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    see attachment – 2 years ago **files (3)** – ## worldculturediscussionforummodulke2.docx – ## worldculturereadingmodule2.docx – ## worldculturelecturemodule2.docx **## worldculturediscussionforummodulke2.docx** **Module 2: Discussion Forum: Cleopatra and History** _Cleopatra and History_ I **nstruct…

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    – 2 years ago

    **files (3)**

    – ## worldculturediscussionforummodulke2.docx

    – ## worldculturereadingmodule2.docx

    – ## worldculturelecturemodule2.docx

    **## worldculturediscussionforummodulke2.docx**

    **Module 2: Discussion Forum: Cleopatra and History**

    _Cleopatra and History_

    I
    **nstructions:**

    1. Investigate the life of Cleopatra, the last Pharaoh of Egypt.

    · Find out how many children she had.

    · Who were their fathers?

    · Why do you think Cleopatra had such relationships?

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 150 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

    **Reply**

    **## worldculturereadingmodule2.docx**

    Readings

    PBS. (2006). Early christians
    _. The Roman Empire in the first century._ Devillier Donegan Enterprises.
    [https://www.pbs.org/empires/romans/empire/christians.html#:~:text=In%20313%20AD%2C%20the%20Emperor,religion%20of%20the%20Roman%20EmpireLinks to an external site.](https://www.pbs.org/empires/romans/empire/christians.html)

    Smith, H. (2020, December 08).
    _Gothic cathedrals: Architecture & divine light_. World History Encyclopedia.
    [https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/Links to an external site.](https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/)

    Multimedia

    BBC Worldwide Learning. (2010).
    _Republic of virtue: Ancient worlds_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

    Flash Point History. (2020, June 9).
    _History of the black death – full documentary_ [Video]. YouTube.  https://www.youtube.com/watch?v=HYNB4sAxemk.

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part one (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=JN8FM1NCOSk

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part two (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=GXqFvfCaFwY

    NBC News Learn. (May 1, 2020).
    _The black death_ [Video]. YouTube. https://www.youtube.com/watch?v=4c-ZGeeCErs.

    Smarthistory. (May 19, 2012).
    _Birth of the Gothic: Abbot Suger and the ambulatory at St. Denis_ [Video]. YouTube.  https://www.youtube.com/watch?v=2EciWH-1ya4.

    Smarthistory. (2013, July 14).
    _The Pantheon_[Video]. YouTube. https://www.youtube.com/watch?v=KaY8zqYfQI0

    Supplemental Resources

    Heather, P. (2005).
    _The fall of the roman empire: A new history of Rome and the barbarians_. Oxford University Press.
    [https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

    Shotter, D. (2005).
    _The fall of the roman republic_ (2nd ed.). Routledge.
    [https://go.exlibris.link/2LszlGWF](https://go.exlibris.link/2LszlGWF)

    **## worldculturelecturemodule2.docx**

    _Rome: From Empire to Christian Empire_

    Introduction

    With the assassination of Julius Caesar, civil war erupted in Rome. Caesar has left almost all his inheritance of power to his great-grandnephew Octavian (63 BCE-14CE). This caused a lot of confusion for many, since Octavian was not necessarily a leader. Marc Antony, the second in command while Caesar was in charge, would have been the expected choice for most people. But it seems that Caesar had other plans. Octavian was much of a surprise. He eventually came to be the leader the empire required. This is the Octavian that eventually passed to history as Augustus Caesar.

    On the other hand, this empire that for years persecuted Christians, a new group of followers of a man from Nazareth who had been crucified by the Romans around the year 30 will turn into the faith that it had condemned for so long. The empire becomes Christian.

    Battle of Actium

    Leo2004. (2008).
    [https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg#/media/File:Battle_of_Actium-en.svgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg)

    In the Battle of Actium on 31 BCE, the forces of the new Roman leader and successor to Julius Caesar, Octavian, proclaimed victory against Marc Anthony and Cleopatra’s armies. If we look back at the events, we need to remember that Julius Caesar and Cleopatra had been lovers and they had one child together. After Caesar was assassinated, the only son he had was with Cleopatra. But he was the son of a non-Roman woman. Romans would not accept him as a leader. Cleopatra tried to stay away from Roman business. However, Caesar’s second in command, Marc Anthony, had moved to Egypt and started a relationship with Cleopatra. They also had children together. Back in Rome, Marc Anthony’s wife, a “real Roman woman”, and the sister of Octavian, had been dishonored by this relationship between Marc Anthony and Cleopatra. Octavian put together a very effective campaign against the couple in Egypt and declared war on them. In battle, Marc Anthony and Cleopatra didn’t stand a chance. They both fled to Egypt where Octavian followed them. By the time he arrived, Marc Anthony had committed suicide and Cleopatra followed later while being a prisoner in her own country. Caesar’s children with Cleopatra and Marc Anthony were killed, and Octavian claimed Egypt as his own private possession. There starts the path toward total empire by Rome, the city that was once a small village in the center of the country we now know as Italy.

    Sculpture

    Zucker, S. (2020).
    [https://www.flickr.com/photos/82032880@N00/49763750177Links to an external site.](https://www.flickr.com/photos/82032880@N00/49763750177)

    When Octavian took the power in his hands, he knew how things worked in the new Roman Empire. The people, not so much the senate, were the ones who kept you in power. He knew he had to develop and create an image through, among other things, art. When we look at the Augustus of Primaporta we see a noble, perfect face. This straight looking man is pointing toward the horizon. Many copies were made of this statue and spread through the empire to share the message of the greatness of the emperor. Even after Augustus was already old, this is the image everyone through the empire saw of him. It looked as if he did not age. The bigger the empire grew, the more important it became for all the empire to have a belief on the perfection and eternity of the emperor back in Rome.

    Architecture

    At the center of Rome was the Forum. The people met at the Forum and legal issues, news about the empire and everything else was discussed there. This is the type of activity that made Rome what it was originally, a republic. Now Octavian Augustus was in power, but he was a conservative. He was interested in restoring the traditional customs that made Rome what it was, at least according to him. Octavian was careful to control the whole government system very closely. But on the outside, he seemed almost as if he did not want power. He asked the people not to call him emperor or to give him any honors. He wanted to be called princeps, which meant, the first among the people. He made sure that this image was kept alive all the time. Now the Romans met at the Forum, but their concerns were already settled by the one in charge, Octavian.

    The Pantheon is the house of all the gods, pan – all, theon – gods. This is where Romans show their skill building with concrete. They were not the only ones or even maybe the first ones, but the Romans wanted to challenge space and gravity. Its rotunda is 19 foot-thick, and it domes consists of 5000 tons of concrete, in the center it has a 30-foot-wide oculus or eye that admits light and air (Fiero, 2021).

    The aqueducts provided water to the cities. It was an extreme luxury to have running water in the cities that might have been too far from rivers. The Romans did not stop at anything to show off their power and ingenuity. Sometimes it is hard to believe that these structures were built to just bring water from the rivers to the cities. But it was not so much the water that was obviously an important element to have a great city, but the people had to be impressed by what their empire was able to provide. The aqueducts were built using the very simple but effective and solid technique of the arch that was a Roman signature in all their architecture.

    An empire needs to keep its people entertained. Again, the Romans built big and took the challenge to heart. The Colosseum provided intense and bloody entertainment for all Romans. There were crucifixions, feeding prisoners to animals like lions and tigers, there were gladiator fights, some of them being very popular with the crowds that came to specially see them slay other men. All social classes could attend the Colosseum. Their seating arrangements showed to what social class they belong. The emperor had a special place, and the events of the Colosseum provided an opportunity for the people of Rome to feel that they shared a moment with their leader. Low or high class, they all enjoyed the violence featured at the Colosseum.

    Christianity

    Between the years 7 and 4 BCE, Jesus of Nazareth was born. It is not certain where exactly he was born. Although the accounts in the New Testament say he was born in Bethlehem because his family travelled there for a census being done by the Roman government, scholars have not found evidence of that census, and the question still stands in the sense that there was not any need for Jesus' family to travel for a census since people, like today, were counted where they lived and not where they were from.

    This man was a Hebrew and the son of a carpenter who at an early age started to preach to his people about new ways of interpreting the almost two-thousand-year-old scriptures of the Hebrew Bible. During this time, his native Israel was a province of Rome. Jesus’ suggestions on new interpretations of tradition caused the priests and the status quo to be shaken, and eventually the leadership of the Hebrews with the cooperation of the Romans got him arrested and condemned to death. Jesus' followers, the apostles, continued to preach his message and grew proportionately. The followers of Jesus could take advantage of the political structure set up by the Roman Empire to be able to travel anywhere within it to spread their message. By this time, anyone was born in any province of the empire was considered a citizen. That meant that citizens could travel from Egypt all the way to Spain.

    On the year 313 C.E., emperor Constantine, who had moved the seat of the empire from Rome to Byzantium in the east, issued the Edict of Milan which allowed the empire to tolerate new religions. The empire was pagan, but now it was willing to try religious tolerance without persecuting any religious beliefs. Constantine himself declared that he was inspired by the sign of the Christian god in battle. Although he was not baptized until he was in his deathbed, he is famous for opening the door for Christianity to become an official religion that eventually became the official religion of the Roman Empire around the year 325 C.E.

    Medieval Times / The “Dark Ages”?

    What we today call the Middle Ages are the years between the fall of the Roman Empire and the beginning of the Renaissance. The name “Middle” means just that, they are in the middle, or in between two historical epochs considered more productive and valuable than the Middle Ages. One of the reasons for this is our perspective when we study the events that marked the cultures of what we call the “West”. Usually, our view is centered in Rome. Before the Middle Ages, we had Greece and Rome, two cultures that excelled in their development of culture, government, philosophy, art, and architecture. After the Middle Ages, we get the Renaissance, which is a moment of advance and discovery to higher levels.

    The Middle Ages are known as the almost thousand years, roughly between the year 450 and around 1300. During these years, the followers of Jesus had developed a network of churches around the empire, and they have taken over. The followers of Jesus had created what today we call the Christian religion. The word Christ derives from Greek. The New Testament was almost entirely written in Greek. The first book used by the followers of Jesus of Nazareth was the Septuagint which was a translation of the Hebrew Bible that was put together in Alexandria around 200 before Christ. During the Middle Ages, most of the art and culture in general that was produced carried the message of the Christian religion. Knowledge was limited to priests and other members of the church. This is the time when universities were born out of the need for the elite who wanted to educate their children and the only ones could do it were the monks and religious officials, who knew how to read and write. The development of the Cathedral happened also during the Middle Ages, since all the efforts when building big had to be related to the Christian religion.

    **## worldculturelecturemodule2.docx**

    _Rome: From Empire to Christian Empire_

    Introduction

    With the assassination of Julius Caesar, civil war erupted in Rome. Caesar has left almost all his inheritance of power to his great-grandnephew Octavian (63 BCE-14CE). This caused a lot of confusion for many, since Octavian was not necessarily a leader. Marc Antony, the second in command while Caesar was in charge, would have been the expected choice for most people. But it seems that Caesar had other plans. Octavian was much of a surprise. He eventually came to be the leader the empire required. This is the Octavian that eventually passed to history as Augustus Caesar.

    On the other hand, this empire that for years persecuted Christians, a new group of followers of a man from Nazareth who had been crucified by the Romans around the year 30 will turn into the faith that it had condemned for so long. The empire becomes Christian.

    Battle of Actium

    Leo2004. (2008).
    [https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg#/media/File:Battle_of_Actium-en.svgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg)

    In the Battle of Actium on 31 BCE, the forces of the new Roman leader and successor to Julius Caesar, Octavian, proclaimed victory against Marc Anthony and Cleopatra’s armies. If we look back at the events, we need to remember that Julius Caesar and Cleopatra had been lovers and they had one child together. After Caesar was assassinated, the only son he had was with Cleopatra. But he was the son of a non-Roman woman. Romans would not accept him as a leader. Cleopatra tried to stay away from Roman business. However, Caesar’s second in command, Marc Anthony, had moved to Egypt and started a relationship with Cleopatra. They also had children together. Back in Rome, Marc Anthony’s wife, a “real Roman woman”, and the sister of Octavian, had been dishonored by this relationship between Marc Anthony and Cleopatra. Octavian put together a very effective campaign against the couple in Egypt and declared war on them. In battle, Marc Anthony and Cleopatra didn’t stand a chance. They both fled to Egypt where Octavian followed them. By the time he arrived, Marc Anthony had committed suicide and Cleopatra followed later while being a prisoner in her own country. Caesar’s children with Cleopatra and Marc Anthony were killed, and Octavian claimed Egypt as his own private possession. There starts the path toward total empire by Rome, the city that was once a small village in the center of the country we now know as Italy.

    Sculpture

    Zucker, S. (2020).
    [https://www.flickr.com/photos/82032880@N00/49763750177Links to an external site.](https://www.flickr.com/photos/82032880@N00/49763750177)

    When Octavian took the power in his hands, he knew how things worked in the new Roman Empire. The people, not so much the senate, were the ones who kept you in power. He knew he had to develop and create an image through, among other things, art. When we look at the Augustus of Primaporta we see a noble, perfect face. This straight looking man is pointing toward the horizon. Many copies were made of this statue and spread through the empire to share the message of the greatness of the emperor. Even after Augustus was already old, this is the image everyone through the empire saw of him. It looked as if he did not age. The bigger the empire grew, the more important it became for all the empire to have a belief on the perfection and eternity of the emperor back in Rome.

    Architecture

    At the center of Rome was the Forum. The people met at the Forum and legal issues, news about the empire and everything else was discussed there. This is the type of activity that made Rome what it was originally, a republic. Now Octavian Augustus was in power, but he was a conservative. He was interested in restoring the traditional customs that made Rome what it was, at least according to him. Octavian was careful to control the whole government system very closely. But on the outside, he seemed almost as if he did not want power. He asked the people not to call him emperor or to give him any honors. He wanted to be called princeps, which meant, the first among the people. He made sure that this image was kept alive all the time. Now the Romans met at the Forum, but their concerns were already settled by the one in charge, Octavian.

    The Pantheon is the house of all the gods, pan – all, theon – gods. This is where Romans show their skill building with concrete. They were not the only ones or even maybe the first ones, but the Romans wanted to challenge space and gravity. Its rotunda is 19 foot-thick, and it domes consists of 5000 tons of concrete, in the center it has a 30-foot-wide oculus or eye that admits light and air (Fiero, 2021).

    The aqueducts provided water to the cities. It was an extreme luxury to have running water in the cities that might have been too far from rivers. The Romans did not stop at anything to show off their power and ingenuity. Sometimes it is hard to believe that these structures were built to just bring water from the rivers to the cities. But it was not so much the water that was obviously an important element to have a great city, but the people had to be impressed by what their empire was able to provide. The aqueducts were built using the very simple but effective and solid technique of the arch that was a Roman signature in all their architecture.

    An empire needs to keep its people entertained. Again, the Romans built big and took the challenge to heart. The Colosseum provided intense and bloody entertainment for all Romans. There were crucifixions, feeding prisoners to animals like lions and tigers, there were gladiator fights, some of them being very popular with the crowds that came to specially see them slay other men. All social classes could attend the Colosseum. Their seating arrangements showed to what social class they belong. The emperor had a special place, and the events of the Colosseum provided an opportunity for the people of Rome to feel that they shared a moment with their leader. Low or high class, they all enjoyed the violence featured at the Colosseum.

    Christianity

    Between the years 7 and 4 BCE, Jesus of Nazareth was born. It is not certain where exactly he was born. Although the accounts in the New Testament say he was born in Bethlehem because his family travelled there for a census being done by the Roman government, scholars have not found evidence of that census, and the question still stands in the sense that there was not any need for Jesus' family to travel for a census since people, like today, were counted where they lived and not where they were from.

