Tag: Model Answer

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    – 2 years ago **files (2)** – ## PPTWeek4WebsiteEvaluation11.pptx – ## PPTWeek4WebsiteEvaluation11.pptx **## PPTWeek4WebsiteEvaluation11.pptx** Website Evaluation Using Your Population Health Topic (By: Your Name) Government or Organizational Name Authority Accuracy Bias/Objectivity Currency/Timelin…

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    – ## PPTWeek4WebsiteEvaluation11.pptx

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    Website Evaluation Using Your Population Health Topic (By: Your Name)

    Government or Organizational Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Popular Website Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Review your two chosen websites on your population health topic using criteria and resources in Week 4. Based on the criteria will you recommend to Trust it or Trash it.

    **## PPTWeek4WebsiteEvaluation11.pptx**

    Website Evaluation Using Your Population Health Topic (By: Your Name)

    Government or Organizational Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Popular Website Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Review your two chosen websites on your population health topic using criteria and resources in Week 4. Based on the criteria will you recommend to Trust it or Trash it.

    **## PPTWeek4WebsiteEvaluation11.pptx**

    Website Evaluation Using Your Population Health Topic (By: Your Name)

    Government or Organizational Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Popular Website Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Review your two chosen websites on your population health topic using criteria and resources in Week 4. Based on the criteria will you recommend to Trust it or Trash it.

    **## PPTWeek4WebsiteEvaluation11.pptx**

    Website Evaluation Using Your Population Health Topic (By: Your Name)

    Government or Organizational Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Popular Website Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Review your two chosen websites on your population health topic using criteria and resources in Week 4. Based on the criteria will you recommend to Trust it or Trash it.

    **## PPTWeek4WebsiteEvaluation11.pptx**

    Website Evaluation Using Your Population Health Topic (By: Your Name)

    Government or Organizational Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Popular Website Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Review your two chosen websites on your population health topic using criteria and resources in Week 4. Based on the criteria will you recommend to Trust it or Trash it.

    **## PPTWeek4WebsiteEvaluation11.pptx**

    Website Evaluation Using Your Population Health Topic (By: Your Name)

    Government or Organizational Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Popular Website Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Review your two chosen websites on your population health topic using criteria and resources in Week 4. Based on the criteria will you recommend to Trust it or Trash it.

    **## PPTWeek4WebsiteEvaluation11.pptx**

    Website Evaluation Using Your Population Health Topic (By: Your Name)

    Government or Organizational Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Popular Website Name

    Authority

    Accuracy

    Bias/Objectivity

    Currency/Timeliness

    Coverage

    Usefulness

    Review your two chosen websites on your population health topic using criteria and resources in Week 4. Based on the criteria will you recommend to Trust it or Trash it.

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) Choose one of the following scenarios which illustrate a variety of incidents that have occurred on a university campus.Imagine that you are a residence hall counselor on campus, and the student described in the i…

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    Choose one of the following scenarios which illustrate a variety of incidents that have occurred on a university campus.Imagine that you are a residence hall counselor on campus, and the student described in the incident has come to you to ask for advice.

    – What sort of advice would you give to the student?
    – Explain why your advice represents the best course of action for the student to follow.

    Scenario:Jim is an 18-year-old white student living away from home for the first time. He and his girlfriend were hanging out at the park when they noticed a car pull into the empty parking lot. No one got out of the car for nearly an hour, and it was getting dark. Jim and his girlfriend had planned to stay a while longer, but the car made them feel nervous. As they left the park, they passed nearby the car, and Jim knocked on the window to see if the occupants needed any help. As the window rolled down, Jim noticed that the men were black. He said, “Hey, what’s up? What are you guys doing here?” One of the men was insulted, became angry, and stated that they had every right to be in the parking lot. He claimed that Jim was racially profiling them. He has gone to the campus mediation center to report the incident and is demanding that Jim formally apologize. Jim is very upset because he feels he is being unfairly called a racist

    – 2 years ago

  • [Solved] public health

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    – 2 years ago **files (1)** – ## hw.docx **## hw.docx** ![](https://www.sweetstudy.com/questions/public-health-20883143)**Assignment #3 (30 points)** _PH 600_ **Below is an example of this table when applied to heart disease as a specific health outcome.** **![](https://www.sweetstudy.com/questions/…

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    **files (1)**

    – ## hw.docx

    **## hw.docx**

    ![](https://www.sweetstudy.com/questions/public-health-20883143)**Assignment #3 (30 points)**

    _PH 600_

    **Below is an example of this table when applied to heart disease as a specific health outcome.**

    **![](https://www.sweetstudy.com/questions/public-health-20883143)**

    1. Malaria is a mosquito-borne disease that spreads when uninfected mosquitoes bite infected humans and become carriers of malaria. Infected mosquitoes then transmit the disease by biting uninfected humans. Therefore, in order to prevent malaria, people must protect themselves against getting mosquito bites.

    Fill in the following table with malaria as the specific health outcome. (15 points)

    | | | |
    | — | — | — |
    | **Level of Cause** | **Malaria-Specific Mechanisms** | **Prevention Methods** |
    | Distal | | |
    | Intermediate | | |
    | Proximal | | |

    2. Fill in the following table for a health outcome of your choosing. (15 points)

    Health outcome: ____________________

    | | | |
    | — | — | — |
    | **Level of Cause** | **Health Issue-Specific Mechanisms** | **Prevention Methods** |
    | Distal | | |
    | Intermediate | | |
    | Proximal | | |

    ## image1.png

    ## image2.png

    **## hw.docx**

    ![](https://www.sweetstudy.com/questions/public-health-20883143)**Assignment #3 (30 points)**

    _PH 600_

    **Below is an example of this table when applied to heart disease as a specific health outcome.**

    **![](https://www.sweetstudy.com/questions/public-health-20883143)**

    1. Malaria is a mosquito-borne disease that spreads when uninfected mosquitoes bite infected humans and become carriers of malaria. Infected mosquitoes then transmit the disease by biting uninfected humans. Therefore, in order to prevent malaria, people must protect themselves against getting mosquito bites.

    Fill in the following table with malaria as the specific health outcome. (15 points)

    | | | |
    | — | — | — |
    | **Level of Cause** | **Malaria-Specific Mechanisms** | **Prevention Methods** |
    | Distal | | |
    | Intermediate | | |
    | Proximal | | |

    2. Fill in the following table for a health outcome of your choosing. (15 points)

    Health outcome: ____________________

    | | | |
    | — | — | — |
    | **Level of Cause** | **Health Issue-Specific Mechanisms** | **Prevention Methods** |
    | Distal | | |
    | Intermediate | | |
    | Proximal | | |

    ## image1.png

    ## image2.png

  • [Solved] Notes & Major Points

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    Notes & Major Points AND Discussion Topics & Questions – 2 years ago **files (1)** – ## First_Things_First_1964-2000.pdf **## First_Things_First_1964-2000.pdf** First Things First: A Manifesto Ken Garland First Things First (1964 & 2000) First Things First (Revisited) Rick Poynor Original vers…

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    Notes & Major Points AND Discussion Topics & Questions

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    – ## First_Things_First_1964-2000.pdf

    **## First_Things_First_1964-2000.pdf**

    First Things First: A Manifesto
    Ken Garland

    First Things First (1964 & 2000)
    First Things First (Revisited)
    Rick Poynor

    Original version self-published by the author in 1963, included in Looking
    Closer volume 4
    CSULB Library Permalink:
    https://csu-lb.primo.exlibrisgroup.com/permalink/01CALS_ULB/d7ul0l/alma991005085789702901

    Bierut, Michael, et al. Looking Closer. 4, Critical Writings on Graphic Design. Allworth Press, 2002.

    Published in Emigre Magazine
    Emigre Magazine:
    https://www.emigre.com/Essays/Magazine/FirstThingsFirstRevisited

    Poynor, Rick. “First Things First (Revisited).” Emigre, no. 51, 1999, p. 2.

    1964

    Theoriemodul BDE-BDE-1011

    First Things First (1964 & 2000)
    The original First Things First manifesto was published by 22 signatories in:
    Design, the Architects‘ Journal, the SIA Journal, Ark, Modern Publicity, The Guardian, april 1964.
    It was renewed in 2000

    First Things First
    a manifesto

    We, the undersigned, are graphic designers, photographers and students who have been brought up in a world
    in which the techniques and apparatus of advertising have persistently been presented to us as the most lucra-
    tive, effective and desirable means of using our talents. We have been bombarded with publications devoted to
    this belief, applauding the work of those who have flogged their skill and imagination to sell such things as:

    cat food, stomach powders, detergent, hair restorer, striped toothpaste, aftershave lotion, beforeshave lotion,
    slimming diets, fattening diets, deodorants, fizzy water, cigarettes, roll-ons, pull-ons and slip-ons.

    By far the greatest effort of those working in the advertising industry are wasted on these trivial purposes, which
    contribute little or nothing to our national prosperity.

    In common with an increasing numer of the general public, we have reached a saturation point at which the high
    pitched scream of consumer selling is no more than sheer noise. We think that there are other things more worth
    using our skill and experience on. There are signs for streets and buildings, books and periodicals, catalogues,
    instructional manuals, industrial photography, educational aids, films, television features, scientific and industrial
    publications and all the other media through which we promote our trade, our education, our culture and our
    greater awareness of the world.

    We do not advocate the abolition of high pressure consumer advertising: this is not feasible. Nor do we want
    to take any of the fun out of life. But we are proposing a reversal of priorities in favour of the more useful and
    more lasting forms of communication. We hope that our society will tire of gimmick merchants, status salesmen
    and hidden persuaders, and that the prior call on our skills will be for worthwhile purposes. With this in mind we
    propose to share our experience and opinions, and to make them available to colleagues, students and others
    who may be interested.

    signed:

    Edward Wright, Geoffrey White, William Slack, Caroline Rawlence, Ian McLaren, Sam Lambert, Ivor Kamlish,
    Gerald Jones, Bernard Higton, Brian Grimbly, John Garner, Ken Garland, Anthony Froshaug, Robin Fior, Ger-
    mano Facetti, Ivan Dodd, Harriet Crowder, Anthony Clift, Gerry Cinamon, Robert Chapman, Ray Carpenter, Ken
    Briggs

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    2000

    Theoriemodul BDE-BDE-1011

    First Things First (1964 & 2000)
    The First things first 2000 manifesto was an updated version of the earlier First things first 1964 Manifesto published in 2000 by
    some of the leading lights of the graphic design, artistic and visual arts community. It was republished by Emigre, Eye and other
    important graphic design magazines and has stirred controversy (again) in Graphic design.

