. and Bal. Sheet)

    2) Projected contribution format income statements by month and in total. (20 points)

    3) Projected balance sheet for the quarter as of September30. (20 points)

    Complete Sheet 4 (Statements of Cash Flow)

    4) Projected statements of cash by month and in total – internal budget format. (15 points)

    Graph (5 points)

    Use the data in the Graph worksheet to create a cost-volume-profit graph.

    Highlight the cells A13:H16. Click insert and Select a line chart type for the CVP graph (your

    choice of style).

    Be sure that your graph closely resembles a standard CVP graph or points will not be awarded.

    **F2025EXCELPROJ1.xls**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/f2025excelproj1-xls-10456445)

    – 1
    – 2
    – 3

  • [Solved] UB3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please follow instructions and use the provided template for the report – ## A3instructions.docx – ## A3template.docx **## A3instructions.docx** We have learned about some leading technologies that help banking the unbanked. Mobile banking makes banks more accessible. Mobile money also plays a cruci…

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    Assignment Prompt & Instructions

    Please follow instructions and use the provided template for the report

    – ## A3instructions.docx

    – ## A3template.docx

    **## A3instructions.docx**

    We have learned about some leading technologies that help banking the unbanked. Mobile

    banking makes banks more accessible. Mobile money also plays a crucial role in banking the

    unbanked.

    One noteworthy effort is M-PESA, a mobile money service that allows users to conduct basic

    financial transactions without needing to access bank accounts. M-PESA is not the only mobile

    payment solution, but when it comes to serving unbanked families, M-PESA is among the most

    successful.

    In our class, we have discussed some reasons that make M-PESA particularly effective at

    improving financial inclusion. In this assignment, let’s try to look at some other mobile banking

    and/or payment options. Specifically, we will focus on understanding and comparing the

    following:

    • Alipay: hJps://en.wikipedia.org/wiki/Alipay

    • M-PESA: hJps://en.wikipedia.org/wiki/M-Pesa

    • PayPal: hJps://en.wikipedia.org/wiki/PayPal

    • Paytm: hJps://en.wikipedia.org/wiki/Paytm

    • Wizzit: hJps://en.wikipedia.org/wiki/Wizzit

    The Wikipedia pages of these companies are included for your reference, but the Wikipedia

    page is likely not enough for this report. Please add additional resources (e.g., academic

    research papers, websites) at your discretion. If you use any resources, please use APA style for

    your references. You may find a simple but informative guide to APA in this link. For more

    detailed information regarding APA, please use the Purdue OWL website.

    In this assignment, we will focus on understanding and comparing these potential mobile

    solutions. Specifically, we want to unveil how they might or might not help unbanked

    households.

    Deliverable

    The sections that require your answers are marked in blue with “[Insert your answer here]”

    .

    Please make sure to insert your answers to those fields. Please leave the color unchanged for

    your answers (i.e., please leave it in blue).

    You will be graded based on the quality of your answers to the raised questions. To make your

    answers stronger, please consider citing the sources to support the evidence you provide or the

    statement you make.

    **## A3template.docx**

    **Assignment 3 –**

    **Alipay**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **M-PESA**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **PayPal**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Paytm**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Wizzit**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Comparing Mobile Payment Systems**

    Please fill in the following comparison table
    _(10 points)_

    | | | |
    | — | — | — |
    | | **Aspects that promote its usage by unbanked families** | **Aspects that hinter its usage by unbanked families** |
    | **Alipay** | · [Insert your answer here] | · [Insert your answer here] |
    | **M-PESA** | · [Insert your answer here] | · [Insert your answer here] |
    | **PayPal** | · [Insert your answer here] | · [Insert your answer here] |
    | **Paytm** | · [Insert your answer here] | · [Insert your answer here] |
    | **Wizzit** | · [Insert your answer here] | · [Insert your answer here] |

    Discuss which system best supports unbanked families and why
    _(10 points)_

    [Insert your answer here]

    **Conclusion**

    Summarizing your key takeaways and discussing the potential future directions in enhancing mobile systems to make them better at serving unbanked families
    _(5 points)_

    [Insert your answer here]

    **References**

    [Insert your references here]

