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  • [Solved] H1302_1

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    Need Help with a question. – ## DiscussionPaperInstructions.docx – ## Previousassignment_H1302.pdf **## DiscussionPaperInstructions.docx** Due: 4PM (CST), November 16, 2025 In a well-developed essay, please briefly provide three or four examples of the experiences of Americans during and after Worl…

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    – ## DiscussionPaperInstructions.docx

    – ## Previousassignment_H1302.pdf

    **## DiscussionPaperInstructions.docx**

    Due: 4PM (CST), November 16, 2025

    In a well-developed essay, please briefly provide three or four examples of the experiences of Americans during and after World War II.  You might talk about the harsh environments soldiers faced on the European battlefield, the war time economy, the experiences of women, or questions of race that included Executive Order 8802, the Red Tails, or the Double "V" Campaign that helped to spearhead the modern Civil Rights Movement.

    **## Previousassignment_H1302.pdf**

    1

    The Great Depression: Causes and Lived Experiences

    Johnnie Holloway

    University of Houston: Online Asynchronous

    HIST 1302

    Professor Mizelle

    October 19, 2025

    2

    The Great Depression: Causes and Lived Experiences

    One of the most terrible economic tragedies in American history was the Great

    Depression that began in 1929 and continued most during the 1930s. Although the Stock Market

    Crash of October 1929 can be considered the event that led to the Depression, the reasons were

    much deeper and more complicated, and they were built over several decades. Depression

    transformed American life, and millions of people remained jobless, homeless, and desperate. To

    comprehend its effect, one has to consider two primary causes: the crashing of the banking

    system and the purchasing power loss, as well as look at two examples of lived experience in this

    period: life in Hoovervilles and the Dust Bowl migration.

    The breakdown of the banking system was one of the reasons that led to the great

    depression. Banks of the 1920s took dangerous loans and overinvested in the stock market. As

    the market crashed, both individuals and institutions lost huge sums of money. Fear gripped the

    country, and withdrawal of savings began, and bank failures were common. Most of the life

    savings of millions of people were lost overnight in the absence of federal insurance (the FDIC

    was not in existence until 1933). The breakdown of the banking system also rendered businesses

    helpless since they could no longer get credit to settle workers or even make investments in

    production. This increased mass layoffs, reduction in wages, and further economic contraction

    (Romer, 2003). The collapse of financial institutions demonstrated the inconsistency of the

    uncontrolled economy and showed how easily the panic could transform a recession into a full-

    blown depression.

    3

    The other significant reason was the loss of purchasing power among the common

    Americans. The income inequality grew exponentially in the 1920s as corporate profits

    increased, and the wages of most workers remained stable. The people of America were not able

    to buy goods produced, and this formed an unsustainable economic imbalance. With the increase

    in unemployment following the crash, the consumer demand decreased even more. Factories

    reduced their work or even closed down, and this further increased job losses, which is referred

    to as the vicious circle of deflation. This particularly affected the farmers who had been facing

    weak prices for their crops following World War I. With the prices of wheat, cotton, and corn

    crashing down, a large number of people could no longer afford their debts, and they were

    unable to retain their lands as they were foreclosed (U.S. History.org, 2023). The decline in

    purchasing power in urban and rural America transformed a financial crisis into a depression.

    The financial meltdown was truly disastrous to everyday living. A clear indication of the

    lived experience during this era was the emergence of Hoovervilles, improvised shantytowns

    named after President Herbert Hoover, whom many residents held responsible as the cause of the

    crisis. In countries, the jobless constructed houses using scrap wood, tin, and cardboard, and

    concentrated in the outskirts of the cities. Families in these communities were also able to share

    what they had little of, scavenge, and survive on charity. Hoovervilles were a synonym of the

    depression despair; however, they represented the strength and unity of the ordinary American

    who struggled collectively(Romer, 2003).

    The other experience that was defining experience was the Dust Bowl that struck the

    Great Plains in the early 1930s. According to the lecture, The Dust Bowl, many years of extreme

    drought and bad farming techniques wiped out millions of acres of farmland. The dry topsoil was

    blown away by strong winds, and it formed huge dust storms that darkened the skies and buried

    4

    the homes. The farmers lost their livelihood, crops, and livestock. Families in the thousands (they

    were known as Okies because of the former home state of Oklahoma) flocked to California in

    search of employment. Some of them became migrant workers residing in tents or camping, and

    were discriminated against and impoverished. Not only was the Dust Bowl an ecological

    disaster, but also a human disaster, as economic and ecological disasters became one to overturn

    whole communities. In conclusion, the great depression was provoked by profound structural

    flaws in the American economy, especially the failure of the banking system and the massive

    destruction of buying power. It had a tremendous human price, witnessed in the proliferation of

    Hoovervilles and the misery of Dust Bowl migrants.

    5

    References

    Romer, C. D. (2003). The Great Depression. Encyclopedia Britannica.

    https://www.britannica.com/event/Great-Depression

    U.S. History.org. (2023). The Great Depression. Independence Hall Association.

    https://www.ushistory.org/us/48e.asp

    [https://www.britannica.com/event/Great-Depression](https://www.britannica.com/event/Great-Depression)

    **## Previousassignment_H1302.pdf**

    1

    The Great Depression: Causes and Lived Experiences

    Johnnie Holloway

    University of Houston: Online Asynchronous

    HIST 1302

    Professor Mizelle

    October 19, 2025

    2

    The Great Depression: Causes and Lived Experiences

    One of the most terrible economic tragedies in American history was the Great

    Depression that began in 1929 and continued most during the 1930s. Although the Stock Market

    Crash of October 1929 can be considered the event that led to the Depression, the reasons were

    much deeper and more complicated, and they were built over several decades. Depression

    transformed American life, and millions of people remained jobless, homeless, and desperate. To

    comprehend its effect, one has to consider two primary causes: the crashing of the banking

    system and the purchasing power loss, as well as look at two examples of lived experience in this

    period: life in Hoovervilles and the Dust Bowl migration.

    The breakdown of the banking system was one of the reasons that led to the great

    depression. Banks of the 1920s took dangerous loans and overinvested in the stock market. As

    the market crashed, both individuals and institutions lost huge sums of money. Fear gripped the

    country, and withdrawal of savings began, and bank failures were common. Most of the life

    savings of millions of people were lost overnight in the absence of federal insurance (the FDIC

    was not in existence until 1933). The breakdown of the banking system also rendered businesses

    helpless since they could no longer get credit to settle workers or even make investments in

    production. This increased mass layoffs, reduction in wages, and further economic contraction

    (Romer, 2003). The collapse of financial institutions demonstrated the inconsistency of the

    uncontrolled economy and showed how easily the panic could transform a recession into a full-

    blown depression.

    3

    The other significant reason was the loss of purchasing power among the common

    Americans. The income inequality grew exponentially in the 1920s as corporate profits

    increased, and the wages of most workers remained stable. The people of America were not able

    to buy goods produced, and this formed an unsustainable economic imbalance. With the increase

    in unemployment following the crash, the consumer demand decreased even more. Factories

    reduced their work or even closed down, and this further increased job losses, which is referred

    to as the vicious circle of deflation. This particularly affected the farmers who had been facing

    weak prices for their crops following World War I. With the prices of wheat, cotton, and corn

    crashing down, a large number of people could no longer afford their debts, and they were

    unable to retain their lands as they were foreclosed (U.S. History.org, 2023). The decline in

    purchasing power in urban and rural America transformed a financial crisis into a depression.

    The financial meltdown was truly disastrous to everyday living. A clear indication of the

    lived experience during this era was the emergence of Hoovervilles, improvised shantytowns

    named after President Herbert Hoover, whom many residents held responsible as the cause of the

    crisis. In countries, the jobless constructed houses using scrap wood, tin, and cardboard, and

    concentrated in the outskirts of the cities. Families in these communities were also able to share

    what they had little of, scavenge, and survive on charity. Hoovervilles were a synonym of the

    depression despair; however, they represented the strength and unity of the ordinary American

    who struggled collectively(Romer, 2003).

    The other experience that was defining experience was the Dust Bowl that struck the

    Great Plains in the early 1930s. According to the lecture, The Dust Bowl, many years of extreme

    drought and bad farming techniques wiped out millions of acres of farmland. The dry topsoil was

    blown away by strong winds, and it formed huge dust storms that darkened the skies and buried

    4

    the homes. The farmers lost their livelihood, crops, and livestock. Families in the thousands (they

    were known as Okies because of the former home state of Oklahoma) flocked to California in

    search of employment. Some of them became migrant workers residing in tents or camping, and

    were discriminated against and impoverished. Not only was the Dust Bowl an ecological

    disaster, but also a human disaster, as economic and ecological disasters became one to overturn

    whole communities. In conclusion, the great depression was provoked by profound structural

    flaws in the American economy, especially the failure of the banking system and the massive

    destruction of buying power. It had a tremendous human price, witnessed in the proliferation of

    Hoovervilles and the misery of Dust Bowl migrants.

