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    – 2 years ago **files (1)** – ## TEAMTHINKTANKFA2024125BILLIONDOLLARS.doc **## TEAMTHINKTANKFA2024125BILLIONDOLLARS.doc** ## Your Group Assignment is as follows: ## *You have been contracted by a private party to work as a think- tank whose mission is to fund [125 BILLION dollars] and help in era…

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    **files (1)**

    – ## TEAMTHINKTANKFA2024125BILLIONDOLLARS.doc

    **## TEAMTHINKTANKFA2024125BILLIONDOLLARS.doc**

    ## Your Group Assignment is as follows:

    ## *You have been contracted by a private party to work as a think- tank whose mission is to fund [125 BILLION dollars] and help in eradicating National and/or Global problems (i.e. Deforestation, Pollution, World Hunger, Sustainability, Alternative Energy/Transportation Sources, World Debt, Education, Disease, Nation-Building, Tsunami Relief, Human Trafficking, etc.)

    ## YOU ARE NOT TO GIVE MONEY TO THE CDC, NHS, WHO, UNESCO, RED CROSS, OR ANY OTHER ORGANIZATION. YOU ARE TO CREATE YOUR OWN ORGANIZATION AND UTILIZE THE FUNDS PROVIDED.

    ## Your group may choose a number of LOCAL, REGIONAL OR GLOBAL issues or simply one to address.

    ## *Each group should consist of a crackpot computer genius, an interpreter, a research specialist, presentation coordinator and a group dynamics liaison.

    ## International corporate and private sponsors have generously donated

    ## 125 BILLION dollars to help you in your task to complete this mission.

    ## This is what you must do.

    ## Target a number of national and/or global issues that your group has agreed on and allocate the necessary funds toward these issues.

    ## Create a 7-10 Pod Prezi proposal which will include statistics, charts, maps, budget, overheads and your objectives and how you will reach them.

    ## Included in your Prezi proposal will be a one-page summary translated into another language…. of your choice.

    ## FORMAT:

    ## – Table of Contents

    ## – Abstract

    ## – Issues

    ## – Objectives

    ## – Allocation of Funds 125 BILLION OF ALL FUNDS MUST BE ALLOCATED

    ## – Summary

    ## – Translation of Summary into applicable language

    ## – Misc. [Giveaways, Visual Aids, etc.]

    ## – Reference page [URLs -Research will be needed to decide where to allocate funds]

    ## – 1 minute VIDEO PSA [Public Service Announcement] posted to Youtube/TIKTOK/ OR OTHER VIDEO SOURCE Embedded in presentation discussing your Mission Statement

    ## Helpful Links:

    ## [http://prezi.com/s56cx3suuil7/?utm_campaign=share&utm_medium=copy](http://prezi.com/s56cx3suuil7/?utm_campaign=share&utm_medium=copy)

    ## [http://prezi.com/-pxdbzpewyt0/?utm_campaign=share&utm_medium=copy&rc=ex0share](http://prezi.com/-pxdbzpewyt0/?utm_campaign=share&utm_medium=copy&rc=ex0share)

    ## [http://prezi.com/w3ryhaqgxoly/?utm_campaign=share&utm_medium=copy&rc=ex0share](http://prezi.com/w3ryhaqgxoly/?utm_campaign=share&utm_medium=copy&rc=ex0share)

    **## TEAMTHINKTANKFA2024125BILLIONDOLLARS.doc**

    ## Your Group Assignment is as follows:

    ## *You have been contracted by a private party to work as a think- tank whose mission is to fund [125 BILLION dollars] and help in eradicating National and/or Global problems (i.e. Deforestation, Pollution, World Hunger, Sustainability, Alternative Energy/Transportation Sources, World Debt, Education, Disease, Nation-Building, Tsunami Relief, Human Trafficking, etc.)

    ## YOU ARE NOT TO GIVE MONEY TO THE CDC, NHS, WHO, UNESCO, RED CROSS, OR ANY OTHER ORGANIZATION. YOU ARE TO CREATE YOUR OWN ORGANIZATION AND UTILIZE THE FUNDS PROVIDED.

    ## Your group may choose a number of LOCAL, REGIONAL OR GLOBAL issues or simply one to address.

    ## *Each group should consist of a crackpot computer genius, an interpreter, a research specialist, presentation coordinator and a group dynamics liaison.

    ## International corporate and private sponsors have generously donated

    ## 125 BILLION dollars to help you in your task to complete this mission.

    ## This is what you must do.

    ## Target a number of national and/or global issues that your group has agreed on and allocate the necessary funds toward these issues.

    ## Create a 7-10 Pod Prezi proposal which will include statistics, charts, maps, budget, overheads and your objectives and how you will reach them.

    ## Included in your Prezi proposal will be a one-page summary translated into another language…. of your choice.

    ## FORMAT:

    ## – Table of Contents

    ## – Abstract

    ## – Issues

    ## – Objectives

    ## – Allocation of Funds 125 BILLION OF ALL FUNDS MUST BE ALLOCATED

    ## – Summary

    ## – Translation of Summary into applicable language

    ## – Misc. [Giveaways, Visual Aids, etc.]

    ## – Reference page [URLs -Research will be needed to decide where to allocate funds]

    ## – 1 minute VIDEO PSA [Public Service Announcement] posted to Youtube/TIKTOK/ OR OTHER VIDEO SOURCE Embedded in presentation discussing your Mission Statement

    ## Helpful Links:

    ## [http://prezi.com/s56cx3suuil7/?utm_campaign=share&utm_medium=copy](http://prezi.com/s56cx3suuil7/?utm_campaign=share&utm_medium=copy)

    ## [http://prezi.com/-pxdbzpewyt0/?utm_campaign=share&utm_medium=copy&rc=ex0share](http://prezi.com/-pxdbzpewyt0/?utm_campaign=share&utm_medium=copy&rc=ex0share)

    ## [http://prezi.com/w3ryhaqgxoly/?utm_campaign=share&utm_medium=copy&rc=ex0share](http://prezi.com/w3ryhaqgxoly/?utm_campaign=share&utm_medium=copy&rc=ex0share)

  • [Solved] Assistance with E-portfolio

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    Assistance with E-portfolio – 2 years ago

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    Assistance with E-portfolio

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  • [Solved] FOUNDATION OF ENGLISH COMPOSITION- WRITE IN DIFFERENT MODES

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    ## Touchstone 2: Write in Different Modes **ASSIGNMENT:** For this Touchstone, you will be writing two separate, distinct paragraphs. You will write one single paragraph in the informative mode and one single paragraph in the descriptive mode. Keep in mind that one single paragraph should be indente…

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    ## Touchstone 2: Write in Different Modes

    **ASSIGNMENT:** For this Touchstone, you will be writing two separate, distinct paragraphs. You will write one single paragraph in the informative mode and one single paragraph in the descriptive mode. Keep in mind that one single paragraph should be indented and contain no space breaks between sentences.

    – The informative paragraph must be written in a non-biased tone and explain, teach, or inform (avoid writing in the first person).
    – The descriptive paragraph must use sensory details to describe a place or object.
    – Don’t forget to complete **Part B: Reflection Questions** to self-evaluate your experience completing this Touchstone.

    An example touchstone is provided below for reference. Please read this before writing your own touchstone.

    [Touchstone 2 Example](https://app.sophia.org/download/attachment/40603-Touchstone%202%20Example.pdf)

    **In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review** [**Touchstones: Academic Integrity Guidelines**](https://app.sophia.org/tutorials/touchstones-academic-integrity-guidelines) **for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review** [**Ethical Standards and Appropriate Use of AI**](https://app.sophia.org/tutorials/ethical-standards-and-appropriate-use-of-ai) **.**

    ### A. Directions

    #### Step 1: Write an Informative Paragraph

    For the informative paragraph, be creative and choose a topic that you already know something about or can be conveyed using common knowledge (information that the majority of people either know or can find in a number of sources). **Do not conduct any outside research for this paragraph.** Be sure to write in an objective and unbiased manner with your intended audience and purpose in mind. You may write about any topic you wish that you know something about. Below are some sample topics that may help you get started:

    – The background, history, or rules of a particular game or sport
    – The materials, tools, background, or approach for a hobby you enjoy
    – The action/process for an activity such as driving, planting a garden, grilling a steak, etc.
    – The history of a place that you know a lot about (a city, state, natural attraction, etc.)
    – A scientific process or concept that you are very familiar with

    #### Step 2: Write a Descriptive Paragraph

    For the descriptive paragraph, use sensory language and vivid details to describe a place or a thing. Sensory details describe how something looks, sounds, feels, smells, or tastes. You should use precise language to “show” rather than “tell” about what you are describing (the more you show, the less you need to tell). Be sure to write with your intended audience and purpose in mind. What you write about is entirely up to you as long as you use vivid details and sensory language to bring the description to life. However, below are some sample topics that may help you get started:

    – Describe a room in your house
    – Describe your favorite spot to spend time
    – Describe a meal that you enjoy eating or cooking
    – Describe a unique family tradition

    #### Step 3: Answer the Reflection Questions

    Below your assignment, include answers to all of the following reflection questions.

    – What do you think your strengths and weaknesses are in terms of sentence construction and paragraph development? (1-2 sentences)
    – Explain how writing for a particular purpose and audience shaped each of your paragraphs. (3-5 sentences)
    – Discuss your feelings about writing in different modes. Is there a particular mode you enjoy writing in more than another? (3-5 sentences)
    – Explain how different writing modes that you have learned about might be applied to scenarios in your real life. (3-5 sentences)

    – [\
    \
    Touchstone2Example.pdf](https://www.sweetstudy.com/files/touchstone2example-pdf-10264569 "Touchstone2Example.pdf")

    – 2 years ago

  • [Solved] English HOMEWORK

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    – 2 years ago **files (2)** – ## FULLResearchwithoutMETHODSpapersampleformat-1.docx – Screenshot2025-04-062027347.png **## FULLResearchwithoutMETHODSpapersampleformat-1.docx** 1 3 **Being Mindful: The Science and Practice of Meditation** Jasmine Perez Miami Dade College ENC1102: English Composition …

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    **files (2)**

    – ## FULLResearchwithoutMETHODSpapersampleformat-1.docx

    – Screenshot2025-04-062027347.png

    **## FULLResearchwithoutMETHODSpapersampleformat-1.docx**

    1

    3

    **Being Mindful: The Science and Practice of Meditation**

    Jasmine Perez

    Miami Dade College

    ENC1102: English Composition II

    Professor Oscar Gonzalez

    April 22, 2025

    **Being Mindful: The Science and Practice of Meditation**

    Pay attention. Take a stroll around a city like Miami and look at the faces, body language, or people’s interactions. Quickly one is made aware of the extent of the problem. If they are not burying their face in a cellphone or walking around with earphones people are running around trying to get from point A to point B as fast as possible. During afternoon rush hour the city bustles with honking cars and crowds of pedestrians boarding busses and trains. Everyone is trying to get somewhere. While cities offer the possibility of connecting to different people from all over the world, cities can be a place of disconnect, discontent, loneliness, and stress. Why are so many people stressed and lonely? This paper will argue that people are disconnected from Self and confused by the demands and obligations of life and will suggest mindfulness meditation as a solution to problem.