    This man was a Hebrew and the son of a carpenter who at an early age started to preach to his people about new ways of interpreting the almost two-thousand-year-old scriptures of the Hebrew Bible. During this time, his native Israel was a province of Rome. Jesus’ suggestions on new interpretations of tradition caused the priests and the status quo to be shaken, and eventually the leadership of the Hebrews with the cooperation of the Romans got him arrested and condemned to death. Jesus' followers, the apostles, continued to preach his message and grew proportionately. The followers of Jesus could take advantage of the political structure set up by the Roman Empire to be able to travel anywhere within it to spread their message. By this time, anyone was born in any province of the empire was considered a citizen. That meant that citizens could travel from Egypt all the way to Spain.

    On the year 313 C.E., emperor Constantine, who had moved the seat of the empire from Rome to Byzantium in the east, issued the Edict of Milan which allowed the empire to tolerate new religions. The empire was pagan, but now it was willing to try religious tolerance without persecuting any religious beliefs. Constantine himself declared that he was inspired by the sign of the Christian god in battle. Although he was not baptized until he was in his deathbed, he is famous for opening the door for Christianity to become an official religion that eventually became the official religion of the Roman Empire around the year 325 C.E.

    Medieval Times / The “Dark Ages”?

    What we today call the Middle Ages are the years between the fall of the Roman Empire and the beginning of the Renaissance. The name “Middle” means just that, they are in the middle, or in between two historical epochs considered more productive and valuable than the Middle Ages. One of the reasons for this is our perspective when we study the events that marked the cultures of what we call the “West”. Usually, our view is centered in Rome. Before the Middle Ages, we had Greece and Rome, two cultures that excelled in their development of culture, government, philosophy, art, and architecture. After the Middle Ages, we get the Renaissance, which is a moment of advance and discovery to higher levels.

    The Middle Ages are known as the almost thousand years, roughly between the year 450 and around 1300. During these years, the followers of Jesus had developed a network of churches around the empire, and they have taken over. The followers of Jesus had created what today we call the Christian religion. The word Christ derives from Greek. The New Testament was almost entirely written in Greek. The first book used by the followers of Jesus of Nazareth was the Septuagint which was a translation of the Hebrew Bible that was put together in Alexandria around 200 before Christ. During the Middle Ages, most of the art and culture in general that was produced carried the message of the Christian religion. Knowledge was limited to priests and other members of the church. This is the time when universities were born out of the need for the elite who wanted to educate their children and the only ones could do it were the monks and religious officials, who knew how to read and write. The development of the Cathedral happened also during the Middle Ages, since all the efforts when building big had to be related to the Christian religion.

    **## worldculturediscussionforummodulke2.docx**

    **Module 2: Discussion Forum: Cleopatra and History**

    _Cleopatra and History_

    I
    **nstructions:**

    1. Investigate the life of Cleopatra, the last Pharaoh of Egypt.

    · Find out how many children she had.

    · Who were their fathers?

    · Why do you think Cleopatra had such relationships?

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 150 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

    **Reply**

    **## worldculturereadingmodule2.docx**

    Readings

    PBS. (2006). Early christians
    _. The Roman Empire in the first century._ Devillier Donegan Enterprises.
    [https://www.pbs.org/empires/romans/empire/christians.html#:~:text=In%20313%20AD%2C%20the%20Emperor,religion%20of%20the%20Roman%20EmpireLinks to an external site.](https://www.pbs.org/empires/romans/empire/christians.html)

    Smith, H. (2020, December 08).
    _Gothic cathedrals: Architecture & divine light_. World History Encyclopedia.
    [https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/Links to an external site.](https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/)

    Multimedia

    BBC Worldwide Learning. (2010).
    _Republic of virtue: Ancient worlds_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

    Flash Point History. (2020, June 9).
    _History of the black death – full documentary_ [Video]. YouTube.  https://www.youtube.com/watch?v=HYNB4sAxemk.

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part one (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=JN8FM1NCOSk

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part two (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=GXqFvfCaFwY

    NBC News Learn. (May 1, 2020).
    _The black death_ [Video]. YouTube. https://www.youtube.com/watch?v=4c-ZGeeCErs.

    Smarthistory. (May 19, 2012).
    _Birth of the Gothic: Abbot Suger and the ambulatory at St. Denis_ [Video]. YouTube.  https://www.youtube.com/watch?v=2EciWH-1ya4.

    Smarthistory. (2013, July 14).
    _The Pantheon_[Video]. YouTube. https://www.youtube.com/watch?v=KaY8zqYfQI0

    Supplemental Resources

    Heather, P. (2005).
    _The fall of the roman empire: A new history of Rome and the barbarians_. Oxford University Press.
    [https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

    Shotter, D. (2005).
    _The fall of the roman republic_ (2nd ed.). Routledge.
    [https://go.exlibris.link/2LszlGWF](https://go.exlibris.link/2LszlGWF)

    **## worldculturelecturemodule2.docx**

    _Rome: From Empire to Christian Empire_

    Introduction

    With the assassination of Julius Caesar, civil war erupted in Rome. Caesar has left almost all his inheritance of power to his great-grandnephew Octavian (63 BCE-14CE). This caused a lot of confusion for many, since Octavian was not necessarily a leader. Marc Antony, the second in command while Caesar was in charge, would have been the expected choice for most people. But it seems that Caesar had other plans. Octavian was much of a surprise. He eventually came to be the leader the empire required. This is the Octavian that eventually passed to history as Augustus Caesar.

    On the other hand, this empire that for years persecuted Christians, a new group of followers of a man from Nazareth who had been crucified by the Romans around the year 30 will turn into the faith that it had condemned for so long. The empire becomes Christian.

    Battle of Actium

    Leo2004. (2008).
    [https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg#/media/File:Battle_of_Actium-en.svgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg)

    In the Battle of Actium on 31 BCE, the forces of the new Roman leader and successor to Julius Caesar, Octavian, proclaimed victory against Marc Anthony and Cleopatra’s armies. If we look back at the events, we need to remember that Julius Caesar and Cleopatra had been lovers and they had one child together. After Caesar was assassinated, the only son he had was with Cleopatra. But he was the son of a non-Roman woman. Romans would not accept him as a leader. Cleopatra tried to stay away from Roman business. However, Caesar’s second in command, Marc Anthony, had moved to Egypt and started a relationship with Cleopatra. They also had children together. Back in Rome, Marc Anthony’s wife, a “real Roman woman”, and the sister of Octavian, had been dishonored by this relationship between Marc Anthony and Cleopatra. Octavian put together a very effective campaign against the couple in Egypt and declared war on them. In battle, Marc Anthony and Cleopatra didn’t stand a chance. They both fled to Egypt where Octavian followed them. By the time he arrived, Marc Anthony had committed suicide and Cleopatra followed later while being a prisoner in her own country. Caesar’s children with Cleopatra and Marc Anthony were killed, and Octavian claimed Egypt as his own private possession. There starts the path toward total empire by Rome, the city that was once a small village in the center of the country we now know as Italy.

    Sculpture

    Zucker, S. (2020).
    [https://www.flickr.com/photos/82032880@N00/49763750177Links to an external site.](https://www.flickr.com/photos/82032880@N00/49763750177)

    When Octavian took the power in his hands, he knew how things worked in the new Roman Empire. The people, not so much the senate, were the ones who kept you in power. He knew he had to develop and create an image through, among other things, art. When we look at the Augustus of Primaporta we see a noble, perfect face. This straight looking man is pointing toward the horizon. Many copies were made of this statue and spread through the empire to share the message of the greatness of the emperor. Even after Augustus was already old, this is the image everyone through the empire saw of him. It looked as if he did not age. The bigger the empire grew, the more important it became for all the empire to have a belief on the perfection and eternity of the emperor back in Rome.

    Architecture

    At the center of Rome was the Forum. The people met at the Forum and legal issues, news about the empire and everything else was discussed there. This is the type of activity that made Rome what it was originally, a republic. Now Octavian Augustus was in power, but he was a conservative. He was interested in restoring the traditional customs that made Rome what it was, at least according to him. Octavian was careful to control the whole government system very closely. But on the outside, he seemed almost as if he did not want power. He asked the people not to call him emperor or to give him any honors. He wanted to be called princeps, which meant, the first among the people. He made sure that this image was kept alive all the time. Now the Romans met at the Forum, but their concerns were already settled by the one in charge, Octavian.

    The Pantheon is the house of all the gods, pan – all, theon – gods. This is where Romans show their skill building with concrete. They were not the only ones or even maybe the first ones, but the Romans wanted to challenge space and gravity. Its rotunda is 19 foot-thick, and it domes consists of 5000 tons of concrete, in the center it has a 30-foot-wide oculus or eye that admits light and air (Fiero, 2021).

    The aqueducts provided water to the cities. It was an extreme luxury to have running water in the cities that might have been too far from rivers. The Romans did not stop at anything to show off their power and ingenuity. Sometimes it is hard to believe that these structures were built to just bring water from the rivers to the cities. But it was not so much the water that was obviously an important element to have a great city, but the people had to be impressed by what their empire was able to provide. The aqueducts were built using the very simple but effective and solid technique of the arch that was a Roman signature in all their architecture.

    An empire needs to keep its people entertained. Again, the Romans built big and took the challenge to heart. The Colosseum provided intense and bloody entertainment for all Romans. There were crucifixions, feeding prisoners to animals like lions and tigers, there were gladiator fights, some of them being very popular with the crowds that came to specially see them slay other men. All social classes could attend the Colosseum. Their seating arrangements showed to what social class they belong. The emperor had a special place, and the events of the Colosseum provided an opportunity for the people of Rome to feel that they shared a moment with their leader. Low or high class, they all enjoyed the violence featured at the Colosseum.

    Christianity

    Between the years 7 and 4 BCE, Jesus of Nazareth was born. It is not certain where exactly he was born. Although the accounts in the New Testament say he was born in Bethlehem because his family travelled there for a census being done by the Roman government, scholars have not found evidence of that census, and the question still stands in the sense that there was not any need for Jesus' family to travel for a census since people, like today, were counted where they lived and not where they were from.

    This man was a Hebrew and the son of a carpenter who at an early age started to preach to his people about new ways of interpreting the almost two-thousand-year-old scriptures of the Hebrew Bible. During this time, his native Israel was a province of Rome. Jesus’ suggestions on new interpretations of tradition caused the priests and the status quo to be shaken, and eventually the leadership of the Hebrews with the cooperation of the Romans got him arrested and condemned to death. Jesus' followers, the apostles, continued to preach his message and grew proportionately. The followers of Jesus could take advantage of the political structure set up by the Roman Empire to be able to travel anywhere within it to spread their message. By this time, anyone was born in any province of the empire was considered a citizen. That meant that citizens could travel from Egypt all the way to Spain.

    On the year 313 C.E., emperor Constantine, who had moved the seat of the empire from Rome to Byzantium in the east, issued the Edict of Milan which allowed the empire to tolerate new religions. The empire was pagan, but now it was willing to try religious tolerance without persecuting any religious beliefs. Constantine himself declared that he was inspired by the sign of the Christian god in battle. Although he was not baptized until he was in his deathbed, he is famous for opening the door for Christianity to become an official religion that eventually became the official religion of the Roman Empire around the year 325 C.E.

    Medieval Times / The “Dark Ages”?

    What we today call the Middle Ages are the years between the fall of the Roman Empire and the beginning of the Renaissance. The name “Middle” means just that, they are in the middle, or in between two historical epochs considered more productive and valuable than the Middle Ages. One of the reasons for this is our perspective when we study the events that marked the cultures of what we call the “West”. Usually, our view is centered in Rome. Before the Middle Ages, we had Greece and Rome, two cultures that excelled in their development of culture, government, philosophy, art, and architecture. After the Middle Ages, we get the Renaissance, which is a moment of advance and discovery to higher levels.

    The Middle Ages are known as the almost thousand years, roughly between the year 450 and around 1300. During these years, the followers of Jesus had developed a network of churches around the empire, and they have taken over. The followers of Jesus had created what today we call the Christian religion. The word Christ derives from Greek. The New Testament was almost entirely written in Greek. The first book used by the followers of Jesus of Nazareth was the Septuagint which was a translation of the Hebrew Bible that was put together in Alexandria around 200 before Christ. During the Middle Ages, most of the art and culture in general that was produced carried the message of the Christian religion. Knowledge was limited to priests and other members of the church. This is the time when universities were born out of the need for the elite who wanted to educate their children and the only ones could do it were the monks and religious officials, who knew how to read and write. The development of the Cathedral happened also during the Middle Ages, since all the efforts when building big had to be related to the Christian religion.

    **## worldculturediscussionforummodulke2.docx**

    **Module 2: Discussion Forum: Cleopatra and History**

    _Cleopatra and History_

    I
    **nstructions:**

    1. Investigate the life of Cleopatra, the last Pharaoh of Egypt.

    · Find out how many children she had.

    · Who were their fathers?

    · Why do you think Cleopatra had such relationships?

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 150 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

    **Reply**

    **## worldculturereadingmodule2.docx**

    Readings

    PBS. (2006). Early christians
    _. The Roman Empire in the first century._ Devillier Donegan Enterprises.
    [https://www.pbs.org/empires/romans/empire/christians.html#:~:text=In%20313%20AD%2C%20the%20Emperor,religion%20of%20the%20Roman%20EmpireLinks to an external site.](https://www.pbs.org/empires/romans/empire/christians.html)

    Smith, H. (2020, December 08).
    _Gothic cathedrals: Architecture & divine light_. World History Encyclopedia.
    [https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/Links to an external site.](https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/)

    Multimedia

    BBC Worldwide Learning. (2010).
    _Republic of virtue: Ancient worlds_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

    Flash Point History. (2020, June 9).
    _History of the black death – full documentary_ [Video]. YouTube.  https://www.youtube.com/watch?v=HYNB4sAxemk.

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part one (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=JN8FM1NCOSk

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part two (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=GXqFvfCaFwY

    NBC News Learn. (May 1, 2020).
    _The black death_ [Video]. YouTube. https://www.youtube.com/watch?v=4c-ZGeeCErs.

    Smarthistory. (May 19, 2012).
    _Birth of the Gothic: Abbot Suger and the ambulatory at St. Denis_ [Video]. YouTube.  https://www.youtube.com/watch?v=2EciWH-1ya4.

    Smarthistory. (2013, July 14).
    _The Pantheon_[Video]. YouTube. https://www.youtube.com/watch?v=KaY8zqYfQI0

    Supplemental Resources

    Heather, P. (2005).
    _The fall of the roman empire: A new history of Rome and the barbarians_. Oxford University Press.
    [https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

    Shotter, D. (2005).
    _The fall of the roman republic_ (2nd ed.). Routledge.
    [https://go.exlibris.link/2LszlGWF](https://go.exlibris.link/2LszlGWF)

    **## worldculturelecturemodule2.docx**

    _Rome: From Empire to Christian Empire_

    Introduction

    With the assassination of Julius Caesar, civil war erupted in Rome. Caesar has left almost all his inheritance of power to his great-grandnephew Octavian (63 BCE-14CE). This caused a lot of confusion for many, since Octavian was not necessarily a leader. Marc Antony, the second in command while Caesar was in charge, would have been the expected choice for most people. But it seems that Caesar had other plans. Octavian was much of a surprise. He eventually came to be the leader the empire required. This is the Octavian that eventually passed to history as Augustus Caesar.

    On the other hand, this empire that for years persecuted Christians, a new group of followers of a man from Nazareth who had been crucified by the Romans around the year 30 will turn into the faith that it had condemned for so long. The empire becomes Christian.

