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  • [Solved] IDS 104 Module Two Journal Guidelines and Rubric

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    please see attached file. You will find 2 assignments. I will pay extra for both. – ## ModuleTwoJournalGuidelinesandRubric.html.zip – ## ModuleOneShortPaperGuidelinesandRubric.html1.zip – UnitResourcesInsertUnitTitle1.html.zip – ModuleTwoActivityGuidelinesandRubric.html.zip **## ModuleTwoJournalGuid…

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    Assignment Prompt & Instructions

    please see attached file. You will find 2 assignments. I will pay extra for both.

    – ## ModuleTwoJournalGuidelinesandRubric.html.zip

    – ## ModuleOneShortPaperGuidelinesandRubric.html1.zip

    – UnitResourcesInsertUnitTitle1.html.zip
    – ModuleTwoActivityGuidelinesandRubric.html.zip

    **## ModuleTwoJournalGuidelinesandRubric.html.zip**

    ## Module Two Journal Guidelines and Rubric.html

    ## IDS 104 Module Two Journal Guidelines and Rubric

    ### Overview

    A growth mindset—the belief that abilities and intelligence can be developed through dedication and effort—is an essential skill for lifelong learners. In academic, personal, and digital environments, adopting a growth mindset can change how we approach success, failure, and effort. This journal encourages self-awareness and reflection—skills valuable in personal development, academic success, and future careers. Growth mindset is a foundational concept that supports resilience and adaptability. By recognizing the role it plays in your own life, you’ll build strategies for future growth and continuous learning. This reflection will help you prepare for your final project and strengthen your ability to define and apply the concept of growth mindset in meaningful, personal ways.

    ### Directions

    In this assignment, you’ll reflect on a challenge you faced. You’ll explore how your mindset influenced the outcome and how understanding growth mindset can help you better navigate future experiences.

    Specifically, you must address the following rubric criteria:

    1. Define what growth mindset means in your own words, using course materials as a reference.

    1. As a reminder, you must cite any resources that you use at the end of your assignment.
    2. Describe a specific challenge you experienced in detail.

    1. The challenge can be any obstacle that you experienced that you needed to overcome, work through, or deal with.
    3. Explain whether you approached the situation with a growth mindset or a fixed mindset. Include the following:

    1. Provide evidence from your challenge to support your explanation.
    4. Discuss how your mindset affected the outcome of your challenge. Consider the following:

    1. What might have happened differently with the opposite mindset?
    5. Discuss how reflecting on your challenge has shaped your understanding of growth mindset. Include the following:

    1. How will you apply growth mindset to future challenges?

    ### 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. Sources should be cited according to APA style.

    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 Two Journal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Growth Mindset Means | Defines what growth mindset means in their own words, using course materials as a reference | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include defining growth mindset using their own words or referencing course materials to provide an accurate definition of growth mindset | Does not attempt criterion | 20 |
    | Specific Challenge | Describes a specific challenge they have experienced in detail | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining a challenge that is appropriate to reflect on or providing clear explanation on their chosen challenge | Does not attempt criterion | 10 |
    | Growth Mindset or a Fixed Mindset | Explains whether they approached the situation with a growth mindset or a fixed mindset, including evidence from their challenge to support their explanation | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying whether they approached the situation with a fixed or growth mindset or explaining why a growth or fixed mindset is accurate using evidence from their challenge | Does not attempt criterion | 20 |
    | Outcome of the Challenge | Discusses how their mindset affected the outcome of their challenge | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing how their mindset impacted the outcome in a negative or positive way | Does not attempt criterion | 20 |
    | Understanding of Growth Mindset | Discusses how reflecting on their challenge has shaped their understanding of growth mindset, including how they will apply growth mindset to future challenges | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing how they might apply growth mindset to a future challenge or describing how their understanding of growth mindset has changed based on their reflection | Does not attempt criterion | 20 |
    | 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% |

    **## ModuleOneShortPaperGuidelinesandRubric.html1.zip**

    ## Module One Short Paper Guidelines and Rubric.html

    ## IDS 104 Module One Short Paper Guidelines and Rubric

    ### Overview

    Digital communities are everywhere, from social media groups and online learning forums to gaming and hobby-based platforms. These spaces bring people together with shared interests, goals, or experiences, and often become valuable resources for connection and support. Understanding the dynamics among various digital communities is important not only for academic growth, but also for navigating professional networking spaces and personal interest groups.

    ### Directions

    In this assignment, you will explore two types of digital communities from the "List of Digital Communities” located in the Supporting Materials section. This assignment will help you build awareness of how to engage meaningfully with digital spaces and prepare you to make informed decisions in online environments.

    Specifically, you must address the following rubric criteria:

    1. Describe a digital community from one of the categories on the provided list. Include the following:

    1. What is the main purpose or focus of the community?
    2. Who typically participates in this community?
    3. What tools or platforms do members use to interact or share information with each other?
    2. Describe an additional digital community from one of the categories on the provided list. Include the following:

    1. What is the main purpose or focus of the community?
    2. Who typically participates in this community?
    3. What tools or platforms do members use to interact or share information with each other?
    3. Discuss how each digital community you described could support your academic or personal growth. Consider the following:

    1. How might participating in one or both of these communities help you feel more connected or motivated?
    2. What kind of support or resources could you gain?

    ### What to Submit

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

    ### Supporting Materials

    The following resource supports your work on this short paper:

    [List of Digital Communities](https://www.sweetstudy.com/questions/Course%20Documents/IDS%20104%20Module%20One%20List%20of%20Digital%20Communities.docx?isCourseFile=true)
    Use this list to complete the short paper.

    ### Module One Short Paper Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Digital Community | Describes a digital community from one of the categories on the provided list, including the main purpose or focus of the community, who typically participates in the community, and what tools or platforms members use to interact or share information | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include selecting a community from the list provided, discussing the main purpose or focus of the community, describing who typically participates in the community, or discussing what tools or platforms members of the group use to interact with each other | Does not attempt criterion | 30 |
    | Additional Digital Community | Describes an additional digital community from one of the categories on the provided list, including the main purpose or focus of the group, who typically participates in the community, and how members interact or share information | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include selecting a different community from the list provided, discussing the main purpose of the community, describing who typically participates in the community, or discussing what tools or platforms members of the group use to interact with each other | Does not attempt criterion | 30 |
    | Academic or Personal Growth | Discusses how each digital community described could support their academic or personal growth | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing both digital communities selected and how they may support their academic or personal growth | Does not attempt criterion | 30 |
    | 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 One List of Digital Communities.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/ids-104-module-two-journal-guidelines-and-rubric)

    ## IDS 104 List of Digital Communities

    Using the following list, select two digital communities from the categories provided to complete the Module One Short Paper Assignment. Examples for each category have been provided; you may also select an example that is not listed.

    ·
    **Learning Community**

    · Online course discussion groups

    · Massive Open Online Course (MOOC) communities

    · How-to groups

    · SNHUconnect

    ·
    **Professional or Networking Community**

    · Social media dedicated to professionals

    · Professional associations

    · Trade union sites

    · Conferences

    · Military

    ·
    **Local Community**

    · Social media neighborhood groups

    · Swap and trade “buy nothing” groups

    · Political campaigns

    · Local governments and organizations

    ·
    **Support Community**

    · Counseling and recovery programs

    · Parenting forums

    · LGBTQIA+ forums

    · Grief support

    · Refugee support

    · Weight loss, pregnancy, health-related groups

    ·
    **Fan Community**

    · Pop culture fandoms

    · Sports team fandoms

    · Conventions

    · Brands

    · Influencers

    ·
    **Gaming Community**

    · Players/enthusiasts

    · “Clans,” guilds, clubs

    ·
    **Hobby Community**

    · Homesteading, gardening

    · Live action role playing (LARP)

    · Genealogy

    · Book clubs

    ## image1.png

    ## image2.svg

    **UnitResourcesInsertUnitTitle1.html.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitresourcesinsertunittitle1-html-zip)

    **ModuleTwoActivityGuidelinesandRubric.html.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/moduletwoactivityguidelinesandrubric-html-zip-10440509)

    **ModuleTwoActivityGuidelinesandRubric.html.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/moduletwoactivityguidelinesandrubric-html-zip-10440509)

    **## ModuleTwoJournalGuidelinesandRubric.html.zip**

    ## Module Two Journal Guidelines and Rubric.html

    ## IDS 104 Module Two Journal Guidelines and Rubric

    ### Overview

    A growth mindset—the belief that abilities and intelligence can be developed through dedication and effort—is an essential skill for lifelong learners. In academic, personal, and digital environments, adopting a growth mindset can change how we approach success, failure, and effort. This journal encourages self-awareness and reflection—skills valuable in personal development, academic success, and future careers. Growth mindset is a foundational concept that supports resilience and adaptability. By recognizing the role it plays in your own life, you’ll build strategies for future growth and continuous learning. This reflection will help you prepare for your final project and strengthen your ability to define and apply the concept of growth mindset in meaningful, personal ways.

    ### Directions

    In this assignment, you’ll reflect on a challenge you faced. You’ll explore how your mindset influenced the outcome and how understanding growth mindset can help you better navigate future experiences.

    Specifically, you must address the following rubric criteria:

    1. Define what growth mindset means in your own words, using course materials as a reference.

    1. As a reminder, you must cite any resources that you use at the end of your assignment.
    2. Describe a specific challenge you experienced in detail.

    1. The challenge can be any obstacle that you experienced that you needed to overcome, work through, or deal with.
    3. Explain whether you approached the situation with a growth mindset or a fixed mindset. Include the following:

    1. Provide evidence from your challenge to support your explanation.
    4. Discuss how your mindset affected the outcome of your challenge. Consider the following:

    1. What might have happened differently with the opposite mindset?
    5. Discuss how reflecting on your challenge has shaped your understanding of growth mindset. Include the following:

    1. How will you apply growth mindset to future challenges?

    ### 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. Sources should be cited according to APA style.

    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 Two Journal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Growth Mindset Means | Defines what growth mindset means in their own words, using course materials as a reference | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include defining growth mindset using their own words or referencing course materials to provide an accurate definition of growth mindset | Does not attempt criterion | 20 |
    | Specific Challenge | Describes a specific challenge they have experienced in detail | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining a challenge that is appropriate to reflect on or providing clear explanation on their chosen challenge | Does not attempt criterion | 10 |
    | Growth Mindset or a Fixed Mindset | Explains whether they approached the situation with a growth mindset or a fixed mindset, including evidence from their challenge to support their explanation | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying whether they approached the situation with a fixed or growth mindset or explaining why a growth or fixed mindset is accurate using evidence from their challenge | Does not attempt criterion | 20 |
    | Outcome of the Challenge | Discusses how their mindset affected the outcome of their challenge | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing how their mindset impacted the outcome in a negative or positive way | Does not attempt criterion | 20 |
    | Understanding of Growth Mindset | Discusses how reflecting on their challenge has shaped their understanding of growth mindset, including how they will apply growth mindset to future challenges | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing how they might apply growth mindset to a future challenge or describing how their understanding of growth mindset has changed based on their reflection | Does not attempt criterion | 20 |
    | 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% |

    **## ModuleOneShortPaperGuidelinesandRubric.html1.zip**

    ## Module One Short Paper Guidelines and Rubric.html

    ## IDS 104 Module One Short Paper Guidelines and Rubric

    ### Overview

    Digital communities are everywhere, from social media groups and online learning forums to gaming and hobby-based platforms. These spaces bring people together with shared interests, goals, or experiences, and often become valuable resources for connection and support. Understanding the dynamics among various digital communities is important not only for academic growth, but also for navigating professional networking spaces and personal interest groups.

    ### Directions

    In this assignment, you will explore two types of digital communities from the "List of Digital Communities” located in the Supporting Materials section. This assignment will help you build awareness of how to engage meaningfully with digital spaces and prepare you to make informed decisions in online environments.