    5

    References

    Romer, C. D. (2003). The Great Depression. Encyclopedia Britannica.

    https://www.britannica.com/event/Great-Depression

    U.S. History.org. (2023). The Great Depression. Independence Hall Association.

    https://www.ushistory.org/us/48e.asp

    [https://www.britannica.com/event/Great-Depression](https://www.britannica.com/event/Great-Depression)

    **## DiscussionPaperInstructions.docx**

    Due: 4PM (CST), November 16, 2025

    In a well-developed essay, please briefly provide three or four examples of the experiences of Americans during and after World War II.  You might talk about the harsh environments soldiers faced on the European battlefield, the war time economy, the experiences of women, or questions of race that included Executive Order 8802, the Red Tails, or the Double "V" Campaign that helped to spearhead the modern Civil Rights Movement.

    **## Previousassignment_H1302.pdf**

    1

    The Great Depression: Causes and Lived Experiences

    Johnnie Holloway

    University of Houston: Online Asynchronous

    HIST 1302

    Professor Mizelle

    October 19, 2025

    2

    The Great Depression: Causes and Lived Experiences

    One of the most terrible economic tragedies in American history was the Great

    Depression that began in 1929 and continued most during the 1930s. Although the Stock Market

    Crash of October 1929 can be considered the event that led to the Depression, the reasons were

    much deeper and more complicated, and they were built over several decades. Depression

    transformed American life, and millions of people remained jobless, homeless, and desperate. To

    comprehend its effect, one has to consider two primary causes: the crashing of the banking

    system and the purchasing power loss, as well as look at two examples of lived experience in this

    period: life in Hoovervilles and the Dust Bowl migration.

    The breakdown of the banking system was one of the reasons that led to the great

    depression. Banks of the 1920s took dangerous loans and overinvested in the stock market. As

    the market crashed, both individuals and institutions lost huge sums of money. Fear gripped the

    country, and withdrawal of savings began, and bank failures were common. Most of the life

    savings of millions of people were lost overnight in the absence of federal insurance (the FDIC

    was not in existence until 1933). The breakdown of the banking system also rendered businesses

    helpless since they could no longer get credit to settle workers or even make investments in

    production. This increased mass layoffs, reduction in wages, and further economic contraction

    (Romer, 2003). The collapse of financial institutions demonstrated the inconsistency of the

    uncontrolled economy and showed how easily the panic could transform a recession into a full-

    blown depression.

    3

    The other significant reason was the loss of purchasing power among the common

    Americans. The income inequality grew exponentially in the 1920s as corporate profits

    increased, and the wages of most workers remained stable. The people of America were not able

    to buy goods produced, and this formed an unsustainable economic imbalance. With the increase

    in unemployment following the crash, the consumer demand decreased even more. Factories

    reduced their work or even closed down, and this further increased job losses, which is referred

    to as the vicious circle of deflation. This particularly affected the farmers who had been facing

    weak prices for their crops following World War I. With the prices of wheat, cotton, and corn

    crashing down, a large number of people could no longer afford their debts, and they were

    unable to retain their lands as they were foreclosed (U.S. History.org, 2023). The decline in

    purchasing power in urban and rural America transformed a financial crisis into a depression.

    The financial meltdown was truly disastrous to everyday living. A clear indication of the

    lived experience during this era was the emergence of Hoovervilles, improvised shantytowns

    named after President Herbert Hoover, whom many residents held responsible as the cause of the

    crisis. In countries, the jobless constructed houses using scrap wood, tin, and cardboard, and

    concentrated in the outskirts of the cities. Families in these communities were also able to share

    what they had little of, scavenge, and survive on charity. Hoovervilles were a synonym of the

    depression despair; however, they represented the strength and unity of the ordinary American

    who struggled collectively(Romer, 2003).

    The other experience that was defining experience was the Dust Bowl that struck the

    Great Plains in the early 1930s. According to the lecture, The Dust Bowl, many years of extreme

    drought and bad farming techniques wiped out millions of acres of farmland. The dry topsoil was

    blown away by strong winds, and it formed huge dust storms that darkened the skies and buried

    4

    the homes. The farmers lost their livelihood, crops, and livestock. Families in the thousands (they

    were known as Okies because of the former home state of Oklahoma) flocked to California in

    search of employment. Some of them became migrant workers residing in tents or camping, and

    were discriminated against and impoverished. Not only was the Dust Bowl an ecological

    disaster, but also a human disaster, as economic and ecological disasters became one to overturn

    whole communities. In conclusion, the great depression was provoked by profound structural

    flaws in the American economy, especially the failure of the banking system and the massive

    destruction of buying power. It had a tremendous human price, witnessed in the proliferation of

    Hoovervilles and the misery of Dust Bowl migrants.

    5

    References

    Romer, C. D. (2003). The Great Depression. Encyclopedia Britannica.

    https://www.britannica.com/event/Great-Depression

    U.S. History.org. (2023). The Great Depression. Independence Hall Association.

    https://www.ushistory.org/us/48e.asp

    [https://www.britannica.com/event/Great-Depression](https://www.britannica.com/event/Great-Depression)

    **## DiscussionPaperInstructions.docx**

    Due: 4PM (CST), November 16, 2025

    In a well-developed essay, please briefly provide three or four examples of the experiences of Americans during and after World War II.  You might talk about the harsh environments soldiers faced on the European battlefield, the war time economy, the experiences of women, or questions of race that included Executive Order 8802, the Red Tails, or the Double "V" Campaign that helped to spearhead the modern Civil Rights Movement.

    **## Previousassignment_H1302.pdf**

    1

    The Great Depression: Causes and Lived Experiences

    Johnnie Holloway

    University of Houston: Online Asynchronous

    HIST 1302

    Professor Mizelle

    October 19, 2025

    2

    The Great Depression: Causes and Lived Experiences

    One of the most terrible economic tragedies in American history was the Great

    Depression that began in 1929 and continued most during the 1930s. Although the Stock Market

    Crash of October 1929 can be considered the event that led to the Depression, the reasons were

    much deeper and more complicated, and they were built over several decades. Depression

    transformed American life, and millions of people remained jobless, homeless, and desperate. To

    comprehend its effect, one has to consider two primary causes: the crashing of the banking

    system and the purchasing power loss, as well as look at two examples of lived experience in this

    period: life in Hoovervilles and the Dust Bowl migration.

    The breakdown of the banking system was one of the reasons that led to the great

    depression. Banks of the 1920s took dangerous loans and overinvested in the stock market. As

    the market crashed, both individuals and institutions lost huge sums of money. Fear gripped the

    country, and withdrawal of savings began, and bank failures were common. Most of the life

    savings of millions of people were lost overnight in the absence of federal insurance (the FDIC

    was not in existence until 1933). The breakdown of the banking system also rendered businesses

    helpless since they could no longer get credit to settle workers or even make investments in

    production. This increased mass layoffs, reduction in wages, and further economic contraction

    (Romer, 2003). The collapse of financial institutions demonstrated the inconsistency of the

    uncontrolled economy and showed how easily the panic could transform a recession into a full-

    blown depression.

    3

    The other significant reason was the loss of purchasing power among the common

    Americans. The income inequality grew exponentially in the 1920s as corporate profits

    increased, and the wages of most workers remained stable. The people of America were not able

    to buy goods produced, and this formed an unsustainable economic imbalance. With the increase

    in unemployment following the crash, the consumer demand decreased even more. Factories

    reduced their work or even closed down, and this further increased job losses, which is referred

    to as the vicious circle of deflation. This particularly affected the farmers who had been facing

    weak prices for their crops following World War I. With the prices of wheat, cotton, and corn

    crashing down, a large number of people could no longer afford their debts, and they were

    unable to retain their lands as they were foreclosed (U.S. History.org, 2023). The decline in

    purchasing power in urban and rural America transformed a financial crisis into a depression.

    The financial meltdown was truly disastrous to everyday living. A clear indication of the

    lived experience during this era was the emergence of Hoovervilles, improvised shantytowns

    named after President Herbert Hoover, whom many residents held responsible as the cause of the

    crisis. In countries, the jobless constructed houses using scrap wood, tin, and cardboard, and

    concentrated in the outskirts of the cities. Families in these communities were also able to share

    what they had little of, scavenge, and survive on charity. Hoovervilles were a synonym of the

    depression despair; however, they represented the strength and unity of the ordinary American

    who struggled collectively(Romer, 2003).

