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Category: Clinical & Abnormal Psychology

  • [Solved] WAQP Week 3 Assignment 2

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    The Problem section of the Prospectus Form includes three statements: the social problem, the gap you have identified, and the research problem. For this Assignment, you will complete the next section of your Prospectus Form, the Problem section, which will include these three statements. **To prepa…

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    Assignment Prompt & Instructions

    The Problem section of the Prospectus Form includes three statements:  the social problem, the gap you have identified, and the research problem. For this Assignment, you will complete the next section of your Prospectus Form, the Problem section, which will include these three statements.

    **To prepare:**

    – Use your Prospectus Form to complete this week’s Assignment.

    **Assignment 2:**

    – Fill in the social problem, gap, and research problem statements in the Prospectus Form (the Appendix located in the Prospectus Form describes how each element should be completed with examples).

  • [Solved] WAQP Week 3 Assignment 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **To prepare:** Review the media program on “Developing Social Problems into Research Problems for CRQ” found in this week’s Learning Resources or at this link [https://www.youtube.com/watch?v=udfldYXvUxw&feature=youtu.beLinks to an external site.](https://www.youtube.com/watch?v=udfldYXvUxw&feature…

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    Assignment Prompt & Instructions

    **To prepare:** Review the media program on “Developing Social Problems into Research Problems for CRQ” found in this week’s Learning Resources or at this link [https://www.youtube.com/watch?v=udfldYXvUxw&feature=youtu.beLinks to an external site.](https://www.youtube.com/watch?v=udfldYXvUxw&feature=youtu.be)

    **Assignment 1**

    In this short writing assignment, you will provide a one- to two-paragraph problem statement that is the result of a review of research findings and current practice.

  • [Solved] Cultural Identity Presentation

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    Can someone help me with this please **files (1)** – ## CO547CulturalIdentityPresentation.pdf **## CO547CulturalIdentityPresentation.pdf** Page 1 of 4 Cultural Identity Presentation General Instructions Cultural Self-Analysis – Create a PowerPoint (or similar project using a web-based platform) desc…

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    Assignment Prompt & Instructions

    Can someone help me with this please

    **files (1)**

    – ## CO547CulturalIdentityPresentation.pdf

    **## CO547CulturalIdentityPresentation.pdf**

    Page 1 of 4

    Cultural Identity Presentation

    General Instructions

    Cultural Self-Analysis – Create a PowerPoint (or similar project using a web-based platform)

    describing your cultural identity and its impact on your life and interactions with others in terms

    of the following questions. Please be sure to explicitly address all of the questions in each

    section. The PowerPoint/Project should flow as a narrative story rather than a question and

    answer format.

     Race, Ethnicity, Geography, and National Origin

    What do you identify as your national background, racial group, and ethnic identity? In

    what geographic region were you reared? Are you the product of a rural or urban

    environment? What values are typical of that region? Where did your ancestors come

    from? Why and how did you or your ancestors come to the United States? In what ways

    did you/they adjust to this new home? What aspects of your/their culture of origin were

    retained? What impact does this way of entering the United States and the subsequent

    adjustment have on your culture? On your identity?

     Religion and Spirituality

    What was your religious affiliation (if any) during your childhood? How did this come to

    be in your family? How are conflicts due to religious values resolved? What do you think

    this religious preference reflects about your heritage/culture? What is your

    religious/spiritual affiliation now (if any)? If it has changed, how did that transformation

    happen?

     Gender and Sexuality

    What are your gender and sexual orientation? How are gender and orientation

    differences handled in your family of origin? How is sexism in your culture addressed?

    What behaviors, characteristics, beliefs, and values are defined by gender in your

    culture? How are gender roles divided? How is conflict between gender roles handled?

    What are some specific rules for marriage and childrearing in your culture?

     Age and Accessibility

    What is your age? Consider your interactions with your peers. Consider interactions

    with those in your age group. Give two examples of how you treat those the same age

    as your children or younger; your parents; your grandparents or older. How does your

    age affect your experience in your family of origin? How has your degree of ability and

    accessibility shaped you as a person?

     Class and Geography

    What is the socioeconomic history of your family? What role or meaning does

    Page 2 of 4

    socioeconomics have for people with backgrounds like yours? If your socioeconomic

    history is different now, how did that transformation happen? What were music, art, and

    clothing preferences like in your family of origin? What were the political preferences of

    your family of origin? How did this come to be in your family? What do you think this

    political preference reflects about your heritage/culture? What is your political preference

    now? If it has changed, how did that transformation happen?

     Personal Relationships

    Think of significant people in your life when you were a child/adolescent (i.e.

    parents/guardians, close relatives, teachers, clergy, siblings, etc.). What do you

    remember about their attitudes and feelings toward multicultural and diverse

    populations? How were racism, heterosexism, genderism, ageism, classism, etc.

    addressed? What did you overhear them saying about multicultural and diverse groups?

    Who determined the “social norms” and “rules” of your family? How were they enforced?

    How were they passed to younger members of the family/group? What events can you

    remember that involved personal contact with diverse groups? What were/are your

    thoughts, feelings, and reactions? How many of your close, long-time friends were

    members of multicultural and diverse groups? In what ways, if any, were these

    friendships different from other friendships you have with friends who reflect your own

    cultural groups? What significant events have affected your family and those closest to

    you?

     Group Membership

    When did you first become aware that you were a member of each of the groups that

    have shaped your identity, whether you chose to embrace or reject those aspects?

    Please add any other information you think is pertinent to your cultural identity.

    Each presentation should look like this:

    Introduction

    Introductory text for the entire PowerPoint/Project goes here.

    Race, Ethnicity, Geography, and National Origin

    Witty and insightful text goes here.

    Religion and Spirituality

    Witty and insightful text goes here.

    Gender and Sexuality

    Witty and insightful text goes here.

    Age and Accessibility

    Witty and insightful text goes here.

    Class and Geography

    Witty and insightful text goes here.

    Page 3 of 4

    Personal Relationships

    Witty and insightful text goes here.

    Group Membership

    Witty and insightful text goes here.

    Conclusion

    Concluding text for the entire PowerPoint/Project goes here.

    Please refer to the APA 6 manual for details and examples for citing references. Since this is

    primarily a personal narrative, I do not expect a reference page or citations unless you are

    drawing facts and opinions from other sources.

    CACREP Standards Addressed: 2F.2.b, 2F.2.e and 2F.2.g

    Scoring Guidelines

    Points available: 100.

    Components Unacceptable Revisions Required Target

    Introduction
    Establishes historical

    background and defensible

    thesis that supports a logical

    line of reasoning (CACREP

    2F.2.b, 2F.2.e, 2F.2.g)

    Underdeveloped
    introduction; reason for

    culture selection is
    unclear or missing;

    historical background is
    inaccurate or missing (0

    points)

    Coherent introduction
    that includes a reason
    for culture selection;

    historical background is
    accurate but limited (5

    points)

    Engaging, well
    developed introduction
    that includes a detailed

    reason for culture
    selection; historical

    background is accurate
    and thorough (10 points)

    Content
    Each component of the

    cultural identity is

    thoroughly addressed and

    answers to all questions are

    provided (CACREP 2F.2.b,

    2F.2.e, 2F.2.g)

    Responses are missing
    for one or more

    components; confusion
    about or

    misunderstanding of
    topic; no sense of
    purpose (0 points)

    Responses to each
    component are included,

    but are simplistic and
    unfocused; limited sense

    of purpose (10 points)

    Developed responses to
    each component;
    represents sound

    understanding of the
    assigned topic; focused

    (20 points)

    Ideas, Support &
    Development

    Supports ideas and
    reflections using specific
    and relevant examples of

    evidence/experiences

    (CACREP 2F.2.b, 2F.2.e,
    2F.2.g)

    No or limited
    evidence/experiences

    are provided to support
    ideas and reflections;

    evidence is incomplete,
    incorrect, oversimplified,
    or disconnected from the

    context (0 points)

    Provides necessary
    evidence/experiences to

    support ideas and
    reflections; the

    importance/relevance of
    all pieces of

    evidence/experiences is
    unclear or under

    developed but does
    support the ideas and
    reflections presented

    Relies on compelling and
    detailed

    evidence/experiences to
    support ideas and

    reflections; the
    importance/relevance of

    all pieces of
    evidence/experiences is
    clearly stated; considers
    alternate interpretations
    of evidence/experiences

    Page 4 of 4

    Components Unacceptable Revisions Required Target

    and is placed properly
    within the context (10

    points)

    to enhance
    demonstration of cultural
    intelligence (20 points)

    Conclusion
    Establishes clear conclusion

    based upon

    evidence/experiences

    (CACREP 2F.2.d, 2F.2.g)

    Missing or no connection
    of evidence and analysis
    to the reflections; fails to
    summarize the argument

    coherently (0 points)

    Limited connection
    between evidence and
    analysis to reflections;

    summarizes some ideas
    and thoughts but repeats

    ideas to support
    reflections (5 points)

    Engaging, strongly
    connects evidence and
    analysis to reflections;
    summarizes the main

    topics without repeating
    previous ideas (10

    points)

    Structure &
    Organization

    Presentation has unity and
    coherence to accomplish the

    focused purpose

    No structure or series of
    isolated ideas (0 points)

    Organization is
    confusing or disjointed;

    transitions are missing or
    inappropriate (5 points)

    Clear organizational
    structure; easily followed;

    includes transitions;
    structured format (10

    points)

    Sentence Structure
    Demonstrates varied

    sentence structures to
    enhance meaning

    Contains multiple and
    serious errors of

    sentence structure: i.e.
    fragments, run-ons;

    unable to write simple
    sentences (0 points)

    Formulaic sentence
    patterns or overuse of

    simple sentences; errors
    in sentence structure (5

    points)

    Effective and varied
    sentences; errors (if

    present) due to lack of
    careful proofreading (10

    points)

    Mechanics
    The text has few

    grammatical, spelling and
    punctuation errors.