    Specifically, you must address the following rubric criteria:

    1. Describe a digital community from one of the categories on the provided list. Include the following:

    1. What is the main purpose or focus of the community?
    2. Who typically participates in this community?
    3. What tools or platforms do members use to interact or share information with each other?
    2. Describe an additional digital community from one of the categories on the provided list. Include the following:

    1. What is the main purpose or focus of the community?
    2. Who typically participates in this community?
    3. What tools or platforms do members use to interact or share information with each other?
    3. Discuss how each digital community you described could support your academic or personal growth. Consider the following:

    1. How might participating in one or both of these communities help you feel more connected or motivated?
    2. What kind of support or resources could you gain?

    ### What to Submit

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

    ### Supporting Materials

    The following resource supports your work on this short paper:

    [List of Digital Communities](https://www.sweetstudy.com/questions/Course%20Documents/IDS%20104%20Module%20One%20List%20of%20Digital%20Communities.docx?isCourseFile=true)
    Use this list to complete the short paper.

    ### Module One Short Paper Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Digital Community | Describes a digital community from one of the categories on the provided list, including the main purpose or focus of the community, who typically participates in the community, and what tools or platforms members use to interact or share information | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include selecting a community from the list provided, discussing the main purpose or focus of the community, describing who typically participates in the community, or discussing what tools or platforms members of the group use to interact with each other | Does not attempt criterion | 30 |
    | Additional Digital Community | Describes an additional digital community from one of the categories on the provided list, including the main purpose or focus of the group, who typically participates in the community, and how members interact or share information | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include selecting a different community from the list provided, discussing the main purpose of the community, describing who typically participates in the community, or discussing what tools or platforms members of the group use to interact with each other | Does not attempt criterion | 30 |
    | Academic or Personal Growth | Discusses how each digital community described could support their academic or personal growth | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing both digital communities selected and how they may support their academic or personal growth | Does not attempt criterion | 30 |
    | 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 One List of Digital Communities.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/ids-104-module-two-journal-guidelines-and-rubric)

    ## IDS 104 List of Digital Communities

    Using the following list, select two digital communities from the categories provided to complete the Module One Short Paper Assignment. Examples for each category have been provided; you may also select an example that is not listed.

    ·
    **Learning Community**

    · Online course discussion groups

    · Massive Open Online Course (MOOC) communities

    · How-to groups

    · SNHUconnect

    ·
    **Professional or Networking Community**

    · Social media dedicated to professionals

    · Professional associations

    · Trade union sites

    · Conferences

    · Military

    ·
    **Local Community**

    · Social media neighborhood groups

    · Swap and trade “buy nothing” groups

    · Political campaigns

    · Local governments and organizations

    ·
    **Support Community**

    · Counseling and recovery programs

    · Parenting forums

    · LGBTQIA+ forums

    · Grief support

    · Refugee support

    · Weight loss, pregnancy, health-related groups

    ·
    **Fan Community**

    · Pop culture fandoms

    · Sports team fandoms

    · Conventions

    · Brands

    · Influencers

    ·
    **Gaming Community**

    · Players/enthusiasts

    · “Clans,” guilds, clubs

    ·
    **Hobby Community**

    · Homesteading, gardening

    · Live action role playing (LARP)

    · Genealogy

    · Book clubs

    ## image1.png

    ## image2.svg

    **UnitResourcesInsertUnitTitle1.html.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitresourcesinsertunittitle1-html-zip)

    **ModuleTwoActivityGuidelinesandRubric.html.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/moduletwoactivityguidelinesandrubric-html-zip-10440509)

    **## ModuleTwoJournalGuidelinesandRubric.html.zip**

    ## Module Two Journal Guidelines and Rubric.html

    ## IDS 104 Module Two Journal Guidelines and Rubric

    ### Overview

    A growth mindset—the belief that abilities and intelligence can be developed through dedication and effort—is an essential skill for lifelong learners. In academic, personal, and digital environments, adopting a growth mindset can change how we approach success, failure, and effort. This journal encourages self-awareness and reflection—skills valuable in personal development, academic success, and future careers. Growth mindset is a foundational concept that supports resilience and adaptability. By recognizing the role it plays in your own life, you’ll build strategies for future growth and continuous learning. This reflection will help you prepare for your final project and strengthen your ability to define and apply the concept of growth mindset in meaningful, personal ways.

    ### Directions

    In this assignment, you’ll reflect on a challenge you faced. You’ll explore how your mindset influenced the outcome and how understanding growth mindset can help you better navigate future experiences.

    Specifically, you must address the following rubric criteria:

    1. Define what growth mindset means in your own words, using course materials as a reference.

    1. As a reminder, you must cite any resources that you use at the end of your assignment.
    2. Describe a specific challenge you experienced in detail.

    1. The challenge can be any obstacle that you experienced that you needed to overcome, work through, or deal with.
    3. Explain whether you approached the situation with a growth mindset or a fixed mindset. Include the following:

    1. Provide evidence from your challenge to support your explanation.
    4. Discuss how your mindset affected the outcome of your challenge. Consider the following:

    1. What might have happened differently with the opposite mindset?
    5. Discuss how reflecting on your challenge has shaped your understanding of growth mindset. Include the following:

    1. How will you apply growth mindset to future challenges?

    ### 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. Sources should be cited according to APA style.

    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 Two Journal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Growth Mindset Means | Defines what growth mindset means in their own words, using course materials as a reference | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include defining growth mindset using their own words or referencing course materials to provide an accurate definition of growth mindset | Does not attempt criterion | 20 |
    | Specific Challenge | Describes a specific challenge they have experienced in detail | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining a challenge that is appropriate to reflect on or providing clear explanation on their chosen challenge | Does not attempt criterion | 10 |
    | Growth Mindset or a Fixed Mindset | Explains whether they approached the situation with a growth mindset or a fixed mindset, including evidence from their challenge to support their explanation | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying whether they approached the situation with a fixed or growth mindset or explaining why a growth or fixed mindset is accurate using evidence from their challenge | Does not attempt criterion | 20 |
    | Outcome of the Challenge | Discusses how their mindset affected the outcome of their challenge | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing how their mindset impacted the outcome in a negative or positive way | Does not attempt criterion | 20 |
    | Understanding of Growth Mindset | Discusses how reflecting on their challenge has shaped their understanding of growth mindset, including how they will apply growth mindset to future challenges | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing how they might apply growth mindset to a future challenge or describing how their understanding of growth mindset has changed based on their reflection | Does not attempt criterion | 20 |
    | 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% |

    **## ModuleOneShortPaperGuidelinesandRubric.html1.zip**

    ## Module One Short Paper Guidelines and Rubric.html

    ## IDS 104 Module One Short Paper Guidelines and Rubric

    ### Overview

    Digital communities are everywhere, from social media groups and online learning forums to gaming and hobby-based platforms. These spaces bring people together with shared interests, goals, or experiences, and often become valuable resources for connection and support. Understanding the dynamics among various digital communities is important not only for academic growth, but also for navigating professional networking spaces and personal interest groups.

    ### Directions

    In this assignment, you will explore two types of digital communities from the "List of Digital Communities” located in the Supporting Materials section. This assignment will help you build awareness of how to engage meaningfully with digital spaces and prepare you to make informed decisions in online environments.

    Specifically, you must address the following rubric criteria:

    1. Describe a digital community from one of the categories on the provided list. Include the following:

    1. What is the main purpose or focus of the community?
    2. Who typically participates in this community?
    3. What tools or platforms do members use to interact or share information with each other?
    2. Describe an additional digital community from one of the categories on the provided list. Include the following:

    1. What is the main purpose or focus of the community?
    2. Who typically participates in this community?
    3. What tools or platforms do members use to interact or share information with each other?
    3. Discuss how each digital community you described could support your academic or personal growth. Consider the following:

    1. How might participating in one or both of these communities help you feel more connected or motivated?
    2. What kind of support or resources could you gain?

    ### What to Submit

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

    ### Supporting Materials

    The following resource supports your work on this short paper:

    [List of Digital Communities](https://www.sweetstudy.com/questions/Course%20Documents/IDS%20104%20Module%20One%20List%20of%20Digital%20Communities.docx?isCourseFile=true)
    Use this list to complete the short paper.

    ### Module One Short Paper Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Digital Community | Describes a digital community from one of the categories on the provided list, including the main purpose or focus of the community, who typically participates in the community, and what tools or platforms members use to interact or share information | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include selecting a community from the list provided, discussing the main purpose or focus of the community, describing who typically participates in the community, or discussing what tools or platforms members of the group use to interact with each other | Does not attempt criterion | 30 |
    | Additional Digital Community | Describes an additional digital community from one of the categories on the provided list, including the main purpose or focus of the group, who typically participates in the community, and how members interact or share information | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include selecting a different community from the list provided, discussing the main purpose of the community, describing who typically participates in the community, or discussing what tools or platforms members of the group use to interact with each other | Does not attempt criterion | 30 |
    | Academic or Personal Growth | Discusses how each digital community described could support their academic or personal growth | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing both digital communities selected and how they may support their academic or personal growth | Does not attempt criterion | 30 |
    | 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 One List of Digital Communities.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/ids-104-module-two-journal-guidelines-and-rubric)

    ## IDS 104 List of Digital Communities

    Using the following list, select two digital communities from the categories provided to complete the Module One Short Paper Assignment. Examples for each category have been provided; you may also select an example that is not listed.

    ·
    **Learning Community**

    · Online course discussion groups

    · Massive Open Online Course (MOOC) communities

    · How-to groups

    · SNHUconnect

    ·
    **Professional or Networking Community**

    · Social media dedicated to professionals

    · Professional associations

    · Trade union sites

    · Conferences

    · Military

    ·
    **Local Community**

    · Social media neighborhood groups

    · Swap and trade “buy nothing” groups

    · Political campaigns

    · Local governments and organizations

    ·
    **Support Community**

    · Counseling and recovery programs

    · Parenting forums

    · LGBTQIA+ forums

    · Grief support

    · Refugee support

    · Weight loss, pregnancy, health-related groups

    ·
    **Fan Community**

    · Pop culture fandoms

    · Sports team fandoms

    · Conventions

    · Brands

    · Influencers

    ·
    **Gaming Community**

    · Players/enthusiasts

    · “Clans,” guilds, clubs

    ·
    **Hobby Community**

    · Homesteading, gardening

    · Live action role playing (LARP)

    · Genealogy

    · Book clubs

    ## image1.png

    ## image2.svg

    **UnitResourcesInsertUnitTitle1.html.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitresourcesinsertunittitle1-html-zip)

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  • [Solved] HUM 102 Module Two Project

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    Please see attached file – ## UnitResourcesInsertUnitTitle1.html1.zip – ## ModuleTwoProjectProposalGuidelinesandRubric.html.zip **## UnitResourcesInsertUnitTitle1.html1.zip** ## Unit Resources {Insert Unit Title]1.html ## Introduction The learning resources in this module will introduce you to the …

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    Assignment Prompt & Instructions

    Please see attached file

    – ## UnitResourcesInsertUnitTitle1.html1.zip

    – ## ModuleTwoProjectProposalGuidelinesandRubric.html.zip

    **## UnitResourcesInsertUnitTitle1.html1.zip**

    ## Unit Resources {Insert Unit Title]1.html

    ## Introduction

    The learning resources in this module will introduce you to the three topics that you’ll be able to choose from for your project and will provide you with examples of how the humanities relate to those topics. You’ll also learn about participatory culture and the challenges and opportunities that it presents.

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

    These textbook chapters from the sociological perspective will provide you with important background information on the three topics you may choose from for your project.

    Textbook: Self, Society, and the Humanities, Chapter 3: Minority, Racial, and Ethnic Groups
    This chapter gets to the heart of diversity by defining what is meant by racial, ethnic, and minority groups and how stereotypes, prejudice, and discrimination may come into play. This resource will help you choose the topic for your project.

    For instructions on accessing your textbook, refer to the VitalSource information section of the Start Here areas of the course.