    **Literature Review**

    To understand the effects of depression among adolescents a study of depression was reviewed. Duthely, L. M., et al. (2017) explain that depression and suicide are common among adolescents on a global scale. Particularly adolescents spend a lot of time in school which makes for the ideal place to carry out this meditation study. The study was carried out in a Miami middle school with 75 ethnically diverse students. The study’s findings were as follows: four weeks of gratitude meditation improved student happiness, emotional involvement with education, and gratitude. Additionally, the study explained that “Meditation helped youth manage behavior, emotions, and thinking skills that are beneficial at school and at home. Meditation correlated to a decrease in behavioral challenges related to autism spectrum disorders, attention deficit and hyperactivity disorders (ADHD), and bullying” (Duthely, L. M., et al., 2017, p. 157). Statistically, this study performed superior to other similar gratitude studies that have been conducted among adolescents in the literature. The study recommends that more research is necessary for educators, adolescent psychologists, and mental health specialists to accurately assess adolescents' life satisfaction. The study also recommends that topics such as meditation and happiness should be included in the education system for students.

    In another study that by Vijayaraghavan, N., et al. (2021), positive correlation between meditation and reduction stress an anxiety is found. Vijayaraghavan, N., et al. (2021) explain that stress is a fast-growing issue that people suffer from in modern life. The study suggest that meditation is a simple and effective way to combat it. The research was conducted in a research institute in India, where 90 adult participants were provided with a questionnaire before and after meditation to monitor their levels of stress and happiness. The research findings were that after the meditation the stress levels highly decreased, allowing the participants to feel happier. The study proves the significance meditation has for individuals to be happier and encourages them to practice it for a better quality of life.

    Similarly, Maiti, R, (2017) studies how meditation can help decrease stress levels and increase happiness in people. Maiti, R, (2017) discusses how it is common for people to find themselves focused on accomplishing their life goals, and in the process, they may encounter problems along the way that could lead to stress. Maiti, R (2017) suggests, “sustaining a daily meditation practice over the course of three months renders a significant increase in positive mood and reduction of stress, as report in a doubling study” (p.76). The study also concluded that there are many types of meditation all benefiting people in many aspects of life and encouraging individuals to practice the meditation techniques that best suit their needs. The study had different types of meditation such as guided meditation, music meditation, light energy meditation, and transitional meditation, among others. The study found that meditation is an effective way to decrease stress, and increase levels of productivity and well-being, therefore achieving happiness. Finally, the study explained that “meditation is a highly powerful technology to enhance the productivity, and happiness in mankind.” (Maiti, R, 2017, p.368.). The article's main purpose is to explore several approaches to meditation to reduce stress most effectively, leading to people’s well-being and happiness. The study had different types of meditation such as guided meditation, music meditation, light energy meditation, and transitional meditation, among others. The study found that meditation is an effective way to decrease stress, and increase levels of productivity and well-being, therefore achieving happiness.

    Just like medical staff, teachers could also benefit from meditation as their professions have some of the same issues. Kyte, D (2016) addressed the effect meditation has on teachers. The study was conducted on practicing teachers in a school of about 1,000 students. Teaching is a demanding profession and can often lead to stress, depression, and exhaustion which can jeopardize the well-being of the teachers and their job performance. The study’s results suggested that mindful practices such as meditation led to calmness, peace, and well-being which helped the teachers achieve happiness and self-worth. The study recommended that teachers should practice mindfulness and meditation because it enhances not only their personal life but also their workspace bringing peace and happiness to the classrooms. Finally, the study also recommended that more studies on the subject should be done to amplify the limited literature as the benefits have proven to be beneficial.

    **Discussion**

    The literature and the 7-day mindfulness practice suggest that mindfulness works to reduce anxiety and stress, but what is causing stress in the first place? Is it technology, social media, the 40 hour work week, or the fast-pace lifestyle of cities that are causing so much problems with our mental health and our capicity to cope? According to one study, “inflation, low wages, popullation growth, and ‘me’ culture is leading to higher stress levels in young adults” (Smith et. al., 2020, p.46). This is easy to see in a city such as Miami, Florida where the average household income is “$47,860 a year for a family of four according to census numbers in 2019” (US Census, 2020). While rent for a two bedroom apartment is on average $2,400 (Caferent.org, 2021). It is no wonder that people are so stressed and anxious. They work too much and can barely afford to pay their rent. This may also affect a persons perception of time and how to manage it. Because of family and work obligations many report that they do not have the luxury to waist time meditating. People believe that to overcome their problems they must dlew otn need to let them dominate their mental life. They constantly worry about the past what they did or didn’t do to be in the situation they are in, or they worry about the future and whether or not they will be able to take care of all the responsibilities.

    While these concerns are normal and understandable, holding on to these concerns every moment of everyday is not. Instead of living and appriciating each moment, people often keep busy to try to mask their feelings and concerns. The need to stay busy and the fear of thinking about the problems is what makes some believe that they do not have time to meditate. However, mindfulness meditation is not an added task but a reduction of action. Meditation is about pausing and doing less not doing more. As suggested by Gomez (2019), “it only takes 5 minutes a day of mindfulness meditation to see physical and mental health benefits” (p.17). A five minute meditation should be implemented because it will reduce anxiety and stress and as research suggests. It will give a person a sense that they can control their time. The high stress from this fast-paced world needs to be countered with a practice that decluters the mind and resets ones mental energy. Meditation is a needed practice because it will not only reduce stress and anxiety, it will let one connect to others and be present in the moment. As a parent or family memember we owe it to those we love to be present. Living a life of stress and anxiety is not the kind of life we deserve. We must, for the sake of family, our children, and those who love us, take care of ourselves and live a better life.

    We should practice mindfulness because not doing so will lead to mental and physical problems. According to The Heart Institute and Cardiovascular Health, “stress is one of the main causes of health problems. Stress leads people to seek careless behavior such as unhealthy eating and alchohol consumtion. It leads to mental and physical distress that correlate to the likelyhood of suffering a heart attack or stroke” (Luther, 2019, pp. 135-36). Instead of seeking to relieve stress through destructive behavior we should practice selfcare and mindfulness meditation. Mindfulness meditation has been proven to change the composition of brain. As stated by Keller and Wise (2020) “people who meditated reduce their activity in the default network and increase activity in the prefrontal cortex, the area of the brain responsible for emotions and decision making” (p. 29). Practicing daily mindfulness leads to better mental and physical health. Therefore, it is the logical thing to do.

    **Conclusion**

    The results of the research is clear. Mindfulness meditation is a successful intervention pratices for everyday stress and anxiety, but should not replace form psychological thearapy for diagnosed mental disorders. Pet thearapy while helpful to all participants, is recommended most for cases of PTSD a long with cognitive behaviral thearapy. This study, however, does not take into account other intervention methods, such as medication, alternative medicine or group thearapy. It also does not address the issues of social media and comparisson culture, nor does it suggest a solution to them. Further research in these areas are needed to come up with a more robust intervention method for today’s complex mental malidies.

    **References**

    Ashdown-Franks, G., Sabiston, C. M., & Stubbs, B. (2019). The evidence for physical activity in the management of major mental illnesses: A concise overview to inform busy clinicians’ practice and guide policy.
    _Current opinion in psychiatry_,
    _32_(5), 375-380.
    [https://tinyurl.com/ye223ndn](https://tinyurl.com/ye223ndn)

    Coo, C., & Salanova, M. (2018). Mindfulness Can Make You Happy-and-Productive: A Mindfulness Controlled Trial and Its Effects on Happiness, Work Engagement and Performance. Journal of Happiness Studies, 19(6), 1691–1711.
    [https://doi.org/10.1007/s10902-017-9892-8](https://doi.org/10.1007/s10902-017-9892-8)

    Crowley, C., Kapitula, L. R., & Munk, D. (2022). Mindfulness, happiness, and anxiety in a sample of college students before and after taking a meditation course.
    _Journal of American College Health_,
    _70_(2), 493–500.
    [https://doi.org/10.1080/07448481.2020.1754839](https://doi.org/10.1080/07448481.2020.1754839)

    Dhir, A., Yossatorn, Y., Kaur, P., & Chen, S. (2018). Online social media fatigue and psychological wellbeing—A study of compulsive use, fear of missing out, fatigue, anxiety and depression.
    _International Journal of Information Management_,
    _40_, 141-152.

    Smith, C. (2023, November 23). Stress in America 2023 A nation recovering from collective trauma.
    _American Psychological Association_.
    [https://www.apa.org/news/press/releases/stress/2023/collective-trauma-recovery#:~:text=The%20top%20significant%20sources%20of,58%25%20and%2053%25).](https://www.apa.org/news/press/releases/stress/2023/collective-trauma-recovery)

    Brach, T. (2003).
    _Radical Acceptance: Embracing Your Life With The Heart of A Buddha_ (pp. 25-48). : Bantam Books.