    Frequent errors in
    agreement, verb tense,

    spelling, and
    capitalization; intrusive

    and/or inaccurate
    punctuation;

    communication is
    hindered (0 points)

    Contains several errors
    in agreement, verb

    tense, spelling,
    capitalization, and

    punctuation (up to 6);
    errors interfere with
    meaning (5 points)

    Virtually free of errors in
    agreement, verb tense,
    spelling, capitalization,
    and punctuation (no

    more than 3); errors do
    not interfere with

    meaning (10 points)

    Vocabulary & Word
    Usage

    Uses extended and
    appropriate vocabulary

    Vocabulary is
    unsophisticated; or

    subject specific
    vocabulary or

    sophisticated vocabulary
    used incorrectly (0

    points)

    Proper, but simple
    vocabulary used; subject
    specific vocabulary used

    infrequently (5 points)

    Vocabulary is varied,
    specific and appropriate;

    uses subject specific
    vocabulary correctly (10

    points)

    **## CO547CulturalIdentityPresentation.pdf**

    Page 1 of 4

    Cultural Identity Presentation

    General Instructions

    Cultural Self-Analysis – Create a PowerPoint (or similar project using a web-based platform)

    describing your cultural identity and its impact on your life and interactions with others in terms

    of the following questions. Please be sure to explicitly address all of the questions in each

    section. The PowerPoint/Project should flow as a narrative story rather than a question and

    answer format.

     Race, Ethnicity, Geography, and National Origin

    What do you identify as your national background, racial group, and ethnic identity? In

    what geographic region were you reared? Are you the product of a rural or urban

    environment? What values are typical of that region? Where did your ancestors come

    from? Why and how did you or your ancestors come to the United States? In what ways

    did you/they adjust to this new home? What aspects of your/their culture of origin were

    retained? What impact does this way of entering the United States and the subsequent

    adjustment have on your culture? On your identity?

     Religion and Spirituality

    What was your religious affiliation (if any) during your childhood? How did this come to

    be in your family? How are conflicts due to religious values resolved? What do you think

    this religious preference reflects about your heritage/culture? What is your

    religious/spiritual affiliation now (if any)? If it has changed, how did that transformation

    happen?

     Gender and Sexuality

    What are your gender and sexual orientation? How are gender and orientation

    differences handled in your family of origin? How is sexism in your culture addressed?

    What behaviors, characteristics, beliefs, and values are defined by gender in your

    culture? How are gender roles divided? How is conflict between gender roles handled?

    What are some specific rules for marriage and childrearing in your culture?

     Age and Accessibility

    What is your age? Consider your interactions with your peers. Consider interactions

    with those in your age group. Give two examples of how you treat those the same age

    as your children or younger; your parents; your grandparents or older. How does your

    age affect your experience in your family of origin? How has your degree of ability and

    accessibility shaped you as a person?

     Class and Geography

    What is the socioeconomic history of your family? What role or meaning does

    Page 2 of 4

    socioeconomics have for people with backgrounds like yours? If your socioeconomic

    history is different now, how did that transformation happen? What were music, art, and

    clothing preferences like in your family of origin? What were the political preferences of

    your family of origin? How did this come to be in your family? What do you think this

    political preference reflects about your heritage/culture? What is your political preference

    now? If it has changed, how did that transformation happen?

     Personal Relationships

    Think of significant people in your life when you were a child/adolescent (i.e.

    parents/guardians, close relatives, teachers, clergy, siblings, etc.). What do you

    remember about their attitudes and feelings toward multicultural and diverse

    populations? How were racism, heterosexism, genderism, ageism, classism, etc.

    addressed? What did you overhear them saying about multicultural and diverse groups?

    Who determined the “social norms” and “rules” of your family? How were they enforced?

    How were they passed to younger members of the family/group? What events can you

    remember that involved personal contact with diverse groups? What were/are your

    thoughts, feelings, and reactions? How many of your close, long-time friends were

    members of multicultural and diverse groups? In what ways, if any, were these

    friendships different from other friendships you have with friends who reflect your own

    cultural groups? What significant events have affected your family and those closest to

    you?

     Group Membership

    When did you first become aware that you were a member of each of the groups that

    have shaped your identity, whether you chose to embrace or reject those aspects?

    Please add any other information you think is pertinent to your cultural identity.

    Each presentation should look like this:

    Introduction

    Introductory text for the entire PowerPoint/Project goes here.

    Race, Ethnicity, Geography, and National Origin

    Witty and insightful text goes here.

    Religion and Spirituality

    Witty and insightful text goes here.

    Gender and Sexuality

    Witty and insightful text goes here.

    Age and Accessibility

    Witty and insightful text goes here.

    Class and Geography

    Witty and insightful text goes here.

    Page 3 of 4

    Personal Relationships

    Witty and insightful text goes here.

    Group Membership

    Witty and insightful text goes here.

    Conclusion

    Concluding text for the entire PowerPoint/Project goes here.

    Please refer to the APA 6 manual for details and examples for citing references. Since this is

    primarily a personal narrative, I do not expect a reference page or citations unless you are

    drawing facts and opinions from other sources.

    CACREP Standards Addressed: 2F.2.b, 2F.2.e and 2F.2.g

    Scoring Guidelines

    Points available: 100.

    Components Unacceptable Revisions Required Target

    Introduction
    Establishes historical

    background and defensible

    thesis that supports a logical

    line of reasoning (CACREP

    2F.2.b, 2F.2.e, 2F.2.g)

    Underdeveloped
    introduction; reason for

    culture selection is
    unclear or missing;

    historical background is
    inaccurate or missing (0

    points)

    Coherent introduction
    that includes a reason
    for culture selection;

    historical background is
    accurate but limited (5

    points)

    Engaging, well
    developed introduction
    that includes a detailed

    reason for culture
    selection; historical

    background is accurate
    and thorough (10 points)

    Content
    Each component of the

    cultural identity is

    thoroughly addressed and

    answers to all questions are

    provided (CACREP 2F.2.b,

    2F.2.e, 2F.2.g)

    Responses are missing
    for one or more

    components; confusion
    about or

    misunderstanding of
    topic; no sense of
    purpose (0 points)

    Responses to each
    component are included,

    but are simplistic and
    unfocused; limited sense

    of purpose (10 points)

    Developed responses to
    each component;
    represents sound

    understanding of the
    assigned topic; focused

    (20 points)

    Ideas, Support &
    Development

    Supports ideas and
    reflections using specific
    and relevant examples of

    evidence/experiences

    (CACREP 2F.2.b, 2F.2.e,
    2F.2.g)

    No or limited
    evidence/experiences

    are provided to support
    ideas and reflections;

    evidence is incomplete,
    incorrect, oversimplified,
    or disconnected from the

    context (0 points)

    Provides necessary
    evidence/experiences to

    support ideas and
    reflections; the

    importance/relevance of
    all pieces of

    evidence/experiences is
    unclear or under

    developed but does
    support the ideas and
    reflections presented

    Relies on compelling and
    detailed

    evidence/experiences to
    support ideas and

    reflections; the
    importance/relevance of

    all pieces of
    evidence/experiences is
    clearly stated; considers
    alternate interpretations
    of evidence/experiences

    Page 4 of 4

    Components Unacceptable Revisions Required Target

    and is placed properly
    within the context (10

    points)

    to enhance
    demonstration of cultural
    intelligence (20 points)

    Conclusion
    Establishes clear conclusion

    based upon

    evidence/experiences

    (CACREP 2F.2.d, 2F.2.g)

    Missing or no connection
    of evidence and analysis
    to the reflections; fails to
    summarize the argument

    coherently (0 points)

    Limited connection
    between evidence and
    analysis to reflections;

    summarizes some ideas
    and thoughts but repeats

    ideas to support
    reflections (5 points)

    Engaging, strongly
    connects evidence and
    analysis to reflections;
    summarizes the main

    topics without repeating
    previous ideas (10

    points)

    Structure &
    Organization

    Presentation has unity and
    coherence to accomplish the

    focused purpose

    No structure or series of
    isolated ideas (0 points)

    Organization is
    confusing or disjointed;

    transitions are missing or
    inappropriate (5 points)

    Clear organizational
    structure; easily followed;

    includes transitions;
    structured format (10

    points)

    Sentence Structure
    Demonstrates varied

    sentence structures to
    enhance meaning

    Contains multiple and
    serious errors of

    sentence structure: i.e.
    fragments, run-ons;

    unable to write simple
    sentences (0 points)

    Formulaic sentence
    patterns or overuse of

    simple sentences; errors
    in sentence structure (5

    points)

    Effective and varied
    sentences; errors (if

    present) due to lack of
    careful proofreading (10

    points)

    Mechanics
    The text has few

    grammatical, spelling and
    punctuation errors.

