HUM 215 Module Two Project Draft One Guidelines and Rubric

Overview

For this course, your project will be to write a proposal for a creators residency at a cultural organization. Your proposal is divided into three parts. For this assignment, you will draft Part One of the project, the part that relates to the creator.

Directions

First, consult the Project Guidelines and Rubric linked in the Supporting Materials section below to review the scope of the project. Next, select a creator. You can select a creator from any list in the Project Resources, linked in the Supporting Materials section below. Alternatively, with instructor approval, you may choose a creator not included in the provided list. Then respond to each prompt. Keep in mind that for your completed project, you will need to cite at least three sources from the Shapiro Library. Include at least one source in your draft.

Specifically, you must address the following rubric criteria:

Part One: Who Is the Creator?

In this section, you will introduce the creator and give an overview of their creative work.

1. Cultural Values and Perspectives: Describe the cultural values and perspectives that have influenced the creator. Consider the following questions:
2. Who is the creator?
3. How do time and location influence the creator?
4. What was happening in society that relates to the creators work?
5. What are the unique life experiences that impact the creators work?
6. Relationship Between Cultural Values and Those of Chosen Creator: Explain the relationship between your own cultural values and perspectives and those of your chosen creator.
7. What connections exist between your values and perspectives and those of the creator?
8. Creators Transmission: Explain how the creators transmission of their creative work impacts how the audience interprets the works message. Consider the following questions:
9. What are the ways that the creator gets the work out to an audience?
10. How does technology affect the audiences experience of a creative work?
11. How is the audiences understanding of the creative work shaped by the means of transmission?
12. Multiple Layers of Meaning: Describe the multiple layers of meaning in the creators work.
13. How are cultural experiences represented in the creators work?

What to Submit

Your submission should be a 1- to 2-page Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Keep in mind that for your completed project, you will need to cite at least 3 sources from the Shapiro Library. Use at least 1 source to support this project draft. Sources should be cited according to APA style both throughout and at the end of your draft.

HUM 215 Module One Journal Guidelines and Rubric

Overview

Creative works have multiple layers of meaning that come from the creators intentions for the work and the audiences interpretation. The creators purpose for creating the work is often an expression of their individual and cultural values and perspectives. The audience also brings their own values and perspectives to their understanding of the work. The means of transmission for a creative workthe way the work is shared with an audiencecan also affect the audiences interpretation. In this assignment, you will explore the layers of meaning of a creative work and the effect of its means of transmission. Use at least one source to support your position.

Directions

For this journal, you will reflect on the layers of meaning of creative works. You will describe how the means of transmission affect the interpretation of a creative work. Specifically, you must address the following rubric criteria:

1. Layers of Meaning: Define what is meant by layers of meaning in a creative work.
2. How is the topic of the creative work a part of the layers of meaning?
3. How do a creators individual perspectives and cultural values relate to a creative work?
4. What ideas, values, and emotions that may be present in a work impact the layers of meaning?
5. Means of Transmission: Describe how the means of transmission of a creative work affects its interpretation by an audience.
6. How would experiencing the work be different depending on the means of transmission?
7. What other interpretations of the work could exist if the work were transmitted in a different way?
8. Value: Explain the value of layers of meaning in a creative work.
9. Reflect on why the layers of meaning are important to interpreting a creative work.

What to Submit

Your submission should be a 1- to 2-page Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Use at least 1 source from the module resources or the Shapiro Library to support your journal. Sources should be cited according to APA style both throughout and at the end of your paper.

PLEASE ANSWER THE 4 QUESTIONS BELOW. THERE ARE 2 QUESTIONS TO ANSWER FOR 6:1

AND THERE ASRE TWO QUESTIONS TO ANSWER FOR 6:2.

A TOTAL OF 4 QUESTIONS TO ANSWER. PLEASE READ THE INSTRUCTIONS CAREFULLY.

MUST BE ORIGINAL WORK AND SOURCES MUST BE CITED IN APA 7TH EDITION FORMAT.