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    **## FULLResearchwithoutMETHODSpapersampleformat-1.docx**

    1

    3

    **Being Mindful: The Science and Practice of Meditation**

    Jasmine Perez

    Miami Dade College

    ENC1102: English Composition II

    Professor Oscar Gonzalez

    April 22, 2025

    **Being Mindful: The Science and Practice of Meditation**

    Pay attention. Take a stroll around a city like Miami and look at the faces, body language, or people’s interactions. Quickly one is made aware of the extent of the problem. If they are not burying their face in a cellphone or walking around with earphones people are running around trying to get from point A to point B as fast as possible. During afternoon rush hour the city bustles with honking cars and crowds of pedestrians boarding busses and trains. Everyone is trying to get somewhere. While cities offer the possibility of connecting to different people from all over the world, cities can be a place of disconnect, discontent, loneliness, and stress. Why are so many people stressed and lonely? This paper will argue that people are disconnected from Self and confused by the demands and obligations of life and will suggest mindfulness meditation as a solution to problem.

    **Literature Review**

    To understand the effects of depression among adolescents a study of depression was reviewed. Duthely, L. M., et al. (2017) explain that depression and suicide are common among adolescents on a global scale. Particularly adolescents spend a lot of time in school which makes for the ideal place to carry out this meditation study. The study was carried out in a Miami middle school with 75 ethnically diverse students. The study’s findings were as follows: four weeks of gratitude meditation improved student happiness, emotional involvement with education, and gratitude. Additionally, the study explained that “Meditation helped youth manage behavior, emotions, and thinking skills that are beneficial at school and at home. Meditation correlated to a decrease in behavioral challenges related to autism spectrum disorders, attention deficit and hyperactivity disorders (ADHD), and bullying” (Duthely, L. M., et al., 2017, p. 157). Statistically, this study performed superior to other similar gratitude studies that have been conducted among adolescents in the literature. The study recommends that more research is necessary for educators, adolescent psychologists, and mental health specialists to accurately assess adolescents' life satisfaction. The study also recommends that topics such as meditation and happiness should be included in the education system for students.

    In another study that by Vijayaraghavan, N., et al. (2021), positive correlation between meditation and reduction stress an anxiety is found. Vijayaraghavan, N., et al. (2021) explain that stress is a fast-growing issue that people suffer from in modern life. The study suggest that meditation is a simple and effective way to combat it. The research was conducted in a research institute in India, where 90 adult participants were provided with a questionnaire before and after meditation to monitor their levels of stress and happiness. The research findings were that after the meditation the stress levels highly decreased, allowing the participants to feel happier. The study proves the significance meditation has for individuals to be happier and encourages them to practice it for a better quality of life.

    Similarly, Maiti, R, (2017) studies how meditation can help decrease stress levels and increase happiness in people. Maiti, R, (2017) discusses how it is common for people to find themselves focused on accomplishing their life goals, and in the process, they may encounter problems along the way that could lead to stress. Maiti, R (2017) suggests, “sustaining a daily meditation practice over the course of three months renders a significant increase in positive mood and reduction of stress, as report in a doubling study” (p.76). The study also concluded that there are many types of meditation all benefiting people in many aspects of life and encouraging individuals to practice the meditation techniques that best suit their needs. The study had different types of meditation such as guided meditation, music meditation, light energy meditation, and transitional meditation, among others. The study found that meditation is an effective way to decrease stress, and increase levels of productivity and well-being, therefore achieving happiness. Finally, the study explained that “meditation is a highly powerful technology to enhance the productivity, and happiness in mankind.” (Maiti, R, 2017, p.368.). The article's main purpose is to explore several approaches to meditation to reduce stress most effectively, leading to people’s well-being and happiness. The study had different types of meditation such as guided meditation, music meditation, light energy meditation, and transitional meditation, among others. The study found that meditation is an effective way to decrease stress, and increase levels of productivity and well-being, therefore achieving happiness.

    Just like medical staff, teachers could also benefit from meditation as their professions have some of the same issues. Kyte, D (2016) addressed the effect meditation has on teachers. The study was conducted on practicing teachers in a school of about 1,000 students. Teaching is a demanding profession and can often lead to stress, depression, and exhaustion which can jeopardize the well-being of the teachers and their job performance. The study’s results suggested that mindful practices such as meditation led to calmness, peace, and well-being which helped the teachers achieve happiness and self-worth. The study recommended that teachers should practice mindfulness and meditation because it enhances not only their personal life but also their workspace bringing peace and happiness to the classrooms. Finally, the study also recommended that more studies on the subject should be done to amplify the limited literature as the benefits have proven to be beneficial.

    **Discussion**

    The literature and the 7-day mindfulness practice suggest that mindfulness works to reduce anxiety and stress, but what is causing stress in the first place? Is it technology, social media, the 40 hour work week, or the fast-pace lifestyle of cities that are causing so much problems with our mental health and our capicity to cope? According to one study, “inflation, low wages, popullation growth, and ‘me’ culture is leading to higher stress levels in young adults” (Smith et. al., 2020, p.46). This is easy to see in a city such as Miami, Florida where the average household income is “$47,860 a year for a family of four according to census numbers in 2019” (US Census, 2020). While rent for a two bedroom apartment is on average $2,400 (Caferent.org, 2021). It is no wonder that people are so stressed and anxious. They work too much and can barely afford to pay their rent. This may also affect a persons perception of time and how to manage it. Because of family and work obligations many report that they do not have the luxury to waist time meditating. People believe that to overcome their problems they must dlew otn need to let them dominate their mental life. They constantly worry about the past what they did or didn’t do to be in the situation they are in, or they worry about the future and whether or not they will be able to take care of all the responsibilities.

    While these concerns are normal and understandable, holding on to these concerns every moment of everyday is not. Instead of living and appriciating each moment, people often keep busy to try to mask their feelings and concerns. The need to stay busy and the fear of thinking about the problems is what makes some believe that they do not have time to meditate. However, mindfulness meditation is not an added task but a reduction of action. Meditation is about pausing and doing less not doing more. As suggested by Gomez (2019), “it only takes 5 minutes a day of mindfulness meditation to see physical and mental health benefits” (p.17). A five minute meditation should be implemented because it will reduce anxiety and stress and as research suggests. It will give a person a sense that they can control their time. The high stress from this fast-paced world needs to be countered with a practice that decluters the mind and resets ones mental energy. Meditation is a needed practice because it will not only reduce stress and anxiety, it will let one connect to others and be present in the moment. As a parent or family memember we owe it to those we love to be present. Living a life of stress and anxiety is not the kind of life we deserve. We must, for the sake of family, our children, and those who love us, take care of ourselves and live a better life.

    We should practice mindfulness because not doing so will lead to mental and physical problems. According to The Heart Institute and Cardiovascular Health, “stress is one of the main causes of health problems. Stress leads people to seek careless behavior such as unhealthy eating and alchohol consumtion. It leads to mental and physical distress that correlate to the likelyhood of suffering a heart attack or stroke” (Luther, 2019, pp. 135-36). Instead of seeking to relieve stress through destructive behavior we should practice selfcare and mindfulness meditation. Mindfulness meditation has been proven to change the composition of brain. As stated by Keller and Wise (2020) “people who meditated reduce their activity in the default network and increase activity in the prefrontal cortex, the area of the brain responsible for emotions and decision making” (p. 29). Practicing daily mindfulness leads to better mental and physical health. Therefore, it is the logical thing to do.

    **Conclusion**

    The results of the research is clear. Mindfulness meditation is a successful intervention pratices for everyday stress and anxiety, but should not replace form psychological thearapy for diagnosed mental disorders. Pet thearapy while helpful to all participants, is recommended most for cases of PTSD a long with cognitive behaviral thearapy. This study, however, does not take into account other intervention methods, such as medication, alternative medicine or group thearapy. It also does not address the issues of social media and comparisson culture, nor does it suggest a solution to them. Further research in these areas are needed to come up with a more robust intervention method for today’s complex mental malidies.

    **References**

    Ashdown-Franks, G., Sabiston, C. M., & Stubbs, B. (2019). The evidence for physical activity in the management of major mental illnesses: A concise overview to inform busy clinicians’ practice and guide policy.
    _Current opinion in psychiatry_,
    _32_(5), 375-380.
    [https://tinyurl.com/ye223ndn](https://tinyurl.com/ye223ndn)

    Coo, C., & Salanova, M. (2018). Mindfulness Can Make You Happy-and-Productive: A Mindfulness Controlled Trial and Its Effects on Happiness, Work Engagement and Performance. Journal of Happiness Studies, 19(6), 1691–1711.
    [https://doi.org/10.1007/s10902-017-9892-8](https://doi.org/10.1007/s10902-017-9892-8)

    Crowley, C., Kapitula, L. R., & Munk, D. (2022). Mindfulness, happiness, and anxiety in a sample of college students before and after taking a meditation course.
    _Journal of American College Health_,
    _70_(2), 493–500.
    [https://doi.org/10.1080/07448481.2020.1754839](https://doi.org/10.1080/07448481.2020.1754839)

    Dhir, A., Yossatorn, Y., Kaur, P., & Chen, S. (2018). Online social media fatigue and psychological wellbeing—A study of compulsive use, fear of missing out, fatigue, anxiety and depression.
    _International Journal of Information Management_,
    _40_, 141-152.

    Smith, C. (2023, November 23). Stress in America 2023 A nation recovering from collective trauma.
    _American Psychological Association_.
    [https://www.apa.org/news/press/releases/stress/2023/collective-trauma-recovery#:~:text=The%20top%20significant%20sources%20of,58%25%20and%2053%25).](https://www.apa.org/news/press/releases/stress/2023/collective-trauma-recovery)

    Brach, T. (2003).
    _Radical Acceptance: Embracing Your Life With The Heart of A Buddha_ (pp. 25-48). : Bantam Books.

    **Screenshot2025-04-062027347.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-062027347-png-10264995)

    **## FULLResearchwithoutMETHODSpapersampleformat-1.docx**

    1

    3

    **Being Mindful: The Science and Practice of Meditation**

    Jasmine Perez

    Miami Dade College

    ENC1102: English Composition II

    Professor Oscar Gonzalez

    April 22, 2025

    **Being Mindful: The Science and Practice of Meditation**

    Pay attention. Take a stroll around a city like Miami and look at the faces, body language, or people’s interactions. Quickly one is made aware of the extent of the problem. If they are not burying their face in a cellphone or walking around with earphones people are running around trying to get from point A to point B as fast as possible. During afternoon rush hour the city bustles with honking cars and crowds of pedestrians boarding busses and trains. Everyone is trying to get somewhere. While cities offer the possibility of connecting to different people from all over the world, cities can be a place of disconnect, discontent, loneliness, and stress. Why are so many people stressed and lonely? This paper will argue that people are disconnected from Self and confused by the demands and obligations of life and will suggest mindfulness meditation as a solution to problem.

