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Tag: Homework Solution

  • [Solved] 41

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    **General Instructions for your Assignments:** During Week 1 through Week 7 of this course, you will have a new assignment each week. You should create a new set of files for each assignment. During Weeks 1 through 7 you are NOT building on your previous assignment, like you did in WEBD121. Instead …

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    **General Instructions for your Assignments:**
    During Week 1 through Week 7 of this course, you will have a new assignment each week. You should create a new set of files for each assignment. During Weeks 1 through 7 you are NOT building on your previous assignment, like you did in WEBD121. Instead you are creating a new set of files for each assignment. However, make sure you save all of your files from each assignment because you will need them later for your Final Project. During Week 8, for your Final Project, you will create a Home Page with a navigation menu that uses JavaScript for drop-down sub-menus, which will link all of your previous assignments together, creating a comprehensive website that showcases all of your work this semester.
    You must write the code files by hand for all assignments in this class. A simple text editor, such as Notepad or Notepad++ will suffice (or TextEdit on the Mac). DO NOT use GUI editors, such as FrontPage, Dreamweaver, etc. You must write the code for your web page files yourself. If you are using a PC, it is strongly recommended that you download the free [Notepad++](https://notepad-plus-plus.org/) text editor because it contains extra features which assist with debugging, such as line numbering and color coding of different elements of syntax. **Mac users** should use the TextEdit text editor that comes with the Mac OS. However, if you are a Mac user, make sure you set [TextEdit](https://www.tekrevue.com/tip/textedit-plain-text-mode/) to use Plain Text by default.
    Make sure all of your web pages comply with the HTML 5 standards and CSS standards. DO NOT use obsolete HTML elements and attributes from previous versions of HTML. By including the HTML 5 DOCTYPE declaration in your webpages, and validating all of your [HTML files,](https://validator.w3.org/#validate_by_upload) you can be sure that your code complies with HTML 5. Also, make sure that your external style sheet (.css file) passes validation at the W3C [CSS Validation](https://jigsaw.w3.org/css-validator/#validate_by_upload) Service. Make sure you use the "Validate by File Upload" option (and NOT the "Validate by Direct Input" option), on both of these validators since this is the way your instructor will check your pages when grading your assignments.
    **Specific Instructions for Assignment 7:**
    Perform all of the following steps to complete this assignment:
    1) Begin by creating a new file in your text editor and include all of the basic HTML code like you did in your previous assignments. Or you can simply make a copy of your HTML file from last week and name the new copy LastFirstAssignment7.html (where "Last" is your last name and "First" is your first name), but be careful not to overwrite your file from last week because you will need it again when you do your Final Project during Week 8.
    2) Make sure you change the contents of the <title> tag to "Assignment 7" (just the words – not the quotation marks) and make sure your full name is inside of the <h1> heading, just like in your previous assignments. Also, delete the contents of the <script> tag — everything between the <!– and //–> tags, if you created your new file by making a copy of your previous file, because you will be creating a brand new page with different JavaScript code for this assignment. Save your file.
    3) Upload this file to the HTML [validator](https://validator.w3.org/#validate_by_upload) to check for compliance with the HTML5 standards. Your file should pass validation. If you receive any errors or warnings, then go back through the previous steps of the assignment again until you have corrected all errors and your file passes validation.
    4) Create another new file in your text editor and save it as Assignment7.css or make a copy of last week's CSS file, being careful not to overwrite last week's file.
    5) In your CSS file, write code to set the background color of your page to #FFB3B3 and write code to center the h1 element. Save your CSS file.
    6) Access your webpage again in your browser and confirm that your page has a pale red background and that the heading is centered. Upload your CSS file to the CSS validator to check for compliance with the CSS [standards](https://jigsaw.w3.org/css-validator/#validate_by_upload). Your file should pass validation. If you receive any errors or warnings, debug your CSS code until you have corrected all errors and your file passes validation.
    7) Open your Assignment 7 HTML file for editing. Next, you will reuse and slightly modify code from Lab 11-4. Make sure you change the value of "expires" to a future date. Similar to Lab 11-4, prompt the user to enter a hexidecimal color code. However, instead of prompting them for their name, prompt them to enter their age. Your code should set a cookie with the information the user enters and then retrieve that information from the cookie and set the page background to the color entered by the user.
    Note: It is recommended that you test this assignment in Internet Explorer and/or Firefox. This code may not work correctly in Chrome.
    8) You may add any additional HTML, CSS, or JavaScript content that you wish, to practice more of the features that you have learned about in your online textbook, as long as all of your code files still pass validation. However, do not add anything to your files that would make them invalid according to the standards. You can confirm this by making sure your files still pass validation.
    9) Before submitting your assignment, validate your HTML and CSS files one last time at [Validation Service](https://jigsaw.w3.org/css-validator/#validate_by_upload) AND [W3C](https://validator.w3.org/#validate_by_upload), using the "Validate by File Upload" option. **Note: It is critical that you debug and fix ALL errors identified by the validator before submitting your assignments. Contact your instructor for assistance if you are having difficulty debugging and fixing your errors because it is imperative that all of your code files pass validation.**
    10) Create a zip archive containing all pages pertaining to your website (.html files, .css files, .js files, image files, etc). Make sure you maintain the necessary directory structure in your zip archive so that your webpages will refer correctly when unzipped. In other words, if your images are in a sub-folder, in relation to the folder containing your .html file, then you need to maintain that same directory structure in your zip archive, too, including the sub-folder. **Submit only the zip file for grading.**
    **Validation Requirements:**
    Before submitting your web site:
    1. Validate your HTML file at [W3C](https://validator.w3.org/#validate_by_upload), using the "Validate by File Upload" option, and fix any errors that the validator identifies before submitting your web site for grading.
    2. Validate your CSS file, using the " [Validate by File Upload](https://jigsaw.w3.org/css-validator/#validate_by_upload)" option, and fix any errors that the validator identifies before submitting your web site for grading.
    **Note: It is critical that you debug and fix ALL errors identified by these two code validators before submitting your assignments. Contact your instructor for assistance if you are having difficulty debugging and fixing your errors because it is imperative that your code files pass validation.** Remember that valid JavaScript relies on a foundation of valid HTML and valid CSS to function as intended.
    **Submission Instructions:** Create a zip file containing all files related to your web page (.html files, .css files, .js files, image files, etc). Make sure you maintain the necessary directory structure in your zip file so that your webpages will access correctly when unzipped. In other words, if your images are in a sub-folder on your computer, in relation to the folder containing your .html file, then you need to maintain that same directory structure in your zip file, too. Submit only the zip file for grading.

