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There are various treatment approaches available for individuals with paraphilic disorders, including cognitive-behavioral therapy, pharmacotherapy, and alternative interventions. In your response, critically evaluate the effectiveness of these different treatment approaches. Analyze the strengths, limitations, and potential risks associated with each approach. Support your analysis with evidence from at least one academic journal article discussing relevant research studies or clinical trials. Grading: To complete the discussion post for full credit, follow the instructions below: A minimum of one complete paragraph for your answer. Note: a paragraph is a writing structure that requires a minimum of five complete sentences. These five or more sentences should represent a valid knowledge of the topic. Use APA 7th Citations and Formatting Examples The Discussion also requires a Comment or Reply to a classmate's Discussion. This Comment or Reply requires a minimum of three complete sentences. It is not only about the number of sentences, but the valid knowledge of the topic represented throughout the paragraph (Discussion) and/or the three sentences (Comment or Reply). And we are talking about "university student's sentences" not "Mary is a girl or Tom is a boy" kind of sentences... These three sentences should represent a valid knowledge of the other student's Discussion. Note: Sentences just expressing your opinion and/or perception of your classmate's Discussion, and/or complimenting your classmate do not count for points, i.e., "I love what you wrote about..."; "You did a great job..."; "I agree with you''... Not complying with all the above requirements will decrease the score for the Discussion.

Rational Emotive Behavior Therapy (REBT) REBT is therapeutic approach founded in cognition, emotion and behaviorism. The theoretical combining of these three processes produce a therapeutic approach that should minimize emotional disturbances, decrease self-defeating behaviors so the individual can become more self-actualized and think more rationally. In this assignment you are to research REBT and present an overview on how the therapeutic techniques used in this approach accomplish these goals (remember there are 3 and all need to be addressed). In addition, you are to select one technique/approach to illustrate the effectiveness of this therapeutic approach. Remember you must have a title page, minimum 4 complete pages of content and a reference page. Additionally, you must reference 3 scholarly sources. (You can use your textbook for 1)

Overview For this Performance Task Assessment, you create a community-based, narrated PowerPoint presentation of approximately 12–14 slides in which you provide information, based on five current, peer-reviewed research study articles, related to the psychology of personality theory and that promote a topic of well-being. Submission Length: 12- to 14-slide community-based Psychology of Personality Research and Well-Being narrated PowerPoint and Personality and Well-Being Literature Review Matrix. Professional Skills: Written Communication, Information Literacy, Engaging Multiple Social and Cultural Perspectives, Inquiry and Analysis, Oral Communication, and Technology are assessed in this Competency. Instructions To complete this Assessment, do the following: Be sure to adhere to the indicated assignment length. Download the PowerPoint template available here: PZ003_Psychology_of_Personality_Well-Being_PowerPoint_Template Download the Personality and Well-Being Literature Review Matrix available here: PZ003_Personality_WellBeing_Literature_Review_Matrix Before submitting your Assessment, carefully review the rubric. This is the same rubric the Assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively. Rubric All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and References must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring. This Assessment requires submission of two (2) files: 1) completed Personality and Well-Being Literature Review Matrix and 2) Psychology of Personality Research and Well-Being narrated PowerPoint. Save each file as follows: Personality and Well-Being Literature Review Matrix Template: save as PZ003_review_firstinitial_lastname?(e.g., PZ003_review_J_Smith) Psychology of Personality Research and Well-Being narrated PowerPoint: save as PZ003_powerpoint_firstinitial_lastname?