    Battle of Actium

    Leo2004. (2008).
    [https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg#/media/File:Battle_of_Actium-en.svgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg)

    In the Battle of Actium on 31 BCE, the forces of the new Roman leader and successor to Julius Caesar, Octavian, proclaimed victory against Marc Anthony and Cleopatra’s armies. If we look back at the events, we need to remember that Julius Caesar and Cleopatra had been lovers and they had one child together. After Caesar was assassinated, the only son he had was with Cleopatra. But he was the son of a non-Roman woman. Romans would not accept him as a leader. Cleopatra tried to stay away from Roman business. However, Caesar’s second in command, Marc Anthony, had moved to Egypt and started a relationship with Cleopatra. They also had children together. Back in Rome, Marc Anthony’s wife, a “real Roman woman”, and the sister of Octavian, had been dishonored by this relationship between Marc Anthony and Cleopatra. Octavian put together a very effective campaign against the couple in Egypt and declared war on them. In battle, Marc Anthony and Cleopatra didn’t stand a chance. They both fled to Egypt where Octavian followed them. By the time he arrived, Marc Anthony had committed suicide and Cleopatra followed later while being a prisoner in her own country. Caesar’s children with Cleopatra and Marc Anthony were killed, and Octavian claimed Egypt as his own private possession. There starts the path toward total empire by Rome, the city that was once a small village in the center of the country we now know as Italy.

    Sculpture

    Zucker, S. (2020).
    [https://www.flickr.com/photos/82032880@N00/49763750177Links to an external site.](https://www.flickr.com/photos/82032880@N00/49763750177)

    When Octavian took the power in his hands, he knew how things worked in the new Roman Empire. The people, not so much the senate, were the ones who kept you in power. He knew he had to develop and create an image through, among other things, art. When we look at the Augustus of Primaporta we see a noble, perfect face. This straight looking man is pointing toward the horizon. Many copies were made of this statue and spread through the empire to share the message of the greatness of the emperor. Even after Augustus was already old, this is the image everyone through the empire saw of him. It looked as if he did not age. The bigger the empire grew, the more important it became for all the empire to have a belief on the perfection and eternity of the emperor back in Rome.

    Architecture

    At the center of Rome was the Forum. The people met at the Forum and legal issues, news about the empire and everything else was discussed there. This is the type of activity that made Rome what it was originally, a republic. Now Octavian Augustus was in power, but he was a conservative. He was interested in restoring the traditional customs that made Rome what it was, at least according to him. Octavian was careful to control the whole government system very closely. But on the outside, he seemed almost as if he did not want power. He asked the people not to call him emperor or to give him any honors. He wanted to be called princeps, which meant, the first among the people. He made sure that this image was kept alive all the time. Now the Romans met at the Forum, but their concerns were already settled by the one in charge, Octavian.

    The Pantheon is the house of all the gods, pan – all, theon – gods. This is where Romans show their skill building with concrete. They were not the only ones or even maybe the first ones, but the Romans wanted to challenge space and gravity. Its rotunda is 19 foot-thick, and it domes consists of 5000 tons of concrete, in the center it has a 30-foot-wide oculus or eye that admits light and air (Fiero, 2021).

    The aqueducts provided water to the cities. It was an extreme luxury to have running water in the cities that might have been too far from rivers. The Romans did not stop at anything to show off their power and ingenuity. Sometimes it is hard to believe that these structures were built to just bring water from the rivers to the cities. But it was not so much the water that was obviously an important element to have a great city, but the people had to be impressed by what their empire was able to provide. The aqueducts were built using the very simple but effective and solid technique of the arch that was a Roman signature in all their architecture.

    An empire needs to keep its people entertained. Again, the Romans built big and took the challenge to heart. The Colosseum provided intense and bloody entertainment for all Romans. There were crucifixions, feeding prisoners to animals like lions and tigers, there were gladiator fights, some of them being very popular with the crowds that came to specially see them slay other men. All social classes could attend the Colosseum. Their seating arrangements showed to what social class they belong. The emperor had a special place, and the events of the Colosseum provided an opportunity for the people of Rome to feel that they shared a moment with their leader. Low or high class, they all enjoyed the violence featured at the Colosseum.

    Christianity

    Between the years 7 and 4 BCE, Jesus of Nazareth was born. It is not certain where exactly he was born. Although the accounts in the New Testament say he was born in Bethlehem because his family travelled there for a census being done by the Roman government, scholars have not found evidence of that census, and the question still stands in the sense that there was not any need for Jesus' family to travel for a census since people, like today, were counted where they lived and not where they were from.

    This man was a Hebrew and the son of a carpenter who at an early age started to preach to his people about new ways of interpreting the almost two-thousand-year-old scriptures of the Hebrew Bible. During this time, his native Israel was a province of Rome. Jesus’ suggestions on new interpretations of tradition caused the priests and the status quo to be shaken, and eventually the leadership of the Hebrews with the cooperation of the Romans got him arrested and condemned to death. Jesus' followers, the apostles, continued to preach his message and grew proportionately. The followers of Jesus could take advantage of the political structure set up by the Roman Empire to be able to travel anywhere within it to spread their message. By this time, anyone was born in any province of the empire was considered a citizen. That meant that citizens could travel from Egypt all the way to Spain.

    On the year 313 C.E., emperor Constantine, who had moved the seat of the empire from Rome to Byzantium in the east, issued the Edict of Milan which allowed the empire to tolerate new religions. The empire was pagan, but now it was willing to try religious tolerance without persecuting any religious beliefs. Constantine himself declared that he was inspired by the sign of the Christian god in battle. Although he was not baptized until he was in his deathbed, he is famous for opening the door for Christianity to become an official religion that eventually became the official religion of the Roman Empire around the year 325 C.E.

    Medieval Times / The “Dark Ages”?

    What we today call the Middle Ages are the years between the fall of the Roman Empire and the beginning of the Renaissance. The name “Middle” means just that, they are in the middle, or in between two historical epochs considered more productive and valuable than the Middle Ages. One of the reasons for this is our perspective when we study the events that marked the cultures of what we call the “West”. Usually, our view is centered in Rome. Before the Middle Ages, we had Greece and Rome, two cultures that excelled in their development of culture, government, philosophy, art, and architecture. After the Middle Ages, we get the Renaissance, which is a moment of advance and discovery to higher levels.

    The Middle Ages are known as the almost thousand years, roughly between the year 450 and around 1300. During these years, the followers of Jesus had developed a network of churches around the empire, and they have taken over. The followers of Jesus had created what today we call the Christian religion. The word Christ derives from Greek. The New Testament was almost entirely written in Greek. The first book used by the followers of Jesus of Nazareth was the Septuagint which was a translation of the Hebrew Bible that was put together in Alexandria around 200 before Christ. During the Middle Ages, most of the art and culture in general that was produced carried the message of the Christian religion. Knowledge was limited to priests and other members of the church. This is the time when universities were born out of the need for the elite who wanted to educate their children and the only ones could do it were the monks and religious officials, who knew how to read and write. The development of the Cathedral happened also during the Middle Ages, since all the efforts when building big had to be related to the Christian religion.

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    see attachment – 2 years ago **files (3)** – ## worldculturereadingmodule2.docx – ## worldculturelecturemodule2.docx – worldcultureassignmentmodule2.docx **## worldculturereadingmodule2.docx** Readings PBS. (2006). Early christians _. The Roman Empire in the first century._ Devillier Donegan Enterpr…

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    – 2 years ago

    **files (3)**

    – ## worldculturereadingmodule2.docx

    – ## worldculturelecturemodule2.docx

    – worldcultureassignmentmodule2.docx

    **## worldculturereadingmodule2.docx**

    Readings

    PBS. (2006). Early christians
    _. The Roman Empire in the first century._ Devillier Donegan Enterprises.
    [https://www.pbs.org/empires/romans/empire/christians.html#:~:text=In%20313%20AD%2C%20the%20Emperor,religion%20of%20the%20Roman%20EmpireLinks to an external site.](https://www.pbs.org/empires/romans/empire/christians.html)

    Smith, H. (2020, December 08).
    _Gothic cathedrals: Architecture & divine light_. World History Encyclopedia.
    [https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/Links to an external site.](https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/)

    Multimedia

    BBC Worldwide Learning. (2010).
    _Republic of virtue: Ancient worlds_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

    Flash Point History. (2020, June 9).
    _History of the black death – full documentary_ [Video]. YouTube.  https://www.youtube.com/watch?v=HYNB4sAxemk.

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part one (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=JN8FM1NCOSk

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part two (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=GXqFvfCaFwY

    NBC News Learn. (May 1, 2020).
    _The black death_ [Video]. YouTube. https://www.youtube.com/watch?v=4c-ZGeeCErs.

    Smarthistory. (May 19, 2012).
    _Birth of the Gothic: Abbot Suger and the ambulatory at St. Denis_ [Video]. YouTube.  https://www.youtube.com/watch?v=2EciWH-1ya4.

    Smarthistory. (2013, July 14).
    _The Pantheon_[Video]. YouTube. https://www.youtube.com/watch?v=KaY8zqYfQI0

    Supplemental Resources

    Heather, P. (2005).
    _The fall of the roman empire: A new history of Rome and the barbarians_. Oxford University Press.
    [https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

    Shotter, D. (2005).
    _The fall of the roman republic_ (2nd ed.). Routledge.
    [https://go.exlibris.link/2LszlGWF](https://go.exlibris.link/2LszlGWF)

    **## worldculturelecturemodule2.docx**

    _Rome: From Empire to Christian Empire_

    Introduction

    With the assassination of Julius Caesar, civil war erupted in Rome. Caesar has left almost all his inheritance of power to his great-grandnephew Octavian (63 BCE-14CE). This caused a lot of confusion for many, since Octavian was not necessarily a leader. Marc Antony, the second in command while Caesar was in charge, would have been the expected choice for most people. But it seems that Caesar had other plans. Octavian was much of a surprise. He eventually came to be the leader the empire required. This is the Octavian that eventually passed to history as Augustus Caesar.

    On the other hand, this empire that for years persecuted Christians, a new group of followers of a man from Nazareth who had been crucified by the Romans around the year 30 will turn into the faith that it had condemned for so long. The empire becomes Christian.

    Battle of Actium

    Leo2004. (2008).
    [https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg#/media/File:Battle_of_Actium-en.svgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg)

    In the Battle of Actium on 31 BCE, the forces of the new Roman leader and successor to Julius Caesar, Octavian, proclaimed victory against Marc Anthony and Cleopatra’s armies. If we look back at the events, we need to remember that Julius Caesar and Cleopatra had been lovers and they had one child together. After Caesar was assassinated, the only son he had was with Cleopatra. But he was the son of a non-Roman woman. Romans would not accept him as a leader. Cleopatra tried to stay away from Roman business. However, Caesar’s second in command, Marc Anthony, had moved to Egypt and started a relationship with Cleopatra. They also had children together. Back in Rome, Marc Anthony’s wife, a “real Roman woman”, and the sister of Octavian, had been dishonored by this relationship between Marc Anthony and Cleopatra. Octavian put together a very effective campaign against the couple in Egypt and declared war on them. In battle, Marc Anthony and Cleopatra didn’t stand a chance. They both fled to Egypt where Octavian followed them. By the time he arrived, Marc Anthony had committed suicide and Cleopatra followed later while being a prisoner in her own country. Caesar’s children with Cleopatra and Marc Anthony were killed, and Octavian claimed Egypt as his own private possession. There starts the path toward total empire by Rome, the city that was once a small village in the center of the country we now know as Italy.

    Sculpture

    Zucker, S. (2020).
    [https://www.flickr.com/photos/82032880@N00/49763750177Links to an external site.](https://www.flickr.com/photos/82032880@N00/49763750177)

    When Octavian took the power in his hands, he knew how things worked in the new Roman Empire. The people, not so much the senate, were the ones who kept you in power. He knew he had to develop and create an image through, among other things, art. When we look at the Augustus of Primaporta we see a noble, perfect face. This straight looking man is pointing toward the horizon. Many copies were made of this statue and spread through the empire to share the message of the greatness of the emperor. Even after Augustus was already old, this is the image everyone through the empire saw of him. It looked as if he did not age. The bigger the empire grew, the more important it became for all the empire to have a belief on the perfection and eternity of the emperor back in Rome.

    Architecture

    At the center of Rome was the Forum. The people met at the Forum and legal issues, news about the empire and everything else was discussed there. This is the type of activity that made Rome what it was originally, a republic. Now Octavian Augustus was in power, but he was a conservative. He was interested in restoring the traditional customs that made Rome what it was, at least according to him. Octavian was careful to control the whole government system very closely. But on the outside, he seemed almost as if he did not want power. He asked the people not to call him emperor or to give him any honors. He wanted to be called princeps, which meant, the first among the people. He made sure that this image was kept alive all the time. Now the Romans met at the Forum, but their concerns were already settled by the one in charge, Octavian.

    The Pantheon is the house of all the gods, pan – all, theon – gods. This is where Romans show their skill building with concrete. They were not the only ones or even maybe the first ones, but the Romans wanted to challenge space and gravity. Its rotunda is 19 foot-thick, and it domes consists of 5000 tons of concrete, in the center it has a 30-foot-wide oculus or eye that admits light and air (Fiero, 2021).

    The aqueducts provided water to the cities. It was an extreme luxury to have running water in the cities that might have been too far from rivers. The Romans did not stop at anything to show off their power and ingenuity. Sometimes it is hard to believe that these structures were built to just bring water from the rivers to the cities. But it was not so much the water that was obviously an important element to have a great city, but the people had to be impressed by what their empire was able to provide. The aqueducts were built using the very simple but effective and solid technique of the arch that was a Roman signature in all their architecture.

    An empire needs to keep its people entertained. Again, the Romans built big and took the challenge to heart. The Colosseum provided intense and bloody entertainment for all Romans. There were crucifixions, feeding prisoners to animals like lions and tigers, there were gladiator fights, some of them being very popular with the crowds that came to specially see them slay other men. All social classes could attend the Colosseum. Their seating arrangements showed to what social class they belong. The emperor had a special place, and the events of the Colosseum provided an opportunity for the people of Rome to feel that they shared a moment with their leader. Low or high class, they all enjoyed the violence featured at the Colosseum.

    Christianity

    Between the years 7 and 4 BCE, Jesus of Nazareth was born. It is not certain where exactly he was born. Although the accounts in the New Testament say he was born in Bethlehem because his family travelled there for a census being done by the Roman government, scholars have not found evidence of that census, and the question still stands in the sense that there was not any need for Jesus' family to travel for a census since people, like today, were counted where they lived and not where they were from.

    This man was a Hebrew and the son of a carpenter who at an early age started to preach to his people about new ways of interpreting the almost two-thousand-year-old scriptures of the Hebrew Bible. During this time, his native Israel was a province of Rome. Jesus’ suggestions on new interpretations of tradition caused the priests and the status quo to be shaken, and eventually the leadership of the Hebrews with the cooperation of the Romans got him arrested and condemned to death. Jesus' followers, the apostles, continued to preach his message and grew proportionately. The followers of Jesus could take advantage of the political structure set up by the Roman Empire to be able to travel anywhere within it to spread their message. By this time, anyone was born in any province of the empire was considered a citizen. That meant that citizens could travel from Egypt all the way to Spain.

    On the year 313 C.E., emperor Constantine, who had moved the seat of the empire from Rome to Byzantium in the east, issued the Edict of Milan which allowed the empire to tolerate new religions. The empire was pagan, but now it was willing to try religious tolerance without persecuting any religious beliefs. Constantine himself declared that he was inspired by the sign of the Christian god in battle. Although he was not baptized until he was in his deathbed, he is famous for opening the door for Christianity to become an official religion that eventually became the official religion of the Roman Empire around the year 325 C.E.

    Medieval Times / The “Dark Ages”?