    Frequent errors in
    agreement, verb tense,

    spelling, and
    capitalization; intrusive

    and/or inaccurate
    punctuation;

    communication is
    hindered (0 points)

    Contains several errors
    in agreement, verb

    tense, spelling,
    capitalization, and

    punctuation (up to 6);
    errors interfere with
    meaning (5 points)

    Virtually free of errors in
    agreement, verb tense,
    spelling, capitalization,
    and punctuation (no

    more than 3); errors do
    not interfere with

    meaning (10 points)

    Vocabulary & Word
    Usage

    Uses extended and
    appropriate vocabulary

    Vocabulary is
    unsophisticated; or

    subject specific
    vocabulary or

    sophisticated vocabulary
    used incorrectly (0

    points)

    Proper, but simple
    vocabulary used; subject
    specific vocabulary used

    infrequently (5 points)

    Vocabulary is varied,
    specific and appropriate;

    uses subject specific
    vocabulary correctly (10

    points)

  • [Solved] Multicultural counseling

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The multicultural counseling program

    Instant Solution Download

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    Assignment Prompt & Instructions

    The multicultural counseling program

  • [Solved] Psychology Discussion/Assignment/Project

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please go through this No AI Or Chatgpts **files (4)** – ## Topic_Week4_Discussion13.pdf – ## Week4_AtaGlance_InfluenceandPersuasion-Summer2026.pdf – ## Week4_Assignment11.pdf – Week4_AssignmentMore.pdf **## Topic_Week4_Discussion13.pdf**   For this Discussion, you will again examine the c…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please go through this No AI Or Chatgpts

    **files (4)**

    – ## Topic_Week4_Discussion13.pdf

    – ## Week4_AtaGlance_InfluenceandPersuasion-Summer2026.pdf

    – ## Week4_Assignment11.pdf

    – Week4_AssignmentMore.pdf

    **## Topic_Week4_Discussion13.pdf**





    For this Discussion, you will again examine the components of product advertising and marketing
    by choosing a G- or PG-rated commercial, video advertisement, or infomercial that you view on
    television or the Internet. You will analyze your commercial/ad/infomercial for elements that
    impact your cognitive and emotional connection to it.

    To prepare:

    Review the Week 4 Learning Resources, paying particular attention in Chapter 13 to the
    information from the section on Framing (read to the end of the Chapter).
    Select your focus: commercial, ad, or infomercial. Note the URL, if available.
    View the commercial/ad/infomercial as many times as needed to sufficiently analyze your
    cognitive and emotional involvement with it.
    Consider how the framing of the commercial/ad/infomercial informs your emotional/cognitive
    involvement with the material.
    Think about the elements of language used in your ad such as speed, power, and intensity.
    Which element stood out for you and why?
    Evaluate the commercial/ad/ infomercial according to the principles and practices of
    advertising ethics.

    Post responses to the following:

    Describe the commercial/ad/infomercial. Provide a link, if available.
    Summarize your analysis of your cognitive and emotional connection to the
    commercial/ad/infomercial. In your summary, be sure to explain how the framing and elements
    of language informed your involvement, including which language element was most salient for
    you and why.
    Explain your conclusions about the ethics of the strategies used in the
    commercial/ad/infomercial.

    Note: Be sure to support the responses within your initial Discussion post (and in your

    RESOURCES

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

    WEEKLY RESOURCES

    (https://waldenu.instructure.com/courses/224961/modules/items/9673946)

    BY DAY 3

    [https://waldenu.instructure.com/courses/224961/modules/items/9673946](https://waldenu.instructure.com/courses/224961/modules/items/9673946)

    [https://waldenu.instructure.com/courses/224961/modules/items/9673946](https://waldenu.instructure.com/courses/224961/modules/items/9673946)

    **## Week4_AtaGlance_InfluenceandPersuasion-Summer2026.pdf**

    WEEK 4: AT A GLANCE
    SOURCE FACTORS AND THE STRUCTURE OF PERSUASIVE

    MESSAGES

    INTRODUCTION

    Thus far in the course, you have focused a good deal on how you engage with your social worlds
    when you are persuaded. This week, you will continue with an emphasis on two different sources
    of persuasive messages. One is a very common source: advertising on television and the
    Internet. Recall last week’s learning about routes used to process information. When you view
    ads while watching a television program or surfing the Internet, are you more likely to process
    with the central or peripheral route? You will have a chance to think about this question further as
    part of your Discussion this week.

    If you watch any amount of television or spend any time online, it is hard to avoid advertising.
    However, the second source of persuasion you will address is more optional for many people.
    You will consider a U.S. presidential debate and, through your study this week, be guided in
    awareness of an array of factors that influence which candidate holds more persuasive power for
    you.

    Keep in mind that what you will explore this week has many applications. The insights you gain
    from analyzing persuasive messages can be beneficial beyond helping you make consumer and

    DISCUSSION

    (https://w

    ASSIGNMENT

    (https://w

    TEST

    ($CANVA

    RESOURCES

    (https://w

    WEEK IN REVIEW

    (https://w

    (https://cdn-
    media.waldenu.edu/2dett4d/Walden/Canvas/Getty/
    1920×938/GettyLicense_483605009.jpg)

    [https://waldenu.instructure.com/courses/224961/modules/items/9673929](https://waldenu.instructure.com/courses/224961/modules/items/9673929)

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    civic decisions.

    LEARNING OBJECTIVES
    Students will:

    Evaluate the impact of framing on involvement
    Evaluate the influence of language elements on involvement
    Evaluate ethical implications of language strategies
    Evaluate the effect of charisma, attractiveness, and authority on perception of credibility
    Evaluate the influence of personal bias on perception of credibility
    Demonstrate understanding of source factors and structure of persuasive messages

    **## Week4_Assignment11.pdf**

    Due Jun 21 by 10:59pm
    Points 100
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/224961/modules/items/9673927

    CHARACTERISTICS AND INFLUENCE
    Try to imagine what it must have been like to elect a national leader before the days of television or even
    radio. Consider Abraham Lincoln, who ranks among the greatest U.S. presidents. Although he is famous
    for many of his speeches, relatively few people in the 1860s would ever have heard him speak. Most
    would not know what his voice sounded like and what impression his words made as he spoke. Many
    would have seen his image but not know what he was like in person and the impact of his physical
    presence. Despite how we honor Lincoln today, he was not nearly as popular when he was president.
    There were plenty of critics who did not see him as competent. Consider one factor—Lincoln’s
    appearance. If you knew little else about him, how would his photo influence your view of him?

    Contrast that experience to what we know today. All forms of media cover the U.S. presidential elections.
    You get constant opportunities to evaluate firsthand a presidential or vice-presidential candidate's
    characteristic as a communicator and qualities as a leader. As you examined through the reading in the
    text, you may be influenced by a candidate's social attractiveness, authority, and credibility. Consider
    how the core characteristics of expertise, trustworthiness, and goodwill apply not only to political
    candidates, but to other people in our lives and inform how we pay attention to them and how they
    influence our thinking and actions.

    For this Assignment, you will explore the characteristics of a communicator and how source factors in
    persuasion influence your views of a speaker and the person’s words and ideas. You will analyze a
    national presidential or vice presidential debate for your response to the two candidates, with emphasis
    on your judgment of their credibility.

    RESOURCES

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

    [https://waldenu.instructure.com/courses/224961/modules/items/9673927](https://waldenu.instructure.com/courses/224961/modules/items/9673927)

    [https://waldenu.instructure.com/courses/224961/modules/items/9673927](https://waldenu.instructure.com/courses/224961/modules/items/9673927)

    To prepare:

    Select one of the following U.S. presidential or vice presidential debates as the focus of your
    assignment:
    John F. Kennedy and Richard M. Nixon: September 26, 1960
    George H. W. Bush and Geraldine Ferraro: October 11, 1984
    Barack Obama and John McCain: September 26, 2008
    Access the media link related to your chosen presidential or vice-presidential debate in the Learning
    Resources to view the debate. (You are not required to watch the entire debate.) Access the
    associated transcript for reference in citing examples from the debate.
    Review the Week 4 reading in the text, paying particular attention to the relevant information in
    Chapter 12 related to the components of credibility, such as the core characteristics, role of context
    and types of bias.

    Submit a 3- to 5-page paper that addresses the following:

    Provide examples of each of the core characteristics (trustworthiness, expertise, and goodwill) for
    each debater from the debate. That is, if you are watching the Kennedy/Nixon debate, you would
    give examples of where Kennedy and Nixon each demonstrated trustworthiness, expertise, and
    goodwill.
    Evaluate the role of context (culture, or politics, or economics) in the debate. For example, how did
    the economic downturn during the Obama/McCain debate possibly play a role in how viewers
    thought about each candidate?
    Describe the debaters' biases.
    Explain the impact of the debaters' social attractiveness on your analysis.
    Based on your analysis of the core characteristics (trustworthiness, expertise, goodwill), rate each
    participant on a scale of 1-5; 1 for not credible and 5 for highly credible. Support your rating with
    information from the Week 4 Learning Resources and the specific debate.
    Share your biases for or against each candidate and explain how your biases informed your rating of
    each person.