    As you read, consider the following:

    – How do music and other art forms promote diversity?
    – Consider your favorite movie or TV series. Does it portray characters from different groups? Is the portrayal fair, or do you perceive stereotypes being played out?

    Textbook: Self, Society, and the Humanities, Chapter 4: What Is Mental Illness?
    This chapter explains what mental illness is from a medical and sociological model and discusses the stigma that may come with a mental illness diagnosis. This resource will help you choose the topic for your project.

    For instructions on accessing your textbook, refer to the VitalSource information section of the Start Here areas of the course.

    As you read, consider the following:

    – How might the visual arts, such as films or TV shows, help decrease the stigma of mental illness?
    – Can you think of any artists, musicians, or other creators who have brought attention to the issue of mental illness in our society?

    Textbook: Self, Society, and the Humanities, Chapter 5: Social Movements
    This chapter discusses what social movements are, how activists play a role in social movements, what characteristics will help a social movement succeed, and how social movements have changed over the years. This resource will help you choose the topic for your project.

    For instructions on accessing your textbook, refer to the VitalSource information section of the Start Here areas of the course.

    As you read, consider the following:

    – How has creative expression furthered the cause of activists?
    – Can you think of any specific creative works that are associated with activist movements?

    Reading:
    [Media Literacy for Students in a Digital Age](https://www.carnegie.org/our-work/article/media-literacy-for-students-in-a-digital-age/)
    This article discusses how content creation and how we view it have shifted in the age of artificial intelligence (AI). This resource will help you consider a topic for your project by considering the importance of humans in the creation process. As you read, consider the following:

    – What is the importance of creative works feeling “real”?
    – What do we lose or gain when we craft art in AI?

    Video:
    [Don’t Take the Exit on People: A Diversity and Inclusion Approach](https://youtu.be/YlTvPEvTQy4) (17:59)
    Be sure to watch this video regardless of the topic you choose for your project, as it will be beneficial to cultivate this perspective as you work through the rest of this course and your future career. This resource will help you choose the topic for your project. As you watch, consider the following:

    – How can assumptions impact your viewpoint on diversity and inclusion?
    – What is “default mode” and how might it affect how you interact with others?

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

    Reading:
    [Art as Activism and Allyship: Black Lives Matter Student Murals](https://research.ebsco.com/c/ix3dnl/search/details/5lcpcsmo6b?db=edo)

    This article focuses on how the Black Lives Matters student murals promote activism and understanding of the social movement. If you select diversity for your topic, please read this article. This resource will help you choose the topic for your project. As you read, consider the following:

    – How did the Black Lives Matter mural help foster diversity and inclusion in the community?
    – Does group participation in a project like this create a more powerful message than if a single artist had created a mural?

    Reading:
    [Does Activist Art Have the Capacity to Raise Awareness in Audiences?](https://research.ebsco.com/c/ix3dnl/search/details/drxiw3r6pj?db=psyh)
    This article focuses on how works of art from the three subject areas of the humanities that we are focusing on can help motivate people to do something about climate change in a way that just presenting facts to them often does not.

    If you select activism for your topic, please read this article. This resource will help you choose the topic for your project. As you read, consider the following:

    – How can art about important issues like climate change raise awareness in audiences?
    – What other ways can you think of to raise awareness about climate change through creative works?

    Reading:
    [A Symphony Within](https://go.openathens.net/redirector/snhu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fabs%2Fpii%2FS0277953621009473%3Fvia%253Dihub)
    This article focuses on how people with mental health issues can benefit from participating in the performing arts. If you select mental health for your topic, please read this article. This resource will help you choose the topic for your project. As you read, consider the following:

    – How can the humanities subject areas we are studying—visual arts, literary arts, and performing arts—impact mental health?
    – What creative activities have you used in the past, or might you like to try, to decrease stress and improve your overall mental health and sense of well-being?

    **## ModuleTwoProjectProposalGuidelinesandRubric.html.zip**

    ## Module Two Project Proposal Guidelines and Rubric.html

    ## HUM 102 Module Two Project Proposal Guidelines and Rubric

    ### Overview

    In this course, we are exploring how the humanities teach us about each other and also about ourselves. 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 choose a topic (diversity, mental health, or activism) and two creative works that you will use to compare various subject areas of the humanities in relation to your chosen topic.

    This assignment builds toward Part One of the project, and you will expand on this work in Module Four as you further analyze your chosen creative works. Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.

    ### Directions

    You will use the Project Template for this assignment and add to the same template for project drafts that you will complete in later modules. In Module Two, you will draft the first two components of Part One of your project using questions 1 and 2 of this template. In Modules Four and Five, you will complete different sections of the same template for the project drafts. Then in Module Seven, you will revise and compile your work on all sections of the template as the final project.

    In this proposal, you will identify two creative works associated with your chosen topic (mental health, diversity, or activism). You will use these works and the topic throughout the term on the project drafts. The creative works must be from two different humanities subject areas listed below. These creative works can be selected from the list of works located in the Project Resources, linked in the Supporting Materials section below. Alternatively, you may choose to select two creative works that are not included in the provided list with your instructor’s approval.

    You may choose from the following humanities subject areas:

    – Visual art (paintings, photographs, sculpture, architecture, drawing, film)
    – Performing arts (theater, dance, music, opera)
    – Literature (novels, poems, scripts for plays, short stories, song lyrics)

    Specifically, you must address the following:

    Specify which topic you have chosen to use throughout the project and the two creative works that you have chosen that fit that topic. Use the two creative works to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:

    1. Creative Works: Describe the two creative works.

    1. Your chosen topic (mental health, diversity, or activism)
    2. The names of the chosen creative works
    3. The subject area of the humanities they fall under (visual, literary, or performing arts)

    – Understand the Topic: Describe how the chosen creative works can be used to understand the topic.

    1. A. How do the different humanities subject areas you have chosen (visual, literary, or performing arts) approach the topic?

    ### What to Submit

    Use the
    [Project Template](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Project%20Template.docx?isCourseFile=true) to create your Project Proposal and submit questions 1 and 2 from Part One 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 that you may choose from as well as resources for each of the three topics (diversity, mental health, and activism).

    Reading:
    [Creative Works APA Citation Guide](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Creative%20Works%20APA%20Citation%20Guide.pdf?isCourseFile=true)
    This resource contains the general format for APA citations for various forms of creative works as well as examples and links to more information.

    ### Module Two Project Proposal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Creative Works | Describes the creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include specifying the chosen topic, the names of the creative works, why the creative work was chosen, identifying creative works from different humanities subject areas, or a more detailed description of the creative works | Does not attempt criterion | 45 |
    | Understand the Topic | Describes how the chosen creative works can be used to understand the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more detailed description of how the chosen works can be used to understand the topic | Does not attempt criterion | 45 |
    | 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% |

    ## course_documents/HUM 102 Project Template.docx

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

    ## HUM 102 Project Template

    [To complete this template, replace the bracketed text with your responses. Be sure to use the same creative works and feedback from the project drafts. Remove this note before you submit your paper.]

    ### Part One: Choose the Creative Works

    1. Describe the two
    **creative works.**

    [Insert text.]

    2. Describe how the chosen creative works can be used to
    **understand the topic**.

    [Insert text.]

    3. Describe the
    **value of the diverse perspectives** demonstrated in the chosen creative works.

    [Insert text.]

    4. Describe potential
    **biases and assumptions** present in the creative works in relation to the topic.

    [Insert text.]

    ### Part Two: Self and Society

    1. Describe how the creative works
    **create meaning** surrounding the topic.

    [Insert text.]

    2. Describe how the creative works have impacted
    **society’s perception** of the topic.

    [Insert text.]

    3. Describe how the creative works
    might be perceived by
    **different groups** of people.

    [Insert text.]

    4. Explain how the creative works influence the
    **development of empathy** regarding the topic.

    [Insert text.]

    5. Explain how the creative works encourage
    **critical thinking** regarding the topic.

    [Insert text.]

    ### Part Three: Identity and the Humanities

    1. Describe the relationship between the
    **humanities and self-identity.**

    [Insert text.]

    2. Describe
    **sociocultural factors** that influence identity construction.

    [Insert text.]

    3. Explain how
    **different** **humanities subject areas** can be used to understand one's identity.

    [Insert text.]

    4. Explain how diverse perspectives influence
    **self-concept.**

    [Insert text.]

    ### References

    [Include any references cited in your paper in full APA style.]

    ## image1.png

    ## image2.svg

    ## course_documents/HUM 102 Creative Works APA Citation Guide.pdf

    HUM 102 Creative Works APA Citation Guide

    The following document contains the general format for APA citation for various forms of creative
    works. You may use this resource as a guide when citing creative works for your project as well as other
    assignments.

    For more information on APA citation style, refer to the APA Style: Basics Library Guide.

    Creative
    Work

    General Format Example

    Song Artist, A. A. (Year). Title of song [Song].
    On Title of album. Label. (Original work
    published year)

    The Beatles. (2021). Get back (Remix)
    [Song]. On Let it be. Capitol. (Original
    work published 1970)

    Album Recording artist. (Year of release). Title of
    album [Album]. Record label.

    The National. (2019). I am easy to find
    [Album]. 4AD.

    Film Director, A. A. (Year). Title of film [Film].
    Production Company.

    Melfi, T. (2016). Hidden figures [Film].
    Chernin Entertainment; Levantine Films.

    Television
    Show

    Series:

    Producer, A. A. & Producer, B. B.
    (Producers). (Date). Title of TV series [TV
    series]. Production Company.

    Individual episode:
    Writer, A. A. (Writer) & Director, B. B.
    (Director). (Date episode aired). Title of
    episode (Season number, Episode
    number) [TV series episode]. In A. A.
    Producer, B. B. Producer, & C. C.
    Producer (Producers), Title of TV series.
    Production Company.

    Series:

    Daniels, G., Schur, M., Klein, H., Miner,
    D., Sackett, M., Holland, D., & Goor, D.
    (Executive Producers). (2009–2015).
    Parks and recreation [TV series]. Deedle-
    Dee Productions; 3 Arts Entertainment.

    Individual episode:
    Morgan, P. (Writer & Director). (2016,
    November 4). Hyde Park corner (Season
    1, Episode 2) [TV series episode]. In P.
    Morgan, S. Daldry, R. Fox, A. Harries, S.
    Mackie, & M. B. Shaw (Executive
    Producers), The Crown. Left Bank
    Pictures.

    Museum
    Artwork
    (painting,
    sculpture,
    photograph,
    print,
    drawing, and
    installation)

    Viewed in person:

    Artist, A. A. (Year). Title of work
    [Medium]. Museum Name, Museum
    Location.

    Viewed on a museum website:

    Artist, A. A. (Year). Title of work
    [Medium]. Museum Name, Museum
    Location. URL

    Viewed in person:

    Monet, C. (1900). The water lily pond
    [Painting]. Museum of Fine Arts, Boston,
    MA, United States.

    Viewed on a museum website:

    Emmoser, G. (1579). Celestial globe with
    clockwork [Gilded silver and brass globe].
    The Met Fifth Avenue, New York, NY,
    United States.
    https://www.metmuseum.org/art/collec
    tion/search/193606

    [https://libguides.snhu.edu/c.php?g=157152&p=7238037](https://libguides.snhu.edu/c.php?g=157152&p=7238037)

    [https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)

    [https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)

    Creative
    Work

    General Format Example

    Book Author, A. A. (Year). Title of book. Source. Harari, Y. N. (2015). Sapiens: A brief
    history of humankind. HarperCollins
    Publishers.

    Short Story Short story in a book:

    Author, A. (Year). Title of short story. In
    A. Editor (Ed.). Title of book (pp. XX–XX).
    Publisher.

    Short story in a periodical:

    Author, A., & Author, B. (Year). Short
    story title. Title of Periodical,
    volume(issue), pages. URL

    Short story in a book:

    Sunday, S. (2020). A walk through the
    brain. In A. Barry (Ed.). Psychological
    foundations: Stories of the brain (pp. 66–
    70). Newman.

