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    **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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    **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)

    – 2 years ago

  • [Solved] Annabel Lee

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    Critical analysis using the new historicism approach. Low similarity score and zero AI score based on Turnitin. Instructions attached. – [\ \ ScreenShot2025-04-17at1.11.25PM.png](https://www.sweetstudy.com/files/screenshot2025-04-17at1-11-25pm-png "ScreenShot2025-04-17at1.11.25PM.png") – 2 years a…

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

    – [\
    \
    ScreenShot2025-04-17at1.11.25PM.png](https://www.sweetstudy.com/files/screenshot2025-04-17at1-11-25pm-png "ScreenShot2025-04-17at1.11.25PM.png")

    – 2 years ago

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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.

  • [Solved] English English assignment

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  • [Solved] can anybody help me with this assessment here?

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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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    – 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 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

  • [Solved] Argument

    ✓ Verified Academic Solution Available

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    – 2 years ago

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    – 2 years ago **files (3)** – ## BrainstormPostTemplate1.docx – ## Part1_ChooseaDevelopmentalContext1.pdf – ## Untitleddocument81.pdf **## BrainstormPostTemplate1.docx** **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)** Developmental Con…

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    – ## Part1_ChooseaDevelopmentalContext1.pdf

    – ## Untitleddocument81.pdf

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

  • [Solved] Project Power Point

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Project PowerPoint must include narration – 2 years ago **files (2)** – ## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc – ## Week7PowerPointGuidedocument1.pptx **## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc** [removed] **## Week7PowerPointGuided…

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    Assignment Prompt & Instructions

    Project PowerPoint must include narration

    – 2 years ago

    **files (2)**

    – ## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc

    – ## Week7PowerPointGuidedocument1.pptx

    **## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc**

    [removed]

    **## Week7PowerPointGuidedocument1.pptx**

    The Epidemiology of your Topic

    Put your name here

    HIM 325

    Dr. Lindsey

    Introduction to your topic

    National Prevalence pertaining to your topic

    State and Local Prevalence pertaining
    to your topic

    Symptoms and Severity of your topic

    Causes and Contributing Factors to your topic

    Diagnosis of your topic

    Scientifically proven treatments of your topic

    Preventive measures to your topic

    References

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

    **## Week7PowerPointGuidedocument1.pptx**

    The Epidemiology of your Topic

    Put your name here

    HIM 325

    Dr. Lindsey

    Introduction to your topic

    National Prevalence pertaining to your topic

    State and Local Prevalence pertaining
    to your topic

    Symptoms and Severity of your topic

    Causes and Contributing Factors to your topic

    Diagnosis of your topic

    Scientifically proven treatments of your topic

    Preventive measures to your topic

    References

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

    **## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc**

    [removed]

    **## Week7PowerPointGuidedocument1.pptx**

    The Epidemiology of your Topic

    Put your name here

    HIM 325

    Dr. Lindsey

    Introduction to your topic

    National Prevalence pertaining to your topic

    State and Local Prevalence pertaining
    to your topic

    Symptoms and Severity of your topic

    Causes and Contributing Factors to your topic

    Diagnosis of your topic

    Scientifically proven treatments of your topic

    Preventive measures to your topic

    References

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

    **## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc**

    [removed]

    **## Week7PowerPointGuidedocument1.pptx**

    The Epidemiology of your Topic

    Put your name here

    HIM 325

    Dr. Lindsey

    Introduction to your topic

    National Prevalence pertaining to your topic

    State and Local Prevalence pertaining
    to your topic

    Symptoms and Severity of your topic

    Causes and Contributing Factors to your topic

    Diagnosis of your topic

    Scientifically proven treatments of your topic

    Preventive measures to your topic

    References

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

  • [Solved] final

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Behavior Change Campaign Proposal** **Campaign Proposal Powerpoint Presentation** – 2 years ago **files (4)** – ## TopicProposal.docx – TheoryApplicationPaper.docx – M13.docx – ExampleBehaviorChangeCampaignProposal.pdf **## TopicProposal.docx** 1 **Topic Proposal: Texting While Driving** Wenjia Zh…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