Required Readings and Resources

• Kruk, E., & Sandberg, K. (2013). A home for body and soul: Substance using women in recovery. Harm Reduction Journal,
• .
• Ware, O., Geiger, G., Rivas, V., Macias Burgos, M., Nehme-Kotocavage, L., & Bautista, T. (2025). Risk of relapse following discharge from non-hospital residential opioid use disorder treatment: A systematic review of studies published from 2018-2022, Substance Abuse and Rehabilitation,
• Van Wormer, K. & Davis, D. R. (2018). Addiction treatment: A strengths perspective (4th edition). Brooks/Cole-Thomson. (Chapters 7 & 9)

Discussion Questions

6:1 There are some modalities and techniques that are better suited for this specific population when screening and assessing for substance abuse disorders. Van Wormer (2003) identifies several perspectives and evidence-based types of therapies that can be used for best practice when substance abuse diagnoses are involved.

1. What is one type of modality?
2. What are the benefits of using this approach?

Discussion Questions

6:2 Recidivism and relapse are common with substance use disorders. Depending on the substance or addiction of choice, relapses can often occur within 90 days and over half of those in recovery will experience the relapse stage of change up to 7 times.

1. What are some risk factors for relapse that will occur following discharge from treatment programs?
2. What are some community-based resources that can be beneficial with regard to maintaining sobriety in the community?

can you please rewrite this essay to make it easier for the general nursing person to understand.

Due date March 15th. Two page document. Following instructions on Word Document attached and using concepts explained on slide 20 of PowerPoint presentation attached.

PLEASE RESPOND TO THE THREE CLASSMATES POST BELOW. MUST BE ORIGINAL WORK. SOURCES MMUST BE CITED IN APA 7TH EDITION FORMAT.

(CLASSMATE 1)

DISCUSSION 5:1

How does the DSM-5 classify criteria for comorbidity?

The DSM-5 does not have a section dedicated solely to classifying different co-occurring disorders. Instead, the DSM-5 classifies the criteria for comorbidity into separate diagnoses, and with the possibility that people may have multiple disorders. That means, if a person exhibits symptoms that meet the criteria for both disorders, both can be diagnosed. For example, if people meet the criteria for both substance use disorder and another mental health condition, both can be diagnosed. The emphasis is placed on how one condition might influence the presentation over another. For example, withdrawal symptoms can appear as depression. It would take a good month of abstinence to clarify whether a person is experiencing depression or if they are experiencing withdrawals (Van Wormer & Davis, 2018).

Obviously, if someone is homeless and experiencing depression and withdrawal, it would be difficult to differentiate what came first, the chicken or the egg. Z-codes, such as homelessness, can have an effect on people’s depression and environment. It would be imperative to do a little background assessment to see if the client was depressed before they were homeless, and or started using drugs.

n this case, if someone was experiencing all three, you would give them three diagnoses with comorbid symptoms.

Reference

Van Wormer, K., & Davis, D. R. (2018). Addiction treatment: A strengths perspective (4th edition).

(CLASSMATE 2)

The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) does not classify comorbidity as a separate diagnosis but instead allows clinicians to diagnose multiple disorders when an individual meets the full diagnostic criteria for each condition. This means that if a person meets the criteria for both a substance use disorder and another mental health disorder, such as post-traumatic stress disorder (PTSD), depression, or anxiety; both conditions are documented and treated simultaneously rather than assuming one is simply a symptom of the other (Diagnostic and Statistical Manual of Mental Disorders). The DSM-5 emphasizes careful clinical assessment to determine whether symptoms occur independently, are substance-induced, or are part of another mental health condition.

This approach is especially important when working with veterans. Many veterans experience high rates of co-occurring conditions such as PTSD, traumatic brain injury (TBI), chronic pain, and substance use disorders. According to the U.S. Department of Veterans Affairs, PTSD and substance use disorders frequently occur together because some veterans may use substances to cope with trauma-related symptoms like hyperarousal, insomnia, or intrusive memories. The DSM-5 diagnostic framework helps clinicians identify each disorder separately so that treatment can address both the mental health condition and the substance use disorder at the same time.