    First Things First Manifesto

    We, the undersigned, are graphic designers, art directors and visual communicators who have been raised in a
    world in which the techniques and apparatus of advertising have persistently been presented to us as the most
    lucrative, effective and desirable use of our talents. Many design teachers and mentors promote this belief; the
    market rewards it; a tide of books and publications reinforces it.

    Encouraged in this direction, designers then apply their skill and imagination to sell dog biscuits, designer coffee,
    diamonds, detergents, hair gel, cigarettes, credit cards, sneakers, butt toners, light beer and heavy-duty recreati-
    onal vehicles. Commercial work has always paid the bills, but many graphic designers have now let it become, in
    large measure, what graphic designers do. This, in turn, is how the world perceives design. The profession‘s time
    and energy is used up manufacturing demand for things that are inessential at best.

    Many of us have grown increasingly uncomfortable with this view of design. Designers who devote their efforts
    primarily to advertising, marketing and brand development are supporting, and implicitly endorsing, a mental
    environment so saturated with commercial messages that it is changing the very way citizen-consumers speak,
    think, feel, respond and interact. To some extent we are all helping draft a reductive and immeasurably harmful
    code of public discourse.

    There are pursuits more worthy of our problem-solving skills. Unprecedented environmental, social and cultural
    crises demand our attention. Many cultural interventions, social market- ing campaigns, books, magazines,
    exhibitions, educational tools, television programs, films, charitable causes and other information design projects
    urgently require our expertise and help.

    We propose a reversal of priorities in favor of more useful, lasting and democratic forms of communication – a
    mindshift away from product marketing and toward the exploration and production of a new kind of meaning. The
    scope of debate is shrinking; it must expand. Consumerism is running uncontested; it must be challenged by
    other perspectives expressed, in part, through the visual languages and resources of design.

    In 1964, 22 visual communicators signed the original call for our skills to be put to worthwhile use. With the ex-
    plosive growth of global commercial culture, their message has only grown more urgent. Today, we renew their
    manifesto in expectation that no more decades will pass before it is taken to heart.

    Jonathan Barnbrook, Nick Bell, Andrew Blauvelt, Hans Bockting, Irma Boom, Sheila Levrant de Bretteville,
    Max Bruinsma, Si‰n Cook, Linda van Deursen, Chris Dixon, William Drenttel, Gert Dumbar, Simon Esterson,
    Vince Frost, Ken Garland, Milton Glaser, Jessica Helfand, Steven Heller, Andrew Howard, Tibor Kalman, Jeffery
    Keedy, Zuzana Licko, Ellen Lupton, Katherine McCoy, Armand Mevis, J. Abbott Miller, Rick Poynor, Lucienne
    Roberts, Erik Spiekermann, Jan van Toorn, Teal Triggs, Rudy VanderLans, Bob Wilkinson

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    Theoriemodul BDE-BDE-1011

    First Things First (Revisited)
    By Rick Poynor
    This article was first published in Emigre magazine issue 51.

    When Ken Garland published his First Things First manifesto in London thirty-five years ago, he threw down a challenge to graphic designers
    and other visual communicators that refuses to go away. As the century ends, this brief message, dashed off in the heat of the moment, and
    signed by twenty-one of his colleagues, is more urgent than ever; the situation it lamented incalculably more extreme.

    It is no exaggeration to say that designers are engaged in nothing less than the manufacture of contemporary reality. Today, we live and
    breathe design. Few of the experiences we value at home, at leisure, in the city or the mall are free of its alchemical touch. We have absorbed
    design so deeply into ourselves that we no longer recognize the myriad ways in which it prompts, cajoles, disturbs, and excites us. It‘s comple-
    tely natural. It‘s just the way things are.

    We imagine that we engage directly with the „content“ of the magazine, the TV commercial, the pasta sauce, or perfume, but the content is
    always mediated by design and it‘s design that helps direct how we perceive it and how it makes us feel. The brand-meisters and marketing
    gurus understand this only too well. The product may be little different in real terms from its rivals. What seduces us is its „image.“ This image
    reaches us first as a visual entity – shape, color, picture, type. But if it‘s to work its effect on us it must become an idea: NIKE! This is the
    tremendous power of design.

    The original First Things First was written at a time when the British economy was booming. People of all classes were better off than ever
    before and jobs were easily had. Consumer goods such as TVs, washing machines, fridges, record players and cars, which North Americans
    were the first to take for granted, were transforming everyday life in the wealthier European nations – and changing consumer expectations for
    ever. Graphic design, too, had emerged from the austerity of the post-war years, when four-colour printing was a rarity, and designers could
    only dream of American clients‘ lavish production budgets and visual panache. Young designers were vigorous and optimistic. They organized
    meetings, debates and exhibitions promoting the value of design. Professional associations were started and many leading figures, still active
    today, began their careers.

    Ken Garland studied design at the Central School of Arts and Crafts in London in the early 1950s, and for six years was art editor of Design
    magazine, official mouthpiece of the Council of Industrial Design. In 1962, he set up his own company, Ken Garland & Associates, and the
    same year began a fruitful association (a „do-it-for-love consultancy,“ as he once put it) with the Campaign for Nuclear Disarmament. He was a
    committed campaigner against the bomb, and his „Aldermaston to London Easter 62“ poster, with its huge, marching CND symbol, is a classic
    piece of protest graphics from the period. Always outspoken, in person and in print, he was an active member of the socialist Labour Party.

    Garland penned his historic statement on 29 November 1963, during a crowded meeting of the Society of Industrial Artists at London‘s Institute
    of Contemporary Arts. At the end he asked the chairman whether he could read it out. „As I warmed to the task I found I wasn‘t so much rea-
    ding it as declaiming it,“ he recalled later; „it had become, we all realized simultaneously, that totally unfashionable device, a Manifesto.“ There
    was prolonged applause and many people volunteered their signatures there and then.

    Four hundred copies of First Things First were published in January 1964. Some of the other signatories were well-established figures. Edward
    Wright, in his early forties, and the oldest, taught experimental typography at the Central School; Anthony Froshaug was also a Central typogra-
    pher of great influence. Others were teachers, students, or just starting out as designers. Several were photographers.

    The manifesto received immediate backing from an unexpected quarter. One of the signatories passed it to Caroline Wedgwood Benn, wife
    of the Labour Member of Parliament, Anthony Wedgwood Benn (now Tony Benn). On 24 January, Benn reprinted the manifesto in its entirety
    in his weekly Guardian newspaper column. „The responsi- bility for the waste of talent which they have denounced is one we must all share,“
    he wrote. „The evidence for it is all around us in the ugliness with which we have to live. It could so easily be replaced if only we consciously
    decided as a community to engage some of the skill which now goes into the frills of an affluent society.“

    Hochschule für Gestaltung und Kunst Zürich
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    Theoriemodul BDE-BDE-1011

    First Things First (Revisited) By Rick Poynor

    That evening, as a result of the Guardian article, Garland was invited on to a BBC TV news program to read out a section of First Things First
    and discuss the manifesto. It was subsequently reprinted in Design, the SIA Journal (which built an issue round it), the Royal College of Art
    magazine, Ark, and the yearbook Modern Publicity 1964/65, where it was also translated into French and German. This publicity meant that
    many people, not just in Britain but abroad, heard about and read First Things First. Garland has letters in his files from designers, design
    teachers and other interested parties as far afield as Australia, the United States and the Netherlands requesting copies, affirming support for
    the manifesto‘s message, or inviting him to come and speak about it.

    That First Things First struck a nerve is clear. It arrived at a moment when design was taking off as a confident, professionalized activity. The
    rapid growth of the affluent consumer society meant there were many opportunities for talented visual communicators in advertising, promotion
    and packaging. The advertising business itself had experienced a so-called „creative revolution“ in New York, and several influential American
    exponents of the new ideas-based graphic design were working for London agencies in the early 1960s. A sense of glamour and excitement
    surrounded this well-paid line of work. From the late 1950s onwards, a few skeptical designers began to ask publicly what this non-stop tide
    of froth had to do with the wider needs and problems of society. To some, it seemed that the awards with which their colleagues liked to flatter
    themselves attracted and celebrated only the shallowest and most ephemeral forms of design. For Garland and the other concerned signato-
    ries of First Things First, design was in danger of forgetting its responsi- bility to struggle for a better life for all.

    The critical distinction drawn by the manifesto was between design as communication (giving people necessary information) and design as
    persuasion (trying to get them to buy things). In the signatories‘ view, a disproportionate amount of designers‘ talents and effort was being
    expended on advertising trivial items, from fizzy water to slimming diets, while more „useful and lasting“ tasks took second place: street signs,
    books and periodicals, catalogues, instruction manuals, educational aids, and so on. The British designer Jock Kinneir (not a signatory) agreed:
    „Designers oriented in this direction are concerned less with persuasion and more with informa- tion, less with income brackets and more with
    physiology, less with taste and more with efficiency, less with fashion and more with amenity. They are concerned in helping people to find their
    way, to understand what is required of them, to grasp new processes and to use instruments and machines more easily.“

    Some dismissed the manifesto as naive, but the signatories were absolutely correct in their assessment of the way that design was developing.
    In the years that followed, similar misgivings were sometimes voiced by other designers, but most preferred to keep their heads down and con-
    centrate on questions of form and craft. Lubricated by design, the juggernaut rolled on. In the gentler, much less invasive commercial climate
    of the early 1960s, it was still possible to imagine that if a few more designers would only move across to the other side of the vehicle balance
    would be restored. In its wording, the manifesto did not acknowledge the extent to which this might, in reality, be a political issue, and Garland
    himself made a point of explaining that the underlying political and economic system was not being called into question. „We do not advocate
    the abolition of high pressure consumer advertising,“ he wrote, „this is not feasible.“

    But the decision to concentrate one‘s efforts as a designer on corporate projects, or advertising, or any other kind of design, is a political
    choice. „Design is not a neutral value-free process,“ argues the American design educator Katherine McCoy, who contends that corporate work
    of even the most innocuous content is never devoid of political bias. Today, the imbalance identified by First Things First is greater than ever.
    The vast majority of design projects – and certainly the most lavishly funded and widely disseminated – address corporate needs, a massive
    over-emphasis on the commercial sector of society, which consumes most of graphic designers‘ time, skills and creativity. As McCoy points
    out, this is a decisive vote for eco- nomic considerations over other potential concerns, including society‘s social, educational, cultural, spiritual,
    and political needs. In other words, it‘s a political statement in support of the status quo.