    **Literature Review**

    To understand the effects of depression among adolescents a study of depression was reviewed. Duthely, L. M., et al. (2017) explain that depression and suicide are common among adolescents on a global scale. Particularly adolescents spend a lot of time in school which makes for the ideal place to carry out this meditation study. The study was carried out in a Miami middle school with 75 ethnically diverse students. The study’s findings were as follows: four weeks of gratitude meditation improved student happiness, emotional involvement with education, and gratitude. Additionally, the study explained that “Meditation helped youth manage behavior, emotions, and thinking skills that are beneficial at school and at home. Meditation correlated to a decrease in behavioral challenges related to autism spectrum disorders, attention deficit and hyperactivity disorders (ADHD), and bullying” (Duthely, L. M., et al., 2017, p. 157). Statistically, this study performed superior to other similar gratitude studies that have been conducted among adolescents in the literature. The study recommends that more research is necessary for educators, adolescent psychologists, and mental health specialists to accurately assess adolescents' life satisfaction. The study also recommends that topics such as meditation and happiness should be included in the education system for students.

    In another study that by Vijayaraghavan, N., et al. (2021), positive correlation between meditation and reduction stress an anxiety is found. Vijayaraghavan, N., et al. (2021) explain that stress is a fast-growing issue that people suffer from in modern life. The study suggest that meditation is a simple and effective way to combat it. The research was conducted in a research institute in India, where 90 adult participants were provided with a questionnaire before and after meditation to monitor their levels of stress and happiness. The research findings were that after the meditation the stress levels highly decreased, allowing the participants to feel happier. The study proves the significance meditation has for individuals to be happier and encourages them to practice it for a better quality of life.

    Similarly, Maiti, R, (2017) studies how meditation can help decrease stress levels and increase happiness in people. Maiti, R, (2017) discusses how it is common for people to find themselves focused on accomplishing their life goals, and in the process, they may encounter problems along the way that could lead to stress. Maiti, R (2017) suggests, “sustaining a daily meditation practice over the course of three months renders a significant increase in positive mood and reduction of stress, as report in a doubling study” (p.76). The study also concluded that there are many types of meditation all benefiting people in many aspects of life and encouraging individuals to practice the meditation techniques that best suit their needs. The study had different types of meditation such as guided meditation, music meditation, light energy meditation, and transitional meditation, among others. The study found that meditation is an effective way to decrease stress, and increase levels of productivity and well-being, therefore achieving happiness. Finally, the study explained that “meditation is a highly powerful technology to enhance the productivity, and happiness in mankind.” (Maiti, R, 2017, p.368.). The article's main purpose is to explore several approaches to meditation to reduce stress most effectively, leading to people’s well-being and happiness. The study had different types of meditation such as guided meditation, music meditation, light energy meditation, and transitional meditation, among others. The study found that meditation is an effective way to decrease stress, and increase levels of productivity and well-being, therefore achieving happiness.

    Just like medical staff, teachers could also benefit from meditation as their professions have some of the same issues. Kyte, D (2016) addressed the effect meditation has on teachers. The study was conducted on practicing teachers in a school of about 1,000 students. Teaching is a demanding profession and can often lead to stress, depression, and exhaustion which can jeopardize the well-being of the teachers and their job performance. The study’s results suggested that mindful practices such as meditation led to calmness, peace, and well-being which helped the teachers achieve happiness and self-worth. The study recommended that teachers should practice mindfulness and meditation because it enhances not only their personal life but also their workspace bringing peace and happiness to the classrooms. Finally, the study also recommended that more studies on the subject should be done to amplify the limited literature as the benefits have proven to be beneficial.

    **Discussion**

    The literature and the 7-day mindfulness practice suggest that mindfulness works to reduce anxiety and stress, but what is causing stress in the first place? Is it technology, social media, the 40 hour work week, or the fast-pace lifestyle of cities that are causing so much problems with our mental health and our capicity to cope? According to one study, “inflation, low wages, popullation growth, and ‘me’ culture is leading to higher stress levels in young adults” (Smith et. al., 2020, p.46). This is easy to see in a city such as Miami, Florida where the average household income is “$47,860 a year for a family of four according to census numbers in 2019” (US Census, 2020). While rent for a two bedroom apartment is on average $2,400 (Caferent.org, 2021). It is no wonder that people are so stressed and anxious. They work too much and can barely afford to pay their rent. This may also affect a persons perception of time and how to manage it. Because of family and work obligations many report that they do not have the luxury to waist time meditating. People believe that to overcome their problems they must dlew otn need to let them dominate their mental life. They constantly worry about the past what they did or didn’t do to be in the situation they are in, or they worry about the future and whether or not they will be able to take care of all the responsibilities.

    While these concerns are normal and understandable, holding on to these concerns every moment of everyday is not. Instead of living and appriciating each moment, people often keep busy to try to mask their feelings and concerns. The need to stay busy and the fear of thinking about the problems is what makes some believe that they do not have time to meditate. However, mindfulness meditation is not an added task but a reduction of action. Meditation is about pausing and doing less not doing more. As suggested by Gomez (2019), “it only takes 5 minutes a day of mindfulness meditation to see physical and mental health benefits” (p.17). A five minute meditation should be implemented because it will reduce anxiety and stress and as research suggests. It will give a person a sense that they can control their time. The high stress from this fast-paced world needs to be countered with a practice that decluters the mind and resets ones mental energy. Meditation is a needed practice because it will not only reduce stress and anxiety, it will let one connect to others and be present in the moment. As a parent or family memember we owe it to those we love to be present. Living a life of stress and anxiety is not the kind of life we deserve. We must, for the sake of family, our children, and those who love us, take care of ourselves and live a better life.

    We should practice mindfulness because not doing so will lead to mental and physical problems. According to The Heart Institute and Cardiovascular Health, “stress is one of the main causes of health problems. Stress leads people to seek careless behavior such as unhealthy eating and alchohol consumtion. It leads to mental and physical distress that correlate to the likelyhood of suffering a heart attack or stroke” (Luther, 2019, pp. 135-36). Instead of seeking to relieve stress through destructive behavior we should practice selfcare and mindfulness meditation. Mindfulness meditation has been proven to change the composition of brain. As stated by Keller and Wise (2020) “people who meditated reduce their activity in the default network and increase activity in the prefrontal cortex, the area of the brain responsible for emotions and decision making” (p. 29). Practicing daily mindfulness leads to better mental and physical health. Therefore, it is the logical thing to do.

    **Conclusion**

    The results of the research is clear. Mindfulness meditation is a successful intervention pratices for everyday stress and anxiety, but should not replace form psychological thearapy for diagnosed mental disorders. Pet thearapy while helpful to all participants, is recommended most for cases of PTSD a long with cognitive behaviral thearapy. This study, however, does not take into account other intervention methods, such as medication, alternative medicine or group thearapy. It also does not address the issues of social media and comparisson culture, nor does it suggest a solution to them. Further research in these areas are needed to come up with a more robust intervention method for today’s complex mental malidies.

    **References**

    Ashdown-Franks, G., Sabiston, C. M., & Stubbs, B. (2019). The evidence for physical activity in the management of major mental illnesses: A concise overview to inform busy clinicians’ practice and guide policy.
    _Current opinion in psychiatry_,
    _32_(5), 375-380.
    [https://tinyurl.com/ye223ndn](https://tinyurl.com/ye223ndn)

    Coo, C., & Salanova, M. (2018). Mindfulness Can Make You Happy-and-Productive: A Mindfulness Controlled Trial and Its Effects on Happiness, Work Engagement and Performance. Journal of Happiness Studies, 19(6), 1691–1711.
    [https://doi.org/10.1007/s10902-017-9892-8](https://doi.org/10.1007/s10902-017-9892-8)

    Crowley, C., Kapitula, L. R., & Munk, D. (2022). Mindfulness, happiness, and anxiety in a sample of college students before and after taking a meditation course.
    _Journal of American College Health_,
    _70_(2), 493–500.
    [https://doi.org/10.1080/07448481.2020.1754839](https://doi.org/10.1080/07448481.2020.1754839)

    Dhir, A., Yossatorn, Y., Kaur, P., & Chen, S. (2018). Online social media fatigue and psychological wellbeing—A study of compulsive use, fear of missing out, fatigue, anxiety and depression.
    _International Journal of Information Management_,
    _40_, 141-152.

    Smith, C. (2023, November 23). Stress in America 2023 A nation recovering from collective trauma.
    _American Psychological Association_.
    [https://www.apa.org/news/press/releases/stress/2023/collective-trauma-recovery#:~:text=The%20top%20significant%20sources%20of,58%25%20and%2053%25).](https://www.apa.org/news/press/releases/stress/2023/collective-trauma-recovery)

    Brach, T. (2003).
    _Radical Acceptance: Embracing Your Life With The Heart of A Buddha_ (pp. 25-48). : Bantam Books.

    **Screenshot2025-04-062027347.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-062027347-png-10264995)

  • [Solved] public health

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    ### Instructions 1. Please read the attached article and submit a summary and include the following information in your summary. 1. One paragraph briefly describing the article. 2. Describe how examples in this article helped you understand any part of the PRECEDE we have covered thus far? This su…

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    ### Instructions

    1. Please read the attached article and submit a summary and include the following information in your summary.

    1. One paragraph briefly describing the article.

    2. Describe how examples in this article helped you understand any part of the PRECEDE we have covered thus far?

    This summary should be1-2 pages in length [Development of an early psychosis public education program using the PRECEDE-PROCEED model.pdf](https://blackboard.olemiss.edu/bbcswebdav/pid-5663473-dt-content-rid-126247792_1/xid-126247792_1)

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    Critical analysis using the new historicism approach. Low similarity score and zero AI score based on Turnitin. Instructions attached.