    Short story in a periodical:

    Johnson, A., & Smith, A. (2019). My brain
    simplified. Psychology Reviewed, 2(5),
    216–22.
    https://psychologyreviewed.com/johnso
    n/smith/my_brain_simplied

    Poem In print:

    Poet, A. (Year). Poem title. In A. Editor
    (Ed.), Book title (pp. XX–XX). Publisher.

    Online:

    Poet Surname, Initial(s). (Year, Month
    Date). Title of poem. Name of website.
    URL

    In print:

    Frost, R. (1959). The road not taken. You
    Come Too (p. 83). Henry Holt and
    Company.

    Online:

    Frost, F. (2019, Jan 10). Fire and ice.
    Poetry Foundation.
    https://poetryfoundation.org/poems/44
    263/fire-and-ice

    **## ModuleTwoProjectProposalGuidelinesandRubric.html.zip**

    ## Module Two Project Proposal Guidelines and Rubric.html

    ## HUM 102 Module Two Project Proposal Guidelines and Rubric

    ### Overview

    In this course, we are exploring how the humanities teach us about each other and also about ourselves. 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 choose a topic (diversity, mental health, or activism) and two creative works that you will use to compare various subject areas of the humanities in relation to your chosen topic.

    This assignment builds toward Part One of the project, and you will expand on this work in Module Four as you further analyze your chosen creative works. Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.

    ### Directions

    You will use the Project Template for this assignment and add to the same template for project drafts that you will complete in later modules. In Module Two, you will draft the first two components of Part One of your project using questions 1 and 2 of this template. In Modules Four and Five, you will complete different sections of the same template for the project drafts. Then in Module Seven, you will revise and compile your work on all sections of the template as the final project.

    In this proposal, you will identify two creative works associated with your chosen topic (mental health, diversity, or activism). You will use these works and the topic throughout the term on the project drafts. The creative works must be from two different humanities subject areas listed below. These creative works can be selected from the list of works located in the Project Resources, linked in the Supporting Materials section below. Alternatively, you may choose to select two creative works that are not included in the provided list with your instructor’s approval.

    You may choose from the following humanities subject areas:

    – Visual art (paintings, photographs, sculpture, architecture, drawing, film)
    – Performing arts (theater, dance, music, opera)
    – Literature (novels, poems, scripts for plays, short stories, song lyrics)

    Specifically, you must address the following:

    Specify which topic you have chosen to use throughout the project and the two creative works that you have chosen that fit that topic. Use the two creative works to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:

    1. Creative Works: Describe the two creative works.

    1. Your chosen topic (mental health, diversity, or activism)
    2. The names of the chosen creative works
    3. The subject area of the humanities they fall under (visual, literary, or performing arts)

    – Understand the Topic: Describe how the chosen creative works can be used to understand the topic.

    1. A. How do the different humanities subject areas you have chosen (visual, literary, or performing arts) approach the topic?

    ### What to Submit

    Use the
    [Project Template](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Project%20Template.docx?isCourseFile=true) to create your Project Proposal and submit questions 1 and 2 from Part One 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 that you may choose from as well as resources for each of the three topics (diversity, mental health, and activism).

    Reading:
    [Creative Works APA Citation Guide](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Creative%20Works%20APA%20Citation%20Guide.pdf?isCourseFile=true)
    This resource contains the general format for APA citations for various forms of creative works as well as examples and links to more information.

    ### Module Two Project Proposal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Creative Works | Describes the creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include specifying the chosen topic, the names of the creative works, why the creative work was chosen, identifying creative works from different humanities subject areas, or a more detailed description of the creative works | Does not attempt criterion | 45 |
    | Understand the Topic | Describes how the chosen creative works can be used to understand the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more detailed description of how the chosen works can be used to understand the topic | Does not attempt criterion | 45 |
    | 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% |

    ## course_documents/HUM 102 Project Template.docx

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

    ## HUM 102 Project Template

    [To complete this template, replace the bracketed text with your responses. Be sure to use the same creative works and feedback from the project drafts. Remove this note before you submit your paper.]

    ### Part One: Choose the Creative Works

    1. Describe the two
    **creative works.**

    [Insert text.]

    2. Describe how the chosen creative works can be used to
    **understand the topic**.

    [Insert text.]

    3. Describe the
    **value of the diverse perspectives** demonstrated in the chosen creative works.

    [Insert text.]

    4. Describe potential
    **biases and assumptions** present in the creative works in relation to the topic.

    [Insert text.]

    ### Part Two: Self and Society

    1. Describe how the creative works
    **create meaning** surrounding the topic.

    [Insert text.]

    2. Describe how the creative works have impacted
    **society’s perception** of the topic.

    [Insert text.]

    3. Describe how the creative works
    might be perceived by
    **different groups** of people.

    [Insert text.]

    4. Explain how the creative works influence the
    **development of empathy** regarding the topic.

    [Insert text.]

    5. Explain how the creative works encourage
    **critical thinking** regarding the topic.

    [Insert text.]

    ### Part Three: Identity and the Humanities

    1. Describe the relationship between the
    **humanities and self-identity.**

    [Insert text.]

    2. Describe
    **sociocultural factors** that influence identity construction.

    [Insert text.]

    3. Explain how
    **different** **humanities subject areas** can be used to understand one's identity.

    [Insert text.]

    4. Explain how diverse perspectives influence
    **self-concept.**

    [Insert text.]

    ### References

    [Include any references cited in your paper in full APA style.]

    ## image1.png

    ## image2.svg

    ## course_documents/HUM 102 Creative Works APA Citation Guide.pdf

    HUM 102 Creative Works APA Citation Guide

    The following document contains the general format for APA citation for various forms of creative
    works. You may use this resource as a guide when citing creative works for your project as well as other
    assignments.

    For more information on APA citation style, refer to the APA Style: Basics Library Guide.

    Creative
    Work

    General Format Example

    Song Artist, A. A. (Year). Title of song [Song].
    On Title of album. Label. (Original work
    published year)

    The Beatles. (2021). Get back (Remix)
    [Song]. On Let it be. Capitol. (Original
    work published 1970)

    Album Recording artist. (Year of release). Title of
    album [Album]. Record label.

    The National. (2019). I am easy to find
    [Album]. 4AD.

    Film Director, A. A. (Year). Title of film [Film].
    Production Company.

    Melfi, T. (2016). Hidden figures [Film].
    Chernin Entertainment; Levantine Films.

    Television
    Show

    Series:

    Producer, A. A. & Producer, B. B.
    (Producers). (Date). Title of TV series [TV
    series]. Production Company.

    Individual episode:
    Writer, A. A. (Writer) & Director, B. B.
    (Director). (Date episode aired). Title of
    episode (Season number, Episode
    number) [TV series episode]. In A. A.
    Producer, B. B. Producer, & C. C.
    Producer (Producers), Title of TV series.
    Production Company.

    Series:

    Daniels, G., Schur, M., Klein, H., Miner,
    D., Sackett, M., Holland, D., & Goor, D.
    (Executive Producers). (2009–2015).
    Parks and recreation [TV series]. Deedle-
    Dee Productions; 3 Arts Entertainment.

    Individual episode:
    Morgan, P. (Writer & Director). (2016,
    November 4). Hyde Park corner (Season
    1, Episode 2) [TV series episode]. In P.
    Morgan, S. Daldry, R. Fox, A. Harries, S.
    Mackie, & M. B. Shaw (Executive
    Producers), The Crown. Left Bank
    Pictures.

    Museum
    Artwork
    (painting,
    sculpture,
    photograph,
    print,
    drawing, and
    installation)

    Viewed in person:

    Artist, A. A. (Year). Title of work
    [Medium]. Museum Name, Museum
    Location.

    Viewed on a museum website:

    Artist, A. A. (Year). Title of work
    [Medium]. Museum Name, Museum
    Location. URL

    Viewed in person:

    Monet, C. (1900). The water lily pond
    [Painting]. Museum of Fine Arts, Boston,
    MA, United States.

    Viewed on a museum website:

    Emmoser, G. (1579). Celestial globe with
    clockwork [Gilded silver and brass globe].
    The Met Fifth Avenue, New York, NY,
    United States.
    https://www.metmuseum.org/art/collec
    tion/search/193606

    [https://libguides.snhu.edu/c.php?g=157152&p=7238037](https://libguides.snhu.edu/c.php?g=157152&p=7238037)

    [https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)

    [https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)

    Creative
    Work

    General Format Example

    Book Author, A. A. (Year). Title of book. Source. Harari, Y. N. (2015). Sapiens: A brief
    history of humankind. HarperCollins
    Publishers.

    Short Story Short story in a book:

    Author, A. (Year). Title of short story. In
    A. Editor (Ed.). Title of book (pp. XX–XX).
    Publisher.

    Short story in a periodical:

    Author, A., & Author, B. (Year). Short
    story title. Title of Periodical,
    volume(issue), pages. URL

    Short story in a book:

    Sunday, S. (2020). A walk through the
    brain. In A. Barry (Ed.). Psychological
    foundations: Stories of the brain (pp. 66–
    70). Newman.

    Short story in a periodical:

    Johnson, A., & Smith, A. (2019). My brain
    simplified. Psychology Reviewed, 2(5),
    216–22.
    https://psychologyreviewed.com/johnso
    n/smith/my_brain_simplied

    Poem In print:

    Poet, A. (Year). Poem title. In A. Editor
    (Ed.), Book title (pp. XX–XX). Publisher.

    Online:

    Poet Surname, Initial(s). (Year, Month
    Date). Title of poem. Name of website.
    URL

    In print:

    Frost, R. (1959). The road not taken. You
    Come Too (p. 83). Henry Holt and
    Company.

    Online:

    Frost, F. (2019, Jan 10). Fire and ice.
    Poetry Foundation.
    https://poetryfoundation.org/poems/44
    263/fire-and-ice

    **## UnitResourcesInsertUnitTitle1.html1.zip**

    ## Unit Resources {Insert Unit Title]1.html

    ## Introduction

    The learning resources in this module will introduce you to the three topics that you’ll be able to choose from for your project and will provide you with examples of how the humanities relate to those topics. You’ll also learn about participatory culture and the challenges and opportunities that it presents.

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

    These textbook chapters from the sociological perspective will provide you with important background information on the three topics you may choose from for your project.

    Textbook: Self, Society, and the Humanities, Chapter 3: Minority, Racial, and Ethnic Groups
    This chapter gets to the heart of diversity by defining what is meant by racial, ethnic, and minority groups and how stereotypes, prejudice, and discrimination may come into play. This resource will help you choose the topic for your project.

    For instructions on accessing your textbook, refer to the VitalSource information section of the Start Here areas of the course.

    As you read, consider the following:

    – How do music and other art forms promote diversity?
    – Consider your favorite movie or TV series. Does it portray characters from different groups? Is the portrayal fair, or do you perceive stereotypes being played out?

    Textbook: Self, Society, and the Humanities, Chapter 4: What Is Mental Illness?
    This chapter explains what mental illness is from a medical and sociological model and discusses the stigma that may come with a mental illness diagnosis. This resource will help you choose the topic for your project.

    For instructions on accessing your textbook, refer to the VitalSource information section of the Start Here areas of the course.

    As you read, consider the following:

    – How might the visual arts, such as films or TV shows, help decrease the stigma of mental illness?
    – Can you think of any artists, musicians, or other creators who have brought attention to the issue of mental illness in our society?

    Textbook: Self, Society, and the Humanities, Chapter 5: Social Movements
    This chapter discusses what social movements are, how activists play a role in social movements, what characteristics will help a social movement succeed, and how social movements have changed over the years. This resource will help you choose the topic for your project.

    For instructions on accessing your textbook, refer to the VitalSource information section of the Start Here areas of the course.

    As you read, consider the following:

    – How has creative expression furthered the cause of activists?
    – Can you think of any specific creative works that are associated with activist movements?