(e.g., PZ003_powerpoint_J_Smith) You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu. Psychology of Personality Research and Well-Being Analysis Your Psychology of Personality Research and Well-Being Analysis will be a two-part assessment in which you will evaluate how psychology of personality research has shown that a given area of personality can be used to enhance the well-being of individuals. For this Assessment, you play the role of a psychologist presenting a talk in the community on the connection between personality and well-being. You select a topic that relates to the connection between a given personality construct and enhanced well-being (e.g., what positive psychology says about promoting joy or how building grit in children can enhance academic achievement) and submit the topic to your Faculty SMEs for approval. Once you receive topic approval from your Faculty SMEs, research the topic using the Walden Library to identify five current (5 years or newer) peer-reviewed research articles within the realm of your approved topic, at least one of which uses qualitative methodology. (Note: In rare cases, a qualitative study may not be available for your chosen topic. In those cases, contact your Faculty SMEs for guidance.) This research will form the basis of your community-based presentation content. Populate the Personality and Well-Being Literature Review Matrix with the requested information about each of the five articles. (Note: The Personality and Well-Being Literature Review Matrix will be submitted as part of your Assessment.) Based on the information from the research articles, create a narrated PowerPoint presentation with your talking points. (Note: Presentation requirements are provided in the PowerPoint template.) To prepare for this Assessment: Search for a well-being topic of interest that is personally or professionally relevant to you and that relates to the connection between a given personality construct and enhanced well-being (e.g., what positive psychology says about promoting joy or how building grit in children can enhance academic achievement). You may want to use the same topic from your Module 2 Connect With Your Peers section. Once you select your topic, email your chosen well-being topic to your Faculty SME?for approval.? After Faculty SME’s approval of your well-being topic, complete the following:? Select from the Walden Library five peer-reviewed research articles within the realm of your approved topic. All articles should be current (i.e., 5 years or newer). At least one article must utilize a qualitative design (Note: In rare cases, a qualitative study may not be available for your chosen topic. In those cases, contact your Faculty SMEs for guidance). Review and use the Personality and Well-Being Literature Review Matrix to organize and gather your research. Review the PowerPoint presentation template and other resources found in Module 2 Learning Activity 2 for information about how to create your narrated PowerPoint presentation. Your Psychology of Personality Research and Well-Being Analysis should include the following: Click each of the items below for more information on this Assessment. PART 1: PERSONALITY AND WELL-BEING LITERATURE REVIEW MATRIX Using the Personality and Well-Being Literature Review Matrix, populate the matrix with the following requested information about the five articles related to your well-being topic of interest that is personally or professionally relevant to you and that relates to the connection between a given personality construct and enhanced well-being. Research topic Article citations in APA format Design of study (e.g., quantitative, qualitative, mixed methods, meta-analysis, case study, etc.) Research questions Methodology (e.g., participants, questionnaires, etc.) Results of study Take-home message of the study (i.e., what does this study say about enhancing the well-being of individuals?) PART 2: PSYCHOLOGY OF PERSONALITY RESEARCH AND WELL-BEING POWERPOINT (12–14 SLIDES; NARRATED) Using the PowerPoint template, and supported by the information in your matrix, your narrated presentation must include the following: Note: Each slide in the PowerPoint presentation template contains notes in italics that clarify the required information/directions for each slide. These notes should be removed when you create your PowerPoint. Title Slide (1 slide—Slide 1) Presentation title: Include your name, your credentials, and university name. Introduction (1 slide—Slide 2) Purpose of the presentation: Introduce your topic and describe its connection between a given personality construct and enhanced well-being. Research Summary (5 slides; 1 per article—Slides 3–7) For each of your five, current (5 years or newer), peer-reviewed research articles from the Walden Library and related to your topic of well-being, include the following information. (Note: One of your articles must utilize a qualitative design. In rare cases, a qualitative study may not be available for your chosen topic. In those cases, contact your Faculty SMEs for guidance.) Articles 1–5 APA citation Findings of the study (bulleted) What this study says about enhancing the well-being of individuals Results Synthesis (2–3 slides—Slides 8–10) Synthesize the results from the five (5) studies. As you consider the results of these five (5) studies, what can you conclude about this area in personality and well-being? What is the “take-home” message from these studies? Be sure to consider the role of culture in the development of this “take-home” message. Practical Applications (2 slides—Slides 11–12) Using the “take-home” message you formulated in Slides 10–12, offer some very practical suggestions of what these studies suggest people can do to enhance their (and others’) well-being. Be sure to consider the role of culture in these practical applications/suggestions. References (1–2 slides—Slides 13–14) Use APA format Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