    The other experience that was defining experience was the Dust Bowl that struck the

    Great Plains in the early 1930s. According to the lecture, The Dust Bowl, many years of extreme

    drought and bad farming techniques wiped out millions of acres of farmland. The dry topsoil was

    blown away by strong winds, and it formed huge dust storms that darkened the skies and buried

    4

    the homes. The farmers lost their livelihood, crops, and livestock. Families in the thousands (they

    were known as Okies because of the former home state of Oklahoma) flocked to California in

    search of employment. Some of them became migrant workers residing in tents or camping, and

    were discriminated against and impoverished. Not only was the Dust Bowl an ecological

    disaster, but also a human disaster, as economic and ecological disasters became one to overturn

    whole communities. In conclusion, the great depression was provoked by profound structural

    flaws in the American economy, especially the failure of the banking system and the massive

    destruction of buying power. It had a tremendous human price, witnessed in the proliferation of

    Hoovervilles and the misery of Dust Bowl migrants.

    5

    References

    Romer, C. D. (2003). The Great Depression. Encyclopedia Britannica.

    https://www.britannica.com/event/Great-Depression

    U.S. History.org. (2023). The Great Depression. Independence Hall Association.

    https://www.ushistory.org/us/48e.asp

    [https://www.britannica.com/event/Great-Depression](https://www.britannica.com/event/Great-Depression)

    – 1
    – 2

  • [Solved] Psychology of stress Reflection

    ✓ Verified Academic Solution Available

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  • [Solved] 2-2 Project Part One Draft: Social Justice

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attached for assignment details. – ## ProjectPartOneDraftGuidelinesandRubric.html.zip **## ProjectPartOneDraftGuidelinesandRubric.html.zip** ## Project Part One Draft Guidelines and Rubric.html ## IDS 105 Project Part One Draft Guidelines and Rubric ## Social Justice ### Overview In this …

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    Assignment Prompt & Instructions

    Please see attached for assignment details.

    – ## ProjectPartOneDraftGuidelinesandRubric.html.zip

    **## ProjectPartOneDraftGuidelinesandRubric.html.zip**

    ## Project Part One Draft Guidelines and Rubric.html

    ## IDS 105 Project Part One Draft Guidelines and Rubric

    ## Social Justice

    ### Overview

    In this assignment, you will explore key concepts related to social justice, including justice, fairness, equality, and bias. You will also explore how narratives affect perceptions of social justice and core principles of social justice. This part of the project will be the basis for the rest of your project and will help you apply your knowledge of concepts related to social justice.

    ### Directions

    Begin by reviewing the Project Guidelines and Rubric to understand the full extent of the final project. Then read through the Project Scenarios document and choose one scenario to focus on for the entire project—your selection will carry through all upcoming modules. That document is under the Supporting Materials section below.

    Download the Project Template under What to Submit, if you haven’t already. This template is your working document for the entire course and should be updated each time a new part of the project is assigned.

    For this assignment, complete Part One of the template using your selected scenario and the prompts provided. Be certain to save your work—you’ll continue building on this document in future modules.

    In your response, you must address the below items in the project template. Use specific examples from your chosen scenario to support your answers where noted. Including examples will help you meet expectations as outlined in the rubric.

    1. Justice, Fairness, and Equality: Explain the difference between justice, fairness, and equality as they apply in the chosen scenario. Include at least one specific example to illustrate their impact.

    1. In what ways do justice, fairness, and equality lead to different outcomes for the people involved in your scenario?
    2. Bias: Describe how bias could impact social justice in the chosen scenario, supported with specific examples.

    1. What types of unconscious or implicit bias might be present? How could they shape people’s actions, decisions, or access to resources?
    3. Different Narratives: Explain how different narratives circulating in society could impact how social justice is perceived in the chosen scenario.

    1. What do people usually say or believe about the group in your scenario? How could those beliefs affect how others think or act?
    4. Core Principles of Social Justice: Explain all of the core principles of social justice in the chosen scenario, supported with specific examples.

    1. Which principles are most relevant in your example?  How are they being supported or ignored?

    ### What to Submit

    Open the
    [Project Template](https://www.sweetstudy.com/questions/course_documents/IDS%20105%20Project%20Template.docx?isCourseFile=true) and complete Part One: Social Justice. Submit it for grading. No sources required. While you won’t be graded on the quality of your citations in this assignment, you may receive guidance from your instructor on how to properly cite sources.

    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 support your work on this assignment:

    Reading:
    [Project Scenarios](https://www.sweetstudy.com/questions/course_documents/IDS%20105%20Project%20Scenarios.pdf?isCourseFile=true)
    This document contains details for multiple scenarios. You will select one scenario to analyze for the entire project.

    Website: IDS 105 Learning Community
    For support with this assignment, visit the IDS 105 Learning Community. You can connect with other students for extra support, tutorials, and motivation. You can find it by going to the Start Here section and clicking on the Academics Community page.

    ### Project Part One Draft Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Justice, Fairness, and Equality | Explains the difference between justice, fairness, and equality as they apply in the chosen scenario, including at least one specific example to illustrate their impact | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining the difference between justice, fairness, and equality or explaining in more detail how they relate to the chosen scenario | Does not attempt to explain the differences between justice, fairness, and equality or how they apply to the chosen scenario | 22.5 |
    | Bias | Describes how bias could impact social justice in the chosen scenario, supported with specific examples | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more thorough description of how bias can impact social justice in the chosen scenario with specific examples | Does not attempt to describe how bias could impact social justice in the chosen scenario | 22.5 |
    | Different Narratives | Explains how different narratives circulating in society could impact how social justice is perceived in the chosen scenario | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining how various narratives in society can impact perception of social justice or providing greater context about the different narratives that impact perception of social justice | Does not attempt to explain how different societal narratives impact the perception of social justice in the chosen scenario | 22.5 |
    | Core Principles of Social Justice | Explains all of the core principles of social justice in the chosen scenario, supported with specific examples | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more thorough explanation of the core principles of social justice in the chosen scenario with specific examples | Does not attempt to explain any core principles of social justice in the chosen scenario | 22.5 |
    | 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 105 Project Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/2-2-project-part-one-draft-social-justice)

    ## IDS 105 Project Template

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

    ### Chosen Scenario

    [Identify your chosen scenario here.]

    ### Part One: Social Justice

    [Complete this section in Module Two. Remove this note before you submit your paper.]

    1.
    **Justice, Fairness, and Equality:** Explain the difference between
    justice, fairness, and equality as they apply in the chosen scenario. Include at least one specific example to illustrate their impact.

    A. In what ways do justice, fairness, and equality lead to different outcomes for the people involved in your scenario?

    [Insert response here.]

    2.
    **Bias:** Describe how bias
    could impact social justice in the chosen scenario, supported with specific examples.

    A. What types of unconscious or implicit bias might be present? How could they shape people’s actions, decisions, or access to resources?

    [Insert response here.]

    3.
    **Different Narratives:** Explain how different narratives
    circulating in society could impact how social justice is perceived in the chosen scenario.

    A. What do people usually say or believe about the group in your scenario? How could those beliefs affect how others think or act?

    [Insert response here.]

    4.
    **Core Principles of Social Justice:** Explain all of the core principles of social justice in the chosen scenario, supported with specific examples.

    A. Which principles are most relevant in your example? How are they being supported or ignored?

    [Insert response here.]

    ### Part Two: Elevating Your Cultural Fluency

    [Complete this section in Module Three. Remove this note before you submit your paper.]

    1.
    **Self-Awareness:** Describe how cultural fluency benefits your self-awareness with specific examples.

    A. Think about how understanding cultural differences can help you reflect on your own assumptions, values, and behaviors.

    [Insert response here.]

    2.
    **Cultural Fluency:** Describe how to demonstrate cultural fluency in your chosen scenario with specific examples.

    A. Explain specific actions or communication strategies you would use in the scenario to show respect for cultural differences and build mutual understanding.

    [Insert response here.]

    ### Part Three: Intercultural Communication and Collaboration

    [Complete this section in Module Four. Remove this note before you submit your paper.]

    1.
    **Mindfulness of Different Cultures:** Explain how mindfulness of different cultures could improve communication with individuals in the chosen scenario, with specific examples.

    A. How can being aware of cultural norms or values shape the way you communicate in the scenario?

    [Insert response here.]

    2.
    **Diverse Backgrounds:** Describe how familiarity with diverse backgrounds can positively influence communication in the chosen scenario.