    Reading:
    [Media Literacy for Students in a Digital Age](https://www.carnegie.org/our-work/article/media-literacy-for-students-in-a-digital-age/)
    This article discusses how content creation and how we view it have shifted in the age of artificial intelligence (AI). This resource will help you consider a topic for your project by considering the importance of humans in the creation process. As you read, consider the following:

    – What is the importance of creative works feeling “real”?
    – What do we lose or gain when we craft art in AI?

    Video:
    [Don’t Take the Exit on People: A Diversity and Inclusion Approach](https://youtu.be/YlTvPEvTQy4) (17:59)
    Be sure to watch this video regardless of the topic you choose for your project, as it will be beneficial to cultivate this perspective as you work through the rest of this course and your future career. This resource will help you choose the topic for your project. As you watch, consider the following:

    – How can assumptions impact your viewpoint on diversity and inclusion?
    – What is “default mode” and how might it affect how you interact with others?

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

    Reading:
    [Art as Activism and Allyship: Black Lives Matter Student Murals](https://research.ebsco.com/c/ix3dnl/search/details/5lcpcsmo6b?db=edo)

    This article focuses on how the Black Lives Matters student murals promote activism and understanding of the social movement. If you select diversity for your topic, please read this article. This resource will help you choose the topic for your project. As you read, consider the following:

    – How did the Black Lives Matter mural help foster diversity and inclusion in the community?
    – Does group participation in a project like this create a more powerful message than if a single artist had created a mural?

    Reading:
    [Does Activist Art Have the Capacity to Raise Awareness in Audiences?](https://research.ebsco.com/c/ix3dnl/search/details/drxiw3r6pj?db=psyh)
    This article focuses on how works of art from the three subject areas of the humanities that we are focusing on can help motivate people to do something about climate change in a way that just presenting facts to them often does not.

    If you select activism for your topic, please read this article. This resource will help you choose the topic for your project. As you read, consider the following:

    – How can art about important issues like climate change raise awareness in audiences?
    – What other ways can you think of to raise awareness about climate change through creative works?

    Reading:
    [A Symphony Within](https://go.openathens.net/redirector/snhu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fabs%2Fpii%2FS0277953621009473%3Fvia%253Dihub)
    This article focuses on how people with mental health issues can benefit from participating in the performing arts. If you select mental health for your topic, please read this article. This resource will help you choose the topic for your project. As you read, consider the following:

    – How can the humanities subject areas we are studying—visual arts, literary arts, and performing arts—impact mental health?
    – What creative activities have you used in the past, or might you like to try, to decrease stress and improve your overall mental health and sense of well-being?

    **## ModuleTwoProjectProposalGuidelinesandRubric.html.zip**

    ## Module Two Project Proposal Guidelines and Rubric.html

    ## HUM 102 Module Two Project Proposal Guidelines and Rubric

    ### Overview

    In this course, we are exploring how the humanities teach us about each other and also about ourselves. 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 choose a topic (diversity, mental health, or activism) and two creative works that you will use to compare various subject areas of the humanities in relation to your chosen topic.

    This assignment builds toward Part One of the project, and you will expand on this work in Module Four as you further analyze your chosen creative works. Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.

    ### Directions

    You will use the Project Template for this assignment and add to the same template for project drafts that you will complete in later modules. In Module Two, you will draft the first two components of Part One of your project using questions 1 and 2 of this template. In Modules Four and Five, you will complete different sections of the same template for the project drafts. Then in Module Seven, you will revise and compile your work on all sections of the template as the final project.

    In this proposal, you will identify two creative works associated with your chosen topic (mental health, diversity, or activism). You will use these works and the topic throughout the term on the project drafts. The creative works must be from two different humanities subject areas listed below. These creative works can be selected from the list of works located in the Project Resources, linked in the Supporting Materials section below. Alternatively, you may choose to select two creative works that are not included in the provided list with your instructor’s approval.

    You may choose from the following humanities subject areas:

    – Visual art (paintings, photographs, sculpture, architecture, drawing, film)
    – Performing arts (theater, dance, music, opera)
    – Literature (novels, poems, scripts for plays, short stories, song lyrics)

    Specifically, you must address the following:

    Specify which topic you have chosen to use throughout the project and the two creative works that you have chosen that fit that topic. Use the two creative works to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:

    1. Creative Works: Describe the two creative works.

    1. Your chosen topic (mental health, diversity, or activism)
    2. The names of the chosen creative works
    3. The subject area of the humanities they fall under (visual, literary, or performing arts)

    – Understand the Topic: Describe how the chosen creative works can be used to understand the topic.

    1. A. How do the different humanities subject areas you have chosen (visual, literary, or performing arts) approach the topic?

    ### What to Submit

    Use the
    [Project Template](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Project%20Template.docx?isCourseFile=true) to create your Project Proposal and submit questions 1 and 2 from Part One 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 that you may choose from as well as resources for each of the three topics (diversity, mental health, and activism).

    Reading:
    [Creative Works APA Citation Guide](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Creative%20Works%20APA%20Citation%20Guide.pdf?isCourseFile=true)
    This resource contains the general format for APA citations for various forms of creative works as well as examples and links to more information.

    ### Module Two Project Proposal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Creative Works | Describes the creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include specifying the chosen topic, the names of the creative works, why the creative work was chosen, identifying creative works from different humanities subject areas, or a more detailed description of the creative works | Does not attempt criterion | 45 |
    | Understand the Topic | Describes how the chosen creative works can be used to understand the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more detailed description of how the chosen works can be used to understand the topic | Does not attempt criterion | 45 |
    | 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% |

    ## course_documents/HUM 102 Project Template.docx

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

    ## HUM 102 Project Template

    [To complete this template, replace the bracketed text with your responses. Be sure to use the same creative works and feedback from the project drafts. Remove this note before you submit your paper.]

    ### Part One: Choose the Creative Works

    1. Describe the two
    **creative works.**

    [Insert text.]

    2. Describe how the chosen creative works can be used to
    **understand the topic**.

    [Insert text.]

    3. Describe the
    **value of the diverse perspectives** demonstrated in the chosen creative works.

    [Insert text.]

    4. Describe potential
    **biases and assumptions** present in the creative works in relation to the topic.

    [Insert text.]

    ### Part Two: Self and Society

    1. Describe how the creative works
    **create meaning** surrounding the topic.

    [Insert text.]

    2. Describe how the creative works have impacted
    **society’s perception** of the topic.

    [Insert text.]

    3. Describe how the creative works
    might be perceived by
    **different groups** of people.

    [Insert text.]

    4. Explain how the creative works influence the
    **development of empathy** regarding the topic.

    [Insert text.]

    5. Explain how the creative works encourage
    **critical thinking** regarding the topic.

    [Insert text.]

    ### Part Three: Identity and the Humanities

    1. Describe the relationship between the
    **humanities and self-identity.**

    [Insert text.]

    2. Describe
    **sociocultural factors** that influence identity construction.

    [Insert text.]

    3. Explain how
    **different** **humanities subject areas** can be used to understand one's identity.

    [Insert text.]

    4. Explain how diverse perspectives influence
    **self-concept.**

    [Insert text.]

    ### References

    [Include any references cited in your paper in full APA style.]

    ## image1.png

    ## image2.svg

    ## course_documents/HUM 102 Creative Works APA Citation Guide.pdf

    HUM 102 Creative Works APA Citation Guide

    The following document contains the general format for APA citation for various forms of creative
    works. You may use this resource as a guide when citing creative works for your project as well as other
    assignments.

    For more information on APA citation style, refer to the APA Style: Basics Library Guide.

    Creative
    Work

    General Format Example

    Song Artist, A. A. (Year). Title of song [Song].
    On Title of album. Label. (Original work
    published year)

    The Beatles. (2021). Get back (Remix)
    [Song]. On Let it be. Capitol. (Original
    work published 1970)

    Album Recording artist. (Year of release). Title of
    album [Album]. Record label.

    The National. (2019). I am easy to find
    [Album]. 4AD.

    Film Director, A. A. (Year). Title of film [Film].
    Production Company.

    Melfi, T. (2016). Hidden figures [Film].
    Chernin Entertainment; Levantine Films.

    Television
    Show

    Series:

    Producer, A. A. & Producer, B. B.
    (Producers). (Date). Title of TV series [TV
    series]. Production Company.

    Individual episode:
    Writer, A. A. (Writer) & Director, B. B.
    (Director). (Date episode aired). Title of
    episode (Season number, Episode
    number) [TV series episode]. In A. A.
    Producer, B. B. Producer, & C. C.
    Producer (Producers), Title of TV series.
    Production Company.

    Series:

    Daniels, G., Schur, M., Klein, H., Miner,
    D., Sackett, M., Holland, D., & Goor, D.
    (Executive Producers). (2009–2015).
    Parks and recreation [TV series]. Deedle-
    Dee Productions; 3 Arts Entertainment.

    Individual episode:
    Morgan, P. (Writer & Director). (2016,
    November 4). Hyde Park corner (Season
    1, Episode 2) [TV series episode]. In P.
    Morgan, S. Daldry, R. Fox, A. Harries, S.
    Mackie, & M. B. Shaw (Executive
    Producers), The Crown. Left Bank
    Pictures.

    Museum
    Artwork
    (painting,
    sculpture,
    photograph,
    print,
    drawing, and
    installation)

    Viewed in person:

    Artist, A. A. (Year). Title of work
    [Medium]. Museum Name, Museum
    Location.

    Viewed on a museum website:

    Artist, A. A. (Year). Title of work
    [Medium]. Museum Name, Museum
    Location. URL

    Viewed in person:

    Monet, C. (1900). The water lily pond
    [Painting]. Museum of Fine Arts, Boston,
    MA, United States.

    Viewed on a museum website:

    Emmoser, G. (1579). Celestial globe with
    clockwork [Gilded silver and brass globe].
    The Met Fifth Avenue, New York, NY,
    United States.
    https://www.metmuseum.org/art/collec
    tion/search/193606

    [https://libguides.snhu.edu/c.php?g=157152&p=7238037](https://libguides.snhu.edu/c.php?g=157152&p=7238037)

    [https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)

    [https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)

    Creative
    Work

    General Format Example

    Book Author, A. A. (Year). Title of book. Source. Harari, Y. N. (2015). Sapiens: A brief
    history of humankind. HarperCollins
    Publishers.

    Short Story Short story in a book:

    Author, A. (Year). Title of short story. In
    A. Editor (Ed.). Title of book (pp. XX–XX).
    Publisher.

    Short story in a periodical:

    Author, A., & Author, B. (Year). Short
    story title. Title of Periodical,
    volume(issue), pages. URL

    Short story in a book:

    Sunday, S. (2020). A walk through the
    brain. In A. Barry (Ed.). Psychological
    foundations: Stories of the brain (pp. 66–
    70). Newman.

    Short story in a periodical:

    Johnson, A., & Smith, A. (2019). My brain
    simplified. Psychology Reviewed, 2(5),
    216–22.
    https://psychologyreviewed.com/johnso
    n/smith/my_brain_simplied

    Poem In print:

    Poet, A. (Year). Poem title. In A. Editor
    (Ed.), Book title (pp. XX–XX). Publisher.

    Online:

    Poet Surname, Initial(s). (Year, Month
    Date). Title of poem. Name of website.
    URL

    In print:

    Frost, R. (1959). The road not taken. You
    Come Too (p. 83). Henry Holt and
    Company.

    Online:

    Frost, F. (2019, Jan 10). Fire and ice.
    Poetry Foundation.
    https://poetryfoundation.org/poems/44
    263/fire-and-ice

    **## UnitResourcesInsertUnitTitle1.html1.zip**

    ## Unit Resources {Insert Unit Title]1.html

    ## Introduction

    The learning resources in this module will introduce you to the three topics that you’ll be able to choose from for your project and will provide you with examples of how the humanities relate to those topics. You’ll also learn about participatory culture and the challenges and opportunities that it presents.

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

    These textbook chapters from the sociological perspective will provide you with important background information on the three topics you may choose from for your project.

    Textbook: Self, Society, and the Humanities, Chapter 3: Minority, Racial, and Ethnic Groups
    This chapter gets to the heart of diversity by defining what is meant by racial, ethnic, and minority groups and how stereotypes, prejudice, and discrimination may come into play. This resource will help you choose the topic for your project.