rst, I want you to assess your implicit biases at the following Implicit Assessment site. You can choose any of the following tests: Disability IAT Gender Career IAT Age IAT Skin Tone IAT Religion IAT Weight IAT Sexuality IAT Race IAT Gender IAT Then, I want you to create a post where you address the following: After taking the implicit bias test of your choice, read through the full website to learn more about Implicit Bias, how we learn it, and how we can overcome it. Then, create a post and share the most interesting thing you learned from the website. (3 points) Describe a time where you either discriminated against someone, or where you were the target of discrimination. Based on what you have learned in the chapter, what factors do you believe may have contributed to the feelings of prejudice that outlined that event? (3 points) Locate a resource (video, website, lesson plan, poem, worksheet, image, article) that could be valuable at helping us to better understand the negative implications of prejudice and promote a spirit of tolerance and compassion for diverse people and viewpoints. (3 points) For example, The following video represents a spoken word poetry artist sharing some wisdom about sexuality and how some may hold prejudicial views about people based on their sexual orientation: https://youtu.be/IpKI11XqCgg Please use the following words to answer the questions below. Milgram’s Study, Cooperation, Cognitive Element, Altruism, Prejudice, Fundamental Attribution Error, Saliency Bias, Group Polarization, Informational Social Influence, Social Psychology, Cognitive Dissonance, Empathy Altruism Hypothesis, Norms, Obedience, Egoistic Model, Romantic Love, Frustration-Aggression Hypothesis, Interpersonal Attraction, Deindividualization, Companionate Love, Attributions, Diffusion of Responsibility, Group Think, Conformity, Attitudes, Discrimination, Fundamental Attribution, Reference Groups 1. The act of following a direct command, usually from an authority figure. Can be decreased by holding people individually responsible for their own behavior. 2. A group's movement toward either riskier or more conservative behavior depending on the members' initial dominant tendencies. 3. Misjudgment of others' behavior as stemming from internal dispositions rather than external situational causes. 4. The study of how other people influence a person's thoughts feelings and actions. 5. The belief that helping others is truly selfless and motivated out of our concern for others. 6. A love between couples based on an intense attraction and excitement, but largely based on illusion and which is short lived. 7. Positive feelings toward another, which is influenced by similarity, culture, and exposure. 8. A tendency to feel less self conscious, less inhibited, and less personally responsible as a member of a group rather than when you are alone. due to a sense of anonymity. 9. Explanations for events or behaviors that make us feel safer and in control. 10. Faulty decision making that occurs when a highly cohesive group strives for agreement and avoids inconsistent information. 11. Change in behavior due to real or perceived group pressures. 12. Learned predispositions to respond cognitively, affectively, and behaviorally to particular objects in a particular way. 13. A negative action toward an individual based on prejudice. 14. One aspect of attributions based on an assumption that an event or behavior stems from an individual's internal disposition rather than situational factors. 15. We look toward these as people we like and admire in our decision to conform or not to conform. 16. The element of an attitude related to our thoughts or views on a specific topic. 17. Prejudgment. A learned, generally negative attitude directed toward a specific person solely because of their membership in an identified group. 18. An assumption that others have more information than you do, and thus you are more likely to conform to their behavior. 19. Our tendency to focus on a specific behavior because it is more noticeable rather than the situation itself. 20. A feeling of discomfort caused by a discrepancy between an attitude and a behavior or between two attitudes. 21. Expected behaviors that are adhered to by members of a group that often provide order, safety, and predictability. 22. The belief that we help others only for the hope of reciprocation, or because it offers us a positive feeling or reward in exchange. 23. Aversive stimuli creates anger, which for some leads to aggression. 24. A strong, lasting attraction based on admiration, respect, trust, deep caring, and commitment. 25. The dilution, or diffusion, of personal responsibility for acting by spreading responsibility among all the other group members. 26. A method of getting members of different groups to work together toward a goal, which also can reduce prejudice. 27. Actions designed to help others with no obvious benefit to the helper. 28. The electric shock study that showed people's incredible tendency toward obedience, which could be increased by watching others obey.