    A. How can understanding someone’s background or life experiences help you connect more effectively in this situation?

    [Insert response here.]

    3.
    **Awareness of Diversity:** Explain why an awareness of diversity
    is beneficial to collaboration in your chosen scenario, with specific examples.

    A. How can recognizing and respecting differences lead to stronger teamwork or more effective problem solving?

    [Insert response here.]

    ### Part Four: Communication Strategies to Navigate Conflict

    ### [Complete this section in Module Five. Refer to the conflict in your chosen scenario to respond to the questions below. Remove this note before you submit your paper.]

    1.
    **Conflict:** Describe the components of the conflict represented in your chosen scenario with specific examples.

    A. What are the key issues, people involved, and underlying causes of the conflict?

    [Insert response here.]

    2.
    **Interpersonal Communication Strategies:** Describe different
    interpersonal communication strategies that could help resolve the conflict.

    A. What communication skills could help solve the conflict? How could they help people understand each other, feel less tense, or start to rebuild trust?

    [Insert response here.]

    3.
    **Communication Strategy:** Choose a communication strategy to resolve the conflict. Include an explanation of why you chose that communication strategy.

    A. How does this strategy align with the scenario and the people involved?

    [Insert response here.]

    4.
    **Communication Challenges:** Describe the potential communication challenges that may arise in the chosen scenario with specific examples.

    A. What misunderstandings and barriers might make resolution more difficult?

    [Insert response here.]

    5.
    **Restorative Practices:** Describe both the benefits and challenges of using restorative practices to address the conflict in your chosen scenario.

    A. In what ways could restorative practices help, or fall short, in this scenario?

    [Insert response here.]

    ### Sources

    [This section is optional. If you use sources, cite them here.]

    ## image1.png

    ## image2.svg

    ## course_documents/IDS 105 Project Scenarios.pdf

    IDS 105 Project Scenarios

    Introduction
    In this course, you will choose one of the scenarios below and use it to complete your Project Template.
    Each scenario includes a detailed description of a conflict you will examine in Part Four of the Project
    Template.

    Scenario 1: School
    In this term, you are interacting with a diverse group of peers who come from different cultures and
    socioeconomic statuses and have different ability levels, learning styles, career goals, and more.

    You are a first-year college student and are feeling overwhelmed by the demands of your coursework,
    extracurricular activities, and your part-time job. You have a lot of assignments and projects due in the
    coming weeks, and you are finding it difficult to balance everything while still maintaining a healthy
    lifestyle and social life. Your close friend recommended that you meet with your academic advisor. Your
    academic advisor is from a different culture than you and suggests that you leave your part-time job.
    However, you need the job to help pay for college tuition and to remain in college.

    Scenario 2: Personal
    It’s the time of year when you gather with friends and family. Recent events in the news that impact
    different cultures have caused differences of opinion related to issues of justice and fairness, creating
    conflict with those you care about. You are hosting the next holiday celebration with your family
    members and friends who have diverse thoughts and opinions. You and one of your relatives, who is
    from a different culture, have always been close. Lately, you have been having disagreements about
    politics. Your sister-in-law is a passionate supporter of one political party, while you align more closely
    with the other party. You have had several heated debates about issues that impact different cultures
    and identities, and you have both become increasingly frustrated with each other. One day, while having
    dinner together, the conversation turns to a recent controversial policy proposal. You find yourselves on
    opposite sides of the issue, and the conversation quickly becomes heated. You both begin to speak more
    loudly and interrupt each other.

    Scenario 3: Workplace
    The organization you work for is expanding and acquiring an international business, increasing the total
    employee population from 500 to 10,000. Employees are located in multiple states and countries across
    the world. A new colleague recently joined your team, bringing a different approach to work. You prefer
    to plan your day with a detailed to-do list, while your colleague prefers to handle tasks as they come up.
    These differences have led to some challenges, such as overlapping tasks and duplicated efforts, due to
    a lack of coordination. Finding a way to collaborate effectively, despite these differing styles, is
    important for both of you to be successful.

    Scenario 4: Create Your Own
    Create a scenario that shows the importance of social justice principles in a specific setting with diverse
    people. For example, consider a community organization where these principles are essential for
    promoting fairness, inclusivity, and positive relationships. In your scenario, include a conflict between
    the people involved that highlights the need for social justice. You can base this on current events or a
    personal experience, but be sure to leave out any identifying details.

    Note: If you choose the Create Your Own option, include a detailed description of the scenario in your
    Project Template. Your instructor will help you ensure that it has enough information to meet the
    grading requirements of the project.

    **## ProjectPartOneDraftGuidelinesandRubric.html.zip**

    ## Project Part One Draft Guidelines and Rubric.html

    ## IDS 105 Project Part One Draft Guidelines and Rubric

    ## Social Justice

    ### Overview

    In this assignment, you will explore key concepts related to social justice, including justice, fairness, equality, and bias. You will also explore how narratives affect perceptions of social justice and core principles of social justice. This part of the project will be the basis for the rest of your project and will help you apply your knowledge of concepts related to social justice.

    ### Directions

    Begin by reviewing the Project Guidelines and Rubric to understand the full extent of the final project. Then read through the Project Scenarios document and choose one scenario to focus on for the entire project—your selection will carry through all upcoming modules. That document is under the Supporting Materials section below.

    Download the Project Template under What to Submit, if you haven’t already. This template is your working document for the entire course and should be updated each time a new part of the project is assigned.

    For this assignment, complete Part One of the template using your selected scenario and the prompts provided. Be certain to save your work—you’ll continue building on this document in future modules.

    In your response, you must address the below items in the project template. Use specific examples from your chosen scenario to support your answers where noted. Including examples will help you meet expectations as outlined in the rubric.

    1. Justice, Fairness, and Equality: Explain the difference between justice, fairness, and equality as they apply in the chosen scenario. Include at least one specific example to illustrate their impact.

    1. In what ways do justice, fairness, and equality lead to different outcomes for the people involved in your scenario?
    2. Bias: Describe how bias could impact social justice in the chosen scenario, supported with specific examples.

    1. What types of unconscious or implicit bias might be present? How could they shape people’s actions, decisions, or access to resources?
    3. Different Narratives: Explain how different narratives circulating in society could impact how social justice is perceived in the chosen scenario.

    1. What do people usually say or believe about the group in your scenario? How could those beliefs affect how others think or act?
    4. Core Principles of Social Justice: Explain all of the core principles of social justice in the chosen scenario, supported with specific examples.

    1. Which principles are most relevant in your example?  How are they being supported or ignored?

    ### What to Submit

    Open the
    [Project Template](https://www.sweetstudy.com/questions/course_documents/IDS%20105%20Project%20Template.docx?isCourseFile=true) and complete Part One: Social Justice. Submit it for grading. No sources required. While you won’t be graded on the quality of your citations in this assignment, you may receive guidance from your instructor on how to properly cite sources.

    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 support your work on this assignment:

    Reading:
    [Project Scenarios](https://www.sweetstudy.com/questions/course_documents/IDS%20105%20Project%20Scenarios.pdf?isCourseFile=true)
    This document contains details for multiple scenarios. You will select one scenario to analyze for the entire project.

    Website: IDS 105 Learning Community
    For support with this assignment, visit the IDS 105 Learning Community. You can connect with other students for extra support, tutorials, and motivation. You can find it by going to the Start Here section and clicking on the Academics Community page.

    ### Project Part One Draft Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Justice, Fairness, and Equality | Explains the difference between justice, fairness, and equality as they apply in the chosen scenario, including at least one specific example to illustrate their impact | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining the difference between justice, fairness, and equality or explaining in more detail how they relate to the chosen scenario | Does not attempt to explain the differences between justice, fairness, and equality or how they apply to the chosen scenario | 22.5 |
    | Bias | Describes how bias could impact social justice in the chosen scenario, supported with specific examples | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more thorough description of how bias can impact social justice in the chosen scenario with specific examples | Does not attempt to describe how bias could impact social justice in the chosen scenario | 22.5 |
    | Different Narratives | Explains how different narratives circulating in society could impact how social justice is perceived in the chosen scenario | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining how various narratives in society can impact perception of social justice or providing greater context about the different narratives that impact perception of social justice | Does not attempt to explain how different societal narratives impact the perception of social justice in the chosen scenario | 22.5 |
    | Core Principles of Social Justice | Explains all of the core principles of social justice in the chosen scenario, supported with specific examples | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more thorough explanation of the core principles of social justice in the chosen scenario with specific examples | Does not attempt to explain any core principles of social justice in the chosen scenario | 22.5 |
    | 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 105 Project Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/2-2-project-part-one-draft-social-justice)

    ## IDS 105 Project Template

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

    ### Chosen Scenario

    [Identify your chosen scenario here.]