    For instructions on accessing your textbook, refer to the VitalSource information section of the Start Here areas of the course.

    As you read, consider the following:

    – How do music and other art forms promote diversity?
    – Consider your favorite movie or TV series. Does it portray characters from different groups? Is the portrayal fair, or do you perceive stereotypes being played out?

    Textbook: Self, Society, and the Humanities, Chapter 4: What Is Mental Illness?
    This chapter explains what mental illness is from a medical and sociological model and discusses the stigma that may come with a mental illness diagnosis. This resource will help you choose the topic for your project.

    For instructions on accessing your textbook, refer to the VitalSource information section of the Start Here areas of the course.

    As you read, consider the following:

    – How might the visual arts, such as films or TV shows, help decrease the stigma of mental illness?
    – Can you think of any artists, musicians, or other creators who have brought attention to the issue of mental illness in our society?

    Textbook: Self, Society, and the Humanities, Chapter 5: Social Movements
    This chapter discusses what social movements are, how activists play a role in social movements, what characteristics will help a social movement succeed, and how social movements have changed over the years. This resource will help you choose the topic for your project.

    For instructions on accessing your textbook, refer to the VitalSource information section of the Start Here areas of the course.

    As you read, consider the following:

    – How has creative expression furthered the cause of activists?
    – Can you think of any specific creative works that are associated with activist movements?

    Reading:
    [Media Literacy for Students in a Digital Age](https://www.carnegie.org/our-work/article/media-literacy-for-students-in-a-digital-age/)
    This article discusses how content creation and how we view it have shifted in the age of artificial intelligence (AI). This resource will help you consider a topic for your project by considering the importance of humans in the creation process. As you read, consider the following:

    – What is the importance of creative works feeling “real”?
    – What do we lose or gain when we craft art in AI?

    Video:
    [Don’t Take the Exit on People: A Diversity and Inclusion Approach](https://youtu.be/YlTvPEvTQy4) (17:59)
    Be sure to watch this video regardless of the topic you choose for your project, as it will be beneficial to cultivate this perspective as you work through the rest of this course and your future career. This resource will help you choose the topic for your project. As you watch, consider the following:

    – How can assumptions impact your viewpoint on diversity and inclusion?
    – What is “default mode” and how might it affect how you interact with others?

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

    Reading:
    [Art as Activism and Allyship: Black Lives Matter Student Murals](https://research.ebsco.com/c/ix3dnl/search/details/5lcpcsmo6b?db=edo)

    This article focuses on how the Black Lives Matters student murals promote activism and understanding of the social movement. If you select diversity for your topic, please read this article. This resource will help you choose the topic for your project. As you read, consider the following:

    – How did the Black Lives Matter mural help foster diversity and inclusion in the community?
    – Does group participation in a project like this create a more powerful message than if a single artist had created a mural?

    Reading:
    [Does Activist Art Have the Capacity to Raise Awareness in Audiences?](https://research.ebsco.com/c/ix3dnl/search/details/drxiw3r6pj?db=psyh)
    This article focuses on how works of art from the three subject areas of the humanities that we are focusing on can help motivate people to do something about climate change in a way that just presenting facts to them often does not.

    If you select activism for your topic, please read this article. This resource will help you choose the topic for your project. As you read, consider the following:

    – How can art about important issues like climate change raise awareness in audiences?
    – What other ways can you think of to raise awareness about climate change through creative works?

    Reading:
    [A Symphony Within](https://go.openathens.net/redirector/snhu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fabs%2Fpii%2FS0277953621009473%3Fvia%253Dihub)
    This article focuses on how people with mental health issues can benefit from participating in the performing arts. If you select mental health for your topic, please read this article. This resource will help you choose the topic for your project. As you read, consider the following:

    – How can the humanities subject areas we are studying—visual arts, literary arts, and performing arts—impact mental health?
    – What creative activities have you used in the past, or might you like to try, to decrease stress and improve your overall mental health and sense of well-being?

    **## ModuleTwoProjectProposalGuidelinesandRubric.html.zip**

    ## Module Two Project Proposal Guidelines and Rubric.html

    ## HUM 102 Module Two Project Proposal Guidelines and Rubric

    ### Overview

    In this course, we are exploring how the humanities teach us about each other and also about ourselves. 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 choose a topic (diversity, mental health, or activism) and two creative works that you will use to compare various subject areas of the humanities in relation to your chosen topic.

    This assignment builds toward Part One of the project, and you will expand on this work in Module Four as you further analyze your chosen creative works. Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.

    ### Directions

    You will use the Project Template for this assignment and add to the same template for project drafts that you will complete in later modules. In Module Two, you will draft the first two components of Part One of your project using questions 1 and 2 of this template. In Modules Four and Five, you will complete different sections of the same template for the project drafts. Then in Module Seven, you will revise and compile your work on all sections of the template as the final project.

    In this proposal, you will identify two creative works associated with your chosen topic (mental health, diversity, or activism). You will use these works and the topic throughout the term on the project drafts. The creative works must be from two different humanities subject areas listed below. These creative works can be selected from the list of works located in the Project Resources, linked in the Supporting Materials section below. Alternatively, you may choose to select two creative works that are not included in the provided list with your instructor’s approval.

    You may choose from the following humanities subject areas:

    – Visual art (paintings, photographs, sculpture, architecture, drawing, film)
    – Performing arts (theater, dance, music, opera)
    – Literature (novels, poems, scripts for plays, short stories, song lyrics)

    Specifically, you must address the following:

    Specify which topic you have chosen to use throughout the project and the two creative works that you have chosen that fit that topic. Use the two creative works to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:

    1. Creative Works: Describe the two creative works.

    1. Your chosen topic (mental health, diversity, or activism)
    2. The names of the chosen creative works
    3. The subject area of the humanities they fall under (visual, literary, or performing arts)

    – Understand the Topic: Describe how the chosen creative works can be used to understand the topic.

    1. A. How do the different humanities subject areas you have chosen (visual, literary, or performing arts) approach the topic?

    ### What to Submit

    Use the
    [Project Template](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Project%20Template.docx?isCourseFile=true) to create your Project Proposal and submit questions 1 and 2 from Part One 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 that you may choose from as well as resources for each of the three topics (diversity, mental health, and activism).

    Reading:
    [Creative Works APA Citation Guide](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Creative%20Works%20APA%20Citation%20Guide.pdf?isCourseFile=true)
    This resource contains the general format for APA citations for various forms of creative works as well as examples and links to more information.

    ### Module Two Project Proposal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Creative Works | Describes the creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include specifying the chosen topic, the names of the creative works, why the creative work was chosen, identifying creative works from different humanities subject areas, or a more detailed description of the creative works | Does not attempt criterion | 45 |
    | Understand the Topic | Describes how the chosen creative works can be used to understand the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more detailed description of how the chosen works can be used to understand the topic | Does not attempt criterion | 45 |
    | 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% |

    ## course_documents/HUM 102 Project Template.docx

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

    ## HUM 102 Project Template

    [To complete this template, replace the bracketed text with your responses. Be sure to use the same creative works and feedback from the project drafts. Remove this note before you submit your paper.]

    ### Part One: Choose the Creative Works

    1. Describe the two
    **creative works.**

    [Insert text.]

    2. Describe how the chosen creative works can be used to
    **understand the topic**.

    [Insert text.]

    3. Describe the
    **value of the diverse perspectives** demonstrated in the chosen creative works.

    [Insert text.]

    4. Describe potential
    **biases and assumptions** present in the creative works in relation to the topic.

    [Insert text.]

    ### Part Two: Self and Society

    1. Describe how the creative works
    **create meaning** surrounding the topic.

    [Insert text.]

    2. Describe how the creative works have impacted
    **society’s perception** of the topic.

    [Insert text.]

    3. Describe how the creative works
    might be perceived by
    **different groups** of people.

    [Insert text.]

    4. Explain how the creative works influence the
    **development of empathy** regarding the topic.

    [Insert text.]

    5. Explain how the creative works encourage
    **critical thinking** regarding the topic.

    [Insert text.]

    ### Part Three: Identity and the Humanities

    1. Describe the relationship between the
    **humanities and self-identity.**

    [Insert text.]

    2. Describe
    **sociocultural factors** that influence identity construction.

    [Insert text.]

    3. Explain how
    **different** **humanities subject areas** can be used to understand one's identity.

    [Insert text.]

    4. Explain how diverse perspectives influence
    **self-concept.**

    [Insert text.]

    ### References

    [Include any references cited in your paper in full APA style.]

    ## image1.png

    ## image2.svg

    ## course_documents/HUM 102 Creative Works APA Citation Guide.pdf

    HUM 102 Creative Works APA Citation Guide

    The following document contains the general format for APA citation for various forms of creative
    works. You may use this resource as a guide when citing creative works for your project as well as other
    assignments.

    For more information on APA citation style, refer to the APA Style: Basics Library Guide.

    Creative
    Work

    General Format Example

    Song Artist, A. A. (Year). Title of song [Song].
    On Title of album. Label. (Original work
    published year)

    The Beatles. (2021). Get back (Remix)
    [Song]. On Let it be. Capitol. (Original
    work published 1970)

    Album Recording artist. (Year of release). Title of
    album [Album]. Record label.

    The National. (2019). I am easy to find
    [Album]. 4AD.

    Film Director, A. A. (Year). Title of film [Film].
    Production Company.

    Melfi, T. (2016). Hidden figures [Film].
    Chernin Entertainment; Levantine Films.

    Television
    Show

    Series:

    Producer, A. A. & Producer, B. B.
    (Producers). (Date). Title of TV series [TV
    series]. Production Company.

    Individual episode:
    Writer, A. A. (Writer) & Director, B. B.
    (Director). (Date episode aired). Title of
    episode (Season number, Episode
    number) [TV series episode]. In A. A.
    Producer, B. B. Producer, & C. C.
    Producer (Producers), Title of TV series.
    Production Company.

    Series:

    Daniels, G., Schur, M., Klein, H., Miner,
    D., Sackett, M., Holland, D., & Goor, D.
    (Executive Producers). (2009–2015).
    Parks and recreation [TV series]. Deedle-
    Dee Productions; 3 Arts Entertainment.

    Individual episode:
    Morgan, P. (Writer & Director). (2016,
    November 4). Hyde Park corner (Season
    1, Episode 2) [TV series episode]. In P.
    Morgan, S. Daldry, R. Fox, A. Harries, S.
    Mackie, & M. B. Shaw (Executive
    Producers), The Crown. Left Bank
    Pictures.

    Museum
    Artwork
    (painting,
    sculpture,
    photograph,
    print,
    drawing, and
    installation)

    Viewed in person:

    Artist, A. A. (Year). Title of work
    [Medium]. Museum Name, Museum
    Location.

    Viewed on a museum website:

    Artist, A. A. (Year). Title of work
    [Medium]. Museum Name, Museum
    Location. URL

    Viewed in person:

    Monet, C. (1900). The water lily pond
    [Painting]. Museum of Fine Arts, Boston,
    MA, United States.

    Viewed on a museum website:

    Emmoser, G. (1579). Celestial globe with
    clockwork [Gilded silver and brass globe].
    The Met Fifth Avenue, New York, NY,
    United States.
    https://www.metmuseum.org/art/collec
    tion/search/193606

    [https://libguides.snhu.edu/c.php?g=157152&p=7238037](https://libguides.snhu.edu/c.php?g=157152&p=7238037)

    [https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)

    [https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)

    Creative
    Work

    General Format Example

    Book Author, A. A. (Year). Title of book. Source. Harari, Y. N. (2015). Sapiens: A brief
    history of humankind. HarperCollins
    Publishers.

    Short Story Short story in a book:

    Author, A. (Year). Title of short story. In
    A. Editor (Ed.). Title of book (pp. XX–XX).
    Publisher.