Choose only one of the two following prompts to build your essay around. Each prompt will be associated with one of the chapters we have studied. Make sure to address every aspect of the prompt to receive a high grade. 1) [Chapter 3: God/Religion]: This prompt has two parts!!!! [You must use sources from Fyodor Dostoevsky, Hegel, and Blaise Pascal] Which type of God discussed in this chapter is most compelling to you? Even if you do not believe in God, choose the one that is most likely to appeal to you, as this is a good practice to figure out what kind of person you are. [For example: a Deist perspective would show that you might be intrigued by scientific solutions]. After deciding which one to choose from, present at least two reasons why this is a compelling version of God. Try to be both analytical and communicable. Make your reasons clear and presentable. Each reason should have enough details to take up at least one paragraph. [You Use examples to further clarify your reasons. Have at least two external sources for your research. Here is a list of options you may choose from: [You must use sources from Fyodor Dostoevsky, Hegel, and Blaise Pascal] a) Orthodox Christian Tradition of God: Omniscient, Omnipotent, Omnibenevolent; Trinity of “The Father, Son, and Holy Spirit” b) Anthropomorphic God: One that is similar to humans, but instead has the best version of our qualities; for example, God is the most compassionate, most loving, most powerful, wisest intellect, etc. c) God as an Impersonal Creator (Deist perspective): Started up the universe but leaves it alone after that, similar to having a Big Bang role d) God as Transcendent: Being beyond our world, but could be knowable through either reason or mystical experiences (personal, immediate ones) e) God as present through our relationships with other people. Our way of knowing God is through our positive interactions with others. (View of Karl Rahner and Gustavo Gutiérrez) f) God as Immanent (maybe even Pantheism): God is present within our world and even within us. God is heavily involved with the current fabric of our universe. G) God as Spirit: Not a static entity, but more of an ever-present force that keeps developing. This is God as a process of becoming h) God as Object of Faith: One cannot know God, but it is through ever-persistent faith that we encounter God’s presence I) God as Moral Being: God’s existence is evident through the moral order established in this world Then after presenting your two reasons, choose one of the following arguments about knowing God that is most appealing to you. When describing this argument, make sure to explain what the argument is and why it is appealing. Here is a list of options: A) Cosmological Argument B) Argument from Design C) Ontological Argument D) Rational Faith E) Pascal’s Wager F) Irrational Faith BASIC FORMAT FOR THIS PROMPT: 1) Introduction with a thesis statement that includes your position and how you will argue for it. 2) Two body paragraphs, each centered on one major reason why the version of God you have chosen is compelling. Your reason is clear: you have examples to support them. 3) One or two body paragraphs detailing which argument from the list above is most compelling to you. You explain the argument while also expressing why it is important. 4) Conclusion- This can be short; just a short wrap up of the essay. 2) [Chapter Four: The Nature of Reality]: Explain and defend what you consider to be most real. Are you a materialist by believing physical or material components to be most real (atoms, the physical elements, electrons, electromagnetic forces, etc.) or are you an immaterialist that believes that the immaterial is most real (spirit, mind, Plato’s forms, ideas, etc.). Or are you a dualist who believes that both are equally real? Use the following two principles to make your case: 1) Whatever is most real is that which does not depend upon anything else to make it what it is; 2) Whatever is most real is resistant to change, in that it does not get destroyed or created. I highly recommend looking at some of the philosophers in this chapter to help guide your thought process. [You must use sources from Hume, Schelling, and Nietzsche] For instance, consider: a) Materialism: Thales, Anaximander, Anaximenes, Heraclitus, Democritus, or any modern scientific view b) Immaterialism: Pythagoras, Parmenides, Zeno of Elea, Plato (Plato’s Forms), Idealism, Berkeley, Kant, Hegel, Schopenhauer, Leibniz c) Both are equal: Aristotle, Descartes, Spinoza (both are the same substance), This essay must be at least 600 words. When arguing for your position, explain what immaterialism/materialism means. Use the two principles above to serve as reasons for your choice. Then utilize components of the philosophers in this chapter to guide your ideas and to perhaps serve as examples. Have at least two external sources for your research, as sources can be one of the best ways to generate reasons and creative ideas. BASIC FORMAT: [You must use sources from Hume, Schelling, and Nietzsche] 1) Introduction: Includes your thesis statement, in which you clearly state your position 2) Within your body paragraphs you explain what materialism/immaterialism is. Give examples to clarify your explanation. Then demonstrate your position by appealing to the two principles above. 3) Within your body paragraphs, you appeal to another philosopher(s) as to what their position is on the matter to provide support for your own position. This may be a good spot to appeal to external sources here if you wish. 4) Conclusion: short wrap of the main points of the essay.