    Note: Support the responses within your Assignment with evidence from the assigned
    Learning Resources, including in-text citations. Provide a reference list for resources you

    WEEKLY RESOURCES

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    BY DAY 7

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    PSYC_3007_Week4_Assignment_Rubric

    used for this Assignment.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as
    WK4Assgn_LastName_Firstinitial

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    Provide
    examples of
    each of the
    core
    characteristics
    for each
    debater (15
    points)

    15 pts

    Explain the
    role of context
    in the debate
    (15 points)

    15 pts

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F

    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    15 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Describe the
    debaters’
    biases (10
    points)

    10 pts

    Explain the
    impact of the
    debaters’
    social
    attractiveness
    on your
    analysis (10
    points)

    10 pts

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    6 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F

    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    8.5 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    7.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    6 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Rate each
    participant on
    a scale of 1–5
    (15 points)

    15 pts

    Share your
    biases for or
    against each
    candidate and
    explain how
    your biases
    informed your
    rating of each
    person (15
    points) 15 pts

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F

    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    15 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Quality of
    Writing (15
    points)

    15 pts

    Information
    documentation
    (5 points)

    5 pts

    Total Points: 100

    15 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    12 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    10.5 pts
    C

    Writing is
    somewhat
    clear and
    organized with
    some MUGS
    errors. Most
    writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    9 pts
    D

    Writing is
    somewhat
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.

    0 pts
    F

    Writing is
    unclear and/or
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an
    underuse of
    original writing
    and an
    overuse of
    directly
    quoted
    content.

    5 pts
    A
    Information
    from the
    Learning
    Resources is
    properly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    3.5 pts
    B
    Information
    from the
    Learning
    Resources is
    partially
    documented
    with citation(s)
    and/or
    reference(s),
    and / or does
    not follow
    correct APA
    style.

    0 pts
    C
    Information
    from the
    Learning
    Resources is
    not cited or
    referenced in
    any way.

    0 pts
    D

    0 pts
    F

    **Week4_AssignmentMore.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week4-assignmentmore-pdf)

    **Week4_AssignmentMore.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week4-assignmentmore-pdf)

    **## Topic_Week4_Discussion13.pdf**





    For this Discussion, you will again examine the components of product advertising and marketing
    by choosing a G- or PG-rated commercial, video advertisement, or infomercial that you view on
    television or the Internet. You will analyze your commercial/ad/infomercial for elements that
    impact your cognitive and emotional connection to it.

    To prepare:

    Review the Week 4 Learning Resources, paying particular attention in Chapter 13 to the
    information from the section on Framing (read to the end of the Chapter).
    Select your focus: commercial, ad, or infomercial. Note the URL, if available.
    View the commercial/ad/infomercial as many times as needed to sufficiently analyze your
    cognitive and emotional involvement with it.
    Consider how the framing of the commercial/ad/infomercial informs your emotional/cognitive
    involvement with the material.
    Think about the elements of language used in your ad such as speed, power, and intensity.
    Which element stood out for you and why?
    Evaluate the commercial/ad/ infomercial according to the principles and practices of
    advertising ethics.

    Post responses to the following:

    Describe the commercial/ad/infomercial. Provide a link, if available.
    Summarize your analysis of your cognitive and emotional connection to the
    commercial/ad/infomercial. In your summary, be sure to explain how the framing and elements
    of language informed your involvement, including which language element was most salient for
    you and why.
    Explain your conclusions about the ethics of the strategies used in the
    commercial/ad/infomercial.

    Note: Be sure to support the responses within your initial Discussion post (and in your

    RESOURCES

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

    WEEKLY RESOURCES

    (https://waldenu.instructure.com/courses/224961/modules/items/9673946)

    BY DAY 3

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    **## Week4_AtaGlance_InfluenceandPersuasion-Summer2026.pdf**

    WEEK 4: AT A GLANCE
    SOURCE FACTORS AND THE STRUCTURE OF PERSUASIVE

    MESSAGES

    INTRODUCTION

    Thus far in the course, you have focused a good deal on how you engage with your social worlds
    when you are persuaded. This week, you will continue with an emphasis on two different sources
    of persuasive messages. One is a very common source: advertising on television and the
    Internet. Recall last week’s learning about routes used to process information. When you view
    ads while watching a television program or surfing the Internet, are you more likely to process
    with the central or peripheral route? You will have a chance to think about this question further as
    part of your Discussion this week.

    If you watch any amount of television or spend any time online, it is hard to avoid advertising.
    However, the second source of persuasion you will address is more optional for many people.
    You will consider a U.S. presidential debate and, through your study this week, be guided in
    awareness of an array of factors that influence which candidate holds more persuasive power for
    you.

    Keep in mind that what you will explore this week has many applications. The insights you gain
    from analyzing persuasive messages can be beneficial beyond helping you make consumer and

    DISCUSSION

    (https://w

    ASSIGNMENT

    (https://w

    TEST

    ($CANVA

    RESOURCES

    (https://w

    WEEK IN REVIEW

    (https://w

    (https://cdn-
    media.waldenu.edu/2dett4d/Walden/Canvas/Getty/
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    civic decisions.

    LEARNING OBJECTIVES
    Students will:

    Evaluate the impact of framing on involvement
    Evaluate the influence of language elements on involvement
    Evaluate ethical implications of language strategies
    Evaluate the effect of charisma, attractiveness, and authority on perception of credibility
    Evaluate the influence of personal bias on perception of credibility
    Demonstrate understanding of source factors and structure of persuasive messages

    **## Week4_Assignment11.pdf**

    Due Jun 21 by 10:59pm
    Points 100
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/224961/modules/items/9673927

    CHARACTERISTICS AND INFLUENCE
    Try to imagine what it must have been like to elect a national leader before the days of television or even
    radio. Consider Abraham Lincoln, who ranks among the greatest U.S. presidents. Although he is famous
    for many of his speeches, relatively few people in the 1860s would ever have heard him speak. Most
    would not know what his voice sounded like and what impression his words made as he spoke. Many
    would have seen his image but not know what he was like in person and the impact of his physical
    presence. Despite how we honor Lincoln today, he was not nearly as popular when he was president.
    There were plenty of critics who did not see him as competent. Consider one factor—Lincoln’s
    appearance. If you knew little else about him, how would his photo influence your view of him?

    Contrast that experience to what we know today. All forms of media cover the U.S. presidential elections.
    You get constant opportunities to evaluate firsthand a presidential or vice-presidential candidate's
    characteristic as a communicator and qualities as a leader. As you examined through the reading in the
    text, you may be influenced by a candidate's social attractiveness, authority, and credibility. Consider
    how the core characteristics of expertise, trustworthiness, and goodwill apply not only to political
    candidates, but to other people in our lives and inform how we pay attention to them and how they
    influence our thinking and actions.

    For this Assignment, you will explore the characteristics of a communicator and how source factors in
    persuasion influence your views of a speaker and the person’s words and ideas. You will analyze a
    national presidential or vice presidential debate for your response to the two candidates, with emphasis
    on your judgment of their credibility.

    RESOURCES

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

    [https://waldenu.instructure.com/courses/224961/modules/items/9673927](https://waldenu.instructure.com/courses/224961/modules/items/9673927)

    [https://waldenu.instructure.com/courses/224961/modules/items/9673927](https://waldenu.instructure.com/courses/224961/modules/items/9673927)

    To prepare:

    Select one of the following U.S. presidential or vice presidential debates as the focus of your
    assignment:
    John F. Kennedy and Richard M. Nixon: September 26, 1960
    George H. W. Bush and Geraldine Ferraro: October 11, 1984
    Barack Obama and John McCain: September 26, 2008
    Access the media link related to your chosen presidential or vice-presidential debate in the Learning
    Resources to view the debate. (You are not required to watch the entire debate.) Access the
    associated transcript for reference in citing examples from the debate.
    Review the Week 4 reading in the text, paying particular attention to the relevant information in
    Chapter 12 related to the components of credibility, such as the core characteristics, role of context
    and types of bias.

    Submit a 3- to 5-page paper that addresses the following:

    Provide examples of each of the core characteristics (trustworthiness, expertise, and goodwill) for
    each debater from the debate. That is, if you are watching the Kennedy/Nixon debate, you would
    give examples of where Kennedy and Nixon each demonstrated trustworthiness, expertise, and
    goodwill.
    Evaluate the role of context (culture, or politics, or economics) in the debate. For example, how did
    the economic downturn during the Obama/McCain debate possibly play a role in how viewers
    thought about each candidate?
    Describe the debaters' biases.
    Explain the impact of the debaters' social attractiveness on your analysis.
    Based on your analysis of the core characteristics (trustworthiness, expertise, goodwill), rate each
    participant on a scale of 1-5; 1 for not credible and 5 for highly credible. Support your rating with
    information from the Week 4 Learning Resources and the specific debate.
    Share your biases for or against each candidate and explain how your biases informed your rating of
    each person.