    Short story in a periodical:

    Author, A., & Author, B. (Year). Short
    story title. Title of Periodical,
    volume(issue), pages. URL

    Short story in a book:

    Sunday, S. (2020). A walk through the
    brain. In A. Barry (Ed.). Psychological
    foundations: Stories of the brain (pp. 66–
    70). Newman.

    Short story in a periodical:

    Johnson, A., & Smith, A. (2019). My brain
    simplified. Psychology Reviewed, 2(5),
    216–22.
    https://psychologyreviewed.com/johnso
    n/smith/my_brain_simplied

    Poem In print:

    Poet, A. (Year). Poem title. In A. Editor
    (Ed.), Book title (pp. XX–XX). Publisher.

    Online:

    Poet Surname, Initial(s). (Year, Month
    Date). Title of poem. Name of website.
    URL

    In print:

    Frost, R. (1959). The road not taken. You
    Come Too (p. 83). Henry Holt and
    Company.

    Online:

    Frost, F. (2019, Jan 10). Fire and ice.
    Poetry Foundation.
    https://poetryfoundation.org/poems/44
    263/fire-and-ice

    – 1
    – 2

  • [Solved] Psychology Assignment

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    – ## Assignment2.docx **## Assignment2.docx** **Assignment 2: Applying Employee Selection Methods to Real-Life and Career Goals** Industrial and Organizational Psychology 8th Edition **Required/Recommended:** Required **Authors:** SPECTOR **Publisher:** WILEY **Publication Date:** 2021 **Copyright D…

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    – ## Assignment2.docx

    **## Assignment2.docx**

    **Assignment 2: Applying Employee Selection Methods to Real-Life and Career Goals**

    Industrial and Organizational Psychology 8th Edition

    **Required/Recommended:** Required

    **Authors:** SPECTOR

    **Publisher:** WILEY

    **Publication Date:** 2021

    **Copyright Date:** 2021

    **ISBN 10:** 9781119805311

    **ISBN 13:** 9781119805311

    **Length:** 500+ words (not including references)

    **Directions**: In this assignment, you will show your understanding of Chapter 6: Selecting Employees by connecting textbook concepts to a real-world, non-work, or hypothetical example. This discussion is not about memorizing definitions — it is about showing that you can explain, evaluate, and apply employee selection methods in your own words.

    **Step 1: Review Chapter 6**

    Chapter 6 explains how organizations select employees and why selection must be done scientifically and legally. The chapter covers:

    ·
    **Planning Human Resource Needs** – identifying how many workers are needed and what qualifications they must have.

    ·
    **Recruiting Applicants** – attracting candidates to apply for jobs.

    ·
    **Selecting Employees** – choosing the right candidate using reliable and valid tools.

    ·
    **Validation Studies (5 Steps):**

    1.
    **Job Analysis** – understanding tasks and skills needed.

    2.
    **Specify Job Performance Criteria** – what good performance looks like.

    3.
    **Choose Predictors** – tests, interviews, or tools to measure candidates.

    4.
    **Validate Predictors** – prove that predictors really measure success.

    5.
    **Cross-Validate** – confirm results with another group.

    ·
    **Methods of Selection:** Multiple hurdles (candidates must pass each step), regression approaches (combine scores to predict performance).

    ·
    **Utility of Scientific Selection:** Valid predictors increase hiring success and reduce turnover.

    ·
    **International Differences in Selection Practices:** Not all countries use the same methods.

    ·
    **Legal Issues:** In the U.S., laws require fair selection procedures, reasonable accommodation for disabilities, and affirmative action to ensure fairness.

    These are the building blocks you will use for your discussion.

    **Step 2: Pick ONE Selection Method**

    Choose one of the following methods to focus on:

    ·
    **Structured interview** – same questions for all candidates, scored with rubrics.

    ·
    **Cognitive ability test** – measures reasoning, problem-solving.

    ·
    **Personality assessment** – measures traits like conscientiousness.

    ·
    **Assessment center** – multiple exercises such as role plays, teamwork tasks, in-basket exercises.

    **Step 3: Choose How You Will Apply It**

    Since students in this course have different levels of work experience, you can choose the path that fits you best:

    ·
    **Path A: Personal Experience** – A real job, volunteer, or school interview or test you went through.

    ·
    **Path B: Non-work Example** – A sports tryout, audition, or class placement.

    ·
    **Path C: Observer/Research** – A job ad or company hiring page you found; analyze how your method could be used.

    ·
    **Path D: Hypothetical/Career Goal** – Imagine designing a selection process for a career you are interested in.

    **Make sure you state which**
    **_Path_ you are choosing.**

    **Step 4:Write Your Discussion Post (Minimum 500 words)**

    Organize your post using this outline:

    1.
    **Introduction**

    1. State the method/path you chose.

    2. Explain briefly why it is important in employee selection.

    1.
    **Explain the Method**

    1. Define it in your own words.

    2. Describe how it works in organizations.

    3. Connect to at least one Chapter 6 concept

    1.
    **Critical Evaluation**

    1. Strengths: Why is this method useful for organizations?

    2. Weaknesses: What risks or problems could it have?

    3. Fairness & Legal Concerns: How does this method relate to legal and ethical requirements in Chapter 6?

    4. Use the textbook as support (with at least one APA citation).

    1.
    **Application & Reflection**

    1. Apply the method to your chosen path (personal, non-work, observer, or hypothetical).

    2. Provide specific details: sample questions, tasks, or exercises.

    3. Reflect personally: As a candidate, would you feel it is fair? As an employer, would you trust it? Why or why not?

    4.
    **References**

    · Cite the textbook and any other source you might use in APA format.

    · If you use ChatGPT make sure you re-write everything in your own words (Paraphrase) and make sure you cite ChatGPT as a source in APA format.

    **## Assignment2.docx**

    **Assignment 2: Applying Employee Selection Methods to Real-Life and Career Goals**

    Industrial and Organizational Psychology 8th Edition

    **Required/Recommended:** Required

    **Authors:** SPECTOR

    **Publisher:** WILEY

    **Publication Date:** 2021

    **Copyright Date:** 2021

    **ISBN 10:** 9781119805311

    **ISBN 13:** 9781119805311

    **Length:** 500+ words (not including references)

    **Directions**: In this assignment, you will show your understanding of Chapter 6: Selecting Employees by connecting textbook concepts to a real-world, non-work, or hypothetical example. This discussion is not about memorizing definitions — it is about showing that you can explain, evaluate, and apply employee selection methods in your own words.

    **Step 1: Review Chapter 6**

    Chapter 6 explains how organizations select employees and why selection must be done scientifically and legally. The chapter covers:

    ·
    **Planning Human Resource Needs** – identifying how many workers are needed and what qualifications they must have.

    ·
    **Recruiting Applicants** – attracting candidates to apply for jobs.

    ·
    **Selecting Employees** – choosing the right candidate using reliable and valid tools.

    ·
    **Validation Studies (5 Steps):**

    1.
    **Job Analysis** – understanding tasks and skills needed.

    2.
    **Specify Job Performance Criteria** – what good performance looks like.

    3.
    **Choose Predictors** – tests, interviews, or tools to measure candidates.

    4.
    **Validate Predictors** – prove that predictors really measure success.

    5.
    **Cross-Validate** – confirm results with another group.

    ·
    **Methods of Selection:** Multiple hurdles (candidates must pass each step), regression approaches (combine scores to predict performance).

    ·
    **Utility of Scientific Selection:** Valid predictors increase hiring success and reduce turnover.

    ·
    **International Differences in Selection Practices:** Not all countries use the same methods.

    ·
    **Legal Issues:** In the U.S., laws require fair selection procedures, reasonable accommodation for disabilities, and affirmative action to ensure fairness.

    These are the building blocks you will use for your discussion.

    **Step 2: Pick ONE Selection Method**

    Choose one of the following methods to focus on:

    ·
    **Structured interview** – same questions for all candidates, scored with rubrics.

    ·
    **Cognitive ability test** – measures reasoning, problem-solving.

    ·
    **Personality assessment** – measures traits like conscientiousness.

    ·
    **Assessment center** – multiple exercises such as role plays, teamwork tasks, in-basket exercises.

    **Step 3: Choose How You Will Apply It**

    Since students in this course have different levels of work experience, you can choose the path that fits you best:

    ·
    **Path A: Personal Experience** – A real job, volunteer, or school interview or test you went through.

    ·
    **Path B: Non-work Example** – A sports tryout, audition, or class placement.

    ·
    **Path C: Observer/Research** – A job ad or company hiring page you found; analyze how your method could be used.

    ·
    **Path D: Hypothetical/Career Goal** – Imagine designing a selection process for a career you are interested in.

    **Make sure you state which**
    **_Path_ you are choosing.**

    **Step 4:Write Your Discussion Post (Minimum 500 words)**

    Organize your post using this outline:

    1.
    **Introduction**

    1. State the method/path you chose.

    2. Explain briefly why it is important in employee selection.

    1.
    **Explain the Method**

    1. Define it in your own words.

    2. Describe how it works in organizations.

    3. Connect to at least one Chapter 6 concept

    1.
    **Critical Evaluation**

    1. Strengths: Why is this method useful for organizations?

    2. Weaknesses: What risks or problems could it have?

    3. Fairness & Legal Concerns: How does this method relate to legal and ethical requirements in Chapter 6?

    4. Use the textbook as support (with at least one APA citation).

    1.
    **Application & Reflection**

    1. Apply the method to your chosen path (personal, non-work, observer, or hypothetical).

    2. Provide specific details: sample questions, tasks, or exercises.

    3. Reflect personally: As a candidate, would you feel it is fair? As an employer, would you trust it? Why or why not?

    4.
    **References**

    · Cite the textbook and any other source you might use in APA format.

    · If you use ChatGPT make sure you re-write everything in your own words (Paraphrase) and make sure you cite ChatGPT as a source in APA format.

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    DUE 11/2 12 PM EST BE ON TIME.. READ INSTRUCTIONS The

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    DUE 11/2  12 PM EST
    BE ON TIME.. READ INSTRUCTIONS
    The

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  • [Solved] ahah

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    1. Read the articles about funerals and a checklist for when a person dies and services provided by Resthaven Funeral Home found below: _Survivor's Checklist after Death_ [**https://www.aarp.org/family-relationships/when-loved-one-dies-checklist/**](https://www.aarp.org/family-relationships/when-lo…

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    1.  Read the articles about funerals and a checklist for when a person dies  and services provided by Resthaven Funeral Home found below:
    _Survivor's Checklist after Death_ [**https://www.aarp.org/family-relationships/when-loved-one-dies-checklist/**](https://www.aarp.org/family-relationships/when-loved-one-dies-checklist/)
    _What is the Funeral Rule?_ [**https://www.ftc.gov/news-events/topics/truth-advertising/funeral-rule**](https://www.ftc.gov/news-events/topics/truth-advertising/funeral-rule)
    _How to plan a funeral_ [**https://www.verywell.com/reasons-to-plan-your-own-funeral-1132079**](https://www.verywell.com/reasons-to-plan-your-own-funeral-1132079)
    _Familiarize yourself with the following website:_
    2. Research how Christianity, Islam, Buddhism, Hinduism, and Judaism and 2 other religions or cultures prepare for a funeral and/or burial once a person dies.
    3.  If you have a class on campus or work, submit a summary of 200 – 400 words about the readings and websites you viewed above for this Chat.  The summary **MUST be submitted by 11:00 a.m. CST on Saturday, Nov 1st**.

  • [Solved] Student Learning Outcome

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    – ## Patients.docx **## Patients.docx** **Patients’ information:** **Pt 1:** Primary Diagnosis (PD): Non–Non-ST-Elevation Myocardial Infarction (NSTEMI) Comorbidities: AKI, Asthma, COPD, seizure, Depression, Anxiety, CAD, Caffeine abuse, and hypercholesterolemia **Pt 2**: Primary Diagnosis (PD): Sus…

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    – ## Patients.docx

    **## Patients.docx**

    **Patients’ information:**

    **Pt 1:** Primary Diagnosis (PD): Non–Non-ST-Elevation Myocardial Infarction (NSTEMI)

    Comorbidities: AKI, Asthma, COPD, seizure, Depression, Anxiety, CAD, Caffeine abuse, and hypercholesterolemia

    **Pt 2**: Primary Diagnosis (PD): Suspected conversion disorder

    Comorbidities: Bilateral lower extremity weakness, PTSD, and ADH

    Please, for the Gordon assessment, use patient 1, who is a male in a mental health unit. “Please use U.S.A. base sources, and make it detail.