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    Assignment Prompt & Instructions

    **Behavior Change Campaign Proposal**

    **Campaign Proposal Powerpoint Presentation**

    – 2 years ago

    **files (4)**

    – ## TopicProposal.docx

    – TheoryApplicationPaper.docx
    – M13.docx
    – ExampleBehaviorChangeCampaignProposal.pdf

    **## TopicProposal.docx**

    1

    **Topic Proposal: Texting While Driving**

    Wenjia Zhang

    Johns Hopkins University

    AS.480.602.51.SP25 Changing Behavior through Communication

    Dr. Willett

    February 13, 2025

    **Texting While Driving**

    **Introduction**

    Texting while driving is one of the significant risk factors for road accidents. The behavior involves sending or composing a text message while driving a vehicle, an act considered a distraction that could lead to an accident. When drivers text while driving, they divert their attention from the road, take their hand off the wheel, their eyes off the road, and their focus away from driving. According to Foreman et al. (2020), 66% of drivers who text while driving exhibited the lane excursion, which led to five times more crashes than driving without texting. This risky multitasking behavior impairs individual driving performance, increasing the likelihood of road accidents. Comment by Wenjia Zhang: Citation needed for this claim

    Many drivers text while driving despite being aware of the risks, an issue that increases the rate of road accidents. Based on a study by Foreman et al. (2020), using a smartphone while driving is just as risky as driving under the influence of alcohol. The behavior concerns the safety of all people, from the drivers to passengers, and people around the roads. Therefore, this topic proposal is significant for road safety awareness and legislation. NHSTA reports that in 2022, around 33,800 people in the U.S. died in car crashes, incidences involving distracted drivers (National Highway Traffic Safety Administration, 2022). This demonstrates that behavior is an alarming distraction that must be addressed. Engaging in this behavior has several implications, such as reducing reaction time, leading to road accidents that ruin families, increasing the likelihood of injuries or fatalities, and leading to other health complications, such as traumas, including economic costs like medical care and insurance claims. As such, there is a need to address this through effective education, awareness campaigns, and implementation of stricter laws. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Affected Populations

    Teenagers and young adult drivers aged 16 to 25 are more addicted to their smartphones and have a higher tendency to multitask, making them the most affected demographic. Based on a survey by Foreman et al. (2020), 92% of this demographic reported reading and texting while driving, suggesting that they are more likely to be involved in texting-while-driving accidents more frequently compared to any other age group. Many young drivers believe they can safely manage texting and driving, fostering overconfidence in their multitasking abilities. Access to technology has a significant influence on texting while driving. At the same time, lower-income people are impacted by the lack of community outreach or education on the dangers of this behavior. However, in urban areas, where driving congestion is high, and there are more young drivers, there are more texting incidences because of frequent traffic stops and longer travel times. Sekadakis et al. (2022) state that the behavior also occurs in rural settings, suggesting the issue affects all geographic areas. Environmental factors, such as long commutes, heavy traffic, or monotonous driving conditions, may also contribute to the behavior, as drivers seek distractions to pass the time. Some vulnerabilities with the behavior include economic pressures where some work requires someone to stay connected and productive, normalization of smartphone usage while driving, and inexperienced young drivers who may underestimate the risks. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Causes and Motivations

    Several factors may contribute to texting while driving behaviors. Social norms and peer pressure, where social media culture has emphasized the need for constant connectivity, resulting in pressure to remain engaged with followers or friends. According to Foreman et al. (2020), texting while driving has become socially acceptable among young people, with many young drivers' parents even texting while driving. Thus, they believe they can safely drive while texting. Instant gratification is another psychological factor behind this behavior. There is an immediate psychological reward from receiving a message, checking the notification, and texting back, which creates a strong urge to use a cell phone while driving (Sullman et al., 2021). With the development of more advanced smartphone apps and the accessibility of the internet, the young driver becomes more tempted to stay connected by using their phones, increasing the likelihood of such risky behavior. There is also ineffective education on the behavior, lack of proper awareness of its implications, and economic pressure that requires using phones all the time, factors that motivate this behavior. At the same time, the psychological factor, threat appeals, refers to a persuasive message that attempts to arouse the threat of danger in the message recipients to adopt recommendations for the message. Threat appeals have been utilized to discourage drivers from various risky driving behaviors, such as texting while driving (Hayashi et al., 2019). Economic factors include unique jobs like delivery, rideshare, and truck drivers; they must feel pressure to check navigation, messages, or app notifications while driving. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: missing citation