Identify a social justice issue (LGBTQ+, refugee, English Second languge, et) in the school or the community that you feel strongly about and would like to address. Develop an advocacy plan using the Social Justice Advocacy Form attached. Please readtwo articles attached to guide your work. For additional resources about School Psychology and Social Justice please visit https://www.nasponline.org/social-justice

INSTRUCTIONS Case Study:Minnie is a 10-year-old student with autism who exhibits disruptive behaviors in class. Her teacher believes that identifying her preferences could help in developing an effective reinforcement strategy to reduce these behaviors. You are tasked with conducting a preference assessment.Step 1: Conduct an Indirect Assessment by interviewing Minnie's parents and teachers.Step 2: Perform a Direct Assessment using the Multiple Stimulus without Replacement (MSWO) method.Questions:a. What information would you seek during the Indirect Assessment interview?b. Describe the procedure you would follow to conduct the MSWO assessment with Minnie.c. How would you analyze the data from the MSWO assessment to create a preference hierarchy?d. Discuss how you would use the results of the preference assessment to develop a reinforcement strategy for Minnie. Assignment Requirements: Written communication should be free of errors that detract from the overall message. The submission must be APA 7 formatted. The assignment should be a minimum of 3-5 pages. Please include a title page, reference page, and in-text citations as needed. The title page and reference page are not included in the page requirement. Rubric:Understanding: Demonstrates a clear understanding of preference assessments, their types, and their application. (7 pts)Application: Ability to apply theoretical knowledge to practical scenarios, especially in the case study analysis. (7 pts)Critical Thinking: Evaluates the efficacy of preference assessments with well-reasoned arguments and evidence. (7 pts)Clarity: Responses are clear, well-organized, and free of grammatical errors. (2 pts)APA 7 format: (2pts)

https://www.ridester.com/uber-vs-lyft/ This is a personal view and you do not have to agree with it. However, for this discussion board question, assume yourself as a manager of a cab company and you want to be in the market where lot of customers use Uber and Lyft for travelling. Based on the attached comparison, how would you want to position your company? What do you think you need to do to make your company competitive in the market?