    Note: Support the responses within your Assignment with evidence from the assigned
    Learning Resources, including in-text citations. Provide a reference list for resources you

    WEEKLY RESOURCES

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    BY DAY 7

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    PSYC_3007_Week4_Assignment_Rubric

    used for this Assignment.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as
    WK4Assgn_LastName_Firstinitial

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    Provide
    examples of
    each of the
    core
    characteristics
    for each
    debater (15
    points)

    15 pts

    Explain the
    role of context
    in the debate
    (15 points)

    15 pts

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F

    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    15 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Describe the
    debaters’
    biases (10
    points)

    10 pts

    Explain the
    impact of the
    debaters’
    social
    attractiveness
    on your
    analysis (10
    points)

    10 pts

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    6 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F

    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    8.5 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    7.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    6 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Rate each
    participant on
    a scale of 1–5
    (15 points)

    15 pts

    Share your
    biases for or
    against each
    candidate and
    explain how
    your biases
    informed your
    rating of each
    person (15
    points) 15 pts

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F

    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    15 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Quality of
    Writing (15
    points)

    15 pts

    Information
    documentation
    (5 points)

    5 pts

    Total Points: 100

    15 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    12 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    10.5 pts
    C

    Writing is
    somewhat
    clear and
    organized with
    some MUGS
    errors. Most
    writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    9 pts
    D

    Writing is
    somewhat
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.

    0 pts
    F

    Writing is
    unclear and/or
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an
    underuse of
    original writing
    and an
    overuse of
    directly
    quoted
    content.

    5 pts
    A
    Information
    from the
    Learning
    Resources is
    properly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    3.5 pts
    B
    Information
    from the
    Learning
    Resources is
    partially
    documented
    with citation(s)
    and/or
    reference(s),
    and / or does
    not follow
    correct APA
    style.

    0 pts
    C
    Information
    from the
    Learning
    Resources is
    not cited or
    referenced in
    any way.

    0 pts
    D

    0 pts
    F

    **Week4_AssignmentMore.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week4-assignmentmore-pdf)

    **## Topic_Week4_Discussion13.pdf**





    For this Discussion, you will again examine the components of product advertising and marketing
    by choosing a G- or PG-rated commercial, video advertisement, or infomercial that you view on
    television or the Internet. You will analyze your commercial/ad/infomercial for elements that
    impact your cognitive and emotional connection to it.

    To prepare:

    Review the Week 4 Learning Resources, paying particular attention in Chapter 13 to the
    information from the section on Framing (read to the end of the Chapter).
    Select your focus: commercial, ad, or infomercial. Note the URL, if available.
    View the commercial/ad/infomercial as many times as needed to sufficiently analyze your
    cognitive and emotional involvement with it.
    Consider how the framing of the commercial/ad/infomercial informs your emotional/cognitive
    involvement with the material.
    Think about the elements of language used in your ad such as speed, power, and intensity.
    Which element stood out for you and why?
    Evaluate the commercial/ad/ infomercial according to the principles and practices of
    advertising ethics.

    Post responses to the following:

    Describe the commercial/ad/infomercial. Provide a link, if available.
    Summarize your analysis of your cognitive and emotional connection to the
    commercial/ad/infomercial. In your summary, be sure to explain how the framing and elements
    of language informed your involvement, including which language element was most salient for
    you and why.
    Explain your conclusions about the ethics of the strategies used in the
    commercial/ad/infomercial.

    Note: Be sure to support the responses within your initial Discussion post (and in your

    RESOURCES

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

    WEEKLY RESOURCES

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    BY DAY 3

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    **## Week4_AtaGlance_InfluenceandPersuasion-Summer2026.pdf**

    WEEK 4: AT A GLANCE
    SOURCE FACTORS AND THE STRUCTURE OF PERSUASIVE

    MESSAGES

    INTRODUCTION

    Thus far in the course, you have focused a good deal on how you engage with your social worlds
    when you are persuaded. This week, you will continue with an emphasis on two different sources
    of persuasive messages. One is a very common source: advertising on television and the
    Internet. Recall last week’s learning about routes used to process information. When you view
    ads while watching a television program or surfing the Internet, are you more likely to process
    with the central or peripheral route? You will have a chance to think about this question further as
    part of your Discussion this week.

    If you watch any amount of television or spend any time online, it is hard to avoid advertising.
    However, the second source of persuasion you will address is more optional for many people.
    You will consider a U.S. presidential debate and, through your study this week, be guided in
    awareness of an array of factors that influence which candidate holds more persuasive power for
    you.

    Keep in mind that what you will explore this week has many applications. The insights you gain
    from analyzing persuasive messages can be beneficial beyond helping you make consumer and

    DISCUSSION

    (https://w

    ASSIGNMENT

    (https://w

    TEST

    ($CANVA

    RESOURCES

    (https://w

    WEEK IN REVIEW

    (https://w

    (https://cdn-
    media.waldenu.edu/2dett4d/Walden/Canvas/Getty/
    1920×938/GettyLicense_483605009.jpg)

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    civic decisions.

    LEARNING OBJECTIVES
    Students will:

    Evaluate the impact of framing on involvement
    Evaluate the influence of language elements on involvement
    Evaluate ethical implications of language strategies
    Evaluate the effect of charisma, attractiveness, and authority on perception of credibility
    Evaluate the influence of personal bias on perception of credibility
    Demonstrate understanding of source factors and structure of persuasive messages

    **## Week4_Assignment11.pdf**

    Due Jun 21 by 10:59pm
    Points 100
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/224961/modules/items/9673927

    CHARACTERISTICS AND INFLUENCE
    Try to imagine what it must have been like to elect a national leader before the days of television or even
    radio. Consider Abraham Lincoln, who ranks among the greatest U.S. presidents. Although he is famous
    for many of his speeches, relatively few people in the 1860s would ever have heard him speak. Most
    would not know what his voice sounded like and what impression his words made as he spoke. Many
    would have seen his image but not know what he was like in person and the impact of his physical
    presence. Despite how we honor Lincoln today, he was not nearly as popular when he was president.
    There were plenty of critics who did not see him as competent. Consider one factor—Lincoln’s
    appearance. If you knew little else about him, how would his photo influence your view of him?

    Contrast that experience to what we know today. All forms of media cover the U.S. presidential elections.
    You get constant opportunities to evaluate firsthand a presidential or vice-presidential candidate's
    characteristic as a communicator and qualities as a leader. As you examined through the reading in the
    text, you may be influenced by a candidate's social attractiveness, authority, and credibility. Consider
    how the core characteristics of expertise, trustworthiness, and goodwill apply not only to political
    candidates, but to other people in our lives and inform how we pay attention to them and how they
    influence our thinking and actions.

    For this Assignment, you will explore the characteristics of a communicator and how source factors in
    persuasion influence your views of a speaker and the person’s words and ideas. You will analyze a
    national presidential or vice presidential debate for your response to the two candidates, with emphasis
    on your judgment of their credibility.

    RESOURCES

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

    [https://waldenu.instructure.com/courses/224961/modules/items/9673927](https://waldenu.instructure.com/courses/224961/modules/items/9673927)

    [https://waldenu.instructure.com/courses/224961/modules/items/9673927](https://waldenu.instructure.com/courses/224961/modules/items/9673927)

    To prepare:

    Select one of the following U.S. presidential or vice presidential debates as the focus of your
    assignment:
    John F. Kennedy and Richard M. Nixon: September 26, 1960
    George H. W. Bush and Geraldine Ferraro: October 11, 1984
    Barack Obama and John McCain: September 26, 2008
    Access the media link related to your chosen presidential or vice-presidential debate in the Learning
    Resources to view the debate. (You are not required to watch the entire debate.) Access the
    associated transcript for reference in citing examples from the debate.
    Review the Week 4 reading in the text, paying particular attention to the relevant information in
    Chapter 12 related to the components of credibility, such as the core characteristics, role of context
    and types of bias.

    Submit a 3- to 5-page paper that addresses the following:

    Provide examples of each of the core characteristics (trustworthiness, expertise, and goodwill) for
    each debater from the debate. That is, if you are watching the Kennedy/Nixon debate, you would
    give examples of where Kennedy and Nixon each demonstrated trustworthiness, expertise, and
    goodwill.
    Evaluate the role of context (culture, or politics, or economics) in the debate. For example, how did
    the economic downturn during the Obama/McCain debate possibly play a role in how viewers
    thought about each candidate?
    Describe the debaters' biases.
    Explain the impact of the debaters' social attractiveness on your analysis.
    Based on your analysis of the core characteristics (trustworthiness, expertise, goodwill), rate each
    participant on a scale of 1-5; 1 for not credible and 5 for highly credible. Support your rating with
    information from the Week 4 Learning Resources and the specific debate.
    Share your biases for or against each candidate and explain how your biases informed your rating of
    each person.