    **Conclusion**

    In summary, young adults and teen drivers are the primary age group affected by texting while driving, a risky behavior that not only distracts an individual but could also lead to severe destruction, such as road accidents and death. While many drivers are aware of its danger, factors like social norms, such as being expected to stay connected, normalization of the behavior, and economic issues cause these young people to engage in this behavior. Research indicates that texting while driving has profound implications for people, their families, and society. Therefore, interventions should be implemented to address the problem because it has become part of social culture.

    **References**

    Foreman, A. M., Friedel, J. E., Hayashi, Y., & Wirth, O. (2020). Texting while driving: A discrete choice experiment.
    _Accident Analysis & Prevention_,
    _149_, 105823.
    [https://doi.org/10.1016/j.aap.2020.105823](https://doi.org/10.1016/j.aap.2020.105823)

    Hayashi, Y., Foreman, A. M., Friedel, J. E., & Wirth, O. (2019). Threat appeals reduce impulsive decision making associated with texting while driving: A behavioral economic approach.
    _PLOS ONE_,
    _14_(3), e0213453.
    [https://doi.org/10.1371/journal.pone.0213453](https://doi.org/10.1371/journal.pone.0213453)

    National Highway Traffic Safety Administration. (2022).
    _Distracted Driving_. National Highway Traffic Safety Administration; United States Department of Transportation.
    [https://www.nhtsa.gov/risky-driving/distracted-driving](https://www.nhtsa.gov/risky-driving/distracted-driving)

    Sekadakis, M., Katrakazas, C., Orfanou, F., Pavlou, D., Oikonomou, M., & Yannis, G. (2022). Impact of texting and web surfing on driving behavior and safety in rural roads.
    _International Journal of Transportation Science and Technology_,
    _12_(3), 665–682.
    [https://doi.org/10.1016/j.ijtst.2022.06.001](https://doi.org/10.1016/j.ijtst.2022.06.001)

    Sullman, M. J., Przepiorka, A. M., Błachnio, A. P., & Hill, T. (2021). Can’t text, I’m driving – Factors influencing intentions to text while driving in the UK.
    _Accident Analysis & Prevention_,
    _153_, 106027.
    [https://doi.org/10.1016/j.aap.2021.106027](https://doi.org/10.1016/j.aap.2021.106027)

    **TheoryApplicationPaper.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theoryapplicationpaper-docx-10267437)

    **M13.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m13-docx-10267435)

    **ExampleBehaviorChangeCampaignProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplebehaviorchangecampaignproposal-pdf-10267445)

    **ExampleBehaviorChangeCampaignProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplebehaviorchangecampaignproposal-pdf-10267445)

    **## TopicProposal.docx**

    1

    **Topic Proposal: Texting While Driving**

    Wenjia Zhang

    Johns Hopkins University

    AS.480.602.51.SP25 Changing Behavior through Communication

    Dr. Willett

    February 13, 2025

    **Texting While Driving**

    **Introduction**

    Texting while driving is one of the significant risk factors for road accidents. The behavior involves sending or composing a text message while driving a vehicle, an act considered a distraction that could lead to an accident. When drivers text while driving, they divert their attention from the road, take their hand off the wheel, their eyes off the road, and their focus away from driving. According to Foreman et al. (2020), 66% of drivers who text while driving exhibited the lane excursion, which led to five times more crashes than driving without texting. This risky multitasking behavior impairs individual driving performance, increasing the likelihood of road accidents. Comment by Wenjia Zhang: Citation needed for this claim