Overview You and a few of your fellow learners have been assigned to construct a presentation on one of the following groups: Working with African-Americans, Native Americans, and Latinos. Working with Asian Americans and immigrants. Working with LGBTQIA2S+ people. Working with ableism or disability and lookism. Working with older people, spirituality, and religion. Each person working on the presentation is researching and contributing specific slides that analyze issues of power, privilege, and oppression as they pertain to the chosen group, as well as strategies and approaches for practice when working with these issues. This assignment requires you to submit the presentation slides you contributed to the presentation for an individual grade. By successfully completing this assignment, you will demonstrate your proficiency in the following EPAs and specialized practice behaviors: EPAS Competency 1: Demonstrate ethical and professional behavior. C1.SP.B: Articulate and provide leadership in the application of the core values and ethical standards of the social work profession through an ethical problem solving model to aid in critical thinking and ethical decision making related to individuals, families, organizations, and communities to guide and inform ethical advanced generalist social work practice. Related Assignment Criterion: Use person first language to discuss challenges that may arise from clients' cultures and from differences among people and cultural groups. C1.SP.C: Integrate the ethical and effective use of technology at all levels of advanced generalist social work practice with individuals, families, groups, organizations, and communities. Related Assignment Criterion: Create slides that address chosen theme (or themes) related to culturally relevant practice. EPAS Competency 2: Advance human rights and social, economic, and environmental justice. C2.SP.A: Apply leadership skills, decision making, and ethical use of technology, when engaging in interprofessional collaborative practice to advocate for the advancement of human rights with individuals, families, groups, organizations, and communities to ensure that social resources, rights, and responsibilities are distributed equitably in the specialization of advanced generalist practice. Related Assignment Criterion: Discuss techniques and best practices applicable to the selected group. EPAS Competency 3: Engage anti-racism, diversity, equity, and inclusion (ADEI) in practice. C3.SP.A: Demonstrate how diversity and intersectionality shape human experiences and apply anti-racist and anti-oppressive intervention techniques and technologies with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalized practice. Related Assignment Criteria: Discuss theory applicable to the selected group. Discuss how working with this group from an ADEI lens may be helpful. Instructions This assignment is your contribution to the collaborative presentation, which you will be recording with some of your fellow learners. Submit the slides that you will contribute to the presentation and discuss your experience creating them. Each learner creates 2–4 slides that discusses the selected group around one or more of the following themes: History and heritage. Current events. Geography, migrations, and diasporas. Privilege, oppression, and discrimination. Assimilation and acculturation. Education and employment. Healthcare. Family structure. Gender roles and relationships. Religion and spirituality. Other relevant themes approved by your instructor. Complete the following in your submission: Create slides that address chosen themes related to culturally relevant practice. Discuss theory applicable to the selected group. Discuss challenges that may arise from clients' cultures and from differences among people and cultural groups. Discuss techniques and best practices applicable to the selected group. Discuss how working with this group from an ADEI lens would be helpful. Additional Requirements Your slides are expected to meet the following requirements: Written communication: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession. Written communication is free of errors that detract from the overall message. Express ideas clearly, employing correct grammar, usage, and mechanics. APA formatting: Use current APA style and format for references and in-text citations. See the Evidence and APALinks to an external site. section of the Writing Center for guidance. Include all cited sources in a References slide. Resources: A minimum of three scholarly sources. All literature cited should be current, with publication dates within the past 5 years. Number of slides: 2–4 slides per group member. Competencies Measured By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria: Competency 1: Guided by best advanced generalist practice skills, apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice. (C1.SP.B) Use person first language to discuss challenges that may arise from clients' cultures and from differences among people and cultural groups. (C1.SP.B) Competency 2: Integrate the ethical and effective use of technology at all levels of practice in the specialization of advanced generalist social work with diverse individuals, families, groups, organizations, and communities. (C1.SP.C) Create slides that address chosen theme (or themes) related to culturally relevant practice. (C1.SP.C) Competency 3: Demonstrate how diversity and intersectionality shape human experiences and apply anti-racist and anti-oppressive intervention techniques and technologies with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalized practice. (C3.SP.A) Discuss theory applicable to the selected group. (C3.SP.A) Discuss techniques and best practices applicable to the selected group. (C2.SP.A) Discuss how working with this group from an ADEI lens may be helpful. (C3.SP.A) Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession. View Rubr