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    – 2 years ago **files (1)** – ## Homework3.docx **## Homework3.docx** Due date/time: Friday, April 18, by 11:30 pm In her famous "Respuesta" or "Response of the Poet to the Very Eminent Sor Filotea de la Cruz," Sor Juana writes a masterful rhetorical piece. Use the following prompts and questions to…

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    – 2 years ago

    **files (1)**

    – ## Homework3.docx

    **## Homework3.docx**

    Due date/time: Friday, April 18, by 11:30 pm

    In her famous "Respuesta" or "Response of the Poet to the Very Eminent Sor Filotea de la Cruz," Sor Juana writes a masterful rhetorical piece. Use the following prompts and questions to help you explore Sor Juana's reply.

    1–The writer provides autobiographical details of the progress of her learning. Sor Juana explains her rigorous methods for disciplining herself to learn. Tracing her education, identify and explain two of the methods she used to discipline herself.

    2–Explain the reasons Sor Juana gives for joining a convent.

    3–Explain the circumstances that led Sor Juana Inez de la Cruz to write her "Response of the Poet to the Very Eminent Sor Filotea de la Cruz." (Be sure that you have read the introduction to the work.)

    4–Sor Juana supports her argument for learning with examples from the bible. Identify one of these examples, and explain how Sor Juana uses this religious example to support and strengthen her ideas.

    5–In her "Response" Sor Juana argues that women, just as men, quest for knowledge and desire to write. Then she asks this question: "where is the evil in my being a woman?" (253). How does the author defend her right to write as both a nun and a woman?

    Remember to receive full credit for this assignment, students must present thoughtful posts, and they must respond meaningfully to at least two other students' posts.

    NOTE: Write the response in the Discussion forum's textbox. Do not upload a document.

    **## Homework3.docx**

    Due date/time: Friday, April 18, by 11:30 pm

    In her famous "Respuesta" or "Response of the Poet to the Very Eminent Sor Filotea de la Cruz," Sor Juana writes a masterful rhetorical piece. Use the following prompts and questions to help you explore Sor Juana's reply.

    1–The writer provides autobiographical details of the progress of her learning. Sor Juana explains her rigorous methods for disciplining herself to learn. Tracing her education, identify and explain two of the methods she used to discipline herself.

    2–Explain the reasons Sor Juana gives for joining a convent.

    3–Explain the circumstances that led Sor Juana Inez de la Cruz to write her "Response of the Poet to the Very Eminent Sor Filotea de la Cruz." (Be sure that you have read the introduction to the work.)

    4–Sor Juana supports her argument for learning with examples from the bible. Identify one of these examples, and explain how Sor Juana uses this religious example to support and strengthen her ideas.

    5–In her "Response" Sor Juana argues that women, just as men, quest for knowledge and desire to write. Then she asks this question: "where is the evil in my being a woman?" (253). How does the author defend her right to write as both a nun and a woman?

    Remember to receive full credit for this assignment, students must present thoughtful posts, and they must respond meaningfully to at least two other students' posts.

    NOTE: Write the response in the Discussion forum's textbox. Do not upload a document.

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    – 2 years ago **files (1)** – ## DTE401_Assessment2_20240603.pdf **## DTE401_Assessment2_20240603.pdf** Page 1 of 11 DTE401_Assessment 2_20240603 ASSESSMENT 2 BRIEF Subject Code and Title DTE401: Design Thinking Assessment Folio A – Empathy and Synthesis Individual/Group Individual Length 1500…

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    **files (1)**

    – ## DTE401_Assessment2_20240603.pdf

    **## DTE401_Assessment2_20240603.pdf**

    Page 1 of 11 DTE401_Assessment 2_20240603

    ASSESSMENT 2 BRIEF

    Subject Code and Title DTE401: Design Thinking

    Assessment Folio A – Empathy and Synthesis

    Individual/Group Individual

    Length 1500 words equivalent (±10%)

    Learning Outcomes The Subject Learning Outcomes demonstrated by successful
    completion of the task below include:

    a) Articulate and apply the concepts and processes of Design
    Thinking.

    b) Identify and evaluate complex problems in a professional
    context.

    c) Analyse and critique own capacities and dispositions in
    relation to processes of innovation.

    d) Apply high-level research and communication skills to
    investigate, synthesise, and analyse information from
    multiple perspectives (including users and scholarship).

    Submission By 11:55 pm AEST/AEDT Sunday at the end of Module 4.2

    Weighting 40%

    Total Marks 100 marks

    Assessment Task

    Create a folio to demonstrate your knowledge of innovation and creativity about the first two stages
    of the design thinking process: empathy and synthesis.

    Please refer to the Instructions for details on how to complete this task.

    Page 2 of 11 DTE401_Assessment 2_20240603

    Context

    This assessment task provides an opportunity for you to demonstrate how your understanding of
    the design thinking process and concepts has developed through your engagement in the subject so
    far. The task requires you to establish a folio of posts, where you will respond to key aspects of the
    first two stages (empathy and synthesis) of the design thinking process. This folio further extends
    your learning through design thinking in terms of identifying and evaluating complex problems in a
    professional context. It also provides a space for you to reflect on your developing understanding of
    design thinking.

    Instructions

    As you work through the design thinking process in this subject, you will submit TWO (2) folios:
    Folio A (Empathy and Synthesis) and Folio B (Ideation and Prototyping).

    This assessment (Assessment 2) is Folio A, which covers the first two stages of the design
    thinking process. In Folio A, you will respond to the Discussion Forum activities undertaken in
    the first two stages (empathy and synthesis) and reflect on the mindset (in terms of
    disposition) and the skills and knowledge you have applied. You will also include specific
    evidence of using the tools generated through the activities in Modules 2 and 3 to support
    your discussion.

    Consider the following elements:

    • Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –

    Synthesis
    o You should read widely (including scholarly and non-scholarly sources) and

    incorporate this reading into your folio. You should explicitly reference
    resources consulted and activities undertaken in the subject.

    • Take part in the weekly Discussion Forum

    o Write posts and engage with the design thinking tools as prompted in the
    Discussion Forum activities in Modules 2.1, 2.2, 3.1 and 3.2. Your reflections
    should be written in the first person.

    • Apply the skills of academic writing and infographics outlined in the Academic Skills

    webpage.

    • Format and Structure:

    o Part 1: Empathy (750 words equivalent)
    1. Participate in the weekly Discussion Forum by writing at least one post

    responding to the activities in Module 2.1 (Week 3) and Module 2.2 (Week 4).
    2. Provide evidence of your engagement with the tools (e.g. empathy map) as

    stated in the activities.
    3. Explicitly identify the target people you empathise with.

    [https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)

    [https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)

    Page 3 of 11 DTE401_Assessment 2_20240603

    4. Then, transfer your posts to your Assessment 2: Folio A document, revise and
    edit it, add more ideas if necessary, update references and use in-text citations.

    o Part 2: Synthesis (750 words equivalent)

    1. Participate in the weekly Discussion Forum by writing at least one post
    responding to the activities in Module 3.1 (Week 5) and Module 3.2 (Week 6).

    2. Provide evidence of your engagement with the tools (e.g. problem statement, 5
    whys) as stated in the activities.

    3. Then, transfer your posts to your Assessment 2: Folio A document, revise and
    edit it, add more ideas if necessary, update references and use in-text citations.

    Note: Alternatively, you can present your Assessment 2: Folio A as a video recording.
    Please refer to the Submission Instructions on pages 4–5 of this assessment brief for
    more details.

    • Referencing – add in-text citations and a reference list according to APA 7th style, using

    publications within the last 5–10 years wherever possible.

    • Your submission will be assessed against the following criteria as detailed in the marking
    rubric on pages 6–10 of this assessment brief:

    o Knowledge of, and engagement with, the design thinking process, skills and tools.
    o Depth and analysis in critiquing potential applications and limitations of design

    thinking.
    o Depth and analysis of reflection relating to the design thinking disposition.
    o Clarity of communication and integration of ideas (including spelling,

    punctuation and grammar).
    o Citation and referencing according to APA 7th conventions.

    Referencing

    You must use the APA 7th referencing style for this assessment. Please see more information on
    referencing in the Academic Skills webpage.

    [https://library.torrens.edu.au/academicskills/apa/tool](https://library.torrens.edu.au/academicskills/apa/tool)

    Page 4 of 11 DTE401_Assessment 2_20240603

    Please ensure that you have attached all components of Assessment 2 (the Written Folio A
    and List of References in ONE (1) document) to the Assessment 2 submission point before
    clicking on the Submit button.

    If want to include Appendix items in your submission, you can save them in a separate
    document. Please remember to attach this additional document to the Assessment 2 submission
    point before clicking the Submit button.

    Submission Instructions

    You have two submission options for this assessment:

    • Option A: Submit a 1500-word Written Folio A and a List of References. The List of
    References is not included in the word count.

    • Option B: Submit a 10–11-minute Video Presentation of Folio A, showing your face and
    slides in the video (using in-text citations wherever possible). You also need to submit an
    accompanying List of References in a separate document.

    Please ensure that your Written or Video Presentation of Folio A addresses the Format and
    Structure as outlined on pages 2–3 of this assessment brief.

    Option A: Written Folio A
    Submit your Written Folio A via the Assessment link in the main navigation menu of DTE401: Design
    Thinking in Blackboard.

    Note:

    Option B: Video Presentation of Folio A
    Submit your Video Presentation of Folio A by clicking on the ‘Write Submission’ button to access the
    Kaltura Media upload function via the Assessment 2 submission point provided in the Assessments
    area of DTE401: Design Thinking in Blackboard.

    Please click on the link below for the steps on how to upload your Video Presentation of Folio A.

    Learning with Technology:
    https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&c
    ontent_id=_5480654_1&mode=reset

    In the Learning with Technology site, please navigate to the ‘Submit a Video Assignment’ tab and
    watch the video demonstration entitled Submit a video using Kaltura Media. Alternatively, please
    refer to the technical guidance provided right below the video demonstration.

    [https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)

    [https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)

    Page 5 of 11 DTE401_Assessment 2_20240603

    Please ensure that you have attached all components of Assessment 2 (the Video Presentation
    of Folio A and List of References in a separate document) to the Assessment 2 submission
    point before clicking on the Submit button.

    If want to include Appendix items in your submission, you can save them in a separate
    document. Please remember to attach this additional document to the Assessment 2 submission
    point before clicking the Submit button.

    Note:

    Learning Facilitator Feedback

    The Learning Facilitator will provide feedback via the Grade Centre in Blackboard. Feedback can be
    viewed in the My Grades section of DTE401: Design Thinking.