    Many drivers text while driving despite being aware of the risks, an issue that increases the rate of road accidents. Based on a study by Foreman et al. (2020), using a smartphone while driving is just as risky as driving under the influence of alcohol. The behavior concerns the safety of all people, from the drivers to passengers, and people around the roads. Therefore, this topic proposal is significant for road safety awareness and legislation. NHSTA reports that in 2022, around 33,800 people in the U.S. died in car crashes, incidences involving distracted drivers (National Highway Traffic Safety Administration, 2022). This demonstrates that behavior is an alarming distraction that must be addressed. Engaging in this behavior has several implications, such as reducing reaction time, leading to road accidents that ruin families, increasing the likelihood of injuries or fatalities, and leading to other health complications, such as traumas, including economic costs like medical care and insurance claims. As such, there is a need to address this through effective education, awareness campaigns, and implementation of stricter laws. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Affected Populations

    Teenagers and young adult drivers aged 16 to 25 are more addicted to their smartphones and have a higher tendency to multitask, making them the most affected demographic. Based on a survey by Foreman et al. (2020), 92% of this demographic reported reading and texting while driving, suggesting that they are more likely to be involved in texting-while-driving accidents more frequently compared to any other age group. Many young drivers believe they can safely manage texting and driving, fostering overconfidence in their multitasking abilities. Access to technology has a significant influence on texting while driving. At the same time, lower-income people are impacted by the lack of community outreach or education on the dangers of this behavior. However, in urban areas, where driving congestion is high, and there are more young drivers, there are more texting incidences because of frequent traffic stops and longer travel times. Sekadakis et al. (2022) state that the behavior also occurs in rural settings, suggesting the issue affects all geographic areas. Environmental factors, such as long commutes, heavy traffic, or monotonous driving conditions, may also contribute to the behavior, as drivers seek distractions to pass the time. Some vulnerabilities with the behavior include economic pressures where some work requires someone to stay connected and productive, normalization of smartphone usage while driving, and inexperienced young drivers who may underestimate the risks. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Causes and Motivations

    Several factors may contribute to texting while driving behaviors. Social norms and peer pressure, where social media culture has emphasized the need for constant connectivity, resulting in pressure to remain engaged with followers or friends. According to Foreman et al. (2020), texting while driving has become socially acceptable among young people, with many young drivers' parents even texting while driving. Thus, they believe they can safely drive while texting. Instant gratification is another psychological factor behind this behavior. There is an immediate psychological reward from receiving a message, checking the notification, and texting back, which creates a strong urge to use a cell phone while driving (Sullman et al., 2021). With the development of more advanced smartphone apps and the accessibility of the internet, the young driver becomes more tempted to stay connected by using their phones, increasing the likelihood of such risky behavior. There is also ineffective education on the behavior, lack of proper awareness of its implications, and economic pressure that requires using phones all the time, factors that motivate this behavior. At the same time, the psychological factor, threat appeals, refers to a persuasive message that attempts to arouse the threat of danger in the message recipients to adopt recommendations for the message. Threat appeals have been utilized to discourage drivers from various risky driving behaviors, such as texting while driving (Hayashi et al., 2019). Economic factors include unique jobs like delivery, rideshare, and truck drivers; they must feel pressure to check navigation, messages, or app notifications while driving. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: missing citation

    **Conclusion**

    In summary, young adults and teen drivers are the primary age group affected by texting while driving, a risky behavior that not only distracts an individual but could also lead to severe destruction, such as road accidents and death. While many drivers are aware of its danger, factors like social norms, such as being expected to stay connected, normalization of the behavior, and economic issues cause these young people to engage in this behavior. Research indicates that texting while driving has profound implications for people, their families, and society. Therefore, interventions should be implemented to address the problem because it has become part of social culture.