    1

    **## A3template.docx**

    **Assignment 3 –**

    **Alipay**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **M-PESA**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **PayPal**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Paytm**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Wizzit**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Comparing Mobile Payment Systems**

    Please fill in the following comparison table
    _(10 points)_

    | | | |
    | — | — | — |
    | | **Aspects that promote its usage by unbanked families** | **Aspects that hinter its usage by unbanked families** |
    | **Alipay** | · [Insert your answer here] | · [Insert your answer here] |
    | **M-PESA** | · [Insert your answer here] | · [Insert your answer here] |
    | **PayPal** | · [Insert your answer here] | · [Insert your answer here] |
    | **Paytm** | · [Insert your answer here] | · [Insert your answer here] |
    | **Wizzit** | · [Insert your answer here] | · [Insert your answer here] |

    Discuss which system best supports unbanked families and why
    _(10 points)_

    [Insert your answer here]

    **Conclusion**

    Summarizing your key takeaways and discussing the potential future directions in enhancing mobile systems to make them better at serving unbanked families
    _(5 points)_

    [Insert your answer here]

    **References**

    [Insert your references here]

    1

    **## A3instructions.docx**

    We have learned about some leading technologies that help banking the unbanked. Mobile

    banking makes banks more accessible. Mobile money also plays a crucial role in banking the

    unbanked.

    One noteworthy effort is M-PESA, a mobile money service that allows users to conduct basic

    financial transactions without needing to access bank accounts. M-PESA is not the only mobile

    payment solution, but when it comes to serving unbanked families, M-PESA is among the most

    successful.

    In our class, we have discussed some reasons that make M-PESA particularly effective at

    improving financial inclusion. In this assignment, let’s try to look at some other mobile banking

    and/or payment options. Specifically, we will focus on understanding and comparing the

    following:

    • Alipay: hJps://en.wikipedia.org/wiki/Alipay

    • M-PESA: hJps://en.wikipedia.org/wiki/M-Pesa

    • PayPal: hJps://en.wikipedia.org/wiki/PayPal

    • Paytm: hJps://en.wikipedia.org/wiki/Paytm

    • Wizzit: hJps://en.wikipedia.org/wiki/Wizzit

    The Wikipedia pages of these companies are included for your reference, but the Wikipedia

    page is likely not enough for this report. Please add additional resources (e.g., academic

    research papers, websites) at your discretion. If you use any resources, please use APA style for

    your references. You may find a simple but informative guide to APA in this link. For more

    detailed information regarding APA, please use the Purdue OWL website.

    In this assignment, we will focus on understanding and comparing these potential mobile

    solutions. Specifically, we want to unveil how they might or might not help unbanked

    households.

    Deliverable

    The sections that require your answers are marked in blue with “[Insert your answer here]”

    .

    Please make sure to insert your answers to those fields. Please leave the color unchanged for

    your answers (i.e., please leave it in blue).

    You will be graded based on the quality of your answers to the raised questions. To make your

    answers stronger, please consider citing the sources to support the evidence you provide or the

    statement you make.

    **## A3template.docx**

    **Assignment 3 –**

    **Alipay**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **M-PESA**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **PayPal**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Paytm**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Wizzit**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Comparing Mobile Payment Systems**

    Please fill in the following comparison table
    _(10 points)_

    | | | |
    | — | — | — |
    | | **Aspects that promote its usage by unbanked families** | **Aspects that hinter its usage by unbanked families** |
    | **Alipay** | · [Insert your answer here] | · [Insert your answer here] |
    | **M-PESA** | · [Insert your answer here] | · [Insert your answer here] |
    | **PayPal** | · [Insert your answer here] | · [Insert your answer here] |
    | **Paytm** | · [Insert your answer here] | · [Insert your answer here] |
    | **Wizzit** | · [Insert your answer here] | · [Insert your answer here] |

    Discuss which system best supports unbanked families and why
    _(10 points)_

    [Insert your answer here]

    **Conclusion**

    Summarizing your key takeaways and discussing the potential future directions in enhancing mobile systems to make them better at serving unbanked families
    _(5 points)_

    [Insert your answer here]

    **References**

    [Insert your references here]

    1

    **## A3instructions.docx**

    We have learned about some leading technologies that help banking the unbanked. Mobile

    banking makes banks more accessible. Mobile money also plays a crucial role in banking the

    unbanked.