    Academic Integrity

    All students are responsible for ensuring that all work submitted is their own and is appropriately
    referenced and academically written according to the Academic Writing Guide. Students also need
    to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure
    and subsequent penalties for academic misconduct. These are viewable online.

    Students must also keep a copy of all submitted materials and any assessment drafts.

    Special Consideration

    To apply for special consideration for a modification to an assessment or exam due to unexpected or
    extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework
    and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment
    Special Consideration Form to your Learning Facilitator.

    [https://library.torrens.edu.au/ld.php?content_id=49177661](https://library.torrens.edu.au/ld.php?content_id=49177661)

    [http://www.torrens.edu.au/policies-and-forms](http://www.torrens.edu.au/policies-and-forms)

    [https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)

    [https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)

    [https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1)

    [https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1)

    Page 6 of 11 DTE401_Assessment 2_20240603

    Assessment Rubric

    Assessment
    Attributes

    Fail
    (Yet to achieve

    minimum standard) 0–
    49%

    Pass
    (Functional)

    50–64%

    Credit
    (Proficient)

    65–74%

    Distinction
    (Advanced)

    75–84%

    High Distinction
    (Exceptional)

    85–100%

    Knowledge of, and
    engagement with, the
    Empathy and Synthesis
    stages of the design
    thinking process, skills
    and tools

    Total Percentage for
    this Assessment
    Attribute = 20%

    Demonstrates a limited
    knowledge of Empathy
    and Synthesis by:

    ● not meeting
    minimum standard as
    outlined in the format
    and structure for this
    assessment

    ● not discussing the
    relationship of
    Empathy and
    Synthesis, and the
    underlying concepts

    ● not engaging with
    Empathy and
    Synthesis tools.

    Demonstrates a functional
    knowledge of Empathy and
    Synthesis by:

    ● discussing the concepts
    underpinning Empathy
    and Synthesis, but
    further elaboration is
    required

    ● focusing on Empathy and
    Synthesis
    strategies/tools without
    acknowledging
    overarching dispositions
    required.

    Demonstrates proficient
    knowledge of Empathy and
    Synthesis by:

    ● clearly discussing
    Empathy and Synthesis
    processes, skills, tools
    and innovation
    disposition

    ● exploring different
    Empathy and Synthesis
    strategies/tools from
    own research.

    Demonstrates advanced
    knowledge of Empathy and
    Synthesis by:

    ● clearly and consistently
    discussing Empathy and
    Synthesis processes,
    skills, tools and
    innovation disposition
    in depth in the
    achievement of insights

    ● integrating a range of
    different Empathy and
    Synthesis
    strategies/tools beyond
    those outlined in the
    subject.

    Demonstrates exceptional
    knowledge of Empathy and
    Synthesis by:

    ● clearly, consistently,
    systematically and
    critically discussing
    Empathy and Synthesis
    processes, skills, tools
    and innovation
    disposition in the
    achievement of
    insights

    ● integrating a broad
    range of strategies and
    tools beyond those
    outlined in the subject,
    including offering
    critique and analysis.

    Page 7 of 11 DTE401_Assessment 2_20240603

    Depth and analysis in
    the critique of potential
    applications and
    limitations of the
    Empathy and Synthesis
    stages of the design
    thinking process

    Total Percentage for
    this Assessment
    Attribute = 30%

    Demonstrates a partially
    developed analysis and
    critique of potential
    applications and
    limitations by:

    ● not attempting to
    consider the potential
    applications of the
    Empathy and
    Synthesis stages
    beyond the subject
    experience

    ● not offering a critique
    regarding the limits of
    how the Empathy and
    Synthesis stages
    might be applied.

    Demonstrates a functional
    analysis and critique of
    potential applications and
    limitations by:

    ● offering a developing
    analysis of the potential
    application of the
    Empathy and Synthesis
    stages; this is limited in
    scope and detail

    ● adequately structuring
    and supporting critique
    with a limited range of
    evidence.

    Demonstrates proficient
    analysis and critique of
    potential applications and
    limitations by:

    ● thoroughly offering a
    critique of the
    appropriateness of the
    Empathy and Synthesis
    stages in relation to
    professional contexts;
    experiences and
    literature are
    referenced that
    support or challenge
    the typical applications

    ● providing a well-
    developed analysis and
    critique of the Empathy
    and Synthesis stages;
    an adequate range of
    evidence supports the
    analysis well.

    Demonstrates advanced
    analysis and critique of
    potential applications and
    limitations by:

    ● analysing (in depth) the
    potential applications
    and limitations of the
    Empathy and Synthesis
    stages, including the
    relationships and
    comparisons between
    them; professional
    contexts are carefully
    considered and there is
    limited reference to the
    broader scope beyond
    your professional
    contexts

    ● presenting new ideas
    within a professional
    context; relationships
    between the different
    limitations and
    challenges are analysed
    to a high level.

    Demonstrates exceptional
    analysis and critique of
    potential applications and
    limitations by:

    ● Systematically offering
    a sophisticated critique
    of the limitations in
    how the Empathy and
    Synthesis stages can be
    applied within a
    professional context;
    this includes
    considered reference
    to other contexts
    drawn from relevant
    literature

    ● comprehensively
    synthesising the key
    strengths and potential
    applications of the
    Empathy and Synthesis
    stages with insights
    drawn from own
    experiences and
    literature; original
    concepts and ideas are

    Page 8 of 11 DTE401_Assessment 2_20240603

    shared to develop the

    existing models and
    new domains where
    the process might be
    applied.

    Depth and analysis
    of reflection
    relating to the
    Empathy and
    Synthesis stages of
    the design thinking
    disposition

    Total Percentage
    for this Assessment
    Attribute = 25%

    Demonstrates a partially
    developed analysis and
    reflection by:

    ● presenting
    description (i.e.
    recounting
    experience) with no
    attempt to analyse or
    draw meaning from
    this experience

    ● not attempting to
    move beyond own
    experience or to
    extend understanding
    through other
    positions or points of
    view.

    Demonstrates a functional
    analysis and reflection by:

    ● presenting description of
    experiences related to
    the topic and drawing
    out some key learnings

    ● focusing primarily on
    deepening
    understanding of own
    position or experience
    with limited analysis of
    positions/points of view
    of others beyond own
    context.

    Demonstrates proficient
    analysis and reflection by:

    ● presenting experiences
    related to the topic as a
    basis for identifying
    and discussing key
    developments in
    thinking about
    innovation

    ● acknowledging and
    analysing others’ points
    of view and revealing
    new questions and
    challenges.

    Demonstrates advanced
    analysis and reflection by:

    ● drawing on past and
    current experiences to
    engage with abstract
    concepts relating to
    empathy, synthesis,
    innovation and change.

    ● articulating key
    changes in disposition
    and knowledge, taking
    into account the
    complexities of the
    issue(s) and a range of
    other points of view
    gained from literature.

    Demonstrates exceptional
    analysis and reflection by:

    ● identifying
    developments in
    thinking and
    formulating
    conclusions and a
    substantial position
    regarding innovation in
    professional settings

    ● supporting this
    position with relevant
    experiences and
    insightful analysis of
    own and others’ points
    of view related to
    Empathy and
    Synthesis.

    Page 9 of 11 DTE401_Assessment 2_20240603

    Clarity of
    communication and
    integration of ideas

    Total Percentage for
    this Assessment
    Attribute = 15%

    Demonstrates a partially
    developed
    communication and
    integration of ideas by:

    ● repeatedly obscuring
    meaning through
    errors in the
    communication of
    ideas, including
    structure, sequence,
    spelling, grammar,
    punctuation and/or
    the
    acknowledgement of
    sources

    ● rarely or inaccurately
    employing specialised
    language and
    terminology relating
    to design thinking.

    Demonstrates a functional
    communication and
    integration of ideas by:

    ● using a mode of
    communication that is
    generally coherent;
    expression that is usually
    clear, with persistent
    errors in spelling,
    punctuation or grammar

    ● generally employing
    specialised language and
    terminology relating to
    design thinking with
    accuracy.

    Demonstrates proficient
    communication and
    integration of ideas by:

    ● providing a precise
    meaning that is easy to
    follow; information,
    arguments and
    evidence are
    structured and
    sequenced clearly and
    logically

    ● communicating ideas
    with occasional minor
    errors in spelling,
    grammar and/or
    punctuation

    ● accurately employing
    specialised language
    and terminology
    relating to design
    thinking.

    Demonstrates advanced
    communication and
    integration of ideas by:

    ● engaging the
    audience’s interest;
    information, arguments
    and evidence are
    structured and
    sequenced in a way
    that is clear and
    persuasive

    ● accurately employing a
    wide range of
    specialised language
    and terminology
    relating to design
    thinking

    ● ensuring spelling,
    grammar and
    punctuation are free
    from errors.

    Demonstrates exceptional
    communication and
    integration of ideas by:

    ● communicating
    eloquently; expressing
    meaning coherently,
    concisely and
    creatively within the
    given format

    ● discerningly selecting
    and precisely
    employing a wide
    range of specialised
    language and
    terminology relating to
    design thinking

    ● engaging and
    sustaining the
    audience’s interest

    ● outlining information,
    arguments and
    evidence that are
    insightful, persuasive
    and expertly presented

    ● ensuring spelling,

    grammar and
    punctuation are free
    from errors.

    Page 10 of 11 DTE401_Assessment 2_20240603

    Citation and
    referencing of key
    resources and evidence

    Total Percentage for
    this Assessment
    Attribute = 10%

    Demonstrates a limited
    knowledge of citation and
    referencing of key
    resources and evidence
    by:

    ● the inconsistent use
    of good quality,
    credible and relevant
    resources to support
    and develop ideas

    ● omitting the
    references or not
    using APA 7th
    referencing style.

    Demonstrates a functional
    knowledge of citation and
    referencing of key resources
    and evidence by:

    ● using credible and
    relevant resources to
    support and develop
    ideas, but use is not
    always explicit or well-
    developed

    ● providing references in a
    format resembling APA
    7th referencing style, with
    frequent or repeated
    errors.

    Demonstrates proficient
    knowledge of citation and
    referencing of key
    resources and evidence by:

    ● using credible
    resources to support
    and develop ideas

    ● providing references in
    a format resembling
    APA 7th referencing
    style, with occasional
    errors.

