examine a specific topic, such as an issue or event in diversity, and how it impacts individuals and society. You will demonstrate your ability to think critically, investigate, and communicate clearly. Diversity influences society, and society influences diversity, creating a feedback loop between them. You will critically analyze a feedback loop in this project through social, historical, and theoretical approaches to diversity as well as the four general education lenses: history, humanities, natural and applied sciences, and social science. For this assignment, you will select the topic you will be working on and begin to collect the required elements for your analysis. This assignment requires you to gather reliable evidence from varied sources and use them to introduce your topic effectively. All these elements will prepare you to complete the project, where you will need to use evidence to support your points. Directions Review the module resources and the instructor feedback you received on the previous activity. Then, visit the IDS 400 Library Guide for guidance on how to select and narrow a topic. You may use the topic that you worked with in the previous module or choose something different now that you have reflected further. Do some preliminary research on your topic to make sure you can address each of the required elements. Please remember that you will not be able to change your topic after the end of this module. You should begin to gather the sources you will integrate into your project, which must include two resources from course materials and two resources from the library. You are not required to answer each question below the rubric criteria but may use them to better understand the criteria and guide your thinking. Specifically, you must address the following rubric criteria: Integrate reliable evidence from varied sources throughout your paper to support your analysis. It is important to draw from a more diverse pool of perspectives from varied sources to support the analysis. This is different from the Citations and Attributions rubric criterion. Reliable evidence from varied sources should be interwoven throughout the paper itself, while citing and attributing sources will be represented as APA in-text citations and a reference list at the end of your work. You will be evaluated on both criteria. Describe your topic with effective details and contextual information. What main points should you include about your topic? What other details are needed to ensure a thorough description? Describe a population significant to your topic. Include information such as demographics, cultural practices, social identity, and key challenges. Examples could include a population who is directly impacted by the topic, a group that works with those directly impacted, or a group that has strong feelings about the topic. Articulate how the topic has shaped the lives and experiences of your chosen population. What stories clearly illustrate how the topic has impacted the lives and experiences of your chosen population? Explain your choice of one general education interdisciplinary lens for analyzing your topic. What made you choose one lens over the others? Was it an easy decision? Why or why not? Construct a thesis statement that combines your topic, population, cultural situation, and choice of general education interdisciplinary lens. Your thesis statement should clearly and concisely state the relationships between your topic, population, cultural situation, and lens. It acts as a hypothesis proposing how these elements will work together during your critical analysis.  POST hi thanks soo much my professor said we can use these topics:A DIVERSITY-RELATED SUBJECT (many stopped here in Week 1, writing about a subject and not creating a fully developed topic that requires all four of these elements)THAT CONCERNS A POPULATIONWITH WHICH YOU WILL PROPOSE A COLLABORATIVE  PROJECT THAT YOU DESIGNIN AN EFFORT TO AFFECT A CHANGE Examples of Appropriately Constructed Topics for your Weekly Writings / Course Project:Working with Media to Create Increase Minority Representation in MoviesDecreasing Hiring Bias against Heavy People: A Plan to Create New PolicyA Plan to Update Views about Civil War Northern “Heroes” Memorialized in the South  Closing the Gender Gap: A Plan to Approach Companies in a Midwest CityImproving Handicap Access at College Graduations: Leaving the StageIf you need help considering a subject, consider an aspect of one of the protected classes (by Federal government definition) that could be used as the subject portion of the topic you need to develop for your weekly writings / course project.  Here is a partial list of these protected classes.  RaceColorReligion or creedNational origin or ancestrySex (including gender, pregnancy, sexual orientation, and gender identity).AgePhysical or mental disabilityVeteran statusGenetic informationCitizenship 

Read this article https://templeu.instructure.com/courses/86382/files/10524388/download?verifier=6uXUKeDqfA1lMTF5POnHZBUhjqyRJzlLv1PiQ0SO&wrap=1Then, listen to these musical examples mentioned in the article and watch the music videos:https://youtu.be/TTRhUWWd4cMhttps://youtu.be/qnn0Bju3wighttps://youtu.be/ECxBHhMc7oIhttps://youtu.be/-sElstTIWf4https://youtu.be/lJUFrBIDhLYWhen you are done, respond to at least one of the following prompts. Indicate which prompt(s) you are responding to. Your post should be a minimum of 200 words long, excluding any citations or direct quotes. Clearly reference the article in your response. 1. On page 112, the author states "While major record labels often tend to sell their female stars by highlighting their sexual desirability, some female performers managed to carve out a representational space by highlighting girl themes that energized girl solidarity and held up the possibility for a re-articulation of young femininity." Using at least two of the music video examples taken from above and/or one example from the lesson, provide examples of music that highlights sexual desirability and performers who have attempted to re-articulate what it means to be an empowered female performing artist. Consider the music, lyrics, and visuals of the music video. Be sure to reference the article to support your response. 2. The author describes Ayumi Hamasaki as a 'white' goddess and Misia as a 'black' music diva. What are the racial implications of this statement, and how do you personally feel about it? Provide examples in support of your argument. Keep in mind that the author of this article is not Japanese, lives in the United States, and is writing for a primarily English-speaking audience.3. On page 116, the author states that "Music video is the key to Hamasaki’s and other female performers’ success. Beyond serving as marketing tools, they produce gender discourses that, rather than reiterate gender norms, complicate them." Using at least one of the music video examples above, explain how this can be true. Be sure to find and reference additional support from the article.4. Using the article as a reference, argue foror against this statement: Ayumi Hamasaki is a positive role model for Japanese women. Use at least one of the music videos to support your argument and clear references to the article.5. On page 123, the author presents a Japanese perspective about Misia and her music: "R&B is captured as a neo-Japanese sign in the sense that the singer’s message is that we (in Japan) are in possession of ‘blackness’; it is not an import, it is part of our own culture … what makes us Japanese is getting more and more complex and diverse, and African American music is part of it.' "What does this mean? Do you agree or disagree, and why? Use at least one of the music videos and additional information from the article to support your argument.ResponsesPlease post at least two responses. For each response, provide a counter-argument to the original argument, using examples to support your ideas. You do not necessarily have to personally agree with your argument. For one of your responses, you may reply to someone who commented on your post instead of responding to someone else.