    One noteworthy effort is M-PESA, a mobile money service that allows users to conduct basic

    financial transactions without needing to access bank accounts. M-PESA is not the only mobile

    payment solution, but when it comes to serving unbanked families, M-PESA is among the most

    successful.

    In our class, we have discussed some reasons that make M-PESA particularly effective at

    improving financial inclusion. In this assignment, let’s try to look at some other mobile banking

    and/or payment options. Specifically, we will focus on understanding and comparing the

    following:

    • Alipay: hJps://en.wikipedia.org/wiki/Alipay

    • M-PESA: hJps://en.wikipedia.org/wiki/M-Pesa

    • PayPal: hJps://en.wikipedia.org/wiki/PayPal

    • Paytm: hJps://en.wikipedia.org/wiki/Paytm

    • Wizzit: hJps://en.wikipedia.org/wiki/Wizzit

    The Wikipedia pages of these companies are included for your reference, but the Wikipedia

    page is likely not enough for this report. Please add additional resources (e.g., academic

    research papers, websites) at your discretion. If you use any resources, please use APA style for

    your references. You may find a simple but informative guide to APA in this link. For more

    detailed information regarding APA, please use the Purdue OWL website.

    In this assignment, we will focus on understanding and comparing these potential mobile

    solutions. Specifically, we want to unveil how they might or might not help unbanked

    households.

    Deliverable

    The sections that require your answers are marked in blue with “[Insert your answer here]”

    .

    Please make sure to insert your answers to those fields. Please leave the color unchanged for

    your answers (i.e., please leave it in blue).

    You will be graded based on the quality of your answers to the raised questions. To make your

    answers stronger, please consider citing the sources to support the evidence you provide or the

    statement you make.

    **## A3template.docx**

    **Assignment 3 –**

    **Alipay**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **M-PESA**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **PayPal**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Paytm**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Wizzit**

    The basic information, including the founding date and the main countries the system operates in
    _(2 points)_

    [Insert your answer here]

    How does it work?
    _(5 points)_

    [Insert your answer here]

    What services does it provide?
    _(5 points)_

    [Insert your answer here]

    Are bank accounts required to use the services?
    _(3 points)_

    [Insert your answer here]

    What aspects of the system might promote its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    What aspects of the system might hinder its usage by unbanked families?
    _(5 points)_

    [Insert your answer here]

    **Comparing Mobile Payment Systems**

    Please fill in the following comparison table
    _(10 points)_

    | | | |
    | — | — | — |
    | | **Aspects that promote its usage by unbanked families** | **Aspects that hinter its usage by unbanked families** |
    | **Alipay** | · [Insert your answer here] | · [Insert your answer here] |
    | **M-PESA** | · [Insert your answer here] | · [Insert your answer here] |
    | **PayPal** | · [Insert your answer here] | · [Insert your answer here] |
    | **Paytm** | · [Insert your answer here] | · [Insert your answer here] |
    | **Wizzit** | · [Insert your answer here] | · [Insert your answer here] |

    Discuss which system best supports unbanked families and why
    _(10 points)_

    [Insert your answer here]

    **Conclusion**

    Summarizing your key takeaways and discussing the potential future directions in enhancing mobile systems to make them better at serving unbanked families
    _(5 points)_

    [Insert your answer here]

    **References**

    [Insert your references here]

    1

    – 1
    – 2

  • [Solved] D3

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    – ## Instruction.docx – The_strategic_choice_of_contra.pdf **## Instruction.docx** ### Case Analysis Paper Assignment ### Instructions You will analyze an article called The Strategic Choice of Contract Types in Business Process Outsourcing by Ge, L., Wang, X., & Yang, Z. (2021) and cover the pe…

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    Assignment Prompt & Instructions

    – ## Instruction.docx

    – The_strategic_choice_of_contra.pdf

    **## Instruction.docx**

    ### Case Analysis Paper Assignment

    ### Instructions

    You will analyze an article called The Strategic Choice of Contract Types in Business Process Outsourcing by Ge, L., Wang, X., & Yang, Z. (2021) and cover the pertinent facts of the article in the context of the respective project management procurement concepts under review.