SOCIOLOGY ASSIGNMENT-2 Representing Homicide: Fact or Fiction? (November - 27th 2024)write in pages exactly with proper headings. on page no -5 reference should be there ther is no need of title page. Overview Throughout this course, we discuss several reasons why it is important to study homicide. Among those reasons is the need for an informed public which is argued to be the key to the prevention of violence. However, we also discuss how most of us get our information on crime and violence from media and popular culture which may include television or newspaper coverage of actual events, ‘true crime’ representations of select cases, or fictionalized accounts in television dramas, Hollywood movies, podcasts, or books. We asked ourselves, how does the portrayal of the homicide pare up with what we know about the reality of homicide? As we proceeded through the course, we also learned where we might get more accurate information on homicide – more reliable and valid data sources – and what were perceived as the strengths and limitations of these data. We examined how these data sources can help us understand homicide more generally as well as contribute to more informed knowledge about various subtypes of homicide by looking at the characteristics of each, including those related to the victims, the perpetrators and the incidents of homicide. Using this new knowledge, the purpose of this assignment is to provide you with the opportunity to demonstrate what you have learned about the ‘fact and fiction’ of homicide by reviewing a Canadian true crime podcast that documents an actual homicide and critiquing how it represents the homicide. This does not mean you need to assess whether the podcast is ‘factual’ as you have no way of knowing this; rather, it means you are to describe and discuss what details the podcast emphasizes or leaves out? Based on the information provided in the podcast, how does the homicide as represented align with what you have learned about homicide in general or the type of homicide being investigated? In doing so, you are to draw from, and reference, course materials that help to support your points and/or arguments. Course materials may include readings, lectures, videos, and any other materials incorporated throughout the course. In short, the overall goal of this assignment, then, is to compare and contrast the portrayal of the homicide in the podcast with what you have learned in this course. Instructions Each of you will select from the list of one Canadian True Crime Podcast Documentaries (below) upon which you will base your analysis. You will make your selection by self-enrolling in the relevant group using the Groups tool in CourseLink. There will be an equal, but limited, number of spaces available for each podcast, available on a first-come-first-served basis, beginning in Week 4 and no later than the end of Week 6 of the course. Canadian True Crime Podcast Documentaries(VERY VERY VERY VERYU VERY VERY VERY VERY IMPORTANT) (2) Episode 101: The Ryan Family Crossbow Murders?- link https://www.canadiantruecrime.ca/episodes/101 Your analysis should provide a thoughtful review of the content, not simply a summary of podcast. You are expected to incorporate course materials to support your statements or discussion points. Note: You are not expected to use external resources – those outside course materials – to do this assignment and you will not receive credit for doing so. Proper referencing style is expected when referring to any course materials. What you cover in your analysis will vary, to some degree, on the podcast being reviewed, but some suggestions are provided below. (1) A brief summary or description of the homicide, including a thesis statement introducing what your main arguments will be about its representation; What type of homicide is featured in this case? (Note: Be as specific as possible); What are the main characteristics of the perpetrator (e.g. age, ethnicity, occupation, previous criminal history, previous victimization, health-related issues, and/or family history); What are the main characteristics of the victim (e.g. age, ethnicity, occupation, previous criminal history, previous victimization, health-related issues, and/or family history)? (2) A detailed critique which will support your thesis statement which captures how well the true crime podcast may have aligned and not aligned with course materials even if overall it was more fact than fiction or vice versa; How well does the type of homicide being portrayed align with what you have learned about these types of homicides in this course? To what extent are these offender characteristics similar to, or different, from general patterns in perpetrators who commit this particular type of homicide? (Please provide references for information provided on trends in the general perpetrator characteristics). To what extent are these victim characteristics similar to, or different from, general patterns in victims of this particular type of homicide? What is missing from the true crime account, in your view? What is being emphasized (or overemphasized) which you feel is not in line with what you have learned in the course? Are there particular explanations being offered for why the homicide occurred or for what motivated the offender? What types of explanations are these? Do they make sense given what you know about this type of homicide or those involved? (3) A concluding paragraph, restating your argument and key pieces of supporting evidence.