    Note: Support the responses within your Assignment with evidence from the assigned
    Learning Resources, including in-text citations. Provide a reference list for resources you

    WEEKLY RESOURCES

    (https://waldenu.instructure.com/courses/224961/modules/items/9673946)

    BY DAY 7

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    PSYC_3007_Week4_Assignment_Rubric

    used for this Assignment.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as
    WK4Assgn_LastName_Firstinitial

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    Provide
    examples of
    each of the
    core
    characteristics
    for each
    debater (15
    points)

    15 pts

    Explain the
    role of context
    in the debate
    (15 points)

    15 pts

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F

    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    15 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Describe the
    debaters’
    biases (10
    points)

    10 pts

    Explain the
    impact of the
    debaters’
    social
    attractiveness
    on your
    analysis (10
    points)

    10 pts

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    6 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F

    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    8.5 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    7.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    6 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Rate each
    participant on
    a scale of 1–5
    (15 points)

    15 pts

    Share your
    biases for or
    against each
    candidate and
    explain how
    your biases
    informed your
    rating of each
    person (15
    points) 15 pts

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F

    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    15 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    12 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    10.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    9 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Quality of
    Writing (15
    points)

    15 pts

    Information
    documentation
    (5 points)

    5 pts

    Total Points: 100

    15 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    12 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    10.5 pts
    C

    Writing is
    somewhat
    clear and
    organized with
    some MUGS
    errors. Most
    writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    9 pts
    D

    Writing is
    somewhat
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.

    0 pts
    F

    Writing is
    unclear and/or
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an
    underuse of
    original writing
    and an
    overuse of
    directly
    quoted
    content.

    5 pts
    A
    Information
    from the
    Learning
    Resources is
    properly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    3.5 pts
    B
    Information
    from the
    Learning
    Resources is
    partially
    documented
    with citation(s)
    and/or
    reference(s),
    and / or does
    not follow
    correct APA
    style.

    0 pts
    C
    Information
    from the
    Learning
    Resources is
    not cited or
    referenced in
    any way.

    0 pts
    D

    0 pts
    F

    **Week4_AssignmentMore.pdf**

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    Could I please have help with this assignment **files (1)** – ## summerclass.docx **## summerclass.docx** **Weekly Research Paper**– Each week there is an assigned research paper based upon the weekly topic. This research paper should be 2-3 pages in APA format, consistent with the current APA Publi…

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    **files (1)**

    – ## summerclass.docx

    **## summerclass.docx**

    **Weekly Research Paper**– Each week there is an assigned research paper based upon the weekly topic. This research paper should be 2-3 pages in APA format, consistent with the current APA Publication manual (currently the 6th Edition). Remember that a research paper must have multiple resources (usually 3-4 references), of which your text may be one. This paper should reflect graduate level academic ability. Pay close attention to grammar and writing structure. This paper is due by Friday night of each week

    Due date: 6/12/26, 11:59 PM (CDT)

    What is the role of the health psychologist in the management of a chronic illness? It first seems necessary to identify the nature of a "Chronic Illness". Is there a difference between a chronic illness and a terminal disease? Would the role do the health psychologist change depending upon the perceived lethality of the disease process?

    **## summerclass.docx**

    **Weekly Research Paper**– Each week there is an assigned research paper based upon the weekly topic. This research paper should be 2-3 pages in APA format, consistent with the current APA Publication manual (currently the 6th Edition). Remember that a research paper must have multiple resources (usually 3-4 references), of which your text may be one. This paper should reflect graduate level academic ability. Pay close attention to grammar and writing structure. This paper is due by Friday night of each week

    Due date: 6/12/26, 11:59 PM (CDT)

    What is the role of the health psychologist in the management of a chronic illness? It first seems necessary to identify the nature of a "Chronic Illness". Is there a difference between a chronic illness and a terminal disease? Would the role do the health psychologist change depending upon the perceived lethality of the disease process?

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    **files (1)**

    – ## Week5-SolutionFocusedBriefTherapyandNarrativeTherapy.docx

    **## Week5-SolutionFocusedBriefTherapyandNarrativeTherapy.docx**

    Week 5 – Solution Focused Brief Therapy and Narrative therapy

    a. Discuss solution-focused brief therapy (SFBT). Describe key concepts and
    specific interventions including the use of the miracle question.

    b. Discuss narrative therapy. Describe key concepts and specific interventions.

    c. Discuss strengths and limitations of SFBT and Narrative therapy.

    Add Coretta Fleeton to each page on the top left hand corner, not including the cover page.

    **## Week5-SolutionFocusedBriefTherapyandNarrativeTherapy.docx**

    Week 5 – Solution Focused Brief Therapy and Narrative therapy

    a. Discuss solution-focused brief therapy (SFBT). Describe key concepts and
    specific interventions including the use of the miracle question.

    b. Discuss narrative therapy. Describe key concepts and specific interventions.

    c. Discuss strengths and limitations of SFBT and Narrative therapy.

    Add Coretta Fleeton to each page on the top left hand corner, not including the cover page.

  • [Solved] LP748 WEEK 5

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    **files (6)** – ## Topic_Week5Discussion_BikeLanesWickedSystemsandEngagement.pdf – ## Week5_ReadingsMedia_BikeLanesUrbanPlanning_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf – Screenshot2026-06-12at4.58.43PM.png – Screenshot2026-06-12at4.58.53PM.png – Screenshot2026-06-12at5.02.5…

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    **files (6)**

    – ## Topic_Week5Discussion_BikeLanesWickedSystemsandEngagement.pdf

    – ## Week5_ReadingsMedia_BikeLanesUrbanPlanning_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf

    – Screenshot2026-06-12at4.58.43PM.png
    – Screenshot2026-06-12at4.58.53PM.png
    – Screenshot2026-06-12at5.02.56PM.png
    – Screenshot2026-06-12at5.03.04PM.png

    **## Topic_Week5Discussion_BikeLanesWickedSystemsandEngagement.pdf**

    Week 5 Discussion: Bike Lanes,
    Wicked Systems, and Engagement
    Week 5 Discussion Board: Bike Lanes, Wicked Systems, and Engagement
    Hello everyone,
    This week shifts our focus from understanding wicked problems to exploring how individuals,
    communities, organizations, and policymakers attempt to engage them in practice. Drawing on
    Bentley and Toth's (2020) discussion of working Part 3: In and Out of the Swamp, the Problem-
    Driven Iterative Adaptation (PDIA) framework, and the bike lane and urban mobility case studies,
    we examine how progress often emerges through experimentation, stakeholder engagement,
    adaptation, and iterative learning rather than through comprehensive solutions.
    For this discussion, reflect on the bike lane case study as an example of a wicked problem, and
    consider what meaningful engagement might look like in a complex, evolving system.
    In your post,  respond to 2-3 prompts:
    1. Reflect on a problem within a current or past work environment or system you are involved

    in.  How could you redefine the problem so that it reflects what people are actually
    experiencing rather than a broader assumption of the problem?

    2. Drawing from the PDIA framework, identify one aspect of the mobility system that could
    serve as a realistic entry point for engagement or experimentation. Why might starting small
    be beneficial in this context?

    3. What resistance might you anticipate when attempting to shift priorities, processes, or ways
    of working? Consider political, structural, cultural, or stakeholder-level resistance.

    4. Reflect on the 'Bike Lane" case study: When organizations attempt to improve performance,
    efficiency, or effectiveness, what unintended consequences or tradeoffs might arise?

    5. Reflect on your own wicked problem. What lessons from the bike lane case or PDIA
    framework might inform the way you approach engagement, experimentation, stakeholder
    collaboration, or adaptive action within your chosen issue?

    As you respond to classmates, focus on exploring possibilities and stakeholder realities rather
    than identifying a single "best" solution. Consider how different approaches may create
    opportunities for learning and movement within complex systems.

    Looking forward to your responses.

    Warmly,

    Christie & AJ & Dr. Wedaman

    Reply

    Course Chat 

    **## Week5_ReadingsMedia_BikeLanesUrbanPlanning_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 5: Readings & Media: Bike Lanes &
    Urban Planning
    Week 5: Bike Lanes, Wicked Mobility Systems, and Iterative Change

    Required Case Study: Popup Bike Lane Study Rodriguez-Valencia, A., Rosas-Satizábal, D., Gordo, D., &
    Ochoa, A. (2019). Impact of household proximity to the cycling network on bicycle ridership: The case of
    Bogotá. Journal of Transport Geography, 79, N.PAG. https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480 (https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    Required Readings & Video:

    Bentley, M., & Toth, M. (2020). Part 3.
    https://www.youtube.com/watch?v=UmcPR4QChZc (https://www.youtube.com/watch?
    v=UmcPR4QChZc)

    (https://www.youtube.com/watch?v=UmcPR4QChZc)

    Required Systems Inquiry Resources (PDIA toolkit): 20181017-PDIAtoolkit_Version-1.2_FINAL-
    45a79cfe41395b59.pdf (https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1)
    (https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    Andrews, M., Pritchett, L., Woolcock, M., & Samji, S. (2018). PDIA toolkit: A DIY approach to solving
    complex problems (Version 1.2). Harvard Kennedy School Building State Capability Program.
    PDIA Toolkit — Harvard Kennedy School Building State Capability
    (https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)
    PDIA Overview Video (https://www.youtube.com/watch?
    v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)

    (https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)
    PDIA Podcast Episode (https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?
    utm_source=chatgpt.com)

    Recommended Readings & Video: Course Chat 

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://www.youtube.com/watch?v=UmcPR4QChZc](https://www.youtube.com/watch?v=UmcPR4QChZc)

    [https://www.youtube.com/watch?v=UmcPR4QChZc](https://www.youtube.com/watch?v=UmcPR4QChZc)

    [https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com](https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)

