Module Two: Introduction to the Humanities Complete Chapter Activities: Soomo Webtext Chapter 2 The following assignments are found within this chapter: 2.1      Themes in Visual Art 2.2      Themes in Literature 2.3      Themes in Music 2.4      Review the Gallery These activities are automatically graded, and points are delivered to the Grade Center as you answer the questions in the web text. Review      Soomo web text materials. Complete      response questions within the web text. Complete      Project Part One: Artifacts and Theme Selection in Soomo and upload it to      Brightspace. 2-6 Project Part One: Artifacts and Theme Selection Overview: Your first step in developing Project Part One for the course is to identify the two artifacts you want to compare and the theme that is common to both artifacts. While you will analyze and compare these artifacts in Theme: Examining the Humanities, you want to make some initial observations. In this step, explain how you see the theme expressed in both of your artifacts. Then, reflect on how the theme itself is connected or relevant to you personally. For example, is this a theme you find particularly inspiring? Has this theme been particularly relevant to a past experience? Prompt: Choose two cultural artifacts to analyze. These artifacts may take the form of any artistic medium, such as literature, poetry, music, film, dance, painting, and sculpture, and so on. However, it is important to choose two artifacts that have been created by different artists and were created during different time periods (ex. separated by at least 50 years). Then, identify an initial theme (or themes) that is common to both of your chosen artifacts. You will analyze these artifacts and their expression of the identified theme in Theme: Examining the Humanities and Theme: Impact of the Humanities.

At the heart of every great mystery lies a solution. Just as a good detective may use specific guidelines to gather evidence for a solution, so too might a good psychologist use set criteria to gather evidence for an accurate solution, or diagnosis. Although detectives focus on who is responsible for the problem, psychologists focus on why and how the problem surfaced. To make an accurate diagnosis, psychologists follow set diagnostic criteria outlined in the DSM. As a classification system for diagnosis, the DSM is important in the field, but current literature highlights the fact that, along with its strengths, limitations exist in it for accuracy in client diagnosis. For this Discussion, consider the classification system of the DSM. Think about the relative strengths and limitations of this classification system in making a diagnosis.With these thoughts in mind:Post by Day 3 a brief description of the overall classification system of the DSM in your own words. Then discuss the strengths and limitations of the DSM.References:American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. Introduction, Use of the Manual, Cautionary Statement for Forensic Use of DSM-5Assessment Measures, Cultural FormulationAppendix: Highlight of Changes from DSM-IV to DSM-5 Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press. Retrieved from the Walden Library.Chapter 5, “Diagnostic Validity”Chapter 6, “Dimensionality”Chapter 7, “Clinical Utility”Johnson, R. (2013). Forensic and culturally responsive approach for the DSM-5: Just the FACTS. Journal of Theory Construction & Testing, 17(1), 18–22. Retrieved from the Walden Library databases.Miller, R., & Prosek, E. A. (2013). Trends and implications of proposed changes to the DSM-5 for vulnerable populations. Journal Of Counseling & Development, 91(3), 359–366. Retrieved from the Walden Library databases.Mohr, J. J., Weiner, J. L., Chopp, R. M., & Wong, S. J. (2009). Effects of client bisexuality on clinical judgment: When is bias most likely to occur? Journal of Counseling Psychology, 56(1), 164–175. Retrieved from the Walden Library databases. McLaughlin, J. E. (2006). The pros and cons of viewing formal diagnosis from a social constructionist perspective. Journal of Humanistic Counseling, Education & Development, 45(2), 165–172. Retrieved from the Walden Library databases. Thakker, J., & Ward, T. (1998). Culture and classification: The cross-cultural application of the DSM-IV. Clinical Psychology Review, 18(5), 501–529. Retrieved from the Walden Library databases.