    ### Part One: Social Justice

    [Complete this section in Module Two. Remove this note before you submit your paper.]

    1.
    **Justice, Fairness, and Equality:** Explain the difference between
    justice, fairness, and equality as they apply in the chosen scenario. Include at least one specific example to illustrate their impact.

    A. In what ways do justice, fairness, and equality lead to different outcomes for the people involved in your scenario?

    [Insert response here.]

    2.
    **Bias:** Describe how bias
    could impact social justice in the chosen scenario, supported with specific examples.

    A. What types of unconscious or implicit bias might be present? How could they shape people’s actions, decisions, or access to resources?

    [Insert response here.]

    3.
    **Different Narratives:** Explain how different narratives
    circulating in society could impact how social justice is perceived in the chosen scenario.

    A. What do people usually say or believe about the group in your scenario? How could those beliefs affect how others think or act?

    [Insert response here.]

    4.
    **Core Principles of Social Justice:** Explain all of the core principles of social justice in the chosen scenario, supported with specific examples.

    A. Which principles are most relevant in your example? How are they being supported or ignored?

    [Insert response here.]

    ### Part Two: Elevating Your Cultural Fluency

    [Complete this section in Module Three. Remove this note before you submit your paper.]

    1.
    **Self-Awareness:** Describe how cultural fluency benefits your self-awareness with specific examples.

    A. Think about how understanding cultural differences can help you reflect on your own assumptions, values, and behaviors.

    [Insert response here.]

    2.
    **Cultural Fluency:** Describe how to demonstrate cultural fluency in your chosen scenario with specific examples.

    A. Explain specific actions or communication strategies you would use in the scenario to show respect for cultural differences and build mutual understanding.

    [Insert response here.]

    ### Part Three: Intercultural Communication and Collaboration

    [Complete this section in Module Four. Remove this note before you submit your paper.]

    1.
    **Mindfulness of Different Cultures:** Explain how mindfulness of different cultures could improve communication with individuals in the chosen scenario, with specific examples.

    A. How can being aware of cultural norms or values shape the way you communicate in the scenario?

    [Insert response here.]

    2.
    **Diverse Backgrounds:** Describe how familiarity with diverse backgrounds can positively influence communication in the chosen scenario.

    A. How can understanding someone’s background or life experiences help you connect more effectively in this situation?

    [Insert response here.]

    3.
    **Awareness of Diversity:** Explain why an awareness of diversity
    is beneficial to collaboration in your chosen scenario, with specific examples.

    A. How can recognizing and respecting differences lead to stronger teamwork or more effective problem solving?

    [Insert response here.]

    ### Part Four: Communication Strategies to Navigate Conflict

    ### [Complete this section in Module Five. Refer to the conflict in your chosen scenario to respond to the questions below. Remove this note before you submit your paper.]

    1.
    **Conflict:** Describe the components of the conflict represented in your chosen scenario with specific examples.

    A. What are the key issues, people involved, and underlying causes of the conflict?

    [Insert response here.]

    2.
    **Interpersonal Communication Strategies:** Describe different
    interpersonal communication strategies that could help resolve the conflict.

    A. What communication skills could help solve the conflict? How could they help people understand each other, feel less tense, or start to rebuild trust?

    [Insert response here.]

    3.
    **Communication Strategy:** Choose a communication strategy to resolve the conflict. Include an explanation of why you chose that communication strategy.

    A. How does this strategy align with the scenario and the people involved?

    [Insert response here.]

    4.
    **Communication Challenges:** Describe the potential communication challenges that may arise in the chosen scenario with specific examples.

    A. What misunderstandings and barriers might make resolution more difficult?

    [Insert response here.]

    5.
    **Restorative Practices:** Describe both the benefits and challenges of using restorative practices to address the conflict in your chosen scenario.

    A. In what ways could restorative practices help, or fall short, in this scenario?

    [Insert response here.]

    ### Sources

    [This section is optional. If you use sources, cite them here.]

    ## image1.png

    ## image2.svg

    ## course_documents/IDS 105 Project Scenarios.pdf

    IDS 105 Project Scenarios

    Introduction
    In this course, you will choose one of the scenarios below and use it to complete your Project Template.
    Each scenario includes a detailed description of a conflict you will examine in Part Four of the Project
    Template.

    Scenario 1: School
    In this term, you are interacting with a diverse group of peers who come from different cultures and
    socioeconomic statuses and have different ability levels, learning styles, career goals, and more.

    You are a first-year college student and are feeling overwhelmed by the demands of your coursework,
    extracurricular activities, and your part-time job. You have a lot of assignments and projects due in the
    coming weeks, and you are finding it difficult to balance everything while still maintaining a healthy
    lifestyle and social life. Your close friend recommended that you meet with your academic advisor. Your
    academic advisor is from a different culture than you and suggests that you leave your part-time job.
    However, you need the job to help pay for college tuition and to remain in college.

    Scenario 2: Personal
    It’s the time of year when you gather with friends and family. Recent events in the news that impact
    different cultures have caused differences of opinion related to issues of justice and fairness, creating
    conflict with those you care about. You are hosting the next holiday celebration with your family
    members and friends who have diverse thoughts and opinions. You and one of your relatives, who is
    from a different culture, have always been close. Lately, you have been having disagreements about
    politics. Your sister-in-law is a passionate supporter of one political party, while you align more closely
    with the other party. You have had several heated debates about issues that impact different cultures
    and identities, and you have both become increasingly frustrated with each other. One day, while having
    dinner together, the conversation turns to a recent controversial policy proposal. You find yourselves on
    opposite sides of the issue, and the conversation quickly becomes heated. You both begin to speak more
    loudly and interrupt each other.

    Scenario 3: Workplace
    The organization you work for is expanding and acquiring an international business, increasing the total
    employee population from 500 to 10,000. Employees are located in multiple states and countries across
    the world. A new colleague recently joined your team, bringing a different approach to work. You prefer
    to plan your day with a detailed to-do list, while your colleague prefers to handle tasks as they come up.
    These differences have led to some challenges, such as overlapping tasks and duplicated efforts, due to
    a lack of coordination. Finding a way to collaborate effectively, despite these differing styles, is
    important for both of you to be successful.

    Scenario 4: Create Your Own
    Create a scenario that shows the importance of social justice principles in a specific setting with diverse
    people. For example, consider a community organization where these principles are essential for
    promoting fairness, inclusivity, and positive relationships. In your scenario, include a conflict between
    the people involved that highlights the need for social justice. You can base this on current events or a
    personal experience, but be sure to leave out any identifying details.

    Note: If you choose the Create Your Own option, include a detailed description of the scenario in your
    Project Template. Your instructor will help you ensure that it has enough information to meet the
    grading requirements of the project.

  • [Solved] Psychology Journal

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    – ## PodcastAnalysis.docx **## PodcastAnalysis.docx** 2 For this assignment, you’ll take a good long walk in your new expert shoes. In doing so, you’ll prove to yourself that you have rightfully earned your place as a knowledgeable scholar of psychology. No longer a student, but a self-assured gradu…

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    – ## PodcastAnalysis.docx

    **## PodcastAnalysis.docx**

    2

    For this assignment, you’ll take a good long walk in your new expert shoes. In doing so, you’ll prove to yourself that you have rightfully earned your place as a knowledgeable scholar of psychology. No longer a student, but a self-assured graduate who remains curious, humble, and open to learning, but also knows what they are talking about when it comes to human behavior.

    One of the ways we come face to face with our know-how is when we can take a critical, informed view of something most people take at face value. Consider this scenario: You are serving on a jury and the expert medical witness says, “there is a 1 in 7 million chance a mother would have two babies experience crib death and therefore this is more likely a case of homicide.” Without a background in the psychological sciences, you might fall in line, believing this to be an open and shut case. Of course, it's homicide…right? 1:7 million? However, given what you have learned about statistical methods, our brain’s inability to fully understand the nuances of statistical data, and how this misunderstanding has led to false convictions in the past (and having been exposed to Donnelly’s TED Talk!), you-as-psychology-graduate would see the reasonable doubt.

    But we aren’t on a jury right now, so we need something else to hold up a mirror to your skillset. The mirrors we will use for this assignment are podcasts – common mediums for the dissemination of information to large swaths of the population. From entertainment to news, from fictional stories to education, from sports to music, podcasts infiltrate our ears and our minds and can shift our perspective in meaningful ways. And, because psychology (and human behavior, thought, and emotion) permeates so many topics, just about any podcast out there can be called a “psychology podcast;” giving us a rich and varied source of content to critically evaluate.