For veterans, integrated treatment is considered best practice. Programs offered through the VA often combine trauma-focused therapies, medication management, and substance use counseling to address comorbidity. Treating both conditions together improves outcomes because untreated PTSD or depression can increase the risk of relapse, while ongoing substance use can worsen mental health symptoms. Understanding how the DSM-5 evaluates comorbidity therefore helps clinicians provide more accurate diagnoses and comprehensive care for veterans experiencing both mental health and substance use challenges.

References

U.S. Department of Veterans Affairs. (2023). Co-occurring PTSD and substance use disorder among veterans.

American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders (5th ed., text rev.). American Psychiatric Publishing.

(CLASSMATE 3)

How does the DSM-5 classify criteria for comorbidity?

Within the Diagnostic Statistical Manual (DSM-5), the term comorbidity is not defined by a separate set of criteria but is established when an individual meets the full diagnostic criteria for more than one mental disorder at the same time (American Psychiatric Association, 2022). Each diagnosis is made independently regardless of symptoms to ensure both conditions are appropriately evaluated. According to Nordgaard et al. (2023), psychiatric comorbidity involves evaluating distinct disorders independently, grounded in established differential diagnostic methods. DSM-5 removed many of the hierarchical exclusion rules used in earlier editions, allowing multiple diagnoses to be given unless a specific disorder explicitly prohibits it (American Psychiatric Association, 2022). Clinicians utilize the DSM-V for differential diagnosis sections and not better explained by criteria to determine whether symptoms represent distinct co-occurring disorders rather than overlapping features of one condition and is very important associated with the discussion of comorbidity (Krueger & Markon, 2006).

Despite the large amount of research conducted in this area, comorbidity of psychiatric disorders remains a topic of major practical and theoretical significance that is often not overlooked (DellOsso & Pini, 2012). The definition of comorbidity varies depending upon the background of who is providing the context. For example, a medical professional would define Comorbidities as distinct health conditions that are present at the same time (verywell health, 2020).

Reviewing this material was very interesting considering how long I have been utilizing the DSM V, DSM IV, and DSM IV-TR when diagnosing and treating psychiatric patients but never really considered how comorbidity is defined within the DSM outside of my education and training in co-occurring disorders. With comorbidity being the foundational term prior to dual-disorder, dual-diagnosis and then transforming into co-occurring disorders it is interesting that the APA never completely defined the term.

Reference:

Dell’osso L, Pini S. What Did We Learn from Research on Comorbidity In Psychiatry?

Advantages and Limitations in the Forthcoming DSM-V Era. Clin Pract Epidemiol Ment Health. 2012;8:180-4. doi: 10.2174/1745017901208010180. Epub 2012 Dec 10. PMID: 23304235; PMCID: PMC3537081.

Krueger, R. F., & Markon, K. E. (2006). Reinterpreting comorbidity: A model-based approach

to understanding and classifying psychopathology. Annual Review of Clinical Psychology, 2, 111133. https://doi.org/10.1146/annurev.clinpsy.2.022305.095213

Nordgaard, J., Nielsen, K. M., Rasmussen, A. R., & Henriksen, M. G. (2023). Psychiatric

comorbidity: a concept in need of a theory. Psychological Medicine, 53(13), 59025908.

Verywell Health. (2020, October 12). Comorbidities: Meaning and common examples.

Verywell Health.

schools should have life skill class and also help me on cities and commentary

Case study critique on Bill of rights in APA format with at 3 scholarly sources cited and reference. Please also include a biblical worldview and cite the scripture(s) used.