    Design‘s love affair with form to the exclusion of almost every- thing else lies at the heart of the problem. In the 1990s, advertisers were quick to
    coopt the supposedly „radical“ graphic and typographic footwork of some of design‘s most celebrated and ludicrously self-regarding stars, and
    these designers, seeing an opportunity to reach national and global audiences, were only too happy to take advertis- ing‘s dollar. Design styles
    lab-tested in youth magazines and obscure music videos became the stuff of sneaker, soft drink and bank ads. Advertising and design are
    closer today than at any point since the 1960s. For many young designers emerging from design schools in the 1990s, they now appear to be
    one and the same. Obsessed with how cool an ad looks, rather than with what it is really saying, or the meaning of the context in which it says
    it, these designers seriously seem to believe that formal innovations alone are somehow able to effect progressive change in the nature and
    content of the message communicated. Exactly how, no one ever manages to explain.

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    Theoriemodul BDE-BDE-1011

    First Things First (Revisited) By Rick Poynor

    Meanwhile, in the sensation-hungry design press, in the judging of design competitions, in policy statements from design organizations, in the
    words of design‘s senior figures and spokespeople (on the few occasions they have a chance to address the public) and even in large sections
    of design education, we learn about very little these days other than the commercial uses of design. It‘s rare to hear any strong point of view
    expressed, by most of these sources, beyond the unremarkable news that design really can help to make your business more competitive.
    When the possibility is tentatively raised that design might have broader purposes, potential and meanings, designers who have grown up in a
    commercial climate often find this hard to believe. „We have trained a profession,“ says McCoy, „that feels political or social concerns are either
    extraneous to our work or inappropriate.“

    The new signatories‘ enthusiastic support for Adbusters‘ updated First Things First reasserts its continuing validity, and provides a much-
    needed opportunity to debate these issues before it is too late. What‘s at stake in contemporary design, the artist and critic Johanna Drucker
    suggests, isn‘t so much the look or form of design practice as the life and consciousness of the designer (and everybody else, for that matter).
    She argues that the process of unlocking and exposing the underlying ideological basis of commercial culture boils down to a simple question
    that we need to ask, and keep on asking: „In whose interest and to what ends? Who gains by this construction of reality, by this representation
    of this condition as ‚natural‘?“

    This is the concern of the designer or visual communicator in at least two senses. First, like all of us, as a member of society, as a citizen (a
    word it would be good to revive), as a punchdrunk viewer on the receiving end of the barrage of commercial images. Second, as someone
    whose sphere of expertise is that of representation, of two-dimensional appearances, and the construction of reality‘s shifting visual surface, in-
    terface and expression. If thinking individ- uals have a responsibility to withstand the proliferating technologies of persuasion, then the designer,
    as a skilled professional manipula- tor of those technologies, carries a double responsibility. Even now, at this late hour, in a culture of rampant
    commodification, with all its blindspots, distortions, pressures, obsessions, and craziness, it‘s possible for visual communicators to discover
    alternative ways of operating in design.

    At root, it‘s about democracy. The escalating commercial take-over of everyday life makes democratic resistance more vital than ever.

    Hochschule für Gestaltung und Kunst Zürich
    Bachelor Design WS 05/06

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    – Title Page.pdf
    – First Things First: A Manifesto

    – Ken Garland

    – First Things First (1964 & 2000) First Things First (Revisited)
    – Rick Poynor
    – Original version self-published by the author in 1963, included in Looking Closer volume 4
    – Published in Emigre Magazine

    **## First_Things_First_1964-2000.pdf**

    First Things First: A Manifesto
    Ken Garland

    First Things First (1964 & 2000)
    First Things First (Revisited)
    Rick Poynor

    Original version self-published by the author in 1963, included in Looking
    Closer volume 4
    CSULB Library Permalink:
    https://csu-lb.primo.exlibrisgroup.com/permalink/01CALS_ULB/d7ul0l/alma991005085789702901

    Bierut, Michael, et al. Looking Closer. 4, Critical Writings on Graphic Design. Allworth Press, 2002.

    Published in Emigre Magazine
    Emigre Magazine:
    https://www.emigre.com/Essays/Magazine/FirstThingsFirstRevisited

    Poynor, Rick. “First Things First (Revisited).” Emigre, no. 51, 1999, p. 2.

    1964

    Theoriemodul BDE-BDE-1011

    First Things First (1964 & 2000)
    The original First Things First manifesto was published by 22 signatories in:
    Design, the Architects‘ Journal, the SIA Journal, Ark, Modern Publicity, The Guardian, april 1964.
    It was renewed in 2000

    First Things First
    a manifesto

    We, the undersigned, are graphic designers, photographers and students who have been brought up in a world
    in which the techniques and apparatus of advertising have persistently been presented to us as the most lucra-
    tive, effective and desirable means of using our talents. We have been bombarded with publications devoted to
    this belief, applauding the work of those who have flogged their skill and imagination to sell such things as:

    cat food, stomach powders, detergent, hair restorer, striped toothpaste, aftershave lotion, beforeshave lotion,
    slimming diets, fattening diets, deodorants, fizzy water, cigarettes, roll-ons, pull-ons and slip-ons.

    By far the greatest effort of those working in the advertising industry are wasted on these trivial purposes, which
    contribute little or nothing to our national prosperity.

    In common with an increasing numer of the general public, we have reached a saturation point at which the high
    pitched scream of consumer selling is no more than sheer noise. We think that there are other things more worth
    using our skill and experience on. There are signs for streets and buildings, books and periodicals, catalogues,
    instructional manuals, industrial photography, educational aids, films, television features, scientific and industrial
    publications and all the other media through which we promote our trade, our education, our culture and our
    greater awareness of the world.

    We do not advocate the abolition of high pressure consumer advertising: this is not feasible. Nor do we want
    to take any of the fun out of life. But we are proposing a reversal of priorities in favour of the more useful and
    more lasting forms of communication. We hope that our society will tire of gimmick merchants, status salesmen
    and hidden persuaders, and that the prior call on our skills will be for worthwhile purposes. With this in mind we
    propose to share our experience and opinions, and to make them available to colleagues, students and others
    who may be interested.

    signed:

    Edward Wright, Geoffrey White, William Slack, Caroline Rawlence, Ian McLaren, Sam Lambert, Ivor Kamlish,
    Gerald Jones, Bernard Higton, Brian Grimbly, John Garner, Ken Garland, Anthony Froshaug, Robin Fior, Ger-
    mano Facetti, Ivan Dodd, Harriet Crowder, Anthony Clift, Gerry Cinamon, Robert Chapman, Ray Carpenter, Ken
    Briggs

    Hochschule für Gestaltung und Kunst Zürich
    Bachelor Design WS 05/06

    1/5

    2000

    Theoriemodul BDE-BDE-1011

    First Things First (1964 & 2000)
    The First things first 2000 manifesto was an updated version of the earlier First things first 1964 Manifesto published in 2000 by
    some of the leading lights of the graphic design, artistic and visual arts community. It was republished by Emigre, Eye and other
    important graphic design magazines and has stirred controversy (again) in Graphic design.

    First Things First Manifesto

    We, the undersigned, are graphic designers, art directors and visual communicators who have been raised in a
    world in which the techniques and apparatus of advertising have persistently been presented to us as the most
    lucrative, effective and desirable use of our talents. Many design teachers and mentors promote this belief; the
    market rewards it; a tide of books and publications reinforces it.

    Encouraged in this direction, designers then apply their skill and imagination to sell dog biscuits, designer coffee,
    diamonds, detergents, hair gel, cigarettes, credit cards, sneakers, butt toners, light beer and heavy-duty recreati-
    onal vehicles. Commercial work has always paid the bills, but many graphic designers have now let it become, in
    large measure, what graphic designers do. This, in turn, is how the world perceives design. The profession‘s time
    and energy is used up manufacturing demand for things that are inessential at best.

    Many of us have grown increasingly uncomfortable with this view of design. Designers who devote their efforts
    primarily to advertising, marketing and brand development are supporting, and implicitly endorsing, a mental
    environment so saturated with commercial messages that it is changing the very way citizen-consumers speak,
    think, feel, respond and interact. To some extent we are all helping draft a reductive and immeasurably harmful
    code of public discourse.

    There are pursuits more worthy of our problem-solving skills. Unprecedented environmental, social and cultural
    crises demand our attention. Many cultural interventions, social market- ing campaigns, books, magazines,
    exhibitions, educational tools, television programs, films, charitable causes and other information design projects
    urgently require our expertise and help.

    We propose a reversal of priorities in favor of more useful, lasting and democratic forms of communication – a
    mindshift away from product marketing and toward the exploration and production of a new kind of meaning. The
    scope of debate is shrinking; it must expand. Consumerism is running uncontested; it must be challenged by
    other perspectives expressed, in part, through the visual languages and resources of design.

    In 1964, 22 visual communicators signed the original call for our skills to be put to worthwhile use. With the ex-
    plosive growth of global commercial culture, their message has only grown more urgent. Today, we renew their
    manifesto in expectation that no more decades will pass before it is taken to heart.

    Jonathan Barnbrook, Nick Bell, Andrew Blauvelt, Hans Bockting, Irma Boom, Sheila Levrant de Bretteville,
    Max Bruinsma, Si‰n Cook, Linda van Deursen, Chris Dixon, William Drenttel, Gert Dumbar, Simon Esterson,
    Vince Frost, Ken Garland, Milton Glaser, Jessica Helfand, Steven Heller, Andrew Howard, Tibor Kalman, Jeffery
    Keedy, Zuzana Licko, Ellen Lupton, Katherine McCoy, Armand Mevis, J. Abbott Miller, Rick Poynor, Lucienne
    Roberts, Erik Spiekermann, Jan van Toorn, Teal Triggs, Rudy VanderLans, Bob Wilkinson

    Hochschule für Gestaltung und Kunst Zürich
    Bachelor Design WS 05/06

    2/5

    Theoriemodul BDE-BDE-1011

    First Things First (Revisited)
    By Rick Poynor
    This article was first published in Emigre magazine issue 51.

    When Ken Garland published his First Things First manifesto in London thirty-five years ago, he threw down a challenge to graphic designers
    and other visual communicators that refuses to go away. As the century ends, this brief message, dashed off in the heat of the moment, and
    signed by twenty-one of his colleagues, is more urgent than ever; the situation it lamented incalculably more extreme.