    **References**

    Foreman, A. M., Friedel, J. E., Hayashi, Y., & Wirth, O. (2020). Texting while driving: A discrete choice experiment.
    _Accident Analysis & Prevention_,
    _149_, 105823.
    [https://doi.org/10.1016/j.aap.2020.105823](https://doi.org/10.1016/j.aap.2020.105823)

    Hayashi, Y., Foreman, A. M., Friedel, J. E., & Wirth, O. (2019). Threat appeals reduce impulsive decision making associated with texting while driving: A behavioral economic approach.
    _PLOS ONE_,
    _14_(3), e0213453.
    [https://doi.org/10.1371/journal.pone.0213453](https://doi.org/10.1371/journal.pone.0213453)

    National Highway Traffic Safety Administration. (2022).
    _Distracted Driving_. National Highway Traffic Safety Administration; United States Department of Transportation.
    [https://www.nhtsa.gov/risky-driving/distracted-driving](https://www.nhtsa.gov/risky-driving/distracted-driving)

    Sekadakis, M., Katrakazas, C., Orfanou, F., Pavlou, D., Oikonomou, M., & Yannis, G. (2022). Impact of texting and web surfing on driving behavior and safety in rural roads.
    _International Journal of Transportation Science and Technology_,
    _12_(3), 665–682.
    [https://doi.org/10.1016/j.ijtst.2022.06.001](https://doi.org/10.1016/j.ijtst.2022.06.001)

    Sullman, M. J., Przepiorka, A. M., Błachnio, A. P., & Hill, T. (2021). Can’t text, I’m driving – Factors influencing intentions to text while driving in the UK.
    _Accident Analysis & Prevention_,
    _153_, 106027.
    [https://doi.org/10.1016/j.aap.2021.106027](https://doi.org/10.1016/j.aap.2021.106027)

    **TheoryApplicationPaper.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theoryapplicationpaper-docx-10267437)

    **M13.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m13-docx-10267435)

    **ExampleBehaviorChangeCampaignProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplebehaviorchangecampaignproposal-pdf-10267445)

    **## TopicProposal.docx**

    1

    **Topic Proposal: Texting While Driving**

    Wenjia Zhang

    Johns Hopkins University

    AS.480.602.51.SP25 Changing Behavior through Communication

    Dr. Willett

    February 13, 2025

    **Texting While Driving**

    **Introduction**

    Texting while driving is one of the significant risk factors for road accidents. The behavior involves sending or composing a text message while driving a vehicle, an act considered a distraction that could lead to an accident. When drivers text while driving, they divert their attention from the road, take their hand off the wheel, their eyes off the road, and their focus away from driving. According to Foreman et al. (2020), 66% of drivers who text while driving exhibited the lane excursion, which led to five times more crashes than driving without texting. This risky multitasking behavior impairs individual driving performance, increasing the likelihood of road accidents. Comment by Wenjia Zhang: Citation needed for this claim

    Many drivers text while driving despite being aware of the risks, an issue that increases the rate of road accidents. Based on a study by Foreman et al. (2020), using a smartphone while driving is just as risky as driving under the influence of alcohol. The behavior concerns the safety of all people, from the drivers to passengers, and people around the roads. Therefore, this topic proposal is significant for road safety awareness and legislation. NHSTA reports that in 2022, around 33,800 people in the U.S. died in car crashes, incidences involving distracted drivers (National Highway Traffic Safety Administration, 2022). This demonstrates that behavior is an alarming distraction that must be addressed. Engaging in this behavior has several implications, such as reducing reaction time, leading to road accidents that ruin families, increasing the likelihood of injuries or fatalities, and leading to other health complications, such as traumas, including economic costs like medical care and insurance claims. As such, there is a need to address this through effective education, awareness campaigns, and implementation of stricter laws. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Affected Populations

    Teenagers and young adult drivers aged 16 to 25 are more addicted to their smartphones and have a higher tendency to multitask, making them the most affected demographic. Based on a survey by Foreman et al. (2020), 92% of this demographic reported reading and texting while driving, suggesting that they are more likely to be involved in texting-while-driving accidents more frequently compared to any other age group. Many young drivers believe they can safely manage texting and driving, fostering overconfidence in their multitasking abilities. Access to technology has a significant influence on texting while driving. At the same time, lower-income people are impacted by the lack of community outreach or education on the dangers of this behavior. However, in urban areas, where driving congestion is high, and there are more young drivers, there are more texting incidences because of frequent traffic stops and longer travel times. Sekadakis et al. (2022) state that the behavior also occurs in rural settings, suggesting the issue affects all geographic areas. Environmental factors, such as long commutes, heavy traffic, or monotonous driving conditions, may also contribute to the behavior, as drivers seek distractions to pass the time. Some vulnerabilities with the behavior include economic pressures where some work requires someone to stay connected and productive, normalization of smartphone usage while driving, and inexperienced young drivers who may underestimate the risks. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Causes and Motivations