    What we today call the Middle Ages are the years between the fall of the Roman Empire and the beginning of the Renaissance. The name “Middle” means just that, they are in the middle, or in between two historical epochs considered more productive and valuable than the Middle Ages. One of the reasons for this is our perspective when we study the events that marked the cultures of what we call the “West”. Usually, our view is centered in Rome. Before the Middle Ages, we had Greece and Rome, two cultures that excelled in their development of culture, government, philosophy, art, and architecture. After the Middle Ages, we get the Renaissance, which is a moment of advance and discovery to higher levels.

    The Middle Ages are known as the almost thousand years, roughly between the year 450 and around 1300. During these years, the followers of Jesus had developed a network of churches around the empire, and they have taken over. The followers of Jesus had created what today we call the Christian religion. The word Christ derives from Greek. The New Testament was almost entirely written in Greek. The first book used by the followers of Jesus of Nazareth was the Septuagint which was a translation of the Hebrew Bible that was put together in Alexandria around 200 before Christ. During the Middle Ages, most of the art and culture in general that was produced carried the message of the Christian religion. Knowledge was limited to priests and other members of the church. This is the time when universities were born out of the need for the elite who wanted to educate their children and the only ones could do it were the monks and religious officials, who knew how to read and write. The development of the Cathedral happened also during the Middle Ages, since all the efforts when building big had to be related to the Christian religion.

    **worldcultureassignmentmodule2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/worldcultureassignmentmodule2-docx)

    **worldcultureassignmentmodule2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/worldcultureassignmentmodule2-docx)

    **## worldculturereadingmodule2.docx**

    Readings

    PBS. (2006). Early christians
    _. The Roman Empire in the first century._ Devillier Donegan Enterprises.
    [https://www.pbs.org/empires/romans/empire/christians.html#:~:text=In%20313%20AD%2C%20the%20Emperor,religion%20of%20the%20Roman%20EmpireLinks to an external site.](https://www.pbs.org/empires/romans/empire/christians.html)

    Smith, H. (2020, December 08).
    _Gothic cathedrals: Architecture & divine light_. World History Encyclopedia.
    [https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/Links to an external site.](https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/)

    Multimedia

    BBC Worldwide Learning. (2010).
    _Republic of virtue: Ancient worlds_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

    Flash Point History. (2020, June 9).
    _History of the black death – full documentary_ [Video]. YouTube.  https://www.youtube.com/watch?v=HYNB4sAxemk.

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part one (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=JN8FM1NCOSk

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part two (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=GXqFvfCaFwY

    NBC News Learn. (May 1, 2020).
    _The black death_ [Video]. YouTube. https://www.youtube.com/watch?v=4c-ZGeeCErs.

    Smarthistory. (May 19, 2012).
    _Birth of the Gothic: Abbot Suger and the ambulatory at St. Denis_ [Video]. YouTube.  https://www.youtube.com/watch?v=2EciWH-1ya4.

    Smarthistory. (2013, July 14).
    _The Pantheon_[Video]. YouTube. https://www.youtube.com/watch?v=KaY8zqYfQI0

    Supplemental Resources

    Heather, P. (2005).
    _The fall of the roman empire: A new history of Rome and the barbarians_. Oxford University Press.
    [https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

    Shotter, D. (2005).
    _The fall of the roman republic_ (2nd ed.). Routledge.
    [https://go.exlibris.link/2LszlGWF](https://go.exlibris.link/2LszlGWF)

    **## worldculturelecturemodule2.docx**

    _Rome: From Empire to Christian Empire_

    Introduction

    With the assassination of Julius Caesar, civil war erupted in Rome. Caesar has left almost all his inheritance of power to his great-grandnephew Octavian (63 BCE-14CE). This caused a lot of confusion for many, since Octavian was not necessarily a leader. Marc Antony, the second in command while Caesar was in charge, would have been the expected choice for most people. But it seems that Caesar had other plans. Octavian was much of a surprise. He eventually came to be the leader the empire required. This is the Octavian that eventually passed to history as Augustus Caesar.

    On the other hand, this empire that for years persecuted Christians, a new group of followers of a man from Nazareth who had been crucified by the Romans around the year 30 will turn into the faith that it had condemned for so long. The empire becomes Christian.

    Battle of Actium

    Leo2004. (2008).
    [https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg#/media/File:Battle_of_Actium-en.svgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg)

    In the Battle of Actium on 31 BCE, the forces of the new Roman leader and successor to Julius Caesar, Octavian, proclaimed victory against Marc Anthony and Cleopatra’s armies. If we look back at the events, we need to remember that Julius Caesar and Cleopatra had been lovers and they had one child together. After Caesar was assassinated, the only son he had was with Cleopatra. But he was the son of a non-Roman woman. Romans would not accept him as a leader. Cleopatra tried to stay away from Roman business. However, Caesar’s second in command, Marc Anthony, had moved to Egypt and started a relationship with Cleopatra. They also had children together. Back in Rome, Marc Anthony’s wife, a “real Roman woman”, and the sister of Octavian, had been dishonored by this relationship between Marc Anthony and Cleopatra. Octavian put together a very effective campaign against the couple in Egypt and declared war on them. In battle, Marc Anthony and Cleopatra didn’t stand a chance. They both fled to Egypt where Octavian followed them. By the time he arrived, Marc Anthony had committed suicide and Cleopatra followed later while being a prisoner in her own country. Caesar’s children with Cleopatra and Marc Anthony were killed, and Octavian claimed Egypt as his own private possession. There starts the path toward total empire by Rome, the city that was once a small village in the center of the country we now know as Italy.

    Sculpture

    Zucker, S. (2020).
    [https://www.flickr.com/photos/82032880@N00/49763750177Links to an external site.](https://www.flickr.com/photos/82032880@N00/49763750177)

    When Octavian took the power in his hands, he knew how things worked in the new Roman Empire. The people, not so much the senate, were the ones who kept you in power. He knew he had to develop and create an image through, among other things, art. When we look at the Augustus of Primaporta we see a noble, perfect face. This straight looking man is pointing toward the horizon. Many copies were made of this statue and spread through the empire to share the message of the greatness of the emperor. Even after Augustus was already old, this is the image everyone through the empire saw of him. It looked as if he did not age. The bigger the empire grew, the more important it became for all the empire to have a belief on the perfection and eternity of the emperor back in Rome.

    Architecture

    At the center of Rome was the Forum. The people met at the Forum and legal issues, news about the empire and everything else was discussed there. This is the type of activity that made Rome what it was originally, a republic. Now Octavian Augustus was in power, but he was a conservative. He was interested in restoring the traditional customs that made Rome what it was, at least according to him. Octavian was careful to control the whole government system very closely. But on the outside, he seemed almost as if he did not want power. He asked the people not to call him emperor or to give him any honors. He wanted to be called princeps, which meant, the first among the people. He made sure that this image was kept alive all the time. Now the Romans met at the Forum, but their concerns were already settled by the one in charge, Octavian.

    The Pantheon is the house of all the gods, pan – all, theon – gods. This is where Romans show their skill building with concrete. They were not the only ones or even maybe the first ones, but the Romans wanted to challenge space and gravity. Its rotunda is 19 foot-thick, and it domes consists of 5000 tons of concrete, in the center it has a 30-foot-wide oculus or eye that admits light and air (Fiero, 2021).

    The aqueducts provided water to the cities. It was an extreme luxury to have running water in the cities that might have been too far from rivers. The Romans did not stop at anything to show off their power and ingenuity. Sometimes it is hard to believe that these structures were built to just bring water from the rivers to the cities. But it was not so much the water that was obviously an important element to have a great city, but the people had to be impressed by what their empire was able to provide. The aqueducts were built using the very simple but effective and solid technique of the arch that was a Roman signature in all their architecture.

    An empire needs to keep its people entertained. Again, the Romans built big and took the challenge to heart. The Colosseum provided intense and bloody entertainment for all Romans. There were crucifixions, feeding prisoners to animals like lions and tigers, there were gladiator fights, some of them being very popular with the crowds that came to specially see them slay other men. All social classes could attend the Colosseum. Their seating arrangements showed to what social class they belong. The emperor had a special place, and the events of the Colosseum provided an opportunity for the people of Rome to feel that they shared a moment with their leader. Low or high class, they all enjoyed the violence featured at the Colosseum.

    Christianity

    Between the years 7 and 4 BCE, Jesus of Nazareth was born. It is not certain where exactly he was born. Although the accounts in the New Testament say he was born in Bethlehem because his family travelled there for a census being done by the Roman government, scholars have not found evidence of that census, and the question still stands in the sense that there was not any need for Jesus' family to travel for a census since people, like today, were counted where they lived and not where they were from.

    This man was a Hebrew and the son of a carpenter who at an early age started to preach to his people about new ways of interpreting the almost two-thousand-year-old scriptures of the Hebrew Bible. During this time, his native Israel was a province of Rome. Jesus’ suggestions on new interpretations of tradition caused the priests and the status quo to be shaken, and eventually the leadership of the Hebrews with the cooperation of the Romans got him arrested and condemned to death. Jesus' followers, the apostles, continued to preach his message and grew proportionately. The followers of Jesus could take advantage of the political structure set up by the Roman Empire to be able to travel anywhere within it to spread their message. By this time, anyone was born in any province of the empire was considered a citizen. That meant that citizens could travel from Egypt all the way to Spain.

    On the year 313 C.E., emperor Constantine, who had moved the seat of the empire from Rome to Byzantium in the east, issued the Edict of Milan which allowed the empire to tolerate new religions. The empire was pagan, but now it was willing to try religious tolerance without persecuting any religious beliefs. Constantine himself declared that he was inspired by the sign of the Christian god in battle. Although he was not baptized until he was in his deathbed, he is famous for opening the door for Christianity to become an official religion that eventually became the official religion of the Roman Empire around the year 325 C.E.

    Medieval Times / The “Dark Ages”?

    What we today call the Middle Ages are the years between the fall of the Roman Empire and the beginning of the Renaissance. The name “Middle” means just that, they are in the middle, or in between two historical epochs considered more productive and valuable than the Middle Ages. One of the reasons for this is our perspective when we study the events that marked the cultures of what we call the “West”. Usually, our view is centered in Rome. Before the Middle Ages, we had Greece and Rome, two cultures that excelled in their development of culture, government, philosophy, art, and architecture. After the Middle Ages, we get the Renaissance, which is a moment of advance and discovery to higher levels.

    The Middle Ages are known as the almost thousand years, roughly between the year 450 and around 1300. During these years, the followers of Jesus had developed a network of churches around the empire, and they have taken over. The followers of Jesus had created what today we call the Christian religion. The word Christ derives from Greek. The New Testament was almost entirely written in Greek. The first book used by the followers of Jesus of Nazareth was the Septuagint which was a translation of the Hebrew Bible that was put together in Alexandria around 200 before Christ. During the Middle Ages, most of the art and culture in general that was produced carried the message of the Christian religion. Knowledge was limited to priests and other members of the church. This is the time when universities were born out of the need for the elite who wanted to educate their children and the only ones could do it were the monks and religious officials, who knew how to read and write. The development of the Cathedral happened also during the Middle Ages, since all the efforts when building big had to be related to the Christian religion.

    **worldcultureassignmentmodule2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/worldcultureassignmentmodule2-docx)

    **## worldculturereadingmodule2.docx**

    Readings

    PBS. (2006). Early christians
    _. The Roman Empire in the first century._ Devillier Donegan Enterprises.
    [https://www.pbs.org/empires/romans/empire/christians.html#:~:text=In%20313%20AD%2C%20the%20Emperor,religion%20of%20the%20Roman%20EmpireLinks to an external site.](https://www.pbs.org/empires/romans/empire/christians.html)

    Smith, H. (2020, December 08).
    _Gothic cathedrals: Architecture & divine light_. World History Encyclopedia.
    [https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/Links to an external site.](https://www.worldhistory.org/article/1649/gothic-cathedrals-architecture–divine-light/)

    Multimedia

    BBC Worldwide Learning. (2010).
    _Republic of virtue: Ancient worlds_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

    Flash Point History. (2020, June 9).
    _History of the black death – full documentary_ [Video]. YouTube.  https://www.youtube.com/watch?v=HYNB4sAxemk.

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part one (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=JN8FM1NCOSk

    Frontline PBS | Official. (2020, December 22). From
    _Jesus to Christ: The first christians, part two (full documentary) | FRONTLINE_ [Video]. YouTube. https://www.youtube.com/watch?v=GXqFvfCaFwY

    NBC News Learn. (May 1, 2020).
    _The black death_ [Video]. YouTube. https://www.youtube.com/watch?v=4c-ZGeeCErs.

    Smarthistory. (May 19, 2012).
    _Birth of the Gothic: Abbot Suger and the ambulatory at St. Denis_ [Video]. YouTube.  https://www.youtube.com/watch?v=2EciWH-1ya4.

    Smarthistory. (2013, July 14).
    _The Pantheon_[Video]. YouTube. https://www.youtube.com/watch?v=KaY8zqYfQI0

    Supplemental Resources

    Heather, P. (2005).
    _The fall of the roman empire: A new history of Rome and the barbarians_. Oxford University Press.
    [https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

    Shotter, D. (2005).
    _The fall of the roman republic_ (2nd ed.). Routledge.
    [https://go.exlibris.link/2LszlGWF](https://go.exlibris.link/2LszlGWF)

    **## worldculturelecturemodule2.docx**

    _Rome: From Empire to Christian Empire_

    Introduction

    With the assassination of Julius Caesar, civil war erupted in Rome. Caesar has left almost all his inheritance of power to his great-grandnephew Octavian (63 BCE-14CE). This caused a lot of confusion for many, since Octavian was not necessarily a leader. Marc Antony, the second in command while Caesar was in charge, would have been the expected choice for most people. But it seems that Caesar had other plans. Octavian was much of a surprise. He eventually came to be the leader the empire required. This is the Octavian that eventually passed to history as Augustus Caesar.

    On the other hand, this empire that for years persecuted Christians, a new group of followers of a man from Nazareth who had been crucified by the Romans around the year 30 will turn into the faith that it had condemned for so long. The empire becomes Christian.

    Battle of Actium

    Leo2004. (2008).
    [https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg#/media/File:Battle_of_Actium-en.svgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Battle_of_Actium-hu.svg)

    In the Battle of Actium on 31 BCE, the forces of the new Roman leader and successor to Julius Caesar, Octavian, proclaimed victory against Marc Anthony and Cleopatra’s armies. If we look back at the events, we need to remember that Julius Caesar and Cleopatra had been lovers and they had one child together. After Caesar was assassinated, the only son he had was with Cleopatra. But he was the son of a non-Roman woman. Romans would not accept him as a leader. Cleopatra tried to stay away from Roman business. However, Caesar’s second in command, Marc Anthony, had moved to Egypt and started a relationship with Cleopatra. They also had children together. Back in Rome, Marc Anthony’s wife, a “real Roman woman”, and the sister of Octavian, had been dishonored by this relationship between Marc Anthony and Cleopatra. Octavian put together a very effective campaign against the couple in Egypt and declared war on them. In battle, Marc Anthony and Cleopatra didn’t stand a chance. They both fled to Egypt where Octavian followed them. By the time he arrived, Marc Anthony had committed suicide and Cleopatra followed later while being a prisoner in her own country. Caesar’s children with Cleopatra and Marc Anthony were killed, and Octavian claimed Egypt as his own private possession. There starts the path toward total empire by Rome, the city that was once a small village in the center of the country we now know as Italy.