    It is no exaggeration to say that designers are engaged in nothing less than the manufacture of contemporary reality. Today, we live and
    breathe design. Few of the experiences we value at home, at leisure, in the city or the mall are free of its alchemical touch. We have absorbed
    design so deeply into ourselves that we no longer recognize the myriad ways in which it prompts, cajoles, disturbs, and excites us. It‘s comple-
    tely natural. It‘s just the way things are.

    We imagine that we engage directly with the „content“ of the magazine, the TV commercial, the pasta sauce, or perfume, but the content is
    always mediated by design and it‘s design that helps direct how we perceive it and how it makes us feel. The brand-meisters and marketing
    gurus understand this only too well. The product may be little different in real terms from its rivals. What seduces us is its „image.“ This image
    reaches us first as a visual entity – shape, color, picture, type. But if it‘s to work its effect on us it must become an idea: NIKE! This is the
    tremendous power of design.

    The original First Things First was written at a time when the British economy was booming. People of all classes were better off than ever
    before and jobs were easily had. Consumer goods such as TVs, washing machines, fridges, record players and cars, which North Americans
    were the first to take for granted, were transforming everyday life in the wealthier European nations – and changing consumer expectations for
    ever. Graphic design, too, had emerged from the austerity of the post-war years, when four-colour printing was a rarity, and designers could
    only dream of American clients‘ lavish production budgets and visual panache. Young designers were vigorous and optimistic. They organized
    meetings, debates and exhibitions promoting the value of design. Professional associations were started and many leading figures, still active
    today, began their careers.

    Ken Garland studied design at the Central School of Arts and Crafts in London in the early 1950s, and for six years was art editor of Design
    magazine, official mouthpiece of the Council of Industrial Design. In 1962, he set up his own company, Ken Garland & Associates, and the
    same year began a fruitful association (a „do-it-for-love consultancy,“ as he once put it) with the Campaign for Nuclear Disarmament. He was a
    committed campaigner against the bomb, and his „Aldermaston to London Easter 62“ poster, with its huge, marching CND symbol, is a classic
    piece of protest graphics from the period. Always outspoken, in person and in print, he was an active member of the socialist Labour Party.

    Garland penned his historic statement on 29 November 1963, during a crowded meeting of the Society of Industrial Artists at London‘s Institute
    of Contemporary Arts. At the end he asked the chairman whether he could read it out. „As I warmed to the task I found I wasn‘t so much rea-
    ding it as declaiming it,“ he recalled later; „it had become, we all realized simultaneously, that totally unfashionable device, a Manifesto.“ There
    was prolonged applause and many people volunteered their signatures there and then.

    Four hundred copies of First Things First were published in January 1964. Some of the other signatories were well-established figures. Edward
    Wright, in his early forties, and the oldest, taught experimental typography at the Central School; Anthony Froshaug was also a Central typogra-
    pher of great influence. Others were teachers, students, or just starting out as designers. Several were photographers.

    The manifesto received immediate backing from an unexpected quarter. One of the signatories passed it to Caroline Wedgwood Benn, wife
    of the Labour Member of Parliament, Anthony Wedgwood Benn (now Tony Benn). On 24 January, Benn reprinted the manifesto in its entirety
    in his weekly Guardian newspaper column. „The responsi- bility for the waste of talent which they have denounced is one we must all share,“
    he wrote. „The evidence for it is all around us in the ugliness with which we have to live. It could so easily be replaced if only we consciously
    decided as a community to engage some of the skill which now goes into the frills of an affluent society.“

    Hochschule für Gestaltung und Kunst Zürich
    Bachelor Design WS 05/06

    3/5

    Theoriemodul BDE-BDE-1011

    First Things First (Revisited) By Rick Poynor

    That evening, as a result of the Guardian article, Garland was invited on to a BBC TV news program to read out a section of First Things First
    and discuss the manifesto. It was subsequently reprinted in Design, the SIA Journal (which built an issue round it), the Royal College of Art
    magazine, Ark, and the yearbook Modern Publicity 1964/65, where it was also translated into French and German. This publicity meant that
    many people, not just in Britain but abroad, heard about and read First Things First. Garland has letters in his files from designers, design
    teachers and other interested parties as far afield as Australia, the United States and the Netherlands requesting copies, affirming support for
    the manifesto‘s message, or inviting him to come and speak about it.

    That First Things First struck a nerve is clear. It arrived at a moment when design was taking off as a confident, professionalized activity. The
    rapid growth of the affluent consumer society meant there were many opportunities for talented visual communicators in advertising, promotion
    and packaging. The advertising business itself had experienced a so-called „creative revolution“ in New York, and several influential American
    exponents of the new ideas-based graphic design were working for London agencies in the early 1960s. A sense of glamour and excitement
    surrounded this well-paid line of work. From the late 1950s onwards, a few skeptical designers began to ask publicly what this non-stop tide
    of froth had to do with the wider needs and problems of society. To some, it seemed that the awards with which their colleagues liked to flatter
    themselves attracted and celebrated only the shallowest and most ephemeral forms of design. For Garland and the other concerned signato-
    ries of First Things First, design was in danger of forgetting its responsi- bility to struggle for a better life for all.

    The critical distinction drawn by the manifesto was between design as communication (giving people necessary information) and design as
    persuasion (trying to get them to buy things). In the signatories‘ view, a disproportionate amount of designers‘ talents and effort was being
    expended on advertising trivial items, from fizzy water to slimming diets, while more „useful and lasting“ tasks took second place: street signs,
    books and periodicals, catalogues, instruction manuals, educational aids, and so on. The British designer Jock Kinneir (not a signatory) agreed:
    „Designers oriented in this direction are concerned less with persuasion and more with informa- tion, less with income brackets and more with
    physiology, less with taste and more with efficiency, less with fashion and more with amenity. They are concerned in helping people to find their
    way, to understand what is required of them, to grasp new processes and to use instruments and machines more easily.“

    Some dismissed the manifesto as naive, but the signatories were absolutely correct in their assessment of the way that design was developing.
    In the years that followed, similar misgivings were sometimes voiced by other designers, but most preferred to keep their heads down and con-
    centrate on questions of form and craft. Lubricated by design, the juggernaut rolled on. In the gentler, much less invasive commercial climate
    of the early 1960s, it was still possible to imagine that if a few more designers would only move across to the other side of the vehicle balance
    would be restored. In its wording, the manifesto did not acknowledge the extent to which this might, in reality, be a political issue, and Garland
    himself made a point of explaining that the underlying political and economic system was not being called into question. „We do not advocate
    the abolition of high pressure consumer advertising,“ he wrote, „this is not feasible.“

    But the decision to concentrate one‘s efforts as a designer on corporate projects, or advertising, or any other kind of design, is a political
    choice. „Design is not a neutral value-free process,“ argues the American design educator Katherine McCoy, who contends that corporate work
    of even the most innocuous content is never devoid of political bias. Today, the imbalance identified by First Things First is greater than ever.
    The vast majority of design projects – and certainly the most lavishly funded and widely disseminated – address corporate needs, a massive
    over-emphasis on the commercial sector of society, which consumes most of graphic designers‘ time, skills and creativity. As McCoy points
    out, this is a decisive vote for eco- nomic considerations over other potential concerns, including society‘s social, educational, cultural, spiritual,
    and political needs. In other words, it‘s a political statement in support of the status quo.

    Design‘s love affair with form to the exclusion of almost every- thing else lies at the heart of the problem. In the 1990s, advertisers were quick to
    coopt the supposedly „radical“ graphic and typographic footwork of some of design‘s most celebrated and ludicrously self-regarding stars, and
    these designers, seeing an opportunity to reach national and global audiences, were only too happy to take advertis- ing‘s dollar. Design styles
    lab-tested in youth magazines and obscure music videos became the stuff of sneaker, soft drink and bank ads. Advertising and design are
    closer today than at any point since the 1960s. For many young designers emerging from design schools in the 1990s, they now appear to be
    one and the same. Obsessed with how cool an ad looks, rather than with what it is really saying, or the meaning of the context in which it says
    it, these designers seriously seem to believe that formal innovations alone are somehow able to effect progressive change in the nature and
    content of the message communicated. Exactly how, no one ever manages to explain.

    Hochschule für Gestaltung und Kunst Zürich
    Bachelor Design WS 05/06

    4/5

    Theoriemodul BDE-BDE-1011

    First Things First (Revisited) By Rick Poynor

    Meanwhile, in the sensation-hungry design press, in the judging of design competitions, in policy statements from design organizations, in the
    words of design‘s senior figures and spokespeople (on the few occasions they have a chance to address the public) and even in large sections
    of design education, we learn about very little these days other than the commercial uses of design. It‘s rare to hear any strong point of view
    expressed, by most of these sources, beyond the unremarkable news that design really can help to make your business more competitive.
    When the possibility is tentatively raised that design might have broader purposes, potential and meanings, designers who have grown up in a
    commercial climate often find this hard to believe. „We have trained a profession,“ says McCoy, „that feels political or social concerns are either
    extraneous to our work or inappropriate.“

    The new signatories‘ enthusiastic support for Adbusters‘ updated First Things First reasserts its continuing validity, and provides a much-
    needed opportunity to debate these issues before it is too late. What‘s at stake in contemporary design, the artist and critic Johanna Drucker
    suggests, isn‘t so much the look or form of design practice as the life and consciousness of the designer (and everybody else, for that matter).
    She argues that the process of unlocking and exposing the underlying ideological basis of commercial culture boils down to a simple question
    that we need to ask, and keep on asking: „In whose interest and to what ends? Who gains by this construction of reality, by this representation
    of this condition as ‚natural‘?“

    This is the concern of the designer or visual communicator in at least two senses. First, like all of us, as a member of society, as a citizen (a
    word it would be good to revive), as a punchdrunk viewer on the receiving end of the barrage of commercial images. Second, as someone
    whose sphere of expertise is that of representation, of two-dimensional appearances, and the construction of reality‘s shifting visual surface, in-
    terface and expression. If thinking individ- uals have a responsibility to withstand the proliferating technologies of persuasion, then the designer,
    as a skilled professional manipula- tor of those technologies, carries a double responsibility. Even now, at this late hour, in a culture of rampant
    commodification, with all its blindspots, distortions, pressures, obsessions, and craziness, it‘s possible for visual communicators to discover
    alternative ways of operating in design.

    At root, it‘s about democracy. The escalating commercial take-over of everyday life makes democratic resistance more vital than ever.

