Prompt: In Wobovnik’s text and video “These Shoes Aren’t made for Walking”, she presents an analysis of the high-heeled shoe as a cultural artifact. Wobovnik explains that people often have different associations with the same cultural artifact, because the “cultural agents bring the object into meaning by using it” (85). In other words, an object only has meaning because it is used by people, and people create meaning according to cultural and social practices. For your GREATs module essay, you will select a cultural artifact to analyze in a similar way to Wobovnik’s analysis of the high-heeled shoe. For your discussion post, select a contemporary cultural artifact that either limits or promotes freedom for individuals (this may have changed throughout history, but focus on the current societal views of the object). Respond to the following questions in two to three paragraphs: How is the artifact experienced or interpreted?   What is the artifact’s role in society? How does the artifact contribute to and actively shape cultural ideals and expectations? How does the artifact support or revise conventional ideas, practices, or expectations? How does the artifact create meaning? How does this artifact promote specific values of freedom, or oppression? Which cultural groups are affected by the artifact? How does the artifact participate in influencing the formation of personal or group identity? How is this artifact representative of wider social assumptions that are promoted through media and stereotypes?

Learners will prepare an original PEE on the contemporary Army issue facing the Sexual Harassment/Assault Response Prevention (SHARP) program within their organizations. In your essay, explain two recommendations that might improve the effectiveness of your unit’s SHARP program. In doing so, use your personal experience and at least three references to support your proposals. This paper must set forth an argument concerning your own experience in this category.

Important! Read FirstChoose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.Option #1: Critical Analysis Essay Directions: Using the concepts learned through the readings and lecture pages, write a critical analysis essay that answers at least three of the following prompts or questions:How might you employ critical thinking as a tool to further your career aspirations?Describe the differences between inert information, assumptions, and inferences. Describe an assumption that you have made in the past that had important consequence.Where do you see yourself using activated ignorance (Links to an external site.) to think about issues? What steps could you take to move towards activated knowledge on this issue?What is the difference between activated ignorance and activated knowledge? Where do you have difficulties “thinking for yourself”? Why does critical thinking demand high levels of intellectual autonomy?Why are concepts, theories, and ideas central to good critical reasoning?Requirements:Cite all claims and ideas using scholarly sources. While it is acceptable to write in the first person, be sure to cite your sources to support your inferences. To understand how to construct your thoughts you can view these short clips on informal and formal writing.Peter Elbow: On Writing (Links to an external site.)Writing for Life: Start 39:58 end 41:30Writing Across the Curriculum: Forgetting formality: Start 29:05 end 32:52Writing Across the Curriculum Revising for Formality: Start 32:53 end 34:48Include at least one or two scholarly sources that are not part of the required or recommended reading for this course. The CSU-Global Library (Links to an external site.) is a good place to find these sources.Your paper should be four to five pages in length and formatted according to the CSU-Global Guide to Writing & APA (Links to an external site.).Papers should be double-spaced, 12-point font Times New Roman. Include the following in your essay: a brief introduction (Links to an external site.), a conclusion (Links to an external site.), and a reference page formatted according to CSU-Global APA requirements.You may wish to review the Template Paper for help formatting your essay according to the requirementsOption #2: Letter to Your Future Self Directions: Using the concepts learned through the readings and lecture pages, write a letter to yourself on critical reasoning that you will read one year from now. This letter should synthesize the concepts you have learned in Modules 1 and 2 to serve as a “benchmark” for your development as a thinker over the next year.Include the following ideas and terms in your letter:Which parts of the universal intellectual standards or the elements of reason are most difficult for you at this point? What strategies could you implement to grow?To what stage of critical thinking do you aspire in one year? Which parts of the universal intellectual standards and the elements of reason will be most important to your development in critical reasoning? Why?What key concepts or ideas shape your thinking today? How might you actively examine, challenge, and, if necessary, replace these concepts or ideas to expand your critical thinking capacities?Requirements:Cite all claims and ideas using scholarly sources. While it is acceptable to write in the first person, be sure to cite your sources to support your inferences. To understand how to construct your thoughts you can view these short clips on informal and formal writing.Peter Elbow: On Writing (Links to an external site.)Writing for Life: Start 39:58 end 41:30Writing Across the Curriculum: Forgetting formality: Start 29:05 end 32:52Writing Across the Curriculum Revising for Formality: Start 32:53 end 34:48Include at least one or two scholarly sources that are not part of the required or recommended reading for this course. The CSU-Global Library (Links to an external site.) is a good place