    Demonstrates advanced
    knowledge of citation and
    referencing of key
    resources and evidence by:

    ● using good quality,
    credible and relevant
    resources to support
    and develop arguments
    and statements

    ● showing a broad range
    of references sources
    within the organisation

    ● providing APA 7th
    referencing that is free
    from errors.

    Demonstrates exceptional
    knowledge of citation and
    referencing of key
    resources and evidence by:

    ● demonstrating the use
    of high-quality,
    credible and relevant
    resources to support
    and develop
    arguments and
    position statements

    ● showing a wide scope
    of references sources
    within and beyond the
    organisation

    ● providing APA 7th
    referencing that is free
    from errors.

    Page 11 of 11 DTE401_Assessment 2_20240603

    The following Subject Learning Outcomes are addressed in this assessment

    SLO a) Articulate and apply the concepts and processes of Design Thinking.
    SLO b) Identify and evaluate complex problems in a professional context.
    SLO c) Analyse and critique own capacities and dispositions in relation to processes of innovation.

    SLO d)
    Apply high-level research and communication skills to investigate, synthesise, and analyse information from multiple perspectives
    (including users and scholarship).

    – Assessment Task
    – Context
    – Instructions

    –  Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –
    –  Take part in the weekly Discussion Forum
    –  Format and Structure:

    – Referencing
    – Submission Instructions

    – Option A: Written Folio A
    – Note:
    – Option B: Video Presentation of Folio A

    – Learning Facilitator Feedback
    – Academic Integrity
    – Special Consideration

    **## DTE401_Assessment2_20240603.pdf**

    Page 1 of 11 DTE401_Assessment 2_20240603

    ASSESSMENT 2 BRIEF

    Subject Code and Title DTE401: Design Thinking

    Assessment Folio A – Empathy and Synthesis

    Individual/Group Individual

    Length 1500 words equivalent (±10%)

    Learning Outcomes The Subject Learning Outcomes demonstrated by successful
    completion of the task below include:

    a) Articulate and apply the concepts and processes of Design
    Thinking.

    b) Identify and evaluate complex problems in a professional
    context.

    c) Analyse and critique own capacities and dispositions in
    relation to processes of innovation.

    d) Apply high-level research and communication skills to
    investigate, synthesise, and analyse information from
    multiple perspectives (including users and scholarship).

    Submission By 11:55 pm AEST/AEDT Sunday at the end of Module 4.2

    Weighting 40%

    Total Marks 100 marks

    Assessment Task

    Create a folio to demonstrate your knowledge of innovation and creativity about the first two stages
    of the design thinking process: empathy and synthesis.

    Please refer to the Instructions for details on how to complete this task.

    Page 2 of 11 DTE401_Assessment 2_20240603

    Context

    This assessment task provides an opportunity for you to demonstrate how your understanding of
    the design thinking process and concepts has developed through your engagement in the subject so
    far. The task requires you to establish a folio of posts, where you will respond to key aspects of the
    first two stages (empathy and synthesis) of the design thinking process. This folio further extends
    your learning through design thinking in terms of identifying and evaluating complex problems in a
    professional context. It also provides a space for you to reflect on your developing understanding of
    design thinking.

    Instructions

    As you work through the design thinking process in this subject, you will submit TWO (2) folios:
    Folio A (Empathy and Synthesis) and Folio B (Ideation and Prototyping).

    This assessment (Assessment 2) is Folio A, which covers the first two stages of the design
    thinking process. In Folio A, you will respond to the Discussion Forum activities undertaken in
    the first two stages (empathy and synthesis) and reflect on the mindset (in terms of
    disposition) and the skills and knowledge you have applied. You will also include specific
    evidence of using the tools generated through the activities in Modules 2 and 3 to support
    your discussion.

    Consider the following elements:

    • Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –

    Synthesis
    o You should read widely (including scholarly and non-scholarly sources) and

    incorporate this reading into your folio. You should explicitly reference
    resources consulted and activities undertaken in the subject.

    • Take part in the weekly Discussion Forum

    o Write posts and engage with the design thinking tools as prompted in the
    Discussion Forum activities in Modules 2.1, 2.2, 3.1 and 3.2. Your reflections
    should be written in the first person.

    • Apply the skills of academic writing and infographics outlined in the Academic Skills

    webpage.

    • Format and Structure:

    o Part 1: Empathy (750 words equivalent)
    1. Participate in the weekly Discussion Forum by writing at least one post

    responding to the activities in Module 2.1 (Week 3) and Module 2.2 (Week 4).
    2. Provide evidence of your engagement with the tools (e.g. empathy map) as

    stated in the activities.
    3. Explicitly identify the target people you empathise with.

    [https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)

    [https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)

    Page 3 of 11 DTE401_Assessment 2_20240603

    4. Then, transfer your posts to your Assessment 2: Folio A document, revise and
    edit it, add more ideas if necessary, update references and use in-text citations.

    o Part 2: Synthesis (750 words equivalent)

    1. Participate in the weekly Discussion Forum by writing at least one post
    responding to the activities in Module 3.1 (Week 5) and Module 3.2 (Week 6).

    2. Provide evidence of your engagement with the tools (e.g. problem statement, 5
    whys) as stated in the activities.

    3. Then, transfer your posts to your Assessment 2: Folio A document, revise and
    edit it, add more ideas if necessary, update references and use in-text citations.

    Note: Alternatively, you can present your Assessment 2: Folio A as a video recording.
    Please refer to the Submission Instructions on pages 4–5 of this assessment brief for
    more details.

    • Referencing – add in-text citations and a reference list according to APA 7th style, using

    publications within the last 5–10 years wherever possible.

    • Your submission will be assessed against the following criteria as detailed in the marking
    rubric on pages 6–10 of this assessment brief:

    o Knowledge of, and engagement with, the design thinking process, skills and tools.
    o Depth and analysis in critiquing potential applications and limitations of design

    thinking.
    o Depth and analysis of reflection relating to the design thinking disposition.
    o Clarity of communication and integration of ideas (including spelling,

    punctuation and grammar).
    o Citation and referencing according to APA 7th conventions.

    Referencing

    You must use the APA 7th referencing style for this assessment. Please see more information on
    referencing in the Academic Skills webpage.

    [https://library.torrens.edu.au/academicskills/apa/tool](https://library.torrens.edu.au/academicskills/apa/tool)

    Page 4 of 11 DTE401_Assessment 2_20240603

    Please ensure that you have attached all components of Assessment 2 (the Written Folio A
    and List of References in ONE (1) document) to the Assessment 2 submission point before
    clicking on the Submit button.

    If want to include Appendix items in your submission, you can save them in a separate
    document. Please remember to attach this additional document to the Assessment 2 submission
    point before clicking the Submit button.

    Submission Instructions

    You have two submission options for this assessment:

    • Option A: Submit a 1500-word Written Folio A and a List of References. The List of
    References is not included in the word count.

    • Option B: Submit a 10–11-minute Video Presentation of Folio A, showing your face and
    slides in the video (using in-text citations wherever possible). You also need to submit an
    accompanying List of References in a separate document.

    Please ensure that your Written or Video Presentation of Folio A addresses the Format and
    Structure as outlined on pages 2–3 of this assessment brief.

    Option A: Written Folio A
    Submit your Written Folio A via the Assessment link in the main navigation menu of DTE401: Design
    Thinking in Blackboard.

    Note:

    Option B: Video Presentation of Folio A
    Submit your Video Presentation of Folio A by clicking on the ‘Write Submission’ button to access the
    Kaltura Media upload function via the Assessment 2 submission point provided in the Assessments
    area of DTE401: Design Thinking in Blackboard.

    Please click on the link below for the steps on how to upload your Video Presentation of Folio A.

    Learning with Technology:
    https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&c
    ontent_id=_5480654_1&mode=reset

    In the Learning with Technology site, please navigate to the ‘Submit a Video Assignment’ tab and
    watch the video demonstration entitled Submit a video using Kaltura Media. Alternatively, please
    refer to the technical guidance provided right below the video demonstration.

    [https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)

    [https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)

    Page 5 of 11 DTE401_Assessment 2_20240603

    Please ensure that you have attached all components of Assessment 2 (the Video Presentation
    of Folio A and List of References in a separate document) to the Assessment 2 submission
    point before clicking on the Submit button.

    If want to include Appendix items in your submission, you can save them in a separate
    document. Please remember to attach this additional document to the Assessment 2 submission
    point before clicking the Submit button.

    Note:

    Learning Facilitator Feedback

    The Learning Facilitator will provide feedback via the Grade Centre in Blackboard. Feedback can be
    viewed in the My Grades section of DTE401: Design Thinking.

    Academic Integrity

    All students are responsible for ensuring that all work submitted is their own and is appropriately
    referenced and academically written according to the Academic Writing Guide. Students also need
    to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure
    and subsequent penalties for academic misconduct. These are viewable online.

    Students must also keep a copy of all submitted materials and any assessment drafts.

    Special Consideration

    To apply for special consideration for a modification to an assessment or exam due to unexpected or
    extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework
    and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment
    Special Consideration Form to your Learning Facilitator.

    [https://library.torrens.edu.au/ld.php?content_id=49177661](https://library.torrens.edu.au/ld.php?content_id=49177661)

    [http://www.torrens.edu.au/policies-and-forms](http://www.torrens.edu.au/policies-and-forms)

    [https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)

    [https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)

    [https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1)

    [https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1)

    Page 6 of 11 DTE401_Assessment 2_20240603

    Assessment Rubric

    Assessment
    Attributes

    Fail
    (Yet to achieve

    minimum standard) 0–
    49%

    Pass
    (Functional)

    50–64%

    Credit
    (Proficient)

    65–74%

    Distinction
    (Advanced)

    75–84%

    High Distinction
    (Exceptional)

    85–100%

    Knowledge of, and
    engagement with, the
    Empathy and Synthesis
    stages of the design
    thinking process, skills
    and tools

    Total Percentage for
    this Assessment
    Attribute = 20%

    Demonstrates a limited
    knowledge of Empathy
    and Synthesis by:

    ● not meeting
    minimum standard as
    outlined in the format
    and structure for this
    assessment

    ● not discussing the
    relationship of
    Empathy and
    Synthesis, and the
    underlying concepts

    ● not engaging with
    Empathy and
    Synthesis tools.