    Hochschule für Gestaltung und Kunst Zürich
    Bachelor Design WS 05/06

    5/5

    – Title Page.pdf
    – First Things First: A Manifesto

    – Ken Garland

    – First Things First (1964 & 2000) First Things First (Revisited)
    – Rick Poynor
    – Original version self-published by the author in 1963, included in Looking Closer volume 4
    – Published in Emigre Magazine

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    **files (2)**

    – ## Week6_Discussion1_.pdf

    – ## Week6_LearningResources_PsychologySeminar-Winter2024.pdf

    **## Week6_Discussion1_.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Feb 12 50 points

    Week 6: Discussion 1

    Search entries or author…

    All Sort View Split Screen

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/151568/modules/items/59846

    Planning is an important part of any successful endeavor, and your degree is no different. At this
    point in your program, it is important to begin mapping out which courses you will take over the next
    several terms. To do this, you must know what the required courses are for your chosen
    concentration. You must also meet with your SSA on a quarterly basis to review your plan and to
    ensure that you are on the right track. As you progress through the program and learn more about
    psychology, it is also a good idea to meet periodically with your Psychology Coach. Your Psychology
    Coach is a Faculty Member who can help guide your decisions about your career or graduate
    school aspirations and connect you to other Walden resources that might be helpful. As you near
    the end of each course, it is also useful to spend some time reflecting on the feedback you received
    from your Instructor and how you will use it to be successful in future courses.

    In this Discussion, you will determine the next four courses you will take, identify questions that you
    have for your SSA and Psychology Coach, and reflect on how you will use the Instructor’s feedback
    in this course to be successful in future courses. You will also recommend Walden resources that
    you think might help your colleagues be successful as they progress through the program.

    DISCUSSION 1: PLANNING FOR A
    SUCCESSFUL ACADEMIC CAREER

    RESOURCES

    [https://waldenu.instructure.com/courses/151568/modules/items/5984647](https://waldenu.instructure.com/courses/151568/modules/items/5984647)

    [https://waldenu.instructure.com/courses/151568/modules/items/5984647](https://waldenu.instructure.com/courses/151568/modules/items/5984647)

    Go to the FAQ tab in the BS in Psychology Student Resource Center. Review the FAQs on the
    order in which to take courses and how many courses you can take at once.
    Review the Walden Degree Works website. Pay particular attention to descriptions of the
    Program Progress Guide and the Student Educational Planner. Consider how you will use each
    of these tools to plan for which courses you will take in the future.
    Watch the video on how to use the Student Educational Planner to create an educational
    plan (https://explore.waldenu.edu/Education-Planner)
    (https://studentsuccess.waldenu.edu/Education-Planner) . Then, log into your myWalden student
    portal. To reach the Program Progress Guide and the Student Educational Planner, go to
    the Records and Registrations tab and click on View Program Progress Guide. When you click
    on this option, your browser will open a new tab and populate your Program Progress Guide.
    Use the Student Educational Planner to create a plan for your next four courses (next two
    quarters). Please note that undergraduate courses are on the quarter system. You will always
    register for two courses per quarter – one course in the first half of the quarter and one course in
    the second half of the quarter. For the purposes of this discussion, you will register for two
    quarters (four courses).
    Use the Print Screen keyboard shortcut ctrl+prt sc to take a screenshot of your plan. Be sure
    that the screenshot shows your name as well as the four courses you plan to take during the
    next two quarters. Paste the screenshot into a Word document and save the document.
    If you have met with your SSA this quarter, reflect on what you learned during the meeting. If
    not, identify at least one question that you would like to ask them at your next quarterly meeting.
    Go to the Psychology Coach tab on the BS in Psychology Student Resource Center. Identify
    your Psychology Coach and one question that you would like to ask them. You can also review
    the faculty videos to learn more about your assigned Psychology Coach.
    Reflect on the feedback that you received from your Instructor in this course and review the
    article, “Learning and Growing from Instructor Feedback.” Of the strategies presented in the

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/151568/modules/items/5984665)

    TO PREPARE:

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://studentsuccess.waldenu.edu/Education-Planner](https://studentsuccess.waldenu.edu/Education-Planner)

    [https://waldenu.instructure.com/courses/151568/modules/items/5984665](https://waldenu.instructure.com/courses/151568/modules/items/5984665)

    article, identify which ones you used in this course to improve your performance and at least one
    you would use to be successful in future courses.

    Post a response to the following:

    Upload a screenshot of your educational plan. Be sure that the screenshot shows your name as
    well as the four courses you plan to take during the next two quarters. Of the courses you
    identified in your plan, which one are you most excited about taking? Explain why.
    Have you met with your SSA to discuss your plan? If so, what is one thing you learned from that
    meeting? If not, when do you plan to meet with your SSA, and what is one question you would
    like to ask them? Reminder: If you have not already done so, be sure to schedule an
    appointment with your SSA to discuss registration. Your appointment does not need to be this
    week, but be sure to plan to meet at least quarterly. You can find information about how to
    contact the SSA in this week’s Learning Resources.
    Identify your Psychology Coach. What is one question that you would like to ask your
    Psychology Coach and why?
    Reflect on the feedback you have received from your Instructor throughout this course and the
    strategies presented in the article, “Learning and Growing from Instructor Feedback.” Of the
    strategies presented in the article, which ones did you use in this course to improve your
    performance? Identify at least one other strategy you will use to support your success in future
    courses.

    Support your initial post with evidence from at least one Learning Resource. You may state your
    opinion and/or provide personal examples; however, you must also back up your assertions with
    evidence, including in-text citation(s) and reference(s) in APA style.

    Note: For this Discussion, you are required to complete your initial post before you will
    be able to view and respond to your colleagues' postings. Begin by clicking on the
    Reply button to complete your initial post. Remember, once you click on Post Reply,
    you cannot delete or edit your own posts and you cannot post anonymously. Please
    check your post carefully before clicking on Post Reply!

    BY DAY 3

    BY DAY 6

    Respond to at least one colleague. Describe one insight you gained about planning for a
    successful academic career or using feedback to improve academic performance based on their
    post. Using this week’s Learning Resources, suggest an additional step your colleague might take
    to help ensure their academic success.

    Support your reply to a colleague’s Discussion post with evidence from at least one Learning
    Resource. You may state your opinion and/or provide personal examples; however, you must also
    back up your assertions with evidence, including in-text citation(s) and reference(s) in APA style.

    Reply

    **## Week6_LearningResources_PsychologySeminar-Winter2024.pdf**

    LEARNING RESOURCES

    Required Resources

    EDUCATIONAL PLANNING FOR FUTURE COURSES
    Walden University. (2021). Frequently asked questions. (https://studyhall.waldenu.edu/bs-
    psych/faq/) https://studyhall.waldenu.edu/bs-psych/faq/
    Walden University. (n.d.). Degree works (https://explore.waldenu.edu/Degree-Works-Main)
    . https://explore.waldenu.edu/Degree-Works-Main
    Walden University. (n.d.). Student educational planner
    (https://explore.waldenu.edu/Education-Planner) . https://explore.waldenu.edu/Education-
    Planner

    MEETING WITH YOUR STUDENT SUCCESS ADVISOR (SSA)
    Walden University. (n.d.). Student success advising. (https://explore.waldenu.edu/student-
    success-advising) https://explore.waldenu.edu/student-success-advising
    Note: To make an appointment with your Student Success Advisor, go to your student portal
    and click on Schedule Appointment in the Dashboard tab.

    MEETING WITH YOUR PSYCHOLOGY COACH
    Walden University. (2021). BS in psychology student resource center
    (https://studyhall.waldenu.edu/bs-psych/) . https://studyhall.waldenu.edu/bs-psych/
    Note: Go to the Psychology Coach tab to find out how to contact your Psychology Coach.

    FOLLOWING YOUR WHY
    Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., & Yob, I.
    (2012). Expanding our understanding of social change: A report from the definition task
    force of the HLC special emphasis project (https://academicguides.waldenu.edu/ld.php?
    content_id=57389562) (https://academicguides.waldenu.edu/ld.php?content_id=57389562)
    . https://academicguides.waldenu.edu/ld.php?content_id=57389562
    Walden University. (2015). Walden: Follow your why
    (https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624) [Video]. Vimeo.
    https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624

    SKILLS AND SUCCESS STRATEGIES
    Wentworth, H. (2018, July 6). Learning and growing from instructor feedback
    (https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-
    feedback/) . Walden Academic Skills Center.
    https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-
    feedback/

    CREATING AND NARRATING A POWERPOINT

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

    Document: Creating and Narrating a PowerPoint (PDF)
    (https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)
    (https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)
    For guidance on posting a video into the Discussion Forum, please refer to the Kaltura section
    of the Classroom Support Center (accessed via the Help button (the i icon) on the left-hand
    global navigation menu.

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1](https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1](https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1](https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)

    **## Week6_LearningResources_PsychologySeminar-Winter2024.pdf**

    LEARNING RESOURCES

    Required Resources

    EDUCATIONAL PLANNING FOR FUTURE COURSES
    Walden University. (2021). Frequently asked questions. (https://studyhall.waldenu.edu/bs-
    psych/faq/) https://studyhall.waldenu.edu/bs-psych/faq/
    Walden University. (n.d.). Degree works (https://explore.waldenu.edu/Degree-Works-Main)
    . https://explore.waldenu.edu/Degree-Works-Main
    Walden University. (n.d.). Student educational planner
    (https://explore.waldenu.edu/Education-Planner) . https://explore.waldenu.edu/Education-
    Planner

    MEETING WITH YOUR STUDENT SUCCESS ADVISOR (SSA)
    Walden University. (n.d.). Student success advising. (https://explore.waldenu.edu/student-
    success-advising) https://explore.waldenu.edu/student-success-advising
    Note: To make an appointment with your Student Success Advisor, go to your student portal
    and click on Schedule Appointment in the Dashboard tab.

    MEETING WITH YOUR PSYCHOLOGY COACH
    Walden University. (2021). BS in psychology student resource center
    (https://studyhall.waldenu.edu/bs-psych/) . https://studyhall.waldenu.edu/bs-psych/
    Note: Go to the Psychology Coach tab to find out how to contact your Psychology Coach.