( it should be in 4-5 sentence max and no new idea in conclusion). Note: Proper referencing style is expected when referencing any course materials. When drawing from or referring to the video, merely indicate ‘the podcast’. Please keep in mind that you cannot write a critique on something you have viewed only once or skimmed quickly. It may take several viewings to pinpoint the areas that diverge from what you know or align with the knowledge gained in this course. Skimming a work may give you the wrong impression of the focus. You may miss relevant portions and make incorrect assumptions based on incomplete information. Therefore, give yourself time to engage with the video in a comprehensive manner. USE OWL PURDE APA7 STYLE. The assignment must be typed in Times New Roman 12 font size ., double-spaced (and, yes, we can tell the difference ????), using 8 x 11 pages. The podcast analysis must be 4 pages in length exactly. (Including references it should be 5 pages exactly. and no title page is required) and is due no later than the due date as specified in the Course Outline. Papers longer than specified or those that do not follow guidelines will not be returned to the student to adjust the length and late deductions will apply until the revised assignment is received. Please refer to the Course Outline for Policies on Late Assignments and Resubmission. Grading Expectations Table 3 – Rubric for Assessing the Representing Homicide: Fact or Fiction? Assignment Component Level 1 (Excellent) 24-30 (A-range) Introduction/Crime Summary Crime is accurately summarized Thesis Statement Accurate summary and clear statement of the main conclusion of the paper Evidence Provides significant evidence to support the main arguments); draws significantly from course materials Grasp of Sources Cited Demonstrates strong understanding of the course materials cited Conclusion Clearly synthesizes and reframes key points from paper Organization Organization and structure of paper flows smoothly with clear transitions between points/arguments made Clarity and Writing Language is accessible and clear; correct grammar and clear writing throughout READING NO -1 VERY VERY VERY VERY VERY VERY VERY VERY IMPORTANT (2) Episode 101: The Ryan Family Crossbow Murders?- link https://www.canadiantruecrime.ca/episodes/101 READING NO - 2Ministry of the Solicitor General. Appendix B: DVDRC Risk Factor Descriptions [read pages 30-38] Government of Ontario ( VERY VERY VERY VERY VERY EVRY IMPORTANT) READING NO-3: Aggression and violent behavior. Intimate partner homicide: a review of the male proprietariness and the self-defense theories. Serran, G. READING NO -4 : Criminal Justice and Behavior. Characteristics of Canadian Youth-Perpetrated Homicides Woodworth, Michael ; Agar, Ava D ; Coupland, Richard B. A READING NO-5 Family violence in Canada a statistical profile, 2005. Family homicide-suicides (no.85-224-XIE) Aston, C. and Bunge, V. READING NO-6 Global Study on Homicide: Homicide, trends, patterns and criminal justice responses, 2019 [Read pages 67-85, Booklet 2] United Nations Office on Drugs and Crime READING NO -7 Health Promotion Practice . Preventing violence: A public health participatory approach to homicide reviews O'Malley, T., et al. READING NO -8 Lancet. Global prevalence of intimate partner homicide: A systematic review Stockl,H., Devries, K., Rotstein, A., et al. READING NO -9 Handbook of Homicide. Ch.12: Parricide Encapsulated [Read pages 197-212] Heide, K. READING NO -10 Trauma, Violence and Abuse. Risk factors for male perpetration and female victimization of intimate partner homicide: A meta-analysis Spencer, C.M., Stith, S.M. READING NO -11 Annual Review of Public Health. Violence Against Women as a Global Public Health Issue Stöckl, H. and S.B. Sorenson READING 12– UNIT-9 ,10,12 VERY VERY VERY IMPORTANT. Unit 9:Intimate Partner Homicide. Unit 10: Responses to Homicide, Part I. Unit 12: Future Directions in Homicide Prevention. Unit 9:Intimate Partner Homicide. [Course content]. University of Guelph. (2024). https://courselink.uoguelph.ca/d2l/le/content/893208/viewContent/3823514/View Unit 10: Responses to Homicide, Part I. [Course content]. University of Guelph. (2024). https://courselink.uoguelph.ca/d2l/le/content/893208/viewContent/3823524/View Unit 12: Future Directions in Homicide Prevention. [Course content]. University of Guelph. (2024). https://courselink.uoguelph.ca/d2l/le/content/893208/viewContent/3823533/View DOCX-13 ATTACHED IS GRADING RUBRIC NO OTHER OUTSOURCE HAS TO BE USED. please start reading instructions mam and guidelines and you have to answer to this i am proving the grading rubrics everything write in own words Donot use AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY single LINE and each and every single word. I Have also attached the grading rubric photo which is in form of image grading rubric is very much important you have to follow each and every instruction very carefully. only these sources which i have provided HAVE TO BE USED NO OTHER SOURCETO BE USED READ INSTRUCTIONS Very Very carefully.