    Sculpture

    Zucker, S. (2020).
    [https://www.flickr.com/photos/82032880@N00/49763750177Links to an external site.](https://www.flickr.com/photos/82032880@N00/49763750177)

    When Octavian took the power in his hands, he knew how things worked in the new Roman Empire. The people, not so much the senate, were the ones who kept you in power. He knew he had to develop and create an image through, among other things, art. When we look at the Augustus of Primaporta we see a noble, perfect face. This straight looking man is pointing toward the horizon. Many copies were made of this statue and spread through the empire to share the message of the greatness of the emperor. Even after Augustus was already old, this is the image everyone through the empire saw of him. It looked as if he did not age. The bigger the empire grew, the more important it became for all the empire to have a belief on the perfection and eternity of the emperor back in Rome.

    Architecture

    At the center of Rome was the Forum. The people met at the Forum and legal issues, news about the empire and everything else was discussed there. This is the type of activity that made Rome what it was originally, a republic. Now Octavian Augustus was in power, but he was a conservative. He was interested in restoring the traditional customs that made Rome what it was, at least according to him. Octavian was careful to control the whole government system very closely. But on the outside, he seemed almost as if he did not want power. He asked the people not to call him emperor or to give him any honors. He wanted to be called princeps, which meant, the first among the people. He made sure that this image was kept alive all the time. Now the Romans met at the Forum, but their concerns were already settled by the one in charge, Octavian.

    The Pantheon is the house of all the gods, pan – all, theon – gods. This is where Romans show their skill building with concrete. They were not the only ones or even maybe the first ones, but the Romans wanted to challenge space and gravity. Its rotunda is 19 foot-thick, and it domes consists of 5000 tons of concrete, in the center it has a 30-foot-wide oculus or eye that admits light and air (Fiero, 2021).

    The aqueducts provided water to the cities. It was an extreme luxury to have running water in the cities that might have been too far from rivers. The Romans did not stop at anything to show off their power and ingenuity. Sometimes it is hard to believe that these structures were built to just bring water from the rivers to the cities. But it was not so much the water that was obviously an important element to have a great city, but the people had to be impressed by what their empire was able to provide. The aqueducts were built using the very simple but effective and solid technique of the arch that was a Roman signature in all their architecture.

    An empire needs to keep its people entertained. Again, the Romans built big and took the challenge to heart. The Colosseum provided intense and bloody entertainment for all Romans. There were crucifixions, feeding prisoners to animals like lions and tigers, there were gladiator fights, some of them being very popular with the crowds that came to specially see them slay other men. All social classes could attend the Colosseum. Their seating arrangements showed to what social class they belong. The emperor had a special place, and the events of the Colosseum provided an opportunity for the people of Rome to feel that they shared a moment with their leader. Low or high class, they all enjoyed the violence featured at the Colosseum.

    Christianity

    Between the years 7 and 4 BCE, Jesus of Nazareth was born. It is not certain where exactly he was born. Although the accounts in the New Testament say he was born in Bethlehem because his family travelled there for a census being done by the Roman government, scholars have not found evidence of that census, and the question still stands in the sense that there was not any need for Jesus' family to travel for a census since people, like today, were counted where they lived and not where they were from.

    This man was a Hebrew and the son of a carpenter who at an early age started to preach to his people about new ways of interpreting the almost two-thousand-year-old scriptures of the Hebrew Bible. During this time, his native Israel was a province of Rome. Jesus’ suggestions on new interpretations of tradition caused the priests and the status quo to be shaken, and eventually the leadership of the Hebrews with the cooperation of the Romans got him arrested and condemned to death. Jesus' followers, the apostles, continued to preach his message and grew proportionately. The followers of Jesus could take advantage of the political structure set up by the Roman Empire to be able to travel anywhere within it to spread their message. By this time, anyone was born in any province of the empire was considered a citizen. That meant that citizens could travel from Egypt all the way to Spain.

    On the year 313 C.E., emperor Constantine, who had moved the seat of the empire from Rome to Byzantium in the east, issued the Edict of Milan which allowed the empire to tolerate new religions. The empire was pagan, but now it was willing to try religious tolerance without persecuting any religious beliefs. Constantine himself declared that he was inspired by the sign of the Christian god in battle. Although he was not baptized until he was in his deathbed, he is famous for opening the door for Christianity to become an official religion that eventually became the official religion of the Roman Empire around the year 325 C.E.

    Medieval Times / The “Dark Ages”?

    What we today call the Middle Ages are the years between the fall of the Roman Empire and the beginning of the Renaissance. The name “Middle” means just that, they are in the middle, or in between two historical epochs considered more productive and valuable than the Middle Ages. One of the reasons for this is our perspective when we study the events that marked the cultures of what we call the “West”. Usually, our view is centered in Rome. Before the Middle Ages, we had Greece and Rome, two cultures that excelled in their development of culture, government, philosophy, art, and architecture. After the Middle Ages, we get the Renaissance, which is a moment of advance and discovery to higher levels.

    The Middle Ages are known as the almost thousand years, roughly between the year 450 and around 1300. During these years, the followers of Jesus had developed a network of churches around the empire, and they have taken over. The followers of Jesus had created what today we call the Christian religion. The word Christ derives from Greek. The New Testament was almost entirely written in Greek. The first book used by the followers of Jesus of Nazareth was the Septuagint which was a translation of the Hebrew Bible that was put together in Alexandria around 200 before Christ. During the Middle Ages, most of the art and culture in general that was produced carried the message of the Christian religion. Knowledge was limited to priests and other members of the church. This is the time when universities were born out of the need for the elite who wanted to educate their children and the only ones could do it were the monks and religious officials, who knew how to read and write. The development of the Cathedral happened also during the Middle Ages, since all the efforts when building big had to be related to the Christian religion.

    **worldcultureassignmentmodule2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/worldcultureassignmentmodule2-docx)

  • [Solved] english

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    see attachment – 2 years ago **files (3)** – ## englishassignmentmodule2essaydevelopment.docx – englishlecture1module2.docx – englishlecture2module2.docx **## englishassignmentmodule2essaydevelopment.docx** _Essay Development_ Instructions: **_The Dark Knight_**, which introduced Heath Ledger as the…

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    Assignment Prompt & Instructions

    see attachment

    – 2 years ago

    **files (3)**

    – ## englishassignmentmodule2essaydevelopment.docx

    – englishlecture1module2.docx
    – englishlecture2module2.docx

    **## englishassignmentmodule2essaydevelopment.docx**

    _Essay Development_

    Instructions:

    **_The Dark Knight_**, which introduced Heath Ledger as the Joker, is perhaps the best Batman movie to date. The film opens with a tense bank scene. Then, the movie develops into the classic Batman versus Joker struggle, and the ending is unexpected.

    The set-up, the action, and the ending made this movie wildly entertaining.

    Writing an essay is like creating a movie- you need a
    _beginning scene_,
    _action in the middle_, and
    _a fantastic ending_.

    This task consists of
    **3** parts.

    Select a movie you like and write an essay. Use the guide questions for the development of each part of the essay.

    **Part 1:  Introduction: Beginning Scene**

    1. Begin with an engaging lead.

    2. Include background information.

    3. What
    **three** specific aspects of real-life does the movie reveal? (thesis statement)

    **Part 2: Development: Action in the Middle**

    1. Discuss the
    **three** specific aspects of real-life the movie reveals.

    2. Dedicate each body paragraph to discuss one point of discussion of the thesis statement.

    3. Use transition words and phrases within and from paragraph to paragraph to connect ideas.

    **Part 3: Conclusion: Fantastic Ending**

    1. Make your essay come full circle.

    2. Refer to the different types of concluding sentences.

    Contribute a minimum of 1-2 pages. It should include at least 1 academic source, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Include the link to the video (movie) you selected.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism.

    · Consider the writing process.

    · Refer to the following:

    · The precision of word strategies

    · Punctuation and mechanics

    · Microsoft Spell Check

    Rubric

    **- Official Essay Rubric**

    | | | | | |
    | — | — | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | | | | | | |
    | — | — | — | — | — |
    | **30 to >27.0 pts**<br>**Excellent**<br>The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples. | **27 to >24.0 pts**<br>**Good**<br>The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples. | **24 to >21.0 pts**<br>**Fair**<br>The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples. | **21 to >18.0 pts**<br>**Poor**<br>The essay content does not align with the information requested. Does not demonstrate mastery of the concepts. | **18 to >0 pts**<br>**Unacceptable**<br>The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | | | | | | |
    | — | — | — | — | — |
    | **20 to >18.0 pts**<br>**Excellent**<br>The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document. | **18 to >16.0 pts**<br>**Good**<br>The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues. | **16 to >14.0 pts**<br>**Fair**<br>The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements. | **14 to >12.0 pts**<br>**Poor**<br>The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion. | **12 to >0 pts**<br>**Unacceptable**<br>The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | | | | | | |
    | — | — | — | — | — |
    | **15 to >14.0 pts**<br>**Excellent**<br>Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained. | **14 to >12.0 pts**<br>**Good (12 -11 pts)**<br>Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained. | **12 to >11.0 pts**<br>**Fair**<br>Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information. | **11 to >9.0 pts**<br>**Poor**<br>Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made. | **9 to >0 pts**<br>**Unacceptable**<br>The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | | | | | | |
    | — | — | — | — | — |
    | **15 to >14.0 pts**<br>**Excellent**<br>Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount. | **14 to >12.0 pts**<br>**Good**<br>Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. | **12 to >11.0 pts**<br>**Fair**<br>Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. | **11 to >9.0 pts**<br>**Poor**<br>The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met. | **9 to >0 pts**<br>**Unacceptable**<br>Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | | | | | | |
    | — | — | — | — | — |
    | **10 to >9.0 pts**<br>**Excellent**<br>Excellence in grammar, spelling, and sentence structure. | **9 to >8.0 pts**<br>**Good**<br>Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors. | **8 to >7.0 pts**<br>**Fair**<br>Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors. | **7 to >5.0 pts**<br>**Poor**<br>Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors. | **5 to >0 pts**<br>**Unacceptable**<br>Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | | | | | | |
    | — | — | — | — | — |
    | **10 to >9.0 pts**<br>**Excellent**<br>The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting. | **9 to >8.0 pts**<br>**Good**<br>The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references. | **8 to >6.0 pts**<br>**Fair**<br>The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references. | **6 to >5.0 pts**<br>**Poor**<br>The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references. | **5 to >0 pts**<br>**Unacceptable**<br>APA style not used and/or the assignment was not submitted. | | 10 pts |
    | Total Points: 100 |

    [Previous](https://agmu.instructure.com/courses/37056/modules/items/2047992)

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    **englishlecture1module2.docx**

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    **englishlecture2module2.docx**

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    **## englishassignmentmodule2essaydevelopment.docx**

    _Essay Development_

    Instructions:

    **_The Dark Knight_**, which introduced Heath Ledger as the Joker, is perhaps the best Batman movie to date. The film opens with a tense bank scene. Then, the movie develops into the classic Batman versus Joker struggle, and the ending is unexpected.

    The set-up, the action, and the ending made this movie wildly entertaining.

    Writing an essay is like creating a movie- you need a
    _beginning scene_,
    _action in the middle_, and
    _a fantastic ending_.

    This task consists of
    **3** parts.

    Select a movie you like and write an essay. Use the guide questions for the development of each part of the essay.

    **Part 1:  Introduction: Beginning Scene**

    1. Begin with an engaging lead.

    2. Include background information.

    3. What
    **three** specific aspects of real-life does the movie reveal? (thesis statement)

    **Part 2: Development: Action in the Middle**

    1. Discuss the
    **three** specific aspects of real-life the movie reveals.

    2. Dedicate each body paragraph to discuss one point of discussion of the thesis statement.

    3. Use transition words and phrases within and from paragraph to paragraph to connect ideas.

    **Part 3: Conclusion: Fantastic Ending**

    1. Make your essay come full circle.

    2. Refer to the different types of concluding sentences.

    Contribute a minimum of 1-2 pages. It should include at least 1 academic source, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Include the link to the video (movie) you selected.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism.

    · Consider the writing process.

    · Refer to the following:

    · The precision of word strategies

    · Punctuation and mechanics

    · Microsoft Spell Check

    Rubric

    **- Official Essay Rubric**

    | | | | | |
    | — | — | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | | | | | | |
    | — | — | — | — | — |
    | **30 to >27.0 pts**<br>**Excellent**<br>The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples. | **27 to >24.0 pts**<br>**Good**<br>The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples. | **24 to >21.0 pts**<br>**Fair**<br>The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples. | **21 to >18.0 pts**<br>**Poor**<br>The essay content does not align with the information requested. Does not demonstrate mastery of the concepts. | **18 to >0 pts**<br>**Unacceptable**<br>The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | | | | | | |
    | — | — | — | — | — |
    | **20 to >18.0 pts**<br>**Excellent**<br>The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document. | **18 to >16.0 pts**<br>**Good**<br>The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues. | **16 to >14.0 pts**<br>**Fair**<br>The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements. | **14 to >12.0 pts**<br>**Poor**<br>The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion. | **12 to >0 pts**<br>**Unacceptable**<br>The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | | | | | | |
    | — | — | — | — | — |
    | **15 to >14.0 pts**<br>**Excellent**<br>Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained. | **14 to >12.0 pts**<br>**Good (12 -11 pts)**<br>Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained. | **12 to >11.0 pts**<br>**Fair**<br>Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information. | **11 to >9.0 pts**<br>**Poor**<br>Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made. | **9 to >0 pts**<br>**Unacceptable**<br>The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | | | | | | |
    | — | — | — | — | — |
    | **15 to >14.0 pts**<br>**Excellent**<br>Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount. | **14 to >12.0 pts**<br>**Good**<br>Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. | **12 to >11.0 pts**<br>**Fair**<br>Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. | **11 to >9.0 pts**<br>**Poor**<br>The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met. | **9 to >0 pts**<br>**Unacceptable**<br>Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | | | | | | |
    | — | — | — | — | — |
    | **10 to >9.0 pts**<br>**Excellent**<br>Excellence in grammar, spelling, and sentence structure. | **9 to >8.0 pts**<br>**Good**<br>Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors. | **8 to >7.0 pts**<br>**Fair**<br>Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors. | **7 to >5.0 pts**<br>**Poor**<br>Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors. | **5 to >0 pts**<br>**Unacceptable**<br>Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | | | | | | |
    | — | — | — | — | — |
    | **10 to >9.0 pts**<br>**Excellent**<br>The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting. | **9 to >8.0 pts**<br>**Good**<br>The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references. | **8 to >6.0 pts**<br>**Fair**<br>The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references. | **6 to >5.0 pts**<br>**Poor**<br>The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references. | **5 to >0 pts**<br>**Unacceptable**<br>APA style not used and/or the assignment was not submitted. | | 10 pts |
    | Total Points: 100 |

    [Previous](https://agmu.instructure.com/courses/37056/modules/items/2047992)

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    **englishlecture1module2.docx**

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    **englishlecture2module2.docx**

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    **## englishassignmentmodule2essaydevelopment.docx**

    _Essay Development_

    Instructions:

    **_The Dark Knight_**, which introduced Heath Ledger as the Joker, is perhaps the best Batman movie to date. The film opens with a tense bank scene. Then, the movie develops into the classic Batman versus Joker struggle, and the ending is unexpected.

    The set-up, the action, and the ending made this movie wildly entertaining.

    Writing an essay is like creating a movie- you need a
    _beginning scene_,
    _action in the middle_, and
    _a fantastic ending_.

    This task consists of
    **3** parts.

    Select a movie you like and write an essay. Use the guide questions for the development of each part of the essay.

    **Part 1:  Introduction: Beginning Scene**

    1. Begin with an engaging lead.

    2. Include background information.

    3. What
    **three** specific aspects of real-life does the movie reveal? (thesis statement)

    **Part 2: Development: Action in the Middle**

    1. Discuss the
    **three** specific aspects of real-life the movie reveals.

    2. Dedicate each body paragraph to discuss one point of discussion of the thesis statement.

    3. Use transition words and phrases within and from paragraph to paragraph to connect ideas.

    **Part 3: Conclusion: Fantastic Ending**

    1. Make your essay come full circle.

    2. Refer to the different types of concluding sentences.

    Contribute a minimum of 1-2 pages. It should include at least 1 academic source, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Include the link to the video (movie) you selected.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism.