    [https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com](https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    van Waes, A., Farla, J., & Raven, R. (2020). Why do companies’ institutional strategies differ across cities? A
    cross-case analysis of bike sharing in Shanghai & Amsterdam. Environmental Innovation and Societal
    Transitions, 36, 151–163. https://doi.org/10.1016/j.eist.2020.06.002
    (https://doi.org/10.1016/j.eist.2020.06.002)
    Becker, S., von Schneidemesser, D., Caseiro, A., Götting, K., Schmitz, S., & von Schneidemesser, E.
    (2022). Pop-up cycling infrastructure as a niche innovation for sustainable transportation in European cities:
    An inter- and transdisciplinary case study of Berlin. Sustainable Cities and Society, 87,
    104168. https://doi.org/10.1016/j.scs.2022.104168 (https://doi.org/10.1016/j.scs.2022.104168)
    Rosas-Satizábal, D., & Rodriguez-Valencia, A. (2019). Factors and policies explaining the emergence of the
    bicycle commuter in Bogotá. Case Studies on Transport Policy, 7(1), 138–
    149. https://doi.org/10.1016/j.cstp.2018.12.007 (https://doi.org/10.1016/j.cstp.2018.12.007)
    Younes, H., Nasri, A., Baiocchi, G., & Zhang, L. (2019). How transit service closures influence bikesharing
    demand: Lessons learned from SafeTrack project in Washington, D.C. metropolitan area. Journal of
    Transport Geography, 76, 83–92. https://doi.org/10.1016/j.jtrangeo.2019.03.004
    (https://doi.org/10.1016/j.jtrangeo.2019.03.004)
    https://www.youtube.com/watch?v=etwt75kYYhk (https://www.youtube.com/watch?v=etwt75kYYhk)

    (https://www.youtube.com/watch?v=etwt75kYYhk)

    Optional Case Study Resource on Urban Planning:

    https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-
    infrastructure.pdf?utm_source=chatgpt.com
    (https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-
    infrastructure.pdf?utm_source=chatgpt.com)

    Send

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.scs.2022.104168](https://doi.org/10.1016/j.scs.2022.104168)

    [https://doi.org/10.1016/j.scs.2022.104168](https://doi.org/10.1016/j.scs.2022.104168)

    [https://doi.org/10.1016/j.scs.2022.104168](https://doi.org/10.1016/j.scs.2022.104168)

    [https://doi.org/10.1016/j.cstp.2018.12.007](https://doi.org/10.1016/j.cstp.2018.12.007)

    [https://doi.org/10.1016/j.cstp.2018.12.007](https://doi.org/10.1016/j.cstp.2018.12.007)

    [https://doi.org/10.1016/j.cstp.2018.12.007](https://doi.org/10.1016/j.cstp.2018.12.007)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://www.youtube.com/watch?v=etwt75kYYhk](https://www.youtube.com/watch?v=etwt75kYYhk)

    [https://www.youtube.com/watch?v=etwt75kYYhk](https://www.youtube.com/watch?v=etwt75kYYhk)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    **Screenshot2026-06-12at4.58.43PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-12at4-58-43pm-png-10561729)

    **Screenshot2026-06-12at4.58.53PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-12at4-58-53pm-png-10561731)

    **Screenshot2026-06-12at5.02.56PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-12at5-02-56pm-png)

    **Screenshot2026-06-12at5.03.04PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-12at5-03-04pm-png)

    **Screenshot2026-06-12at5.03.04PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-12at5-03-04pm-png)

    **## Topic_Week5Discussion_BikeLanesWickedSystemsandEngagement.pdf**

    Week 5 Discussion: Bike Lanes,
    Wicked Systems, and Engagement
    Week 5 Discussion Board: Bike Lanes, Wicked Systems, and Engagement
    Hello everyone,
    This week shifts our focus from understanding wicked problems to exploring how individuals,
    communities, organizations, and policymakers attempt to engage them in practice. Drawing on
    Bentley and Toth's (2020) discussion of working Part 3: In and Out of the Swamp, the Problem-
    Driven Iterative Adaptation (PDIA) framework, and the bike lane and urban mobility case studies,
    we examine how progress often emerges through experimentation, stakeholder engagement,
    adaptation, and iterative learning rather than through comprehensive solutions.
    For this discussion, reflect on the bike lane case study as an example of a wicked problem, and
    consider what meaningful engagement might look like in a complex, evolving system.
    In your post,  respond to 2-3 prompts:
    1. Reflect on a problem within a current or past work environment or system you are involved

    in.  How could you redefine the problem so that it reflects what people are actually
    experiencing rather than a broader assumption of the problem?

    2. Drawing from the PDIA framework, identify one aspect of the mobility system that could
    serve as a realistic entry point for engagement or experimentation. Why might starting small
    be beneficial in this context?

    3. What resistance might you anticipate when attempting to shift priorities, processes, or ways
    of working? Consider political, structural, cultural, or stakeholder-level resistance.

    4. Reflect on the 'Bike Lane" case study: When organizations attempt to improve performance,
    efficiency, or effectiveness, what unintended consequences or tradeoffs might arise?

    5. Reflect on your own wicked problem. What lessons from the bike lane case or PDIA
    framework might inform the way you approach engagement, experimentation, stakeholder
    collaboration, or adaptive action within your chosen issue?

    As you respond to classmates, focus on exploring possibilities and stakeholder realities rather
    than identifying a single "best" solution. Consider how different approaches may create
    opportunities for learning and movement within complex systems.

    Looking forward to your responses.

    Warmly,

    Christie & AJ & Dr. Wedaman

    Reply

    Course Chat 

    **## Week5_ReadingsMedia_BikeLanesUrbanPlanning_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 5: Readings & Media: Bike Lanes &
    Urban Planning
    Week 5: Bike Lanes, Wicked Mobility Systems, and Iterative Change

    Required Case Study: Popup Bike Lane Study Rodriguez-Valencia, A., Rosas-Satizábal, D., Gordo, D., &
    Ochoa, A. (2019). Impact of household proximity to the cycling network on bicycle ridership: The case of
    Bogotá. Journal of Transport Geography, 79, N.PAG. https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480 (https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    Required Readings & Video:

    Bentley, M., & Toth, M. (2020). Part 3.
    https://www.youtube.com/watch?v=UmcPR4QChZc (https://www.youtube.com/watch?
    v=UmcPR4QChZc)

    (https://www.youtube.com/watch?v=UmcPR4QChZc)

    Required Systems Inquiry Resources (PDIA toolkit): 20181017-PDIAtoolkit_Version-1.2_FINAL-
    45a79cfe41395b59.pdf (https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1)
    (https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    Andrews, M., Pritchett, L., Woolcock, M., & Samji, S. (2018). PDIA toolkit: A DIY approach to solving
    complex problems (Version 1.2). Harvard Kennedy School Building State Capability Program.
    PDIA Toolkit — Harvard Kennedy School Building State Capability
    (https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)
    PDIA Overview Video (https://www.youtube.com/watch?
    v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)

    (https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)
    PDIA Podcast Episode (https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?
    utm_source=chatgpt.com)

    Recommended Readings & Video: Course Chat 

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://www.youtube.com/watch?v=UmcPR4QChZc](https://www.youtube.com/watch?v=UmcPR4QChZc)

    [https://www.youtube.com/watch?v=UmcPR4QChZc](https://www.youtube.com/watch?v=UmcPR4QChZc)

    [https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com](https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)

    [https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com](https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    van Waes, A., Farla, J., & Raven, R. (2020). Why do companies’ institutional strategies differ across cities? A
    cross-case analysis of bike sharing in Shanghai & Amsterdam. Environmental Innovation and Societal
    Transitions, 36, 151–163. https://doi.org/10.1016/j.eist.2020.06.002
    (https://doi.org/10.1016/j.eist.2020.06.002)
    Becker, S., von Schneidemesser, D., Caseiro, A., Götting, K., Schmitz, S., & von Schneidemesser, E.
    (2022). Pop-up cycling infrastructure as a niche innovation for sustainable transportation in European cities:
    An inter- and transdisciplinary case study of Berlin. Sustainable Cities and Society, 87,
    104168. https://doi.org/10.1016/j.scs.2022.104168 (https://doi.org/10.1016/j.scs.2022.104168)
    Rosas-Satizábal, D., & Rodriguez-Valencia, A. (2019). Factors and policies explaining the emergence of the
    bicycle commuter in Bogotá. Case Studies on Transport Policy, 7(1), 138–
    149. https://doi.org/10.1016/j.cstp.2018.12.007 (https://doi.org/10.1016/j.cstp.2018.12.007)
    Younes, H., Nasri, A., Baiocchi, G., & Zhang, L. (2019). How transit service closures influence bikesharing
    demand: Lessons learned from SafeTrack project in Washington, D.C. metropolitan area. Journal of
    Transport Geography, 76, 83–92. https://doi.org/10.1016/j.jtrangeo.2019.03.004
    (https://doi.org/10.1016/j.jtrangeo.2019.03.004)
    https://www.youtube.com/watch?v=etwt75kYYhk (https://www.youtube.com/watch?v=etwt75kYYhk)

    (https://www.youtube.com/watch?v=etwt75kYYhk)

    Optional Case Study Resource on Urban Planning:

    https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-
    infrastructure.pdf?utm_source=chatgpt.com
    (https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-
    infrastructure.pdf?utm_source=chatgpt.com)

    Send

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.scs.2022.104168](https://doi.org/10.1016/j.scs.2022.104168)