    **To engage in this activity…**

    **STEP 1: Choose 3 (THREE) podcast episodes.** They can all three be from the same podcast series, or they can be from different series. Which three you choose is up to you. You can choose episodes from a podcast or podcasts that you already follow/are a fan of. If you aren’t a big podcast consumer, that’s okay. Here is a list of podcasts that should be interesting to a student of psychology and give you plenty of grist for the mill for completing this assignment. You do not have to choose one from the list below – this is just to help those for whom this is a new medium. All of these are available on both Apple and Google Podcasts. You can also access many of them for free via Spotify and Pandora. You can also listen to episodes on the websites of these podcast series.

    Most podcasts are ad supported, so they are free to the public. Some podcasters have a “paid tier” (episodes behind a paywall), but there are so, so many available for free, you should not need to purchase anything to do this assignment. Many podcasters also offer their shows as YouTube videos, which you may use, as long as the video is also packaged in podcast form as well.  If a verbatim transcript of a podcast episode is available in written form on the web, you may use that. NPR has many of its podcasts transcribed on the web.

    · You’re Wrong About

    · This American Life

    · Hidden Brain

    · TED Radio Hour

    · Many Minds

    · Fresh Air (NPR)

    · Ear Biscuits

    · This is Actually Happening

    · Ten Percent Happier

    · Ear Hustle

    · Precedent

    · Revisionist History

    · Work Life with Adam Grant

    · Make Me Smart

    If you often listen in the car and you have young ones with you, consider these child-appropriate podcasts both of you can listen to:

    · Brains On!

    · But Why?

    The only stipulation on what podcast you choose is that your instructor must be able to access it – it must exist somewhere on the web or on a phone/tablet app, for free, right now. Your instructor will be sampling these as part of their evaluation process.

    **STEP 2: Listen and take notes.** First, listen to (or watch, if you found your podcast on YouTube) one of the three episodes you chose, remembering to do so through the eyes of a psychology graduate. Even if you’ve listened to them before, listen again carefully through this lens. Choose and identify at least 1 (ONE) psychological theme, concept, principle, hypothesis, construct, or perspective implied within each episode. This can be anything you learned about in your time as a psychology major – the possibilities are almost endless. The idea here is for you to use your trained mind to identify these themes on your own. For inspiration, you might look at the
    [example assignment](https://leocontent.umgc.edu/content/dam/permalink/43b59f89-ebad-430b-beb7-4b2b29e2c777.html) that accompanies this exercise.

    **Special Note about True Crime Podcasts**

    The true crime podcast genre is a very popular one. And certainly, it is appropriate to choose those type of podcasts for this assignment; there are so many psychological concepts to explore in these stories! However, when it comes to choosing psychological concepts from episodes in this genre, branch out from personality disorder issues at play (particularly in the perpetrator). Having that be the focus of one of your choices is fine, just diversify your thinking a bit when it comes to the other two.

    For example, consider factors like jury decision making, the role of groupthink in crimes where multiple perpetrators were involved, the social psychological motivations of folks who had information about the crime but didn’t report it, issues of gender, confirmation bias, racism, family dynamics, the role of memory and its limitations, etc. In other words, if you dive into the true crime genre, you’ll find all sorts of psychological concepts to explore that are perfect for this assignment; let’s just not over-focus on the sociopathic tendencies inherent in the perpetrators themselves.

    **STEP 3: Compare and Contrast.** Once you’ve identified the theme consider the point of view the podcaster is taking. Then, compare/contrast that point of view with what you know from your academic journey. How does the show’s perspective hold up under your scrutiny? Perhaps you end up agreeing 100% – the point of view espoused in the episode or by someone in the episode resonates completely with what you now know. Maybe your points-of-view kind of align, but if you were in the room, you’d have a follow up thought or two to share…what would those thoughts be? Or perhaps you disagree completely!

    **STEP 4: Repeat.** Repeat Steps 2 & 3 twice more, for two more podcast episodes.

    **STEP 5: Review and orient.** Review the rubric for this assignment and the
    [example assignment](https://leocontent.umgc.edu/content/dam/permalink/43b59f89-ebad-430b-beb7-4b2b29e2c777.html) to orient your thinking prior to jumping into the writing portion of this activity.

    **STEP 6: Write your paper.** Construct an 1800-word paper where you present your analysis in the following format (note: going a little over the word count is fine):

    **INTRODUCTION**: (150+ words)
    Introduce the assignment concisely, explaining your objective – which is to showcase your knowledge of psychology in a real-world context (through your analysis of podcast episodes). You might also refer to why you chose these three episodes and how it served your goals with this assignment. Conclude with a clear definition of your paper’s purpose.

    **BODY**: (Three Sections, 500+ words each for a total of 1500+ words)

    Episode 1: Name of Podcast – Episode # and Episode Title

    Begin with a summary of the episode's content, highlighting its “plot” or theme.

    Identify at least one key psychological concept at play in the episode (see above instructions or
    [example paper](https://leocontent.umgc.edu/content/dam/permalink/43b59f89-ebad-430b-beb7-4b2b29e2c777.html) for inspiration)

    Discuss the podcaster's perspective on this concept as presented in the episode. How do they frame or interpret these concepts, and do they provide relevant information or context?

    Offer your critical analysis of the point-of-view offered episode. Do you agree with the podcast’s interpretation, or do you – a scholar of psychology – have a different perspective? Support your critique or your agreement (or your “little of both” perspective) with information from your psychology coursework and other credible sources – at least one. Be sure to cite your sources properly.

    Repeat the above for Episode 2 and Episode 3.

    **CONCLUSION**: 150+ words

    In your conclusion, reflect on the experience of this assignment. What did you learn about yourself? After having completed this activity, how confident are you in your ability to analyze and evaluate psychological elements in various real-world contexts? Consider how this assignment has helped you develop a more informed perspective as a consumer of information. What areas for further study did you identify after having done this assignment? Anything you wish you’d learned more about in your time at UMGC? How will you go about learning that information moving forward?

    **Paper Writing Guidelines:**

    · Paper should be written in APA style; this includes title page, heading, citations, reference page, and paper formatting (1-inch margins, double-spaced, 12-point font, etc.). An abstract is not required.

    · Apply sound writing mechanics: write with clarity and pay attention to spelling/grammar

    · Submit completed document by assigned due date.

    · Your final paper should be 1800+ words (excluding title page and reference page):

    · Title page (does not count page towards length requirement)

    · Reference page (does not count page towards length requirement)

    **## PodcastAnalysis.docx**

    2

    For this assignment, you’ll take a good long walk in your new expert shoes. In doing so, you’ll prove to yourself that you have rightfully earned your place as a knowledgeable scholar of psychology. No longer a student, but a self-assured graduate who remains curious, humble, and open to learning, but also knows what they are talking about when it comes to human behavior.

    One of the ways we come face to face with our know-how is when we can take a critical, informed view of something most people take at face value. Consider this scenario: You are serving on a jury and the expert medical witness says, “there is a 1 in 7 million chance a mother would have two babies experience crib death and therefore this is more likely a case of homicide.” Without a background in the psychological sciences, you might fall in line, believing this to be an open and shut case. Of course, it's homicide…right? 1:7 million? However, given what you have learned about statistical methods, our brain’s inability to fully understand the nuances of statistical data, and how this misunderstanding has led to false convictions in the past (and having been exposed to Donnelly’s TED Talk!), you-as-psychology-graduate would see the reasonable doubt.

    But we aren’t on a jury right now, so we need something else to hold up a mirror to your skillset. The mirrors we will use for this assignment are podcasts – common mediums for the dissemination of information to large swaths of the population. From entertainment to news, from fictional stories to education, from sports to music, podcasts infiltrate our ears and our minds and can shift our perspective in meaningful ways. And, because psychology (and human behavior, thought, and emotion) permeates so many topics, just about any podcast out there can be called a “psychology podcast;” giving us a rich and varied source of content to critically evaluate.

    **To engage in this activity…**

    **STEP 1: Choose 3 (THREE) podcast episodes.** They can all three be from the same podcast series, or they can be from different series. Which three you choose is up to you. You can choose episodes from a podcast or podcasts that you already follow/are a fan of. If you aren’t a big podcast consumer, that’s okay. Here is a list of podcasts that should be interesting to a student of psychology and give you plenty of grist for the mill for completing this assignment. You do not have to choose one from the list below – this is just to help those for whom this is a new medium. All of these are available on both Apple and Google Podcasts. You can also access many of them for free via Spotify and Pandora. You can also listen to episodes on the websites of these podcast series.