    You can also use these books.

    Huether, S. E., McCance, K. L., & Brashers, V. L. (2020a).
    _Understanding pathophysiology_ (7th ed.). Elsevier.

    (Huether et al., 2020)

    Ignatavicius, D. D., Rebar, C. R., & Heimgartner, N. M. (2024).
    _Medical-Surgical Nursing: Concepts for Clinical Judgment and Collaborative Care_ (11th ed.). Elsevier.

    (Ignatavicius et al., 2024)

    Treas, L. S., Barnett, K. L., Smith, M. H., & Wilkinson, J. M. (2024a).
    _Davis Advantage for Wilkinson’s fundamentals of nursing: Theory, concepts, and applications_ (5th ed., Vol. 1). F.A. Davis Company.

    (Treas et al., 2024)

    Varcarolis, E. M., & Halter, M. J. (2022).
    _Varcarolis’ foundations of Psychiatric Mental Health Nursing: A clinical approach_. Elsevier.

    (Varcarolis & Halter, 2022)

    **Please, from here below is the assignment**

    **Required to meet SLO**

    **Clinical Packet must be completed for all patients cared for during the clinical day.**

    1. Describe how you prioritized care for the patient with consideration to patient/family requests.

    2. Explain how you valued the ideas of the patient/family in the development of your plan of care.

    3. Give one example of how you empowered the health care team through recognition of contributions to safe quality care.

    4. Diversity: Create a care plan on ONE of your patients, that meets the needs of your patient using data from the Gordons assessment and your patient assessment.

    | | |
    | — | — |
    | GORDON’S FUNCTIONAL ASSESSMENT<br>Document all data gathered from the patient<br>Use the document below as a resource | NURSING CARE YOU PROVIDED<br>Document all the interventions you performed |
    | Health Perception/Health Management: | |
    | Nutritional-Metabolic: | |
    | Elimination: | |
    | Activity-Exercise: | |
    | Cognitive-Perceptual: | |
    | Sleep-Rest: | |
    | Self-Perception/Self-Concept: | |
    | Role-Relationship: | |
    | Sexuality-Reproductive: | |
    | Coping/Stress Tolerance: | |
    | Value-Belief: | |

    _Nursing Plan of Care_

    | | | | | |
    | — | — | — | — | — |
    | **Recognize Cues:**<br>Client problems (list both subjective and objective cues) | **Analyze Data & Prioritize Hypotheses:**<br>Write a complete nursing diagnosis statement including R/T factor, secondary to and AEB (as appropriate) | **Generate Solutions:**<br>Write a client-centered SMART goal | **Take Actions:**<br>List at least 5 nursing interventions that you completed this Clinical day. Then list what team member could perform each task (RN, LPN, CNA, etc.) | **Evaluate Outcomes:**<br>Write an evaluation statement (example: the RN will evaluate….), then include real client data to determine if the goal was met or not met. |
    | | | | | |
    | | | | | |

    **image1.emf**

    **Microsoft_Word_97_-_2003_Document.doc**

    | | | |
    | — | — | — |
    | **Organizing Data According to Gordon's 11 Functional Health Patterns** |
    | **Functional**<br>**Health Pattern** | **Pattern Describes** | **Examples** |
    | **Health Perception/**<br>**Health Management** | Client's perceived pattern of health and well-being and how health is managed. | Compliance with medication regimen, use of health-promotion activities such as regular exercise, annual check-ups. |
    | **Nutritional-Metabolic** | Pattern of food and fluid consumption relative to metabolic need and pattern; indicators of local nutrient supply. | Condition of skin, teeth, hair, nails, mucous membranes; height and weight. |
    | **Elimination** | Patterns of excretory function (bowel, bladder, and skin). Includes client's perception of normal" function. | Frequency of bowel movements, voiding pattern, pain on urination, appearance of urine and stool. |
    | **Activity – Exercise** | Patterns of exercise, activity, leisure, and recreation. | Exercise, hobbies. May include cardiovascular and respiratory status, mobility, and activities of daily living. |
    | **Cognitive-Perceptual** | Sensory-perceptual and cognitive patterns. | Vision, hearing, taste, touch, smell, pain perception and management; cognitive functions such as language, memory, and decision making. |
    | **Sleep-Rest** | Patterns of sleep, rest, and relaxation. | Client's perception of quality and quantity of sleep and energy, sleep aids, routines client uses. |
    | **Self-Perception/**<br>**Self Concept** | Client's self-concept pattern and perceptions of self. | Body comfort, body image, feeling state, attitudes about self, perception of abilities, objective data such as body posture, eye contact, voice tone. |
    | **Role-Relationship** | Client's pattern of role engagements and relationships. | Perception of current major roles sand responsibilities (e.g., father, husband, salesman); satisfaction with family, work, or social relationships. |
    | **Sexuality-Reproductive** | Patterns of satisfaction and dissatisfaction with sexuality pattern; reproductive pattern. | Number and histories of pregnancy and childbirth; difficulties with sexual functioning; satisfaction with sexual relationship. |
    | **Coping / Stress Tolerance** | General coping pattern and effective of the pattern in terms of stress tolerance. | Client's usual manner of handling stress, available support systems, perceived ability to control or manage situations. |
    | **Value – Belief** | Patterns of values, beliefs (including spiritual), and goals that guide client's choices or decisions. | Religious affiliation, what client perceives as important in life, value-belief conflicts related to health, special religious practices. |

    Nursing\Nursing Forms\Gordon’s 11 Functional Health Patterns

    D Ladd 7-16-02

    **## Patients.docx**

    **Patients’ information:**

    **Pt 1:** Primary Diagnosis (PD): Non–Non-ST-Elevation Myocardial Infarction (NSTEMI)

    Comorbidities: AKI, Asthma, COPD, seizure, Depression, Anxiety, CAD, Caffeine abuse, and hypercholesterolemia

    **Pt 2**: Primary Diagnosis (PD): Suspected conversion disorder

    Comorbidities: Bilateral lower extremity weakness, PTSD, and ADH

    Please, for the Gordon assessment, use patient 1, who is a male in a mental health unit. “Please use U.S.A. base sources, and make it detail.

    You can also use these books.

    Huether, S. E., McCance, K. L., & Brashers, V. L. (2020a).
    _Understanding pathophysiology_ (7th ed.). Elsevier.

    (Huether et al., 2020)

    Ignatavicius, D. D., Rebar, C. R., & Heimgartner, N. M. (2024).
    _Medical-Surgical Nursing: Concepts for Clinical Judgment and Collaborative Care_ (11th ed.). Elsevier.

    (Ignatavicius et al., 2024)

    Treas, L. S., Barnett, K. L., Smith, M. H., & Wilkinson, J. M. (2024a).
    _Davis Advantage for Wilkinson’s fundamentals of nursing: Theory, concepts, and applications_ (5th ed., Vol. 1). F.A. Davis Company.

    (Treas et al., 2024)

    Varcarolis, E. M., & Halter, M. J. (2022).
    _Varcarolis’ foundations of Psychiatric Mental Health Nursing: A clinical approach_. Elsevier.

    (Varcarolis & Halter, 2022)

    **Please, from here below is the assignment**

    **Required to meet SLO**

    **Clinical Packet must be completed for all patients cared for during the clinical day.**

    1. Describe how you prioritized care for the patient with consideration to patient/family requests.

    2. Explain how you valued the ideas of the patient/family in the development of your plan of care.

    3. Give one example of how you empowered the health care team through recognition of contributions to safe quality care.

    4. Diversity: Create a care plan on ONE of your patients, that meets the needs of your patient using data from the Gordons assessment and your patient assessment.

    | | |
    | — | — |
    | GORDON’S FUNCTIONAL ASSESSMENT<br>Document all data gathered from the patient<br>Use the document below as a resource | NURSING CARE YOU PROVIDED<br>Document all the interventions you performed |
    | Health Perception/Health Management: | |
    | Nutritional-Metabolic: | |
    | Elimination: | |
    | Activity-Exercise: | |
    | Cognitive-Perceptual: | |
    | Sleep-Rest: | |
    | Self-Perception/Self-Concept: | |
    | Role-Relationship: | |
    | Sexuality-Reproductive: | |
    | Coping/Stress Tolerance: | |
    | Value-Belief: | |

    _Nursing Plan of Care_

    | | | | | |
    | — | — | — | — | — |
    | **Recognize Cues:**<br>Client problems (list both subjective and objective cues) | **Analyze Data & Prioritize Hypotheses:**<br>Write a complete nursing diagnosis statement including R/T factor, secondary to and AEB (as appropriate) | **Generate Solutions:**<br>Write a client-centered SMART goal | **Take Actions:**<br>List at least 5 nursing interventions that you completed this Clinical day. Then list what team member could perform each task (RN, LPN, CNA, etc.) | **Evaluate Outcomes:**<br>Write an evaluation statement (example: the RN will evaluate….), then include real client data to determine if the goal was met or not met. |
    | | | | | |
    | | | | | |

    **image1.emf**

    **Microsoft_Word_97_-_2003_Document.doc**

    | | | |
    | — | — | — |
    | **Organizing Data According to Gordon's 11 Functional Health Patterns** |
    | **Functional**<br>**Health Pattern** | **Pattern Describes** | **Examples** |
    | **Health Perception/**<br>**Health Management** | Client's perceived pattern of health and well-being and how health is managed. | Compliance with medication regimen, use of health-promotion activities such as regular exercise, annual check-ups. |
    | **Nutritional-Metabolic** | Pattern of food and fluid consumption relative to metabolic need and pattern; indicators of local nutrient supply. | Condition of skin, teeth, hair, nails, mucous membranes; height and weight. |
    | **Elimination** | Patterns of excretory function (bowel, bladder, and skin). Includes client's perception of normal" function. | Frequency of bowel movements, voiding pattern, pain on urination, appearance of urine and stool. |
    | **Activity – Exercise** | Patterns of exercise, activity, leisure, and recreation. | Exercise, hobbies. May include cardiovascular and respiratory status, mobility, and activities of daily living. |
    | **Cognitive-Perceptual** | Sensory-perceptual and cognitive patterns. | Vision, hearing, taste, touch, smell, pain perception and management; cognitive functions such as language, memory, and decision making. |
    | **Sleep-Rest** | Patterns of sleep, rest, and relaxation. | Client's perception of quality and quantity of sleep and energy, sleep aids, routines client uses. |
    | **Self-Perception/**<br>**Self Concept** | Client's self-concept pattern and perceptions of self. | Body comfort, body image, feeling state, attitudes about self, perception of abilities, objective data such as body posture, eye contact, voice tone. |
    | **Role-Relationship** | Client's pattern of role engagements and relationships. | Perception of current major roles sand responsibilities (e.g., father, husband, salesman); satisfaction with family, work, or social relationships. |
    | **Sexuality-Reproductive** | Patterns of satisfaction and dissatisfaction with sexuality pattern; reproductive pattern. | Number and histories of pregnancy and childbirth; difficulties with sexual functioning; satisfaction with sexual relationship. |
    | **Coping / Stress Tolerance** | General coping pattern and effective of the pattern in terms of stress tolerance. | Client's usual manner of handling stress, available support systems, perceived ability to control or manage situations. |
    | **Value – Belief** | Patterns of values, beliefs (including spiritual), and goals that guide client's choices or decisions. | Religious affiliation, what client perceives as important in life, value-belief conflicts related to health, special religious practices. |

    Nursing\Nursing Forms\Gordon’s 11 Functional Health Patterns

    D Ladd 7-16-02