    · Consider the writing process.

    · Refer to the following:

    · The precision of word strategies

    · Punctuation and mechanics

    · Microsoft Spell Check

    Rubric

    **- Official Essay Rubric**

    | | | | | |
    | — | — | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | | | | | | |
    | — | — | — | — | — |
    | **30 to >27.0 pts**<br>**Excellent**<br>The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples. | **27 to >24.0 pts**<br>**Good**<br>The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples. | **24 to >21.0 pts**<br>**Fair**<br>The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples. | **21 to >18.0 pts**<br>**Poor**<br>The essay content does not align with the information requested. Does not demonstrate mastery of the concepts. | **18 to >0 pts**<br>**Unacceptable**<br>The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | | | | | | |
    | — | — | — | — | — |
    | **20 to >18.0 pts**<br>**Excellent**<br>The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document. | **18 to >16.0 pts**<br>**Good**<br>The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues. | **16 to >14.0 pts**<br>**Fair**<br>The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements. | **14 to >12.0 pts**<br>**Poor**<br>The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion. | **12 to >0 pts**<br>**Unacceptable**<br>The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | | | | | | |
    | — | — | — | — | — |
    | **15 to >14.0 pts**<br>**Excellent**<br>Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained. | **14 to >12.0 pts**<br>**Good (12 -11 pts)**<br>Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained. | **12 to >11.0 pts**<br>**Fair**<br>Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information. | **11 to >9.0 pts**<br>**Poor**<br>Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made. | **9 to >0 pts**<br>**Unacceptable**<br>The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | | | | | | |
    | — | — | — | — | — |
    | **15 to >14.0 pts**<br>**Excellent**<br>Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount. | **14 to >12.0 pts**<br>**Good**<br>Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. | **12 to >11.0 pts**<br>**Fair**<br>Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. | **11 to >9.0 pts**<br>**Poor**<br>The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met. | **9 to >0 pts**<br>**Unacceptable**<br>Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | | | | | | |
    | — | — | — | — | — |
    | **10 to >9.0 pts**<br>**Excellent**<br>Excellence in grammar, spelling, and sentence structure. | **9 to >8.0 pts**<br>**Good**<br>Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors. | **8 to >7.0 pts**<br>**Fair**<br>Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors. | **7 to >5.0 pts**<br>**Poor**<br>Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors. | **5 to >0 pts**<br>**Unacceptable**<br>Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | | | | | | |
    | — | — | — | — | — |
    | **10 to >9.0 pts**<br>**Excellent**<br>The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting. | **9 to >8.0 pts**<br>**Good**<br>The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references. | **8 to >6.0 pts**<br>**Fair**<br>The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references. | **6 to >5.0 pts**<br>**Poor**<br>The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references. | **5 to >0 pts**<br>**Unacceptable**<br>APA style not used and/or the assignment was not submitted. | | 10 pts |
    | Total Points: 100 |

    [Previous](https://agmu.instructure.com/courses/37056/modules/items/2047992)

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  • [Solved] Project

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    A project is any piece of work, often involving many people, that is planned and organized carefully. At some point in your personal or professional life, you may have been a part of a project. It may have been a school play, an event, a presentation, or something else. Respond to the following in a…

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    Assignment Prompt & Instructions

    A project is any piece of work, often involving many people, that is planned and organized carefully. At some point in your personal or professional life, you may have been a part of a project. It may have been a school play, an event, a presentation, or something else.

    Respond to the following in a minimum of 175 words:

    – Discuss 1 aspect of any project you have undertaken. Describe its scope, overall aim, and outcome.
    – Discuss 1 reason for the project’s success or failure.

    – 2 years ago

  • [Solved] week 2 discussion poly

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **this week's discussion, we will collaboratively create a measure of self-esteem.** 1. Provide a working definition of self-esteem. 2. Indicate the type of response format that you would recommend for our instrument (for example, Likert-scale, open-ended, true-false, multiple choice) 3. Discuss you…

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    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

    **this week's discussion, we will collaboratively create a measure of self-esteem.**

    1. Provide a working definition of self-esteem.
    2. Indicate the type of response format that you would recommend for our instrument (for example, Likert-scale, open-ended, true-false, multiple choice)
    3. Discuss your approach to item construction. In other words, describe the process you use to generate items for our instrument.
    4. List at least five items we could include in our new self-esteem scale.

    Hi Class,

    I mentioned in the live session this week that there are some issues with reverse-scored items.  I am attaching an article here that goes more in depth regarding these issues.

    Given the challenges with reverse scored items, please have all 5 of your suggestions have phrasing in a forward manner (I know I mentioned it might be good to have one reverse scored, but let's keep consistent and just have all items in the same direction). Any questions, let me know!

    Reference

    van Sonderen, E., Sanderman, R., & Coyne, J.C. (2013).  Ineffectiveness of reverse wording of questionnaire items: Let’s learn from cows in the rain.  _PLOS One, 8_(7), e68967.

    ![File](https://keiseruniversity.blackboard.com/images/ci/ng/cal_year_event.gif)[van Sonderen et al. (2013) Ineffectiveness of reverse wording.pdf](https://keiseruniversity.blackboard.com/courses/1/RSM815G3-103102025/db/_27059105_1/van%20Sonderen%20et%20al.%20%282013%29%20Ineffectiveness%20of%20reverse%20wording.pdf) (97.847 KB)

    Complete the following readings from your textbook, _Psychological Testing: A Practical Approach to Design and Evaluation:_

    – Chapter 2
    – Chapter 3

    – [\
    \
    KeyConceptsinPsychologicalTestingDiscussion4.docx](https://www.sweetstudy.com/files/keyconceptsinpsychologicaltestingdiscussion4-docx "KeyConceptsinPsychologicalTestingDiscussion4.docx")
    – [\
    \
    en-Week2.txt](https://www.sweetstudy.com/files/en-week2-txt-10231047 "en-Week2.txt")

    – 2 years ago

  • [Solved] disc 3

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    attached – 2 years ago **files (2)** – ## disc3.docx – Regus-Complete-WORD-2023-Update-copy.pdf **## disc3.docx** **After studying the materials on the corresponding Modules and Textbook chapters for this discussion, respond, in your own words, to the topic assigned to you. It is also encouraged to …

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    – 2 years ago

    **files (2)**

    – ## disc3.docx

    – Regus-Complete-WORD-2023-Update-copy.pdf

    **## disc3.docx**

    **After studying the materials on the corresponding Modules and Textbook chapters for this discussion, respond, in your own words, to the topic assigned to you. It is also encouraged to not only base your response on what you have studied from the textbook and modules, but also on any previous knowledge you may have, or any other source that you have studied related to the topic.**

    **Discussion Format and Topic Assignment**

    ·
    **For your  assigned Discussion 3 Topic and Instructions go to page 116 of our required textbook**

    ·
    **Answering any topic other than the one assigned to you is not acceptable and will earn zero points.**

    **Length & Grade:**

    Your discussion post will be graded on originality, coherence, completeness of your idea. All the questions and content of your assigned topic must be answered and incorporated in your discussion.

    The
    **maximum length** of your discussion post is
    **one paragraph**, which is between 100-150 words, or 5-6 sentences.
    If your discussion post exceeds the maximum number of words or sentences it will have points deduced.

    **The Discussion Instructions** **and Topic assignments** are found on the required textbook. Click on the Discussions link on the Modules or the Assignments Tab for more information.

    **Topic 1: The use of drugs by musicians of the 1960s, a tradition they inherited from the older blues and jazz players, led to the birth of psychedelic music and culture. How did this music influence the development of recording studio techniques as well as musical styles?**

    **Regus-Complete-WORD-2023-Update-copy.pdf**

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    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/regus-complete-word-2023-update-copy-pdf-10232455)

    **## disc3.docx**

    **After studying the materials on the corresponding Modules and Textbook chapters for this discussion, respond, in your own words, to the topic assigned to you. It is also encouraged to not only base your response on what you have studied from the textbook and modules, but also on any previous knowledge you may have, or any other source that you have studied related to the topic.**

    **Discussion Format and Topic Assignment**

    ·
    **For your  assigned Discussion 3 Topic and Instructions go to page 116 of our required textbook**

    ·
    **Answering any topic other than the one assigned to you is not acceptable and will earn zero points.**

    **Length & Grade:**

    Your discussion post will be graded on originality, coherence, completeness of your idea. All the questions and content of your assigned topic must be answered and incorporated in your discussion.

    The
    **maximum length** of your discussion post is
    **one paragraph**, which is between 100-150 words, or 5-6 sentences.
    If your discussion post exceeds the maximum number of words or sentences it will have points deduced.

    **The Discussion Instructions** **and Topic assignments** are found on the required textbook. Click on the Discussions link on the Modules or the Assignments Tab for more information.

    **Topic 1: The use of drugs by musicians of the 1960s, a tradition they inherited from the older blues and jazz players, led to the birth of psychedelic music and culture. How did this music influence the development of recording studio techniques as well as musical styles?**

    **Regus-Complete-WORD-2023-Update-copy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/regus-complete-word-2023-update-copy-pdf-10232455)

    **## disc3.docx**

    **After studying the materials on the corresponding Modules and Textbook chapters for this discussion, respond, in your own words, to the topic assigned to you. It is also encouraged to not only base your response on what you have studied from the textbook and modules, but also on any previous knowledge you may have, or any other source that you have studied related to the topic.**

    **Discussion Format and Topic Assignment**

    ·
    **For your  assigned Discussion 3 Topic and Instructions go to page 116 of our required textbook**

    ·
    **Answering any topic other than the one assigned to you is not acceptable and will earn zero points.**

    **Length & Grade:**

    Your discussion post will be graded on originality, coherence, completeness of your idea. All the questions and content of your assigned topic must be answered and incorporated in your discussion.

    The
    **maximum length** of your discussion post is
    **one paragraph**, which is between 100-150 words, or 5-6 sentences.
    If your discussion post exceeds the maximum number of words or sentences it will have points deduced.

    **The Discussion Instructions** **and Topic assignments** are found on the required textbook. Click on the Discussions link on the Modules or the Assignments Tab for more information.

    **Topic 1: The use of drugs by musicians of the 1960s, a tradition they inherited from the older blues and jazz players, led to the birth of psychedelic music and culture. How did this music influence the development of recording studio techniques as well as musical styles?**

    **Regus-Complete-WORD-2023-Update-copy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/regus-complete-word-2023-update-copy-pdf-10232455)

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    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/618414

    If you were to give a box of 100 different photographs to 10 people and ask them to sort them
    into groups, it is very unlikely that all 10 people would sort them into the exact same groups.
    However, if you were to give them a series of questions or a classification system to use, the
    chances that all 10 people sort them exactly the same would increase.

    This is not unlike the process of classifying mental disorders. Mental health professionals in the
    United States (e.g., doctors, psychologists) who assess and diagnose mental disorders use the

    CULTURAL IDIOMS OF
    DISTRESS/CULTURAL SYNDROMES

    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    classification system provided in a book called the Diagnostic and Statistical Manual of Mental
    Disorders, Text Revision (5th ed.), usually abbreviated as the DSM-5-TR. This system attempts to
    provide enough specificity to appropriately classify a large variety of mental disorders while also
    attempting to include all possible symptoms. This is a daunting task because symptoms can
    change over time or vary between cultures.

    As you are now aware, different cultural contexts result in varied constructs in terms of how we
    think about concepts like intelligence, emotions, and social behavior. Different cultures may
    understand and relate to psychological disorders such as anxiety, schizophrenia, and substance
    abuse differently as well. There are also some syndromes, such as mal de ojo (“evil eye”) and
    hikikomori (“protracted and severe social withdrawal”), that are found only in specific cultures.
    There is no one-to-one correspondence between a cultural syndrome and a DSM diagnosis.
    However, a psychologist would need to utilize a respected diagnostic tool like the DSM as a
    starting point in determining the most appropriate treatment for a suffering person. The
    challenge is to connect the DSM system, which allows mental health professionals all over the
    world to communicate effectively, with different cultural perspectives. It is not an easy task!

    Your Discussion this week is an opportunity to think like a mental health professional while
    applying what you have learned about cross-cultural psychology. For this Discussion, you will
    explore different cultural syndromes and analyze the application of DSM-5-TR diagnostic criteria
    to them. You will be asked to reflect critically on how cultural syndromes compare with western
    disorders and their usefulness in therapeutic settings.

    Review this week’s Learning Resources and specifically pay attention to the Writing Center
    Resources that will guide you as you use evidence to support your post and response to this

    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/155407/modules/items/6184148)

    TO PREPARE:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    Discussion. Also review the “Common Assignments: Discussion Posts” resource to guide you as
    develop your skills further in writing effective Discussion posts and responses.
    As you review the assigned sections of the DSM, reflect on cultural syndromes. Selecting one or
    more cultural syndromes as an example, consider:

    What’s the primary feature of this cultural syndrome?
    What are related Western disorders and their prominent symptoms?
    What are the key overlaps you see when examining descriptions of cultural syndromes?

    Post the following:

    Select a cultural syndrome and post the following:

    Describe the primary feature of this cultural syndrome.

    Describe at least two related Western disorders and their prominent symptoms.
    Explain two key overlapping features you see when examining descriptions of cultural syndromes.
    Explain how having an understanding of cultural syndromes can be used in therapeutic settings.

    Support the responses within your assignment post with credited evidence from the assigned
    learning resources (including sentence-level citations). Provide a reference list in APA Style for
    resources you used in the post.

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

    Respond to at least one of your colleagues’ posts and discuss your views and provide additional
    insights. Use the Learning Resources from this week as evidence to support your response.

    Support the responses within your colleague reply with credited evidence from the assigned learning
    resources (e.g., including sentence-level citations). Provide a reference list in APA Style for resources
    you used in the post.

    BY DAY 3

    BY DAY 5

    Reply

    **## Week5_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 9, “Psychological Disorders” (pp. 361–410)

    Chapter 10, “Social Perception, Social Cognition, and Social Interaction” (pp. 411–457)

    DSM-5 TR: Cultural Syndromes and Cultural Idioms of Distress

    The Diagnostic and Statistical Manual of Mental Disorders, or DSM, is the primary diagnostic
    resource used by health professionals to evaluate, diagnose, and treat psychological disorders.
    The following two sections from the book include discussions of how to integrate culture and
    social context into mental health diagnoses. This includes how individuals from different cultures
    express illness and distress and examples of cultural syndromes that overlap with DSM disorders.
    In addition, explore other sections of the DSM-5 TR to familiarize yourself with the various
    psychological disorders and their diagnostic criteria.

    American Psychiatric Association. (2022). Cultural formation
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psy
    chiatric_Diagnosis) . In Diagnostic and statistical manual of mental disorders, text revision (5th
    ed. TR). Author.

    American Psychiatric Association. (2022). Cultural concepts of distress
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.978089
    0425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429) . In Diagnostic and statistical
    manual of mental disorders, text revision (5th ed.TR). Author.

    Writing Resources

    OASIS. (n.d.). Paraphrase and summarize information
    (https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/writing/paraphrase-summarize

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Using evidence: Overview
    (https://academicguides.waldenu.edu/writingcenter/evidence/) .
    https://academicguides.waldenu.edu/writingcenter/evidence/

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates.
    (https://academicguides.waldenu.edu/writingcenter/templates/general)
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Week5_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 9, “Psychological Disorders” (pp. 361–410)

    Chapter 10, “Social Perception, Social Cognition, and Social Interaction” (pp. 411–457)

    DSM-5 TR: Cultural Syndromes and Cultural Idioms of Distress

    The Diagnostic and Statistical Manual of Mental Disorders, or DSM, is the primary diagnostic
    resource used by health professionals to evaluate, diagnose, and treat psychological disorders.
    The following two sections from the book include discussions of how to integrate culture and
    social context into mental health diagnoses. This includes how individuals from different cultures
    express illness and distress and examples of cultural syndromes that overlap with DSM disorders.
    In addition, explore other sections of the DSM-5 TR to familiarize yourself with the various
    psychological disorders and their diagnostic criteria.