    For this assignment, analyze an article and write a three pages paper, including the following for grading. This assignment must be completed individually.

    Summary: Summarize the article. Identify the main point (as in "What's your point?"), thesis, or conclusion of this case. (20 points)

    Support: Do significant research outside of the article, and demonstrate that you have in a very obvious way. This refers to research beyond the article itself. This involves something about the company, organization, individual, or other interesting related areas. Show something you have discovered from your own research. Be sure this is obvious and adds value beyond what is contained in the article itself. (30 points)

    Evaluation: Apply the concepts from the reading assignments presented in the lesson for the week. Be sure to use specific terms and models directly from the textbook in analyzing this case and include the page in the citation. (30 points)

    Sources: Include in-text citations and a reference page for your sources. Use APA-style citations and references. (20 points)

    Article Review Requirements

    The paper must be in Word following the APA format and include titles corresponding to the headings above.

    The paper must include a cover page and references page.

    The paper must be double-spaced.

    The paper must be in your own words; quote very sparingly and be concise.

    **The_strategic_choice_of_contra.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-strategic-choice-of-contra-pdf)

    **The_strategic_choice_of_contra.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-strategic-choice-of-contra-pdf)

    **## Instruction.docx**

    ### Case Analysis Paper Assignment

    ### Instructions

    You will analyze an article called The Strategic Choice of Contract Types in Business Process Outsourcing by Ge, L., Wang, X., & Yang, Z. (2021) and cover the pertinent facts of the article in the context of the respective project management procurement concepts under review.

    For this assignment, analyze an article and write a three pages paper, including the following for grading. This assignment must be completed individually.

    Summary: Summarize the article. Identify the main point (as in "What's your point?"), thesis, or conclusion of this case. (20 points)

    Support: Do significant research outside of the article, and demonstrate that you have in a very obvious way. This refers to research beyond the article itself. This involves something about the company, organization, individual, or other interesting related areas. Show something you have discovered from your own research. Be sure this is obvious and adds value beyond what is contained in the article itself. (30 points)

    Evaluation: Apply the concepts from the reading assignments presented in the lesson for the week. Be sure to use specific terms and models directly from the textbook in analyzing this case and include the page in the citation. (30 points)

    Sources: Include in-text citations and a reference page for your sources. Use APA-style citations and references. (20 points)

    Article Review Requirements

    The paper must be in Word following the APA format and include titles corresponding to the headings above.

    The paper must include a cover page and references page.

    The paper must be double-spaced.

    The paper must be in your own words; quote very sparingly and be concise.

    **The_strategic_choice_of_contra.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-strategic-choice-of-contra-pdf)

    **## Instruction.docx**

    ### Case Analysis Paper Assignment

    ### Instructions

    You will analyze an article called The Strategic Choice of Contract Types in Business Process Outsourcing by Ge, L., Wang, X., & Yang, Z. (2021) and cover the pertinent facts of the article in the context of the respective project management procurement concepts under review.

    For this assignment, analyze an article and write a three pages paper, including the following for grading. This assignment must be completed individually.

    Summary: Summarize the article. Identify the main point (as in "What's your point?"), thesis, or conclusion of this case. (20 points)

    Support: Do significant research outside of the article, and demonstrate that you have in a very obvious way. This refers to research beyond the article itself. This involves something about the company, organization, individual, or other interesting related areas. Show something you have discovered from your own research. Be sure this is obvious and adds value beyond what is contained in the article itself. (30 points)

    Evaluation: Apply the concepts from the reading assignments presented in the lesson for the week. Be sure to use specific terms and models directly from the textbook in analyzing this case and include the page in the citation. (30 points)

    Sources: Include in-text citations and a reference page for your sources. Use APA-style citations and references. (20 points)

    Article Review Requirements

    The paper must be in Word following the APA format and include titles corresponding to the headings above.

    The paper must include a cover page and references page.

    The paper must be double-spaced.

    The paper must be in your own words; quote very sparingly and be concise.

    **The_strategic_choice_of_contra.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-strategic-choice-of-contra-pdf)

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