    FOLLOWING YOUR WHY
    Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., & Yob, I.
    (2012). Expanding our understanding of social change: A report from the definition task
    force of the HLC special emphasis project (https://academicguides.waldenu.edu/ld.php?
    content_id=57389562) (https://academicguides.waldenu.edu/ld.php?content_id=57389562)
    . https://academicguides.waldenu.edu/ld.php?content_id=57389562
    Walden University. (2015). Walden: Follow your why
    (https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624) [Video]. Vimeo.
    https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624

    SKILLS AND SUCCESS STRATEGIES
    Wentworth, H. (2018, July 6). Learning and growing from instructor feedback
    (https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-
    feedback/) . Walden Academic Skills Center.
    https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-
    feedback/

    CREATING AND NARRATING A POWERPOINT

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

    Document: Creating and Narrating a PowerPoint (PDF)
    (https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)
    (https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)
    For guidance on posting a video into the Discussion Forum, please refer to the Kaltura section
    of the Classroom Support Center (accessed via the Help button (the i icon) on the left-hand
    global navigation menu.

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1](https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1](https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1](https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)

    **## Week6_Discussion1_.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Feb 12 50 points

    Week 6: Discussion 1

    Search entries or author…

    All Sort View Split Screen

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/151568/modules/items/59846

    Planning is an important part of any successful endeavor, and your degree is no different. At this
    point in your program, it is important to begin mapping out which courses you will take over the next
    several terms. To do this, you must know what the required courses are for your chosen
    concentration. You must also meet with your SSA on a quarterly basis to review your plan and to
    ensure that you are on the right track. As you progress through the program and learn more about
    psychology, it is also a good idea to meet periodically with your Psychology Coach. Your Psychology
    Coach is a Faculty Member who can help guide your decisions about your career or graduate
    school aspirations and connect you to other Walden resources that might be helpful. As you near
    the end of each course, it is also useful to spend some time reflecting on the feedback you received
    from your Instructor and how you will use it to be successful in future courses.

    In this Discussion, you will determine the next four courses you will take, identify questions that you
    have for your SSA and Psychology Coach, and reflect on how you will use the Instructor’s feedback
    in this course to be successful in future courses. You will also recommend Walden resources that
    you think might help your colleagues be successful as they progress through the program.

    DISCUSSION 1: PLANNING FOR A
    SUCCESSFUL ACADEMIC CAREER

    RESOURCES

    [https://waldenu.instructure.com/courses/151568/modules/items/5984647](https://waldenu.instructure.com/courses/151568/modules/items/5984647)

    [https://waldenu.instructure.com/courses/151568/modules/items/5984647](https://waldenu.instructure.com/courses/151568/modules/items/5984647)

    Go to the FAQ tab in the BS in Psychology Student Resource Center. Review the FAQs on the
    order in which to take courses and how many courses you can take at once.
    Review the Walden Degree Works website. Pay particular attention to descriptions of the
    Program Progress Guide and the Student Educational Planner. Consider how you will use each
    of these tools to plan for which courses you will take in the future.
    Watch the video on how to use the Student Educational Planner to create an educational
    plan (https://explore.waldenu.edu/Education-Planner)
    (https://studentsuccess.waldenu.edu/Education-Planner) . Then, log into your myWalden student
    portal. To reach the Program Progress Guide and the Student Educational Planner, go to
    the Records and Registrations tab and click on View Program Progress Guide. When you click
    on this option, your browser will open a new tab and populate your Program Progress Guide.
    Use the Student Educational Planner to create a plan for your next four courses (next two
    quarters). Please note that undergraduate courses are on the quarter system. You will always
    register for two courses per quarter – one course in the first half of the quarter and one course in
    the second half of the quarter. For the purposes of this discussion, you will register for two
    quarters (four courses).
    Use the Print Screen keyboard shortcut ctrl+prt sc to take a screenshot of your plan. Be sure
    that the screenshot shows your name as well as the four courses you plan to take during the
    next two quarters. Paste the screenshot into a Word document and save the document.
    If you have met with your SSA this quarter, reflect on what you learned during the meeting. If
    not, identify at least one question that you would like to ask them at your next quarterly meeting.
    Go to the Psychology Coach tab on the BS in Psychology Student Resource Center. Identify
    your Psychology Coach and one question that you would like to ask them. You can also review
    the faculty videos to learn more about your assigned Psychology Coach.
    Reflect on the feedback that you received from your Instructor in this course and review the
    article, “Learning and Growing from Instructor Feedback.” Of the strategies presented in the

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/151568/modules/items/5984665)

    TO PREPARE:

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://studentsuccess.waldenu.edu/Education-Planner](https://studentsuccess.waldenu.edu/Education-Planner)

    [https://waldenu.instructure.com/courses/151568/modules/items/5984665](https://waldenu.instructure.com/courses/151568/modules/items/5984665)

    article, identify which ones you used in this course to improve your performance and at least one
    you would use to be successful in future courses.

    Post a response to the following:

    Upload a screenshot of your educational plan. Be sure that the screenshot shows your name as
    well as the four courses you plan to take during the next two quarters. Of the courses you
    identified in your plan, which one are you most excited about taking? Explain why.
    Have you met with your SSA to discuss your plan? If so, what is one thing you learned from that
    meeting? If not, when do you plan to meet with your SSA, and what is one question you would
    like to ask them? Reminder: If you have not already done so, be sure to schedule an
    appointment with your SSA to discuss registration. Your appointment does not need to be this
    week, but be sure to plan to meet at least quarterly. You can find information about how to
    contact the SSA in this week’s Learning Resources.
    Identify your Psychology Coach. What is one question that you would like to ask your
    Psychology Coach and why?
    Reflect on the feedback you have received from your Instructor throughout this course and the
    strategies presented in the article, “Learning and Growing from Instructor Feedback.” Of the
    strategies presented in the article, which ones did you use in this course to improve your
    performance? Identify at least one other strategy you will use to support your success in future
    courses.

    Support your initial post with evidence from at least one Learning Resource. You may state your
    opinion and/or provide personal examples; however, you must also back up your assertions with
    evidence, including in-text citation(s) and reference(s) in APA style.

    Note: For this Discussion, you are required to complete your initial post before you will
    be able to view and respond to your colleagues' postings. Begin by clicking on the
    Reply button to complete your initial post. Remember, once you click on Post Reply,
    you cannot delete or edit your own posts and you cannot post anonymously. Please
    check your post carefully before clicking on Post Reply!

    BY DAY 3

    BY DAY 6

    Respond to at least one colleague. Describe one insight you gained about planning for a
    successful academic career or using feedback to improve academic performance based on their
    post. Using this week’s Learning Resources, suggest an additional step your colleague might take
    to help ensure their academic success.

    Support your reply to a colleague’s Discussion post with evidence from at least one Learning
    Resource. You may state your opinion and/or provide personal examples; however, you must also
    back up your assertions with evidence, including in-text citation(s) and reference(s) in APA style.

    Reply

    **## Week6_LearningResources_PsychologySeminar-Winter2024.pdf**

    LEARNING RESOURCES

    Required Resources

    EDUCATIONAL PLANNING FOR FUTURE COURSES
    Walden University. (2021). Frequently asked questions. (https://studyhall.waldenu.edu/bs-
    psych/faq/) https://studyhall.waldenu.edu/bs-psych/faq/
    Walden University. (n.d.). Degree works (https://explore.waldenu.edu/Degree-Works-Main)
    . https://explore.waldenu.edu/Degree-Works-Main
    Walden University. (n.d.). Student educational planner
    (https://explore.waldenu.edu/Education-Planner) . https://explore.waldenu.edu/Education-
    Planner

    MEETING WITH YOUR STUDENT SUCCESS ADVISOR (SSA)
    Walden University. (n.d.). Student success advising. (https://explore.waldenu.edu/student-
    success-advising) https://explore.waldenu.edu/student-success-advising
    Note: To make an appointment with your Student Success Advisor, go to your student portal
    and click on Schedule Appointment in the Dashboard tab.

    MEETING WITH YOUR PSYCHOLOGY COACH
    Walden University. (2021). BS in psychology student resource center
    (https://studyhall.waldenu.edu/bs-psych/) . https://studyhall.waldenu.edu/bs-psych/
    Note: Go to the Psychology Coach tab to find out how to contact your Psychology Coach.

    FOLLOWING YOUR WHY
    Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., & Yob, I.
    (2012). Expanding our understanding of social change: A report from the definition task
    force of the HLC special emphasis project (https://academicguides.waldenu.edu/ld.php?
    content_id=57389562) (https://academicguides.waldenu.edu/ld.php?content_id=57389562)
    . https://academicguides.waldenu.edu/ld.php?content_id=57389562
    Walden University. (2015). Walden: Follow your why
    (https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624) [Video]. Vimeo.
    https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624

    SKILLS AND SUCCESS STRATEGIES
    Wentworth, H. (2018, July 6). Learning and growing from instructor feedback
    (https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-
    feedback/) . Walden Academic Skills Center.
    https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-
    feedback/

    CREATING AND NARRATING A POWERPOINT

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

    Document: Creating and Narrating a PowerPoint (PDF)
    (https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)
    (https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)
    For guidance on posting a video into the Discussion Forum, please refer to the Kaltura section
    of the Classroom Support Center (accessed via the Help button (the i icon) on the left-hand
    global navigation menu.

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1](https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1](https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1](https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)

    **## Week6_Discussion1_.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Feb 12 50 points

    Week 6: Discussion 1

    Search entries or author…

    All Sort View Split Screen

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/151568/modules/items/59846

    Planning is an important part of any successful endeavor, and your degree is no different. At this
    point in your program, it is important to begin mapping out which courses you will take over the next
    several terms. To do this, you must know what the required courses are for your chosen
    concentration. You must also meet with your SSA on a quarterly basis to review your plan and to
    ensure that you are on the right track. As you progress through the program and learn more about
    psychology, it is also a good idea to meet periodically with your Psychology Coach. Your Psychology
    Coach is a Faculty Member who can help guide your decisions about your career or graduate
    school aspirations and connect you to other Walden resources that might be helpful. As you near
    the end of each course, it is also useful to spend some time reflecting on the feedback you received
    from your Instructor and how you will use it to be successful in future courses.

    In this Discussion, you will determine the next four courses you will take, identify questions that you
    have for your SSA and Psychology Coach, and reflect on how you will use the Instructor’s feedback
    in this course to be successful in future courses. You will also recommend Walden resources that
    you think might help your colleagues be successful as they progress through the program.