    American Psychiatric Association. (2022). Cultural formation
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psy
    chiatric_Diagnosis) . In Diagnostic and statistical manual of mental disorders, text revision (5th
    ed. TR). Author.

    American Psychiatric Association. (2022). Cultural concepts of distress
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.978089
    0425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429) . In Diagnostic and statistical
    manual of mental disorders, text revision (5th ed.TR). Author.

    Writing Resources

    OASIS. (n.d.). Paraphrase and summarize information
    (https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/writing/paraphrase-summarize

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Using evidence: Overview
    (https://academicguides.waldenu.edu/writingcenter/evidence/) .
    https://academicguides.waldenu.edu/writingcenter/evidence/

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates.
    (https://academicguides.waldenu.edu/writingcenter/templates/general)
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Topic_Week5_Discussion.pdf**

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

    Due Mar 26 60 points

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/618414

    If you were to give a box of 100 different photographs to 10 people and ask them to sort them
    into groups, it is very unlikely that all 10 people would sort them into the exact same groups.
    However, if you were to give them a series of questions or a classification system to use, the
    chances that all 10 people sort them exactly the same would increase.

    This is not unlike the process of classifying mental disorders. Mental health professionals in the
    United States (e.g., doctors, psychologists) who assess and diagnose mental disorders use the

    CULTURAL IDIOMS OF
    DISTRESS/CULTURAL SYNDROMES

    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    classification system provided in a book called the Diagnostic and Statistical Manual of Mental
    Disorders, Text Revision (5th ed.), usually abbreviated as the DSM-5-TR. This system attempts to
    provide enough specificity to appropriately classify a large variety of mental disorders while also
    attempting to include all possible symptoms. This is a daunting task because symptoms can
    change over time or vary between cultures.

    As you are now aware, different cultural contexts result in varied constructs in terms of how we
    think about concepts like intelligence, emotions, and social behavior. Different cultures may
    understand and relate to psychological disorders such as anxiety, schizophrenia, and substance
    abuse differently as well. There are also some syndromes, such as mal de ojo (“evil eye”) and
    hikikomori (“protracted and severe social withdrawal”), that are found only in specific cultures.
    There is no one-to-one correspondence between a cultural syndrome and a DSM diagnosis.
    However, a psychologist would need to utilize a respected diagnostic tool like the DSM as a
    starting point in determining the most appropriate treatment for a suffering person. The
    challenge is to connect the DSM system, which allows mental health professionals all over the
    world to communicate effectively, with different cultural perspectives. It is not an easy task!

    Your Discussion this week is an opportunity to think like a mental health professional while
    applying what you have learned about cross-cultural psychology. For this Discussion, you will
    explore different cultural syndromes and analyze the application of DSM-5-TR diagnostic criteria
    to them. You will be asked to reflect critically on how cultural syndromes compare with western
    disorders and their usefulness in therapeutic settings.

    Review this week’s Learning Resources and specifically pay attention to the Writing Center
    Resources that will guide you as you use evidence to support your post and response to this

    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/155407/modules/items/6184148)

    TO PREPARE:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    Discussion. Also review the “Common Assignments: Discussion Posts” resource to guide you as
    develop your skills further in writing effective Discussion posts and responses.
    As you review the assigned sections of the DSM, reflect on cultural syndromes. Selecting one or
    more cultural syndromes as an example, consider:

    What’s the primary feature of this cultural syndrome?
    What are related Western disorders and their prominent symptoms?
    What are the key overlaps you see when examining descriptions of cultural syndromes?

    Post the following:

    Select a cultural syndrome and post the following:

    Describe the primary feature of this cultural syndrome.

    Describe at least two related Western disorders and their prominent symptoms.
    Explain two key overlapping features you see when examining descriptions of cultural syndromes.
    Explain how having an understanding of cultural syndromes can be used in therapeutic settings.

    Support the responses within your assignment post with credited evidence from the assigned
    learning resources (including sentence-level citations). Provide a reference list in APA Style for
    resources you used in the post.

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

    Respond to at least one of your colleagues’ posts and discuss your views and provide additional
    insights. Use the Learning Resources from this week as evidence to support your response.

    Support the responses within your colleague reply with credited evidence from the assigned learning
    resources (e.g., including sentence-level citations). Provide a reference list in APA Style for resources
    you used in the post.

    BY DAY 3

    BY DAY 5

    Reply

    **## Week5_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 9, “Psychological Disorders” (pp. 361–410)

    Chapter 10, “Social Perception, Social Cognition, and Social Interaction” (pp. 411–457)

    DSM-5 TR: Cultural Syndromes and Cultural Idioms of Distress

    The Diagnostic and Statistical Manual of Mental Disorders, or DSM, is the primary diagnostic
    resource used by health professionals to evaluate, diagnose, and treat psychological disorders.
    The following two sections from the book include discussions of how to integrate culture and
    social context into mental health diagnoses. This includes how individuals from different cultures
    express illness and distress and examples of cultural syndromes that overlap with DSM disorders.
    In addition, explore other sections of the DSM-5 TR to familiarize yourself with the various
    psychological disorders and their diagnostic criteria.

    American Psychiatric Association. (2022). Cultural formation
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psy
    chiatric_Diagnosis) . In Diagnostic and statistical manual of mental disorders, text revision (5th
    ed. TR). Author.

    American Psychiatric Association. (2022). Cultural concepts of distress
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.978089
    0425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429) . In Diagnostic and statistical
    manual of mental disorders, text revision (5th ed.TR). Author.

    Writing Resources

    OASIS. (n.d.). Paraphrase and summarize information
    (https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/writing/paraphrase-summarize

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Using evidence: Overview
    (https://academicguides.waldenu.edu/writingcenter/evidence/) .
    https://academicguides.waldenu.edu/writingcenter/evidence/

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates.
    (https://academicguides.waldenu.edu/writingcenter/templates/general)
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Topic_Week5_Discussion.pdf**

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

    Due Mar 26 60 points

    View Split Screen

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    Search entries or author…

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    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/618414

    If you were to give a box of 100 different photographs to 10 people and ask them to sort them
    into groups, it is very unlikely that all 10 people would sort them into the exact same groups.
    However, if you were to give them a series of questions or a classification system to use, the
    chances that all 10 people sort them exactly the same would increase.

    This is not unlike the process of classifying mental disorders. Mental health professionals in the
    United States (e.g., doctors, psychologists) who assess and diagnose mental disorders use the

    CULTURAL IDIOMS OF
    DISTRESS/CULTURAL SYNDROMES

    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    classification system provided in a book called the Diagnostic and Statistical Manual of Mental
    Disorders, Text Revision (5th ed.), usually abbreviated as the DSM-5-TR. This system attempts to
    provide enough specificity to appropriately classify a large variety of mental disorders while also
    attempting to include all possible symptoms. This is a daunting task because symptoms can
    change over time or vary between cultures.

    As you are now aware, different cultural contexts result in varied constructs in terms of how we
    think about concepts like intelligence, emotions, and social behavior. Different cultures may
    understand and relate to psychological disorders such as anxiety, schizophrenia, and substance
    abuse differently as well. There are also some syndromes, such as mal de ojo (“evil eye”) and
    hikikomori (“protracted and severe social withdrawal”), that are found only in specific cultures.
    There is no one-to-one correspondence between a cultural syndrome and a DSM diagnosis.
    However, a psychologist would need to utilize a respected diagnostic tool like the DSM as a
    starting point in determining the most appropriate treatment for a suffering person. The
    challenge is to connect the DSM system, which allows mental health professionals all over the
    world to communicate effectively, with different cultural perspectives. It is not an easy task!

    Your Discussion this week is an opportunity to think like a mental health professional while
    applying what you have learned about cross-cultural psychology. For this Discussion, you will
    explore different cultural syndromes and analyze the application of DSM-5-TR diagnostic criteria
    to them. You will be asked to reflect critically on how cultural syndromes compare with western
    disorders and their usefulness in therapeutic settings.

    Review this week’s Learning Resources and specifically pay attention to the Writing Center
    Resources that will guide you as you use evidence to support your post and response to this

    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/155407/modules/items/6184148)

    TO PREPARE:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    Discussion. Also review the “Common Assignments: Discussion Posts” resource to guide you as
    develop your skills further in writing effective Discussion posts and responses.
    As you review the assigned sections of the DSM, reflect on cultural syndromes. Selecting one or
    more cultural syndromes as an example, consider:

    What’s the primary feature of this cultural syndrome?
    What are related Western disorders and their prominent symptoms?
    What are the key overlaps you see when examining descriptions of cultural syndromes?

    Post the following:

    Select a cultural syndrome and post the following:

    Describe the primary feature of this cultural syndrome.

    Describe at least two related Western disorders and their prominent symptoms.
    Explain two key overlapping features you see when examining descriptions of cultural syndromes.
    Explain how having an understanding of cultural syndromes can be used in therapeutic settings.

    Support the responses within your assignment post with credited evidence from the assigned
    learning resources (including sentence-level citations). Provide a reference list in APA Style for
    resources you used in the post.

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

    Respond to at least one of your colleagues’ posts and discuss your views and provide additional
    insights. Use the Learning Resources from this week as evidence to support your response.

    Support the responses within your colleague reply with credited evidence from the assigned learning
    resources (e.g., including sentence-level citations). Provide a reference list in APA Style for resources
    you used in the post.

    BY DAY 3

    BY DAY 5

    Reply

    **## Week5_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 9, “Psychological Disorders” (pp. 361–410)

    Chapter 10, “Social Perception, Social Cognition, and Social Interaction” (pp. 411–457)

    DSM-5 TR: Cultural Syndromes and Cultural Idioms of Distress

    The Diagnostic and Statistical Manual of Mental Disorders, or DSM, is the primary diagnostic
    resource used by health professionals to evaluate, diagnose, and treat psychological disorders.
    The following two sections from the book include discussions of how to integrate culture and
    social context into mental health diagnoses. This includes how individuals from different cultures
    express illness and distress and examples of cultural syndromes that overlap with DSM disorders.
    In addition, explore other sections of the DSM-5 TR to familiarize yourself with the various
    psychological disorders and their diagnostic criteria.

    American Psychiatric Association. (2022). Cultural formation
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psy
    chiatric_Diagnosis) . In Diagnostic and statistical manual of mental disorders, text revision (5th
    ed. TR). Author.

    American Psychiatric Association. (2022). Cultural concepts of distress
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.978089
    0425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429) . In Diagnostic and statistical
    manual of mental disorders, text revision (5th ed.TR). Author.

    Writing Resources

    OASIS. (n.d.). Paraphrase and summarize information
    (https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/writing/paraphrase-summarize

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Using evidence: Overview
    (https://academicguides.waldenu.edu/writingcenter/evidence/) .
    https://academicguides.waldenu.edu/writingcenter/evidence/

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates.
    (https://academicguides.waldenu.edu/writingcenter/templates/general)
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

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    Due Mar 26 60 points

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    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/618414

    If you were to give a box of 100 different photographs to 10 people and ask them to sort them
    into groups, it is very unlikely that all 10 people would sort them into the exact same groups.
    However, if you were to give them a series of questions or a classification system to use, the
    chances that all 10 people sort them exactly the same would increase.

    This is not unlike the process of classifying mental disorders. Mental health professionals in the
    United States (e.g., doctors, psychologists) who assess and diagnose mental disorders use the

    CULTURAL IDIOMS OF
    DISTRESS/CULTURAL SYNDROMES

    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    classification system provided in a book called the Diagnostic and Statistical Manual of Mental
    Disorders, Text Revision (5th ed.), usually abbreviated as the DSM-5-TR. This system attempts to
    provide enough specificity to appropriately classify a large variety of mental disorders while also
    attempting to include all possible symptoms. This is a daunting task because symptoms can
    change over time or vary between cultures.

    As you are now aware, different cultural contexts result in varied constructs in terms of how we
    think about concepts like intelligence, emotions, and social behavior. Different cultures may
    understand and relate to psychological disorders such as anxiety, schizophrenia, and substance
    abuse differently as well. There are also some syndromes, such as mal de ojo (“evil eye”) and
    hikikomori (“protracted and severe social withdrawal”), that are found only in specific cultures.
    There is no one-to-one correspondence between a cultural syndrome and a DSM diagnosis.
    However, a psychologist would need to utilize a respected diagnostic tool like the DSM as a
    starting point in determining the most appropriate treatment for a suffering person. The
    challenge is to connect the DSM system, which allows mental health professionals all over the
    world to communicate effectively, with different cultural perspectives. It is not an easy task!

    Your Discussion this week is an opportunity to think like a mental health professional while
    applying what you have learned about cross-cultural psychology. For this Discussion, you will
    explore different cultural syndromes and analyze the application of DSM-5-TR diagnostic criteria
    to them. You will be asked to reflect critically on how cultural syndromes compare with western
    disorders and their usefulness in therapeutic settings.

    Review this week’s Learning Resources and specifically pay attention to the Writing Center
    Resources that will guide you as you use evidence to support your post and response to this

    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/155407/modules/items/6184148)

    TO PREPARE:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    Discussion. Also review the “Common Assignments: Discussion Posts” resource to guide you as
    develop your skills further in writing effective Discussion posts and responses.
    As you review the assigned sections of the DSM, reflect on cultural syndromes. Selecting one or
    more cultural syndromes as an example, consider:

    What’s the primary feature of this cultural syndrome?
    What are related Western disorders and their prominent symptoms?
    What are the key overlaps you see when examining descriptions of cultural syndromes?

    Post the following:

    Select a cultural syndrome and post the following:

    Describe the primary feature of this cultural syndrome.

    Describe at least two related Western disorders and their prominent symptoms.
    Explain two key overlapping features you see when examining descriptions of cultural syndromes.
    Explain how having an understanding of cultural syndromes can be used in therapeutic settings.

    Support the responses within your assignment post with credited evidence from the assigned
    learning resources (including sentence-level citations). Provide a reference list in APA Style for
    resources you used in the post.

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

    Respond to at least one of your colleagues’ posts and discuss your views and provide additional
    insights. Use the Learning Resources from this week as evidence to support your response.

    Support the responses within your colleague reply with credited evidence from the assigned learning
    resources (e.g., including sentence-level citations). Provide a reference list in APA Style for resources
    you used in the post.

    BY DAY 3

    BY DAY 5

    Reply

    **## Week5_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 9, “Psychological Disorders” (pp. 361–410)

    Chapter 10, “Social Perception, Social Cognition, and Social Interaction” (pp. 411–457)

    DSM-5 TR: Cultural Syndromes and Cultural Idioms of Distress

    The Diagnostic and Statistical Manual of Mental Disorders, or DSM, is the primary diagnostic
    resource used by health professionals to evaluate, diagnose, and treat psychological disorders.
    The following two sections from the book include discussions of how to integrate culture and
    social context into mental health diagnoses. This includes how individuals from different cultures
    express illness and distress and examples of cultural syndromes that overlap with DSM disorders.
    In addition, explore other sections of the DSM-5 TR to familiarize yourself with the various
    psychological disorders and their diagnostic criteria.

    American Psychiatric Association. (2022). Cultural formation
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psy
    chiatric_Diagnosis) . In Diagnostic and statistical manual of mental disorders, text revision (5th
    ed. TR). Author.