    Demonstrates a functional
    knowledge of Empathy and
    Synthesis by:

    ● discussing the concepts
    underpinning Empathy
    and Synthesis, but
    further elaboration is
    required

    ● focusing on Empathy and
    Synthesis
    strategies/tools without
    acknowledging
    overarching dispositions
    required.

    Demonstrates proficient
    knowledge of Empathy and
    Synthesis by:

    ● clearly discussing
    Empathy and Synthesis
    processes, skills, tools
    and innovation
    disposition

    ● exploring different
    Empathy and Synthesis
    strategies/tools from
    own research.

    Demonstrates advanced
    knowledge of Empathy and
    Synthesis by:

    ● clearly and consistently
    discussing Empathy and
    Synthesis processes,
    skills, tools and
    innovation disposition
    in depth in the
    achievement of insights

    ● integrating a range of
    different Empathy and
    Synthesis
    strategies/tools beyond
    those outlined in the
    subject.

    Demonstrates exceptional
    knowledge of Empathy and
    Synthesis by:

    ● clearly, consistently,
    systematically and
    critically discussing
    Empathy and Synthesis
    processes, skills, tools
    and innovation
    disposition in the
    achievement of
    insights

    ● integrating a broad
    range of strategies and
    tools beyond those
    outlined in the subject,
    including offering
    critique and analysis.

    Page 7 of 11 DTE401_Assessment 2_20240603

    Depth and analysis in
    the critique of potential
    applications and
    limitations of the
    Empathy and Synthesis
    stages of the design
    thinking process

    Total Percentage for
    this Assessment
    Attribute = 30%

    Demonstrates a partially
    developed analysis and
    critique of potential
    applications and
    limitations by:

    ● not attempting to
    consider the potential
    applications of the
    Empathy and
    Synthesis stages
    beyond the subject
    experience

    ● not offering a critique
    regarding the limits of
    how the Empathy and
    Synthesis stages
    might be applied.

    Demonstrates a functional
    analysis and critique of
    potential applications and
    limitations by:

    ● offering a developing
    analysis of the potential
    application of the
    Empathy and Synthesis
    stages; this is limited in
    scope and detail

    ● adequately structuring
    and supporting critique
    with a limited range of
    evidence.

    Demonstrates proficient
    analysis and critique of
    potential applications and
    limitations by:

    ● thoroughly offering a
    critique of the
    appropriateness of the
    Empathy and Synthesis
    stages in relation to
    professional contexts;
    experiences and
    literature are
    referenced that
    support or challenge
    the typical applications

    ● providing a well-
    developed analysis and
    critique of the Empathy
    and Synthesis stages;
    an adequate range of
    evidence supports the
    analysis well.

    Demonstrates advanced
    analysis and critique of
    potential applications and
    limitations by:

    ● analysing (in depth) the
    potential applications
    and limitations of the
    Empathy and Synthesis
    stages, including the
    relationships and
    comparisons between
    them; professional
    contexts are carefully
    considered and there is
    limited reference to the
    broader scope beyond
    your professional
    contexts

    ● presenting new ideas
    within a professional
    context; relationships
    between the different
    limitations and
    challenges are analysed
    to a high level.

    Demonstrates exceptional
    analysis and critique of
    potential applications and
    limitations by:

    ● Systematically offering
    a sophisticated critique
    of the limitations in
    how the Empathy and
    Synthesis stages can be
    applied within a
    professional context;
    this includes
    considered reference
    to other contexts
    drawn from relevant
    literature

    ● comprehensively
    synthesising the key
    strengths and potential
    applications of the
    Empathy and Synthesis
    stages with insights
    drawn from own
    experiences and
    literature; original
    concepts and ideas are

    Page 8 of 11 DTE401_Assessment 2_20240603

    shared to develop the

    existing models and
    new domains where
    the process might be
    applied.

    Depth and analysis
    of reflection
    relating to the
    Empathy and
    Synthesis stages of
    the design thinking
    disposition

    Total Percentage
    for this Assessment
    Attribute = 25%

    Demonstrates a partially
    developed analysis and
    reflection by:

    ● presenting
    description (i.e.
    recounting
    experience) with no
    attempt to analyse or
    draw meaning from
    this experience

    ● not attempting to
    move beyond own
    experience or to
    extend understanding
    through other
    positions or points of
    view.

    Demonstrates a functional
    analysis and reflection by:

    ● presenting description of
    experiences related to
    the topic and drawing
    out some key learnings

    ● focusing primarily on
    deepening
    understanding of own
    position or experience
    with limited analysis of
    positions/points of view
    of others beyond own
    context.

    Demonstrates proficient
    analysis and reflection by:

    ● presenting experiences
    related to the topic as a
    basis for identifying
    and discussing key
    developments in
    thinking about
    innovation

    ● acknowledging and
    analysing others’ points
    of view and revealing
    new questions and
    challenges.

    Demonstrates advanced
    analysis and reflection by:

    ● drawing on past and
    current experiences to
    engage with abstract
    concepts relating to
    empathy, synthesis,
    innovation and change.

    ● articulating key
    changes in disposition
    and knowledge, taking
    into account the
    complexities of the
    issue(s) and a range of
    other points of view
    gained from literature.

    Demonstrates exceptional
    analysis and reflection by:

    ● identifying
    developments in
    thinking and
    formulating
    conclusions and a
    substantial position
    regarding innovation in
    professional settings

    ● supporting this
    position with relevant
    experiences and
    insightful analysis of
    own and others’ points
    of view related to
    Empathy and
    Synthesis.

    Page 9 of 11 DTE401_Assessment 2_20240603

    Clarity of
    communication and
    integration of ideas

    Total Percentage for
    this Assessment
    Attribute = 15%

    Demonstrates a partially
    developed
    communication and
    integration of ideas by:

    ● repeatedly obscuring
    meaning through
    errors in the
    communication of
    ideas, including
    structure, sequence,
    spelling, grammar,
    punctuation and/or
    the
    acknowledgement of
    sources

    ● rarely or inaccurately
    employing specialised
    language and
    terminology relating
    to design thinking.

    Demonstrates a functional
    communication and
    integration of ideas by:

    ● using a mode of
    communication that is
    generally coherent;
    expression that is usually
    clear, with persistent
    errors in spelling,
    punctuation or grammar

    ● generally employing
    specialised language and
    terminology relating to
    design thinking with
    accuracy.

    Demonstrates proficient
    communication and
    integration of ideas by:

    ● providing a precise
    meaning that is easy to
    follow; information,
    arguments and
    evidence are
    structured and
    sequenced clearly and
    logically

    ● communicating ideas
    with occasional minor
    errors in spelling,
    grammar and/or
    punctuation

    ● accurately employing
    specialised language
    and terminology
    relating to design
    thinking.

    Demonstrates advanced
    communication and
    integration of ideas by:

    ● engaging the
    audience’s interest;
    information, arguments
    and evidence are
    structured and
    sequenced in a way
    that is clear and
    persuasive

    ● accurately employing a
    wide range of
    specialised language
    and terminology
    relating to design
    thinking

    ● ensuring spelling,
    grammar and
    punctuation are free
    from errors.

    Demonstrates exceptional
    communication and
    integration of ideas by:

    ● communicating
    eloquently; expressing
    meaning coherently,
    concisely and
    creatively within the
    given format

    ● discerningly selecting
    and precisely
    employing a wide
    range of specialised
    language and
    terminology relating to
    design thinking

    ● engaging and
    sustaining the
    audience’s interest

    ● outlining information,
    arguments and
    evidence that are
    insightful, persuasive
    and expertly presented

    ● ensuring spelling,

    grammar and
    punctuation are free
    from errors.

    Page 10 of 11 DTE401_Assessment 2_20240603

    Citation and
    referencing of key
    resources and evidence

    Total Percentage for
    this Assessment
    Attribute = 10%

    Demonstrates a limited
    knowledge of citation and
    referencing of key
    resources and evidence
    by:

    ● the inconsistent use
    of good quality,
    credible and relevant
    resources to support
    and develop ideas

    ● omitting the
    references or not
    using APA 7th
    referencing style.

    Demonstrates a functional
    knowledge of citation and
    referencing of key resources
    and evidence by:

    ● using credible and
    relevant resources to
    support and develop
    ideas, but use is not
    always explicit or well-
    developed

    ● providing references in a
    format resembling APA
    7th referencing style, with
    frequent or repeated
    errors.

    Demonstrates proficient
    knowledge of citation and
    referencing of key
    resources and evidence by:

    ● using credible
    resources to support
    and develop ideas

    ● providing references in
    a format resembling
    APA 7th referencing
    style, with occasional
    errors.

    Demonstrates advanced
    knowledge of citation and
    referencing of key
    resources and evidence by:

    ● using good quality,
    credible and relevant
    resources to support
    and develop arguments
    and statements

    ● showing a broad range
    of references sources
    within the organisation

    ● providing APA 7th
    referencing that is free
    from errors.

    Demonstrates exceptional
    knowledge of citation and
    referencing of key
    resources and evidence by:

    ● demonstrating the use
    of high-quality,
    credible and relevant
    resources to support
    and develop
    arguments and
    position statements

    ● showing a wide scope
    of references sources
    within and beyond the
    organisation

    ● providing APA 7th
    referencing that is free
    from errors.

    Page 11 of 11 DTE401_Assessment 2_20240603

    The following Subject Learning Outcomes are addressed in this assessment

    SLO a) Articulate and apply the concepts and processes of Design Thinking.
    SLO b) Identify and evaluate complex problems in a professional context.
    SLO c) Analyse and critique own capacities and dispositions in relation to processes of innovation.

    SLO d)
    Apply high-level research and communication skills to investigate, synthesise, and analyse information from multiple perspectives
    (including users and scholarship).

    – Assessment Task
    – Context
    – Instructions

    –  Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –
    –  Take part in the weekly Discussion Forum
    –  Format and Structure:

    – Referencing
    – Submission Instructions

    – Option A: Written Folio A
    – Note:
    – Option B: Video Presentation of Folio A

    – Learning Facilitator Feedback
    – Academic Integrity
    – Special Consideration

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