    Most podcasts are ad supported, so they are free to the public. Some podcasters have a “paid tier” (episodes behind a paywall), but there are so, so many available for free, you should not need to purchase anything to do this assignment. Many podcasters also offer their shows as YouTube videos, which you may use, as long as the video is also packaged in podcast form as well.  If a verbatim transcript of a podcast episode is available in written form on the web, you may use that. NPR has many of its podcasts transcribed on the web.

    · You’re Wrong About

    · This American Life

    · Hidden Brain

    · TED Radio Hour

    · Many Minds

    · Fresh Air (NPR)

    · Ear Biscuits

    · This is Actually Happening

    · Ten Percent Happier

    · Ear Hustle

    · Precedent

    · Revisionist History

    · Work Life with Adam Grant

    · Make Me Smart

    If you often listen in the car and you have young ones with you, consider these child-appropriate podcasts both of you can listen to:

    · Brains On!

    · But Why?

    The only stipulation on what podcast you choose is that your instructor must be able to access it – it must exist somewhere on the web or on a phone/tablet app, for free, right now. Your instructor will be sampling these as part of their evaluation process.

    **STEP 2: Listen and take notes.** First, listen to (or watch, if you found your podcast on YouTube) one of the three episodes you chose, remembering to do so through the eyes of a psychology graduate. Even if you’ve listened to them before, listen again carefully through this lens. Choose and identify at least 1 (ONE) psychological theme, concept, principle, hypothesis, construct, or perspective implied within each episode. This can be anything you learned about in your time as a psychology major – the possibilities are almost endless. The idea here is for you to use your trained mind to identify these themes on your own. For inspiration, you might look at the
    [example assignment](https://leocontent.umgc.edu/content/dam/permalink/43b59f89-ebad-430b-beb7-4b2b29e2c777.html) that accompanies this exercise.

    **Special Note about True Crime Podcasts**

    The true crime podcast genre is a very popular one. And certainly, it is appropriate to choose those type of podcasts for this assignment; there are so many psychological concepts to explore in these stories! However, when it comes to choosing psychological concepts from episodes in this genre, branch out from personality disorder issues at play (particularly in the perpetrator). Having that be the focus of one of your choices is fine, just diversify your thinking a bit when it comes to the other two.

    For example, consider factors like jury decision making, the role of groupthink in crimes where multiple perpetrators were involved, the social psychological motivations of folks who had information about the crime but didn’t report it, issues of gender, confirmation bias, racism, family dynamics, the role of memory and its limitations, etc. In other words, if you dive into the true crime genre, you’ll find all sorts of psychological concepts to explore that are perfect for this assignment; let’s just not over-focus on the sociopathic tendencies inherent in the perpetrators themselves.

    **STEP 3: Compare and Contrast.** Once you’ve identified the theme consider the point of view the podcaster is taking. Then, compare/contrast that point of view with what you know from your academic journey. How does the show’s perspective hold up under your scrutiny? Perhaps you end up agreeing 100% – the point of view espoused in the episode or by someone in the episode resonates completely with what you now know. Maybe your points-of-view kind of align, but if you were in the room, you’d have a follow up thought or two to share…what would those thoughts be? Or perhaps you disagree completely!

    **STEP 4: Repeat.** Repeat Steps 2 & 3 twice more, for two more podcast episodes.

    **STEP 5: Review and orient.** Review the rubric for this assignment and the
    [example assignment](https://leocontent.umgc.edu/content/dam/permalink/43b59f89-ebad-430b-beb7-4b2b29e2c777.html) to orient your thinking prior to jumping into the writing portion of this activity.

    **STEP 6: Write your paper.** Construct an 1800-word paper where you present your analysis in the following format (note: going a little over the word count is fine):

    **INTRODUCTION**: (150+ words)
    Introduce the assignment concisely, explaining your objective – which is to showcase your knowledge of psychology in a real-world context (through your analysis of podcast episodes). You might also refer to why you chose these three episodes and how it served your goals with this assignment. Conclude with a clear definition of your paper’s purpose.

    **BODY**: (Three Sections, 500+ words each for a total of 1500+ words)

    Episode 1: Name of Podcast – Episode # and Episode Title

    Begin with a summary of the episode's content, highlighting its “plot” or theme.

    Identify at least one key psychological concept at play in the episode (see above instructions or
    [example paper](https://leocontent.umgc.edu/content/dam/permalink/43b59f89-ebad-430b-beb7-4b2b29e2c777.html) for inspiration)

    Discuss the podcaster's perspective on this concept as presented in the episode. How do they frame or interpret these concepts, and do they provide relevant information or context?

    Offer your critical analysis of the point-of-view offered episode. Do you agree with the podcast’s interpretation, or do you – a scholar of psychology – have a different perspective? Support your critique or your agreement (or your “little of both” perspective) with information from your psychology coursework and other credible sources – at least one. Be sure to cite your sources properly.

    Repeat the above for Episode 2 and Episode 3.

    **CONCLUSION**: 150+ words

    In your conclusion, reflect on the experience of this assignment. What did you learn about yourself? After having completed this activity, how confident are you in your ability to analyze and evaluate psychological elements in various real-world contexts? Consider how this assignment has helped you develop a more informed perspective as a consumer of information. What areas for further study did you identify after having done this assignment? Anything you wish you’d learned more about in your time at UMGC? How will you go about learning that information moving forward?

    **Paper Writing Guidelines:**

    · Paper should be written in APA style; this includes title page, heading, citations, reference page, and paper formatting (1-inch margins, double-spaced, 12-point font, etc.). An abstract is not required.

    · Apply sound writing mechanics: write with clarity and pay attention to spelling/grammar

    · Submit completed document by assigned due date.

    · Your final paper should be 1800+ words (excluding title page and reference page):

    · Title page (does not count page towards length requirement)

    · Reference page (does not count page towards length requirement)

  • [Solved] 3-2 Project Part Two Draft: Elevating Your Cultural Fluency

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    Please see attached for assignment details. – ## ProjectPartTwoDraftGuidelinesandRubric.html.zip **## ProjectPartTwoDraftGuidelinesandRubric.html.zip** ## Project Part Two Draft Guidelines and Rubric.html ## IDS 105 Project Part Two Draft Guidelines and Rubric ## Elevating Your Cultural Fluency ### …

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    Assignment Prompt & Instructions

    Please see attached for assignment details.

    – ## ProjectPartTwoDraftGuidelinesandRubric.html.zip

    **## ProjectPartTwoDraftGuidelinesandRubric.html.zip**

    ## Project Part Two Draft Guidelines and Rubric.html

    ## IDS 105 Project Part Two Draft Guidelines and Rubric

    ## Elevating Your Cultural Fluency

    ### Overview

    Successful intercultural communication requires an understanding of cultural fluency. In this assignment, you will reflect on your existing cultural fluency by describing what cultural fluency is. You will also discuss ways you can elevate your cultural fluency using one of the scenarios outlined in the project. This assignment will allow you to further explore the importance of cultural fluency and self-awareness and consider how you can use these concepts to communicate and collaborate more effectively with others.

    ### Directions

    First, review the Project Guidelines and Rubric, found in the Supporting Materials section below, to understand the expectations, grading criteria, and extent of the assignment.

    Next, use the same scenario you selected for your Project Part One Draft as the foundation for this assignment. Complete Part Two of the Project Template, which you will continue to use for all remaining drafts and the final project. Do not revise any previous sections at this stage; only focus on completing Part Two. Revisions to earlier sections will be made during the final project submission in Module Seven.

    In your response, you must address the items below in the project template.

    1. Self-Awareness: Describe how cultural fluency benefits your self-awareness with specific examples.

    1. Think about how understanding cultural differences can help you reflect on your own assumptions, values, and behaviors.
    2. Cultural Fluency: Describe how to demonstrate cultural fluency in the chosen scenario with specific examples.

    1. Explain specific actions or communication strategies you would use in the scenario to show respect for cultural differences and build mutual understanding.

    ### What to Submit

    Use the project template to complete Part Two: Elevating Your Cultural Fluency and submit it for grading. No sources required. While you won’t be graded on the quality of your citations in this assignment, you may receive guidance from your instructor on how to properly cite sources.
    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 support your work on this assignment:

    Reading:
    [Project Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2078366&type=content&rcode=snhu-3225068)
    This resource provides an overview of the project.

    Website: IDS 105 Learning Community
    For support with this assignment, visit the IDS 105 Learning Community. You can connect with other students for extra support, tutorials, and motivation. You can find it by going to the Start Here section and clicking on the Academics Community page.