    American Psychiatric Association. (2022). Cultural concepts of distress
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.978089
    0425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429) . In Diagnostic and statistical
    manual of mental disorders, text revision (5th ed.TR). Author.

    Writing Resources

    OASIS. (n.d.). Paraphrase and summarize information
    (https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/writing/paraphrase-summarize

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Using evidence: Overview
    (https://academicguides.waldenu.edu/writingcenter/evidence/) .
    https://academicguides.waldenu.edu/writingcenter/evidence/

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates.
    (https://academicguides.waldenu.edu/writingcenter/templates/general)
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Week5_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 9, “Psychological Disorders” (pp. 361–410)

    Chapter 10, “Social Perception, Social Cognition, and Social Interaction” (pp. 411–457)

    DSM-5 TR: Cultural Syndromes and Cultural Idioms of Distress

    The Diagnostic and Statistical Manual of Mental Disorders, or DSM, is the primary diagnostic
    resource used by health professionals to evaluate, diagnose, and treat psychological disorders.
    The following two sections from the book include discussions of how to integrate culture and
    social context into mental health diagnoses. This includes how individuals from different cultures
    express illness and distress and examples of cultural syndromes that overlap with DSM disorders.
    In addition, explore other sections of the DSM-5 TR to familiarize yourself with the various
    psychological disorders and their diagnostic criteria.

    American Psychiatric Association. (2022). Cultural formation
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psy
    chiatric_Diagnosis) . In Diagnostic and statistical manual of mental disorders, text revision (5th
    ed. TR). Author.

    American Psychiatric Association. (2022). Cultural concepts of distress
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.978089
    0425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429) . In Diagnostic and statistical
    manual of mental disorders, text revision (5th ed.TR). Author.

    Writing Resources

    OASIS. (n.d.). Paraphrase and summarize information
    (https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/writing/paraphrase-summarize

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Using evidence: Overview
    (https://academicguides.waldenu.edu/writingcenter/evidence/) .
    https://academicguides.waldenu.edu/writingcenter/evidence/

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates.
    (https://academicguides.waldenu.edu/writingcenter/templates/general)
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Topic_Week5_Discussion.pdf**

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

    Due Mar 26 60 points

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/618414

    If you were to give a box of 100 different photographs to 10 people and ask them to sort them
    into groups, it is very unlikely that all 10 people would sort them into the exact same groups.
    However, if you were to give them a series of questions or a classification system to use, the
    chances that all 10 people sort them exactly the same would increase.

    This is not unlike the process of classifying mental disorders. Mental health professionals in the
    United States (e.g., doctors, psychologists) who assess and diagnose mental disorders use the

    CULTURAL IDIOMS OF
    DISTRESS/CULTURAL SYNDROMES

    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    classification system provided in a book called the Diagnostic and Statistical Manual of Mental
    Disorders, Text Revision (5th ed.), usually abbreviated as the DSM-5-TR. This system attempts to
    provide enough specificity to appropriately classify a large variety of mental disorders while also
    attempting to include all possible symptoms. This is a daunting task because symptoms can
    change over time or vary between cultures.

    As you are now aware, different cultural contexts result in varied constructs in terms of how we
    think about concepts like intelligence, emotions, and social behavior. Different cultures may
    understand and relate to psychological disorders such as anxiety, schizophrenia, and substance
    abuse differently as well. There are also some syndromes, such as mal de ojo (“evil eye”) and
    hikikomori (“protracted and severe social withdrawal”), that are found only in specific cultures.
    There is no one-to-one correspondence between a cultural syndrome and a DSM diagnosis.
    However, a psychologist would need to utilize a respected diagnostic tool like the DSM as a
    starting point in determining the most appropriate treatment for a suffering person. The
    challenge is to connect the DSM system, which allows mental health professionals all over the
    world to communicate effectively, with different cultural perspectives. It is not an easy task!

    Your Discussion this week is an opportunity to think like a mental health professional while
    applying what you have learned about cross-cultural psychology. For this Discussion, you will
    explore different cultural syndromes and analyze the application of DSM-5-TR diagnostic criteria
    to them. You will be asked to reflect critically on how cultural syndromes compare with western
    disorders and their usefulness in therapeutic settings.

    Review this week’s Learning Resources and specifically pay attention to the Writing Center
    Resources that will guide you as you use evidence to support your post and response to this

    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/155407/modules/items/6184148)

    TO PREPARE:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    Discussion. Also review the “Common Assignments: Discussion Posts” resource to guide you as
    develop your skills further in writing effective Discussion posts and responses.
    As you review the assigned sections of the DSM, reflect on cultural syndromes. Selecting one or
    more cultural syndromes as an example, consider:

    What’s the primary feature of this cultural syndrome?
    What are related Western disorders and their prominent symptoms?
    What are the key overlaps you see when examining descriptions of cultural syndromes?

    Post the following:

    Select a cultural syndrome and post the following:

    Describe the primary feature of this cultural syndrome.

    Describe at least two related Western disorders and their prominent symptoms.
    Explain two key overlapping features you see when examining descriptions of cultural syndromes.
    Explain how having an understanding of cultural syndromes can be used in therapeutic settings.

    Support the responses within your assignment post with credited evidence from the assigned
    learning resources (including sentence-level citations). Provide a reference list in APA Style for
    resources you used in the post.

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

    Respond to at least one of your colleagues’ posts and discuss your views and provide additional
    insights. Use the Learning Resources from this week as evidence to support your response.

    Support the responses within your colleague reply with credited evidence from the assigned learning
    resources (e.g., including sentence-level citations). Provide a reference list in APA Style for resources
    you used in the post.

    BY DAY 3

    BY DAY 5

    Reply

    **## Week5_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 9, “Psychological Disorders” (pp. 361–410)

    Chapter 10, “Social Perception, Social Cognition, and Social Interaction” (pp. 411–457)

    DSM-5 TR: Cultural Syndromes and Cultural Idioms of Distress

    The Diagnostic and Statistical Manual of Mental Disorders, or DSM, is the primary diagnostic
    resource used by health professionals to evaluate, diagnose, and treat psychological disorders.
    The following two sections from the book include discussions of how to integrate culture and
    social context into mental health diagnoses. This includes how individuals from different cultures
    express illness and distress and examples of cultural syndromes that overlap with DSM disorders.
    In addition, explore other sections of the DSM-5 TR to familiarize yourself with the various
    psychological disorders and their diagnostic criteria.

    American Psychiatric Association. (2022). Cultural formation
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psy
    chiatric_Diagnosis) . In Diagnostic and statistical manual of mental disorders, text revision (5th
    ed. TR). Author.

    American Psychiatric Association. (2022). Cultural concepts of distress
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.978089
    0425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429) . In Diagnostic and statistical
    manual of mental disorders, text revision (5th ed.TR). Author.

    Writing Resources

    OASIS. (n.d.). Paraphrase and summarize information
    (https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/writing/paraphrase-summarize

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Using evidence: Overview
    (https://academicguides.waldenu.edu/writingcenter/evidence/) .
    https://academicguides.waldenu.edu/writingcenter/evidence/

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates.
    (https://academicguides.waldenu.edu/writingcenter/templates/general)
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Topic_Week5_Discussion.pdf**

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

    Due Mar 26 60 points

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/618414

    If you were to give a box of 100 different photographs to 10 people and ask them to sort them
    into groups, it is very unlikely that all 10 people would sort them into the exact same groups.
    However, if you were to give them a series of questions or a classification system to use, the
    chances that all 10 people sort them exactly the same would increase.

    This is not unlike the process of classifying mental disorders. Mental health professionals in the
    United States (e.g., doctors, psychologists) who assess and diagnose mental disorders use the

    CULTURAL IDIOMS OF
    DISTRESS/CULTURAL SYNDROMES

    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184143](https://waldenu.instructure.com/courses/155407/modules/items/6184143)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_764784593.jpg)

    classification system provided in a book called the Diagnostic and Statistical Manual of Mental
    Disorders, Text Revision (5th ed.), usually abbreviated as the DSM-5-TR. This system attempts to
    provide enough specificity to appropriately classify a large variety of mental disorders while also
    attempting to include all possible symptoms. This is a daunting task because symptoms can
    change over time or vary between cultures.

    As you are now aware, different cultural contexts result in varied constructs in terms of how we
    think about concepts like intelligence, emotions, and social behavior. Different cultures may
    understand and relate to psychological disorders such as anxiety, schizophrenia, and substance
    abuse differently as well. There are also some syndromes, such as mal de ojo (“evil eye”) and
    hikikomori (“protracted and severe social withdrawal”), that are found only in specific cultures.
    There is no one-to-one correspondence between a cultural syndrome and a DSM diagnosis.
    However, a psychologist would need to utilize a respected diagnostic tool like the DSM as a
    starting point in determining the most appropriate treatment for a suffering person. The
    challenge is to connect the DSM system, which allows mental health professionals all over the
    world to communicate effectively, with different cultural perspectives. It is not an easy task!

    Your Discussion this week is an opportunity to think like a mental health professional while
    applying what you have learned about cross-cultural psychology. For this Discussion, you will
    explore different cultural syndromes and analyze the application of DSM-5-TR diagnostic criteria
    to them. You will be asked to reflect critically on how cultural syndromes compare with western
    disorders and their usefulness in therapeutic settings.

    Review this week’s Learning Resources and specifically pay attention to the Writing Center
    Resources that will guide you as you use evidence to support your post and response to this

    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/155407/modules/items/6184148)

    TO PREPARE:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184148](https://waldenu.instructure.com/courses/155407/modules/items/6184148)

    Discussion. Also review the “Common Assignments: Discussion Posts” resource to guide you as
    develop your skills further in writing effective Discussion posts and responses.
    As you review the assigned sections of the DSM, reflect on cultural syndromes. Selecting one or
    more cultural syndromes as an example, consider:

    What’s the primary feature of this cultural syndrome?
    What are related Western disorders and their prominent symptoms?
    What are the key overlaps you see when examining descriptions of cultural syndromes?

    Post the following:

    Select a cultural syndrome and post the following:

    Describe the primary feature of this cultural syndrome.

    Describe at least two related Western disorders and their prominent symptoms.
    Explain two key overlapping features you see when examining descriptions of cultural syndromes.
    Explain how having an understanding of cultural syndromes can be used in therapeutic settings.

    Support the responses within your assignment post with credited evidence from the assigned
    learning resources (including sentence-level citations). Provide a reference list in APA Style for
    resources you used in the post.

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

    Respond to at least one of your colleagues’ posts and discuss your views and provide additional
    insights. Use the Learning Resources from this week as evidence to support your response.

    Support the responses within your colleague reply with credited evidence from the assigned learning
    resources (e.g., including sentence-level citations). Provide a reference list in APA Style for resources
    you used in the post.

    BY DAY 3

    BY DAY 5

    Reply

    **## Week5_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 9, “Psychological Disorders” (pp. 361–410)

    Chapter 10, “Social Perception, Social Cognition, and Social Interaction” (pp. 411–457)

    DSM-5 TR: Cultural Syndromes and Cultural Idioms of Distress

    The Diagnostic and Statistical Manual of Mental Disorders, or DSM, is the primary diagnostic
    resource used by health professionals to evaluate, diagnose, and treat psychological disorders.
    The following two sections from the book include discussions of how to integrate culture and
    social context into mental health diagnoses. This includes how individuals from different cultures
    express illness and distress and examples of cultural syndromes that overlap with DSM disorders.
    In addition, explore other sections of the DSM-5 TR to familiarize yourself with the various
    psychological disorders and their diagnostic criteria.

    American Psychiatric Association. (2022). Cultural formation
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psy
    chiatric_Diagnosis) . In Diagnostic and statistical manual of mental disorders, text revision (5th
    ed. TR). Author.

    American Psychiatric Association. (2022). Cultural concepts of distress
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.978089
    0425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429) . In Diagnostic and statistical
    manual of mental disorders, text revision (5th ed.TR). Author.

    Writing Resources

    OASIS. (n.d.). Paraphrase and summarize information
    (https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/writing/paraphrase-summarize

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Using evidence: Overview
    (https://academicguides.waldenu.edu/writingcenter/evidence/) .
    https://academicguides.waldenu.edu/writingcenter/evidence/

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis](https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.Culture_and_Psychiatric_Diagnosis)

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    [https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fdsm.psychiatryonline.org%2Fdoi%2Ffull%2F10.1176%2Fappi.books.9780890425787.Culture_and_Psychiatric_Diagnosis%23×38387.2952429)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [https://academics.waldenu.edu/writing/paraphrase-summarize](https://academics.waldenu.edu/writing/paraphrase-summarize)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/evidence/](https://academicguides.waldenu.edu/writingcenter/evidence/)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates.
    (https://academicguides.waldenu.edu/writingcenter/templates/general)
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

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    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

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  • [Solved] discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – Search the Walden library and/or the internet to identify at least two examples of crimes committed by a juvenile that may prompt a petition to try that juvenile as an adult. – For the examples you identify, consider what developmental criteria would legally be needed for a juvenile to be tried as…

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    Assignment Prompt & Instructions

    – Search the Walden library and/or the internet to identify at least two examples of crimes committed by a juvenile that may prompt a petition to try that juvenile as an adult.
    – For the examples you identify, consider what developmental criteria would legally be needed for a juvenile to be tried as an adult and what might be the role of a forensic psychology professional in this decision.

    – 2 years ago

  • [Solved] Leadership

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    Executive Solution Overview

    – 2 years ago **files (1)** – ## leadership7.docx **## leadership7.docx** Discussion 1 250 words Individuals develop a personal code of ethics and a definition of what is right and wrong based on early life experiences with role models. These role models might include parents, teachers, and others. …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## leadership7.docx

    **## leadership7.docx**

    Discussion 1 250 words

    Individuals develop a personal code of ethics and a definition of what is right and wrong based on early life experiences with role models. These role models might include parents, teachers, and others. Reflect on the significant relationships in your life as a child and young adult.

    Discussion 2. 250 words

    Leaders are challenged to make high-stakes decisions that affect business results. Good leaders use both reason and emotion to make decisions that have an impact on employees and customers and often establish the ethical atmosphere of the organization.

    Assignment 1

    As a leader, it will be important for you to model ethical behavior for the organization.

    **Write** a 350- to 525-word synthesis describing leadership ethics. Your synthesis should include the following:

    · Define
    _leadership ethics_.

    · Summarize the importance of ethical leadership.

    · Outline how you will model ethical behavior as a leader using the SPL model.

    _Note_:
    A well-structured scholarly paragraph contains 3–5 sentences. Please refer to the
    [MEAL Plan](https://multimedia.phoenix.edu/cms/20205378) as a guide. Avoid the use of first-person language. You will be writing this synthesis from a third-person perspective.

    **## leadership7.docx**

    Discussion 1 250 words

    Individuals develop a personal code of ethics and a definition of what is right and wrong based on early life experiences with role models. These role models might include parents, teachers, and others. Reflect on the significant relationships in your life as a child and young adult.

    Discussion 2. 250 words

    Leaders are challenged to make high-stakes decisions that affect business results. Good leaders use both reason and emotion to make decisions that have an impact on employees and customers and often establish the ethical atmosphere of the organization.

    Assignment 1

    As a leader, it will be important for you to model ethical behavior for the organization.

    **Write** a 350- to 525-word synthesis describing leadership ethics. Your synthesis should include the following:

    · Define
    _leadership ethics_.

    · Summarize the importance of ethical leadership.

    · Outline how you will model ethical behavior as a leader using the SPL model.

    _Note_:
    A well-structured scholarly paragraph contains 3–5 sentences. Please refer to the
    [MEAL Plan](https://multimedia.phoenix.edu/cms/20205378) as a guide. Avoid the use of first-person language. You will be writing this synthesis from a third-person perspective.