    [https://doi.org/10.1016/j.scs.2022.104168](https://doi.org/10.1016/j.scs.2022.104168)

    [https://doi.org/10.1016/j.scs.2022.104168](https://doi.org/10.1016/j.scs.2022.104168)

    [https://doi.org/10.1016/j.cstp.2018.12.007](https://doi.org/10.1016/j.cstp.2018.12.007)

    [https://doi.org/10.1016/j.cstp.2018.12.007](https://doi.org/10.1016/j.cstp.2018.12.007)

    [https://doi.org/10.1016/j.cstp.2018.12.007](https://doi.org/10.1016/j.cstp.2018.12.007)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://www.youtube.com/watch?v=etwt75kYYhk](https://www.youtube.com/watch?v=etwt75kYYhk)

    [https://www.youtube.com/watch?v=etwt75kYYhk](https://www.youtube.com/watch?v=etwt75kYYhk)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    **Screenshot2026-06-12at4.58.43PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-12at4-58-43pm-png-10561729)

    **Screenshot2026-06-12at4.58.53PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-12at4-58-53pm-png-10561731)

    **Screenshot2026-06-12at5.02.56PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-12at5-02-56pm-png)

    **Screenshot2026-06-12at5.03.04PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-12at5-03-04pm-png)

    **## Topic_Week5Discussion_BikeLanesWickedSystemsandEngagement.pdf**

    Week 5 Discussion: Bike Lanes,
    Wicked Systems, and Engagement
    Week 5 Discussion Board: Bike Lanes, Wicked Systems, and Engagement
    Hello everyone,
    This week shifts our focus from understanding wicked problems to exploring how individuals,
    communities, organizations, and policymakers attempt to engage them in practice. Drawing on
    Bentley and Toth's (2020) discussion of working Part 3: In and Out of the Swamp, the Problem-
    Driven Iterative Adaptation (PDIA) framework, and the bike lane and urban mobility case studies,
    we examine how progress often emerges through experimentation, stakeholder engagement,
    adaptation, and iterative learning rather than through comprehensive solutions.
    For this discussion, reflect on the bike lane case study as an example of a wicked problem, and
    consider what meaningful engagement might look like in a complex, evolving system.
    In your post,  respond to 2-3 prompts:
    1. Reflect on a problem within a current or past work environment or system you are involved

    in.  How could you redefine the problem so that it reflects what people are actually
    experiencing rather than a broader assumption of the problem?

    2. Drawing from the PDIA framework, identify one aspect of the mobility system that could
    serve as a realistic entry point for engagement or experimentation. Why might starting small
    be beneficial in this context?

    3. What resistance might you anticipate when attempting to shift priorities, processes, or ways
    of working? Consider political, structural, cultural, or stakeholder-level resistance.

    4. Reflect on the 'Bike Lane" case study: When organizations attempt to improve performance,
    efficiency, or effectiveness, what unintended consequences or tradeoffs might arise?

    5. Reflect on your own wicked problem. What lessons from the bike lane case or PDIA
    framework might inform the way you approach engagement, experimentation, stakeholder
    collaboration, or adaptive action within your chosen issue?

    As you respond to classmates, focus on exploring possibilities and stakeholder realities rather
    than identifying a single "best" solution. Consider how different approaches may create
    opportunities for learning and movement within complex systems.

    Looking forward to your responses.

    Warmly,

    Christie & AJ & Dr. Wedaman

    Reply

    Course Chat 

    **## Week5_ReadingsMedia_BikeLanesUrbanPlanning_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

    Week 5: Readings & Media: Bike Lanes &
    Urban Planning
    Week 5: Bike Lanes, Wicked Mobility Systems, and Iterative Change

    Required Case Study: Popup Bike Lane Study Rodriguez-Valencia, A., Rosas-Satizábal, D., Gordo, D., &
    Ochoa, A. (2019). Impact of household proximity to the cycling network on bicycle ridership: The case of
    Bogotá. Journal of Transport Geography, 79, N.PAG. https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480 (https://doi-
    org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    Required Readings & Video:

    Bentley, M., & Toth, M. (2020). Part 3.
    https://www.youtube.com/watch?v=UmcPR4QChZc (https://www.youtube.com/watch?
    v=UmcPR4QChZc)

    (https://www.youtube.com/watch?v=UmcPR4QChZc)

    Required Systems Inquiry Resources (PDIA toolkit): 20181017-PDIAtoolkit_Version-1.2_FINAL-
    45a79cfe41395b59.pdf (https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1)
    (https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    Andrews, M., Pritchett, L., Woolcock, M., & Samji, S. (2018). PDIA toolkit: A DIY approach to solving
    complex problems (Version 1.2). Harvard Kennedy School Building State Capability Program.
    PDIA Toolkit — Harvard Kennedy School Building State Capability
    (https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)
    PDIA Overview Video (https://www.youtube.com/watch?
    v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)

    (https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)
    PDIA Podcast Episode (https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?
    utm_source=chatgpt.com)

    Recommended Readings & Video: Course Chat 

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jtrangeo.2019.102480)

    [https://www.youtube.com/watch?v=UmcPR4QChZc](https://www.youtube.com/watch?v=UmcPR4QChZc)

    [https://www.youtube.com/watch?v=UmcPR4QChZc](https://www.youtube.com/watch?v=UmcPR4QChZc)

    [https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1021636?wrap=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021636/download?download_frd=1)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com](https://bsc.hks.harvard.edu/tools/toolkit/?utm_source=chatgpt.com)

    [https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com](https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)

    [https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com](https://www.youtube.com/watch?v=bQwVtlwLbSE&t=20s&utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    [https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com](https://harvardbsc.simplecast.com/episodes/pdiatoolkit-unavHTqZ?utm_source=chatgpt.com)

    van Waes, A., Farla, J., & Raven, R. (2020). Why do companies’ institutional strategies differ across cities? A
    cross-case analysis of bike sharing in Shanghai & Amsterdam. Environmental Innovation and Societal
    Transitions, 36, 151–163. https://doi.org/10.1016/j.eist.2020.06.002
    (https://doi.org/10.1016/j.eist.2020.06.002)
    Becker, S., von Schneidemesser, D., Caseiro, A., Götting, K., Schmitz, S., & von Schneidemesser, E.
    (2022). Pop-up cycling infrastructure as a niche innovation for sustainable transportation in European cities:
    An inter- and transdisciplinary case study of Berlin. Sustainable Cities and Society, 87,
    104168. https://doi.org/10.1016/j.scs.2022.104168 (https://doi.org/10.1016/j.scs.2022.104168)
    Rosas-Satizábal, D., & Rodriguez-Valencia, A. (2019). Factors and policies explaining the emergence of the
    bicycle commuter in Bogotá. Case Studies on Transport Policy, 7(1), 138–
    149. https://doi.org/10.1016/j.cstp.2018.12.007 (https://doi.org/10.1016/j.cstp.2018.12.007)
    Younes, H., Nasri, A., Baiocchi, G., & Zhang, L. (2019). How transit service closures influence bikesharing
    demand: Lessons learned from SafeTrack project in Washington, D.C. metropolitan area. Journal of
    Transport Geography, 76, 83–92. https://doi.org/10.1016/j.jtrangeo.2019.03.004
    (https://doi.org/10.1016/j.jtrangeo.2019.03.004)
    https://www.youtube.com/watch?v=etwt75kYYhk (https://www.youtube.com/watch?v=etwt75kYYhk)

    (https://www.youtube.com/watch?v=etwt75kYYhk)

    Optional Case Study Resource on Urban Planning:

    https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-
    infrastructure.pdf?utm_source=chatgpt.com
    (https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-
    infrastructure.pdf?utm_source=chatgpt.com)

    Send

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.eist.2020.06.002](https://doi.org/10.1016/j.eist.2020.06.002)

    [https://doi.org/10.1016/j.scs.2022.104168](https://doi.org/10.1016/j.scs.2022.104168)

    [https://doi.org/10.1016/j.scs.2022.104168](https://doi.org/10.1016/j.scs.2022.104168)

    [https://doi.org/10.1016/j.scs.2022.104168](https://doi.org/10.1016/j.scs.2022.104168)

    [https://doi.org/10.1016/j.cstp.2018.12.007](https://doi.org/10.1016/j.cstp.2018.12.007)

    [https://doi.org/10.1016/j.cstp.2018.12.007](https://doi.org/10.1016/j.cstp.2018.12.007)

    [https://doi.org/10.1016/j.cstp.2018.12.007](https://doi.org/10.1016/j.cstp.2018.12.007)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://doi.org/10.1016/j.jtrangeo.2019.03.004](https://doi.org/10.1016/j.jtrangeo.2019.03.004)

    [https://www.youtube.com/watch?v=etwt75kYYhk](https://www.youtube.com/watch?v=etwt75kYYhk)

    [https://www.youtube.com/watch?v=etwt75kYYhk](https://www.youtube.com/watch?v=etwt75kYYhk)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    [https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com](https://www.urban.org/sites/default/files/publication/105402/making-the-case-for-improved-bicycling-infrastructure.pdf?utm_source=chatgpt.com)

    **Screenshot2026-06-12at4.58.43PM.png**

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    **Screenshot2026-06-12at5.03.04PM.png**

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