    DISCUSSION 1: PLANNING FOR A
    SUCCESSFUL ACADEMIC CAREER

    RESOURCES

    [https://waldenu.instructure.com/courses/151568/modules/items/5984647](https://waldenu.instructure.com/courses/151568/modules/items/5984647)

    [https://waldenu.instructure.com/courses/151568/modules/items/5984647](https://waldenu.instructure.com/courses/151568/modules/items/5984647)

    Go to the FAQ tab in the BS in Psychology Student Resource Center. Review the FAQs on the
    order in which to take courses and how many courses you can take at once.
    Review the Walden Degree Works website. Pay particular attention to descriptions of the
    Program Progress Guide and the Student Educational Planner. Consider how you will use each
    of these tools to plan for which courses you will take in the future.
    Watch the video on how to use the Student Educational Planner to create an educational
    plan (https://explore.waldenu.edu/Education-Planner)
    (https://studentsuccess.waldenu.edu/Education-Planner) . Then, log into your myWalden student
    portal. To reach the Program Progress Guide and the Student Educational Planner, go to
    the Records and Registrations tab and click on View Program Progress Guide. When you click
    on this option, your browser will open a new tab and populate your Program Progress Guide.
    Use the Student Educational Planner to create a plan for your next four courses (next two
    quarters). Please note that undergraduate courses are on the quarter system. You will always
    register for two courses per quarter – one course in the first half of the quarter and one course in
    the second half of the quarter. For the purposes of this discussion, you will register for two
    quarters (four courses).
    Use the Print Screen keyboard shortcut ctrl+prt sc to take a screenshot of your plan. Be sure
    that the screenshot shows your name as well as the four courses you plan to take during the
    next two quarters. Paste the screenshot into a Word document and save the document.
    If you have met with your SSA this quarter, reflect on what you learned during the meeting. If
    not, identify at least one question that you would like to ask them at your next quarterly meeting.
    Go to the Psychology Coach tab on the BS in Psychology Student Resource Center. Identify
    your Psychology Coach and one question that you would like to ask them. You can also review
    the faculty videos to learn more about your assigned Psychology Coach.
    Reflect on the feedback that you received from your Instructor in this course and review the
    article, “Learning and Growing from Instructor Feedback.” Of the strategies presented in the

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/151568/modules/items/5984665)

    TO PREPARE:

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://studentsuccess.waldenu.edu/Education-Planner](https://studentsuccess.waldenu.edu/Education-Planner)

    [https://waldenu.instructure.com/courses/151568/modules/items/5984665](https://waldenu.instructure.com/courses/151568/modules/items/5984665)

    article, identify which ones you used in this course to improve your performance and at least one
    you would use to be successful in future courses.

    Post a response to the following:

    Upload a screenshot of your educational plan. Be sure that the screenshot shows your name as
    well as the four courses you plan to take during the next two quarters. Of the courses you
    identified in your plan, which one are you most excited about taking? Explain why.
    Have you met with your SSA to discuss your plan? If so, what is one thing you learned from that
    meeting? If not, when do you plan to meet with your SSA, and what is one question you would
    like to ask them? Reminder: If you have not already done so, be sure to schedule an
    appointment with your SSA to discuss registration. Your appointment does not need to be this
    week, but be sure to plan to meet at least quarterly. You can find information about how to
    contact the SSA in this week’s Learning Resources.
    Identify your Psychology Coach. What is one question that you would like to ask your
    Psychology Coach and why?
    Reflect on the feedback you have received from your Instructor throughout this course and the
    strategies presented in the article, “Learning and Growing from Instructor Feedback.” Of the
    strategies presented in the article, which ones did you use in this course to improve your
    performance? Identify at least one other strategy you will use to support your success in future
    courses.

    Support your initial post with evidence from at least one Learning Resource. You may state your
    opinion and/or provide personal examples; however, you must also back up your assertions with
    evidence, including in-text citation(s) and reference(s) in APA style.

    Note: For this Discussion, you are required to complete your initial post before you will
    be able to view and respond to your colleagues' postings. Begin by clicking on the
    Reply button to complete your initial post. Remember, once you click on Post Reply,
    you cannot delete or edit your own posts and you cannot post anonymously. Please
    check your post carefully before clicking on Post Reply!

    BY DAY 3

    BY DAY 6

    Respond to at least one colleague. Describe one insight you gained about planning for a
    successful academic career or using feedback to improve academic performance based on their
    post. Using this week’s Learning Resources, suggest an additional step your colleague might take
    to help ensure their academic success.

    Support your reply to a colleague’s Discussion post with evidence from at least one Learning
    Resource. You may state your opinion and/or provide personal examples; however, you must also
    back up your assertions with evidence, including in-text citation(s) and reference(s) in APA style.

    Reply

    **## Week6_LearningResources_PsychologySeminar-Winter2024.pdf**

    LEARNING RESOURCES

    Required Resources

    EDUCATIONAL PLANNING FOR FUTURE COURSES
    Walden University. (2021). Frequently asked questions. (https://studyhall.waldenu.edu/bs-
    psych/faq/) https://studyhall.waldenu.edu/bs-psych/faq/
    Walden University. (n.d.). Degree works (https://explore.waldenu.edu/Degree-Works-Main)
    . https://explore.waldenu.edu/Degree-Works-Main
    Walden University. (n.d.). Student educational planner
    (https://explore.waldenu.edu/Education-Planner) . https://explore.waldenu.edu/Education-
    Planner

    MEETING WITH YOUR STUDENT SUCCESS ADVISOR (SSA)
    Walden University. (n.d.). Student success advising. (https://explore.waldenu.edu/student-
    success-advising) https://explore.waldenu.edu/student-success-advising
    Note: To make an appointment with your Student Success Advisor, go to your student portal
    and click on Schedule Appointment in the Dashboard tab.

    MEETING WITH YOUR PSYCHOLOGY COACH
    Walden University. (2021). BS in psychology student resource center
    (https://studyhall.waldenu.edu/bs-psych/) . https://studyhall.waldenu.edu/bs-psych/
    Note: Go to the Psychology Coach tab to find out how to contact your Psychology Coach.

    FOLLOWING YOUR WHY
    Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., & Yob, I.
    (2012). Expanding our understanding of social change: A report from the definition task
    force of the HLC special emphasis project (https://academicguides.waldenu.edu/ld.php?
    content_id=57389562) (https://academicguides.waldenu.edu/ld.php?content_id=57389562)
    . https://academicguides.waldenu.edu/ld.php?content_id=57389562
    Walden University. (2015). Walden: Follow your why
    (https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624) [Video]. Vimeo.
    https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624

    SKILLS AND SUCCESS STRATEGIES
    Wentworth, H. (2018, July 6). Learning and growing from instructor feedback
    (https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-
    feedback/) . Walden Academic Skills Center.
    https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-
    feedback/

    CREATING AND NARRATING A POWERPOINT

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://studyhall.waldenu.edu/bs-psych/faq/](https://studyhall.waldenu.edu/bs-psych/faq/)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Degree-Works-Main](https://explore.waldenu.edu/Degree-Works-Main)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/Education-Planner](https://explore.waldenu.edu/Education-Planner)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://explore.waldenu.edu/student-success-advising](https://explore.waldenu.edu/student-success-advising)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://studyhall.waldenu.edu/bs-psych/](https://studyhall.waldenu.edu/bs-psych/)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://academicguides.waldenu.edu/ld.php?content_id=57389562](https://academicguides.waldenu.edu/ld.php?content_id=57389562)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624](https://vimeopro.com/bonnemaison/walde-follow-your-why/video/144582624)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/](https://waldenacademicskills.wordpress.com/2018/07/06/learning-and-growing-from-instructor-feedback/)

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

    Document: Creating and Narrating a PowerPoint (PDF)
    (https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)
    (https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)
    For guidance on posting a video into the Discussion Forum, please refer to the Kaltura section
    of the Classroom Support Center (accessed via the Help button (the i icon) on the left-hand
    global navigation menu.

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

    [https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1](https://waldenu.instructure.com/courses/151568/files/11709943?wrap=1)

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    [https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1](https://waldenu.instructure.com/courses/151568/files/11709943/download?download_frd=1)

  • [Solved] PAPERRRR

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Research Paper** **The Lit Review Research PapeRr assigned in Unit 1 is due prior to class. Please see the detailed description in Unit 1 (Part II of the LIt Review Research PapeRr).** – 2 years ago

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    Assignment Prompt & Instructions

    **Research Paper**

    **The Lit Review Research PapeRr assigned in Unit 1 is due prior to class. Please see the detailed description in Unit 1 (Part II of the LIt Review Research PapeRr).**

    – 2 years ago

  • [Solved] discussion

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    Executive Solution Overview

    – 2 years ago **files (1)** – ## discussion9.docx **## discussion9.docx** stephanie First discussoion Subscribe **Cannabis Use Disorder** Cannabis use disorder (CUD) is noted to be the third most common substance used worldwide after the use of tobacco and alcohol. Cannabis can be used by numerous m…

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    **files (1)**

    – ## discussion9.docx

    **## discussion9.docx**

    stephanie First discussoion

    Subscribe

    **Cannabis Use Disorder**

    Cannabis use disorder (CUD) is noted to be the third most common substance used worldwide after the use of tobacco and alcohol. Cannabis can be used by numerous methods including smoking, vaping, dabbing, ingesting, and topical creams. CUD affects about 10% of the population of frequent cannabis users and about 50% of chronic daily users which may account for cognitive impairment, mediocre school, or work performance and psychiatric disorders (Gorelick, 2024). CUD is defined by a repeated pattern of challenging cannabis use that has caused a significant disturbance or distress in a person’s life with at least 2 symptoms arising over a 12-month span. A key feature of CUD is the absence of control over cannabis consumption despite being aware of its harmful consequences. It can be categorized as mild, moderate, and severe, depending on the presenting symptoms (Coelho et al., 2024). The acute intoxication of cannabis presents with varied symptoms depending on the level of delta-9-tetrahydrocannabinol (THC). The physical sign of intoxication includes tachycardia, blood pressure fluctuations, red eyes, dry mouth, slurred speech, and unsteady movement (Gorelick, 2024). The physiological effects that patients may often present with includes euphoria, relaxation, sedation, and increased appetite (the “munchies”) (Gorelick, 2024). Cannabis can also impair cognitive abilities especially relating to attention, memory, learning, and focus. When patients present in the emergency room with cannabis they may also present with psychiatric symptoms of anxiety, agitation or psychosis along with chest pain, palpitations, nausea or vomiting (due to cannabinoid hyperemesis syndrome). The screening for individuals for CUD is usually activated by signs or symptoms noted from the patient’s history or the physical exam. Patients usually present with unexplained impairments in social, academic, or work-related functioning, and worsening depressive or anxiety symptoms. Key physical symptoms include chronic red eyes, yellowing of fingertips, increased appetite, or cannabis odor on clothing (Gorelick, 2024). A screening tool that has been widely utilized in the assessment of CUD is the Cannabis Use Disorders Identification Test Revised (CUDIT-R). This screening tool encompasses 8 self-reported items which assess cannabis consumption, behaviors, consequences and dependence symptoms (Coelho et al., 2024).