Required Readings and Resources

• Hardy, K.V. (2018). The self of the therapist in epistemological context: A multicultural relational perspective, International Journal of Systemic Therapy, 29(1),
• Hardy, K. V., & Laszloffy, T. A. (1995b). Deconstructing race in family therapy. Journal of Feminist Family Therapy,
• .
• Reiter, M. D. (2014). Case conceptualization in family therapy. Pearson Publishers. ISBN: 978-0-13-288907-0 (please read chapter 6)

INSTRUCTIONS

Both Solution-focused Family Therapy and Narrative Therapy are considered post-modern family therapy approaches because instead of presenting a grand theoretical model to assess and intervene with families (for example, Structural Family Therapy and Bowen Family Systems Theory), they each emphasize understanding the family based on the familys own worldview and language. They also seem to re-configure the role of the family therapist as authority.

QUESTIONS

**If you agree with this distinction, discuss what are the practical and theoretical implications for assessment, conceptualization, and intervention. Draw out implications for working with the culturally different, or with marginalized and oppressed populations. Are there ethical challenges that you foresee with these post-modern approaches? For example, should family therapists take more responsibility for change such as in the Strategic Family Therapy approach?

**If you dont agree with the distinction, summarize and discuss your reasons.

Marking Criteria This assessment will measure your ability to: Deliver a digital video pitch that is engaging, educational, persuasive, and entertaining as a group. (25 Marks) Deliver a digital video pitch that is engaging, educational, persuasive, and entertaining as an individual (10 Marks) Infographic Poster that visually communicates the problem, evidence of theory and proposed recommendations/solutions (5 Marks) Articulates complex ideas with clarity and precision, utilising a diverse range of digital elements such as visualisations, models, or simulations (10 Marks). Generates a convincing argument in responding to an organisational issue evidenced by a comprehensive link to the course literature (20 Marks) Evaluates theoretical constructs and their application in multiple frameworks to develop solutions to problems (20 Marks) Assesses team objectives, identifies tasks, and collaborates in team activities to achieve the objectives (5 Marks) A comprehensive reference list is provided, with correct in-text citation of at least 8 high-quality, discipline-specific sources. Fully adheres to RMIT Harvard referencing style (5 Marks) Assessment Details The following are the details of your assessment: Your Tasks Overview This assessment requires your group to deliver a persuasive pitch to the Industry Partner through a pre-recorded video that outlines your proposed solutions/recommendations. To complement the video pitch, you will also present your solutions/recommendation through a digital infographic poster, further illustrating your approach. This is a work-integrated learning task where you have the opportunity to engage directly with an industry-based project. This practical experience allows you to apply the theoretical knowledge gained throughout the course to real-world challenges. Assessment details The objective of this assessment is to practice communicating your ideas and solutions to a leadership challenge in a clear, concise, and persuasive manner. You are required to critically analyze the leadership issue faced by the industry partner given below (See supporting resources section). Live Industry Dialogue You are required to embed insights from the live Q and A session where industry partner will explain the issue in much detail (It is a compulsory requirement for at least two group members to attend the live session). The live Q and A session with the industry partner is scheduled on 26th Feb 2026 (Thursday) from 12:30 to 01:30 PM Singapore Time. More details on this session will be posted on Canvas near the scheduled date. You will also refine your ability to choose the most effective delivery method, ensuring that your solutions (drawn from theoretical and practical evidence) are presented in a coherent and compelling way, utilizing appropriate digital tools. There are four parts to this group assessment: Group video pitch including a thumbnail Infographic poster PPT Slides without audio/video (Maximum fifteen, embed academic references) Group Tasks Table and Individual Personal Reflection *Thumbnail: A small preview image that represents your videothink of it like a cover image or first impression. It’s what viewers see before they click play. It should be eye-catching and relevant to your pitch (e.g. a team photo, logo, or visual from your infographic poster). You are required to critically analyze the leadership issue faced by the industry partner given in the attached document (See resources section). Please refer to the assessment suggested structure for detailed guidelines for each section. References Your assessment (power point slides) must have at least 8 academic references from academic sources such as peer-reviewed journal articles and books. You must cite the live guest industry speaker session. Please ensure to use at least three academic resources from the Reading List. Please refer to assessment suggested structure for detailed guidelines on referencing.