to find these sources.Your paper should be four to five pages in length and formatted according to the CSU-Global Guide to Writing & APA (Links to an external site.).Papers should be double-spaced, 12-point font Times New Roman. Include the following in your essay: a brief introduction (Links to an external site.), a conclusion (Links to an external site.), and a reference page formatted according to CSU-Global APA requirements.You may wish to review the Template Paper for help formatting your essay according to the requirements.RequiredChapters 4 & 5 in Critical thinking: Tools for taking charge of your learning and your life.Egege, S., & Kutieleh, S. (2004). Critical thinking: Teaching foreign notions to foreign students. International Educational Journal, 4(4).RecommendedAfflerbach, P., Cho, B., & Kim, J. (2015). Conceptualizing and assessing higher-order thinking in reading. Theory Into Practice. 54(3), 203-212. Doi:10.1080/00405841.2015.1044367Johnson-Laird, P. N., & Lee, N. Y. (2006, January). Are there cross-cultural differences in reasoning? Retrieved from http://escholarship.org/uc/item/1tr5n9sr#page-1Ybarra, O., Kross, E., & Sanchez-Burks, J. (2014). The "Big idea" that is yet to be: Toward a more motivated, contextual, and dynamic model of emotional intelligence. Academy of Management Perspectives, 28(2), 93-107. doi:10.5465/amp.2012.0106Rubric HUM101 Mod 2 CT HUM101 Mod 2 CT Criteria Ratings Pts This criterion is linked to a Learning Outcome Requirements 10.0 to >8.0 pts Meets Expectation Includes all of the required components, as specified in the assignment. 8.0 to >6.0 pts Approaches Expectation Includes most of the required components, as specified in the assignment. 6.0 to >4.0 pts Below Expectation Includes some of the required components, as specified in the assignment. 4.0 to >0 pts Limited Evidence Includes few of the required components, as specified in the assignment. 10.0 pts This criterion is linked to a Learning Outcome Content 10.0 to >8.0 pts Meets Expectation Demonstrates strong or adequate knowledge of the materials; correctly represents knowledge from the readings and sources. 8.0 to >6.0 pts Approaches Expectation Some significant but not major errors or omissions in demonstration of knowledge. 6.0 to >4.0 pts Below Expectation Major errors or omissions in demonstration of knowledge. 4.0 to >0 pts Limited Evidence Fails to demonstrate knowledge of the materials. 10.0 pts This criterion is linked to a Learning Outcome Critical Thinking 25.0 to >20.0 pts Meets Expectation Demonstrates strong or adequate critical thinking. 20.0 to >15.0 pts Approaches Expectation Some significant but not major errors or omissions in critical thinking. 15.0 to >10.0 pts Below Expectation Major errors or omissions in critical thinking. 10.0 to >0 pts Limited Evidence Fails to demonstrate critical thinking. 25.0 pts This criterion is linked to a Learning Outcome Critical Analysis 25.0 to >20.0 pts Meets Expectation Demonstrates strong or adequate critical analysis of intellectual thinking and reasoning. 20.0 to >15.0 pts Approaches Expectation Some significant but not major errors or omissions in critical analysis of intellectual thinking and reasoning. 15.0 to >10.0 pts Below Expectation Major errors or omissions in critical analysis of intellectual thinking and reasoning. 10.0 to >0 pts Limited Evidence Fails to demonstrate critical analysis of intellectual thinking and reasoning. 25.0 pts This criterion is linked to a Learning Outcome Sources / Examples 10.0 to >8.0 pts Meets Expectation Sources or examples meet required criteria and are well chosen to provide substance and perspectives on the issue under examination. 8.0 to >6.0 pts Approaches Expectation Sources or examples meet required criteria but are less than adequately chosen to provide substance and perspectives on the issue under examination. 6.0 to >4.0 pts Below Expectation Sources or examples meet required criteria and are poorly chosen to provide substance and perspectives on the issue under examination. 4.0 to >0 pts Limited Evidence Source or example selection and integration of knowledge from the course is clearly deficient. 10.0 pts This criterion is linked to a Learning Outcome Demonstrates college-level proficiency in organization, grammar and style. 10.0 to >8.0 pts Meets Expectation Project is clearly organized, well written, and in proper format, as outlined in the assignment. Strong sentence and paragraph structure; few errors in grammar and spelling. 8.0 to >6.0 pts Approaches Expectation Project is fairly well organized and written and is in proper format, as outlined in the assignment. Reasonably good sentence and paragraph structure; significant number of errors in grammar and spelling. 6.0 to >4.0 pts Below Expectation Project is poorly organized; does not follow proper paper format. Inconsistent to inadequate sentence and paragraph development; numerous errors in grammar and spelling. 4.0 to >0 pts Limited Evidence Project is not organized or well written and is not in proper paper format. Poor quality work; unacceptable in terms of grammar and spelling. 10.0 pts This criterion is linked to a Learning Outcome Demonstrates proper use of APA style 10.0 to >8.0 pts Meets Expectation Project contains proper APA formatting, according to the CSU-Global Guide to Writing and APA, with no more than one significant error. 8.0 to >6.0 pts Approaches Expectation Few errors in APA formatting, according to the CSU-Global Guide to Writing and APA, with no more than two to three significant errors. 6.0 to >4.0 pts Below Expectation Significant errors in APA formatting, according to the CSU-Global Guide to Writing and APA, with four to five significant errors. 4.0 to >0 pts Limited Evidence Numerous errors in APA formatting, according to the CSU-Global Guide to Writing and APA, with more than five significant errors. 10.0 pts Total Points: 100.0