    **Sedative, Hypnotics, and Anxiolytic**

    Sedative, hypnotics, and anxiolytic includes medications like benzodiazepines, z-hypnotics, and related medication which are predominately prescription medications used for sleep and anxiety. A vast number of these medications are considered under the Drug Enforcement Administration (Bushnell et al., 2025). Sedative, Hypnotics, and anxiolytic (SHA) use disorder is defined as a substantial impairment or distress due to the recurrent use of SHA usage. The impairment can include failure to fulfill obligations at work, school or home, health issues, persistent or increased use of SHA, and unsuccessful attempts to control use (Bushnell et al., 2025). The evaluation of a patient with SHA disorder depends on the patient’s history and physical examination.  Although it is essential to identify the substance it may not always be possible to have drug screens available. At times the patient history may not be dependable especially in situation of overdose or suicide attempts. The physical exam is essential as observed signs can assist in cluing in the intoxicant that the patient consumed. Observation on physiological excitation, depression or mixed symptoms can help to hone in to the intoxicant. Other observations that may assist in the diagnosis includes changes in odor, pupil size, mental state, and neuromuscular abnormalities (Bushnell et al., 2025). Patients presenting with benzodiazepine toxicity usually present with symptoms of CNS depression but with stable vital signs. Usually, patients present with sleepiness but are easy to be aroused to be able to provide a history (Simone & Bobrin, 2023).  When patients present with a sedative combined with other substances they often present with decreased mental function, slurred speech, and ataxia but severe toxicity often results in stupor or coma (Simone & Bobrin, 2023). Patients presenting with hypnotic toxicity presents with similar symptoms but also present with symptoms of complex sleep behaviors like sleepwalking, sleep-driving, and eating while not fully awake (Simone & Bobrin, 2023).

    **Similarities**

    The similarities between both substances use disorders is that both disorders are due to the misuse of a substance that causes impairment in work, school, and can cause health issues. The increase in frequency of both substances results in patients seeking higher potency of dosages and physical dependence. Both patients presenting with SHA use and cannabis use disorder presents with euphoria, sedation, relaxation. Lastly, the treatment of both conditions requires behavioral interventions.

    **Second response: Tami**

    **Subscribe**

    The use and abuse of sedative-hypnotics and anxiolytics by the general public is quite prevalent in today’s societies worldwide.  Although typically administered in medical settings under the care of medical professionals, or by prescription, these pharmaceutical drugs have made their way into many homes illegally only to be used inappropriately by individuals who have gained access to them. (Simone & Bobrin, 2025).

    Anxiolytics are in a class of drugs that are used to treat individuals with panic disorders, generalized anxiety disorders, and various other uses while sedatives (hypnotics) are used more so to treat mental health disorders such as insomnia. (Simone & Bobrin, 2025).

    These classes of drugs have a high risk for dependency which can lead to an individual misusing them and developing a substance use disorder.

    Unlike sedatives-hypnotics and anxiolytics, which are pharmaceutical drugs and more prevalent in the adult population, cannabis comes from a plant of the Cannabaceae family that contains multiple biologically active compounds. By contrast, this drug is very popular among teenagers and adolescents and is the most commonly used drug in the United States. (Patel & Marwaha, 2024).

    To differentiate between these substance-use disorders (SUDs) and stages of abuse, a comprehensive assessment, as well as screening tools, should be implemented and completed by health care providers to help determine a diagnosis. “The goal of screening is to identify substance use that increases the risk for health consequences and to develop an action plan based on severity.”  This can aid the provider in developing a personalized treatment plan for each patient.  One such screening tool that was developed and is recommended by the World Health Organization (WHO) is the Alcohol, Smoking and Substance Involvement Screening Test (ASSIST). This eight-question screening tool is brief and helps identify an individual’s dangerous and/or dependent substance use.  Assessment of the patient’s physical and mental status (impairment) along with negative consequences of drug use should also be obtained and considered when deciding on a treatment plan that should consist of pharmacologic and therapeutic interventions. (Volkow & Blanco, 2023).

    **## discussion9.docx**

    stephanie First discussoion

    Subscribe

    **Cannabis Use Disorder**

    Cannabis use disorder (CUD) is noted to be the third most common substance used worldwide after the use of tobacco and alcohol. Cannabis can be used by numerous methods including smoking, vaping, dabbing, ingesting, and topical creams. CUD affects about 10% of the population of frequent cannabis users and about 50% of chronic daily users which may account for cognitive impairment, mediocre school, or work performance and psychiatric disorders (Gorelick, 2024). CUD is defined by a repeated pattern of challenging cannabis use that has caused a significant disturbance or distress in a person’s life with at least 2 symptoms arising over a 12-month span. A key feature of CUD is the absence of control over cannabis consumption despite being aware of its harmful consequences. It can be categorized as mild, moderate, and severe, depending on the presenting symptoms (Coelho et al., 2024). The acute intoxication of cannabis presents with varied symptoms depending on the level of delta-9-tetrahydrocannabinol (THC). The physical sign of intoxication includes tachycardia, blood pressure fluctuations, red eyes, dry mouth, slurred speech, and unsteady movement (Gorelick, 2024). The physiological effects that patients may often present with includes euphoria, relaxation, sedation, and increased appetite (the “munchies”) (Gorelick, 2024). Cannabis can also impair cognitive abilities especially relating to attention, memory, learning, and focus. When patients present in the emergency room with cannabis they may also present with psychiatric symptoms of anxiety, agitation or psychosis along with chest pain, palpitations, nausea or vomiting (due to cannabinoid hyperemesis syndrome). The screening for individuals for CUD is usually activated by signs or symptoms noted from the patient’s history or the physical exam. Patients usually present with unexplained impairments in social, academic, or work-related functioning, and worsening depressive or anxiety symptoms. Key physical symptoms include chronic red eyes, yellowing of fingertips, increased appetite, or cannabis odor on clothing (Gorelick, 2024). A screening tool that has been widely utilized in the assessment of CUD is the Cannabis Use Disorders Identification Test Revised (CUDIT-R). This screening tool encompasses 8 self-reported items which assess cannabis consumption, behaviors, consequences and dependence symptoms (Coelho et al., 2024).

    **Sedative, Hypnotics, and Anxiolytic**

    Sedative, hypnotics, and anxiolytic includes medications like benzodiazepines, z-hypnotics, and related medication which are predominately prescription medications used for sleep and anxiety. A vast number of these medications are considered under the Drug Enforcement Administration (Bushnell et al., 2025). Sedative, Hypnotics, and anxiolytic (SHA) use disorder is defined as a substantial impairment or distress due to the recurrent use of SHA usage. The impairment can include failure to fulfill obligations at work, school or home, health issues, persistent or increased use of SHA, and unsuccessful attempts to control use (Bushnell et al., 2025). The evaluation of a patient with SHA disorder depends on the patient’s history and physical examination.  Although it is essential to identify the substance it may not always be possible to have drug screens available. At times the patient history may not be dependable especially in situation of overdose or suicide attempts. The physical exam is essential as observed signs can assist in cluing in the intoxicant that the patient consumed. Observation on physiological excitation, depression or mixed symptoms can help to hone in to the intoxicant. Other observations that may assist in the diagnosis includes changes in odor, pupil size, mental state, and neuromuscular abnormalities (Bushnell et al., 2025). Patients presenting with benzodiazepine toxicity usually present with symptoms of CNS depression but with stable vital signs. Usually, patients present with sleepiness but are easy to be aroused to be able to provide a history (Simone & Bobrin, 2023).  When patients present with a sedative combined with other substances they often present with decreased mental function, slurred speech, and ataxia but severe toxicity often results in stupor or coma (Simone & Bobrin, 2023). Patients presenting with hypnotic toxicity presents with similar symptoms but also present with symptoms of complex sleep behaviors like sleepwalking, sleep-driving, and eating while not fully awake (Simone & Bobrin, 2023).

    **Similarities**

    The similarities between both substances use disorders is that both disorders are due to the misuse of a substance that causes impairment in work, school, and can cause health issues. The increase in frequency of both substances results in patients seeking higher potency of dosages and physical dependence. Both patients presenting with SHA use and cannabis use disorder presents with euphoria, sedation, relaxation. Lastly, the treatment of both conditions requires behavioral interventions.

    **Second response: Tami**

    **Subscribe**

    The use and abuse of sedative-hypnotics and anxiolytics by the general public is quite prevalent in today’s societies worldwide.  Although typically administered in medical settings under the care of medical professionals, or by prescription, these pharmaceutical drugs have made their way into many homes illegally only to be used inappropriately by individuals who have gained access to them. (Simone & Bobrin, 2025).

    Anxiolytics are in a class of drugs that are used to treat individuals with panic disorders, generalized anxiety disorders, and various other uses while sedatives (hypnotics) are used more so to treat mental health disorders such as insomnia. (Simone & Bobrin, 2025).

    These classes of drugs have a high risk for dependency which can lead to an individual misusing them and developing a substance use disorder.

    Unlike sedatives-hypnotics and anxiolytics, which are pharmaceutical drugs and more prevalent in the adult population, cannabis comes from a plant of the Cannabaceae family that contains multiple biologically active compounds. By contrast, this drug is very popular among teenagers and adolescents and is the most commonly used drug in the United States. (Patel & Marwaha, 2024).

    To differentiate between these substance-use disorders (SUDs) and stages of abuse, a comprehensive assessment, as well as screening tools, should be implemented and completed by health care providers to help determine a diagnosis. “The goal of screening is to identify substance use that increases the risk for health consequences and to develop an action plan based on severity.”  This can aid the provider in developing a personalized treatment plan for each patient.  One such screening tool that was developed and is recommended by the World Health Organization (WHO) is the Alcohol, Smoking and Substance Involvement Screening Test (ASSIST). This eight-question screening tool is brief and helps identify an individual’s dangerous and/or dependent substance use.  Assessment of the patient’s physical and mental status (impairment) along with negative consequences of drug use should also be obtained and considered when deciding on a treatment plan that should consist of pharmacologic and therapeutic interventions. (Volkow & Blanco, 2023).

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