    Several factors may contribute to texting while driving behaviors. Social norms and peer pressure, where social media culture has emphasized the need for constant connectivity, resulting in pressure to remain engaged with followers or friends. According to Foreman et al. (2020), texting while driving has become socially acceptable among young people, with many young drivers' parents even texting while driving. Thus, they believe they can safely drive while texting. Instant gratification is another psychological factor behind this behavior. There is an immediate psychological reward from receiving a message, checking the notification, and texting back, which creates a strong urge to use a cell phone while driving (Sullman et al., 2021). With the development of more advanced smartphone apps and the accessibility of the internet, the young driver becomes more tempted to stay connected by using their phones, increasing the likelihood of such risky behavior. There is also ineffective education on the behavior, lack of proper awareness of its implications, and economic pressure that requires using phones all the time, factors that motivate this behavior. At the same time, the psychological factor, threat appeals, refers to a persuasive message that attempts to arouse the threat of danger in the message recipients to adopt recommendations for the message. Threat appeals have been utilized to discourage drivers from various risky driving behaviors, such as texting while driving (Hayashi et al., 2019). Economic factors include unique jobs like delivery, rideshare, and truck drivers; they must feel pressure to check navigation, messages, or app notifications while driving. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: missing citation

    **Conclusion**

    In summary, young adults and teen drivers are the primary age group affected by texting while driving, a risky behavior that not only distracts an individual but could also lead to severe destruction, such as road accidents and death. While many drivers are aware of its danger, factors like social norms, such as being expected to stay connected, normalization of the behavior, and economic issues cause these young people to engage in this behavior. Research indicates that texting while driving has profound implications for people, their families, and society. Therefore, interventions should be implemented to address the problem because it has become part of social culture.

    **References**

    Foreman, A. M., Friedel, J. E., Hayashi, Y., & Wirth, O. (2020). Texting while driving: A discrete choice experiment.
    _Accident Analysis & Prevention_,
    _149_, 105823.
    [https://doi.org/10.1016/j.aap.2020.105823](https://doi.org/10.1016/j.aap.2020.105823)

    Hayashi, Y., Foreman, A. M., Friedel, J. E., & Wirth, O. (2019). Threat appeals reduce impulsive decision making associated with texting while driving: A behavioral economic approach.
    _PLOS ONE_,
    _14_(3), e0213453.
    [https://doi.org/10.1371/journal.pone.0213453](https://doi.org/10.1371/journal.pone.0213453)

    National Highway Traffic Safety Administration. (2022).
    _Distracted Driving_. National Highway Traffic Safety Administration; United States Department of Transportation.
    [https://www.nhtsa.gov/risky-driving/distracted-driving](https://www.nhtsa.gov/risky-driving/distracted-driving)

    Sekadakis, M., Katrakazas, C., Orfanou, F., Pavlou, D., Oikonomou, M., & Yannis, G. (2022). Impact of texting and web surfing on driving behavior and safety in rural roads.
    _International Journal of Transportation Science and Technology_,
    _12_(3), 665–682.
    [https://doi.org/10.1016/j.ijtst.2022.06.001](https://doi.org/10.1016/j.ijtst.2022.06.001)

    Sullman, M. J., Przepiorka, A. M., Błachnio, A. P., & Hill, T. (2021). Can’t text, I’m driving – Factors influencing intentions to text while driving in the UK.
    _Accident Analysis & Prevention_,
    _153_, 106027.
    [https://doi.org/10.1016/j.aap.2021.106027](https://doi.org/10.1016/j.aap.2021.106027)

    **TheoryApplicationPaper.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theoryapplicationpaper-docx-10267437)

    **M13.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m13-docx-10267435)

    **ExampleBehaviorChangeCampaignProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplebehaviorchangecampaignproposal-pdf-10267445)