    ### Project Part Two Draft Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Self-Awareness | Describes how cultural fluency benefits self-awareness with specific examples | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how cultural fluency benefits self-awareness with specific examples | Does not attempt to describe how cultural fluency benefits self-awareness | 45 |
    | Cultural Fluency | Describes how to demonstrate cultural fluency in the chosen scenario with specific examples | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how to demonstrate cultural fluency in the chosen scenario with specific examples | Does not attempt to describe how to demonstrate cultural fluency in the chosen scenario | 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 | 10 |
    | Total: | 100% |

    **## ProjectPartTwoDraftGuidelinesandRubric.html.zip**

    ## Project Part Two Draft Guidelines and Rubric.html

    ## IDS 105 Project Part Two Draft Guidelines and Rubric

    ## Elevating Your Cultural Fluency

    ### Overview

    Successful intercultural communication requires an understanding of cultural fluency. In this assignment, you will reflect on your existing cultural fluency by describing what cultural fluency is. You will also discuss ways you can elevate your cultural fluency using one of the scenarios outlined in the project. This assignment will allow you to further explore the importance of cultural fluency and self-awareness and consider how you can use these concepts to communicate and collaborate more effectively with others.

    ### Directions

    First, review the Project Guidelines and Rubric, found in the Supporting Materials section below, to understand the expectations, grading criteria, and extent of the assignment.

    Next, use the same scenario you selected for your Project Part One Draft as the foundation for this assignment. Complete Part Two of the Project Template, which you will continue to use for all remaining drafts and the final project. Do not revise any previous sections at this stage; only focus on completing Part Two. Revisions to earlier sections will be made during the final project submission in Module Seven.

    In your response, you must address the items below in the project template.

    1. Self-Awareness: Describe how cultural fluency benefits your self-awareness with specific examples.

    1. Think about how understanding cultural differences can help you reflect on your own assumptions, values, and behaviors.
    2. Cultural Fluency: Describe how to demonstrate cultural fluency in the chosen scenario with specific examples.

    1. Explain specific actions or communication strategies you would use in the scenario to show respect for cultural differences and build mutual understanding.

    ### What to Submit

    Use the project template to complete Part Two: Elevating Your Cultural Fluency and submit it for grading. No sources required. While you won’t be graded on the quality of your citations in this assignment, you may receive guidance from your instructor on how to properly cite sources.
    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 support your work on this assignment:

    Reading:
    [Project Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2078366&type=content&rcode=snhu-3225068)
    This resource provides an overview of the project.

    Website: IDS 105 Learning Community
    For support with this assignment, visit the IDS 105 Learning Community. You can connect with other students for extra support, tutorials, and motivation. You can find it by going to the Start Here section and clicking on the Academics Community page.

    ### Project Part Two Draft Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Self-Awareness | Describes how cultural fluency benefits self-awareness with specific examples | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how cultural fluency benefits self-awareness with specific examples | Does not attempt to describe how cultural fluency benefits self-awareness | 45 |
    | Cultural Fluency | Describes how to demonstrate cultural fluency in the chosen scenario with specific examples | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how to demonstrate cultural fluency in the chosen scenario with specific examples | Does not attempt to describe how to demonstrate cultural fluency in the chosen scenario | 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 | 10 |
    | Total: | 100% |

  • [Solved] Human Resource Management 3 Assignment

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    Executive Solution Overview

    Motivating Safe Work Practices How could you as a manager develop a strategy for increasing employees' motivation to work more safely? Workplace Violence Why has violence in the workplace become a larger problem for organizations? What recommendations would you offer to a company to ensure that it d…

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    Assignment Prompt & Instructions

    Motivating Safe Work Practices
    How could you as a manager develop a strategy for increasing employees' motivation to work more safely?
    Workplace Violence
    Why has violence in the workplace become a larger problem for organizations? What recommendations would you offer to a company to ensure that it does not experience violence? Be specific.
    Benefits of Unions
    Companies and managers often perceive unions as troublesome. However, the changes in employment practices that unions helped to achieve have expanded to become standard across the U.S.
    Name three specific ways in which unions have benefitted society.
    Your New HR Law
    Aside from the laws your learned about in the textbook and the pending legislation you researched, if you had sole authority to implement a completely new HR-related law nationwide, what would it be? Think big. Get creative.
    For example, I'd make reverse age discrimination illegal in the workplace and in employment-related decisions. This would basically expand the Age Discrimination in Employment Act to prohibit discrimination on the basis of age, whether the complainant is older or younger than the referent(s).

  • [Solved] feedback Katrina

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    _**Outcome Being Evaluated**_ One short-term outcome from the logic model is: "Participants in the Child and Family Traumatic Stress Intervention (CFTSI) will demonstrate a measurable reduction in PTSD and anxiety symptoms as indicated by CFTSI scores within six months of program initiation" (Pynoos…

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    Assignment Prompt & Instructions

    _**Outcome Being Evaluated**_
    One short-term outcome from the logic model is: "Participants in the Child and Family Traumatic Stress Intervention (CFTSI) will demonstrate a measurable reduction in PTSD and anxiety symptoms as indicated by CFTSI scores within six months of program initiation" (Pynoos et al., 2014).
    _**Evaluation Design**_
    The best design to evaluate this outcome would be a self-controlled pre/post design. This approach involves comparing each participant’s CFTSI scores at intake and again after completing the treatment program (Kazdin, 2017). This design is feasible because it systematically assesses each participant's mental health symptoms before and after the intervention, allowing for individualized tracking of progress. Given that this assessment provides consistent treatment within a structured program, this pre/post evaluation will yield valuable insights into the effectiveness of our services for each participant (Hernandez et al., 2015).
    _**Limitations of the Design**_
    One significant limitation of using a self-controlled pre/post design is the potential for "maturation." Maturation refers to natural changes that might occur in participants over time, regardless of the intervention (Hawkins et al., 2003). For example, youth may experience improvements in their mental health due to factors outside of our program, such as changes in their living situation or support from family and friends. This matters for this outcome because it could skew the results, making it challenging to determine whether the reduction in PTSD and anxiety symptoms is directly attributable to the CFTSI program or to other life changes that participants are experiencing simultaneously (Hawkins et al., 2003).
    _**Sampling Strategy**_
    The evaluation will include all youth participants enrolled in the CFTSI program over the evaluation period. This includes those who actively participate in individual and group sessions and complete the necessary pre- and post-assessments. This sampling approach is appropriate for this program because it encompasses the entire population we aim to support, ensuring that this evaluation reflects the experiences of those directly benefiting from our services (Creswell, 2014). By evaluating the outcomes for all participants, we can gather a comprehensive understanding of the program's overall efficacy while identifying any specific needs or areas for improvement.
    **References**
    Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods
    Approaches (4th ed.). Sage Publications.
    Hernandez, M., Cline, K., & Kellam, S. (2015). Effective treatments for youth with PTSD.
    Journal of Child Psychology and Psychiatry, 56(10), 1096-1102.
    Kazdin, A. E. (2017). Research Design in Clinical Psychology (5th ed.). Pearson Education.

  • [Solved] Nursing IVC and Crisis assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    For this assignment, you will need to write in narrative form. **PLEASE NOTE THAT CUTTING AND PASTING THE INFORMATION FROM WEBSITES IS NOT ACCEPTABLE FOR THIS ASSIGNMENT. This is very important because you may need this information quickly and not have time in an emergency to be trying to figure thi…

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    Assignment Prompt & Instructions

    For this assignment, you will need to write in narrative form.   **PLEASE NOTE THAT CUTTING AND PASTING THE INFORMATION FROM WEBSITES IS NOT ACCEPTABLE FOR THIS ASSIGNMENT.  This is very important because you may need this information quickly and not have time in an emergency to be trying to figure this out.**
    1. Identify your state
    2. Identify the process of IVC in your state in your own words, not taken from a website and pasted.
    3. Does your state have an outpatient commitment? What is the process, and what facilities in your area could a patient go to for this treatment?  Specific names of places to suggest to a patient in your area, if available, or surrounding areas.
    4. Identify the crisis intervention resources and any other services where a patient can be sent in a psychiatric emergency situation, such as a mental health facility. In your area, do you have a crisis center? Do you have a crisis line? List the resources, including the  crisis line, as follows
    XYZ Crisis Center
    phone number
    address
    hours
    referral process
    If you do not have either, say that and then document if your law enforcement officers are trained in crisis management for psychiatric emergencies.
    5.  You must use numbered titles for each section (example **1. Identify your state**) with bold font.
    It may take you some time to find this information, so plan your time accordingly.  You can call the magistrate's office, your local crisis center, or the Emergency Department to help find this information as well as any other source you find.
    State: Florida