  • [Solved] A-23- Article Review

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    In-depth study guidance and analytical solution covering A-23- Article Review.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] questions

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    The answers to the weekly discussion questions must be substantial, meaning fully answering the question(s) with examples (qualitative) and writing at least 300 words (quantitative). Lastly, a question must be posed to the course professor and peer(s) in your initial discussion board post. C&P Quest…

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    Assignment Prompt & Instructions

    The answers to the weekly discussion questions must be substantial, meaning fully answering the question(s) with examples (qualitative) and writing at least 300 words (quantitative). Lastly, a question must be posed to the course professor and peer(s) in your initial discussion board post.
    C&P
    Question 1
    Which of the many reentry challenges that ex-prisoners face seems most likely to contribute to increased offending rather than desistance? Which ones seem most amenable to policy intervention in ways that would improve rather than worsen reentry outcomes?
    Primary Literature for question 1
    Garland, B., Wodahl, E., & Cota, L. (2016). Measuring public support for prisoner reentry options. International Journal of Offender Therapy and Comparative Criminology, 60(12), 1406-1424.
    Schanzenbach, D. W., Nunn, R., Bauer, L., Breitwieser, A., Mumford, M., & Nantz, G. (2016). Twelve facts about incarceration and prisoner reentry. Hamilton Project.
    Visher, C. A., Lattimore, P. K., Barrick, K., & Tueller, S. (2017). Evaluating the long-term effects of prisoner reentry services on recidivism: What types of services matter?. Justice Quarterly, 34(1), 136-165.
    Weisburd, D., Farrington, D. P., & Gill, C. (2017). What works in crime prevention and rehabilitation: An assessment of systematic reviews. Criminology & Public Policy, 16(2), 415-449
    Question 2
    Discussion Question:
    Discuss the importance of internal and external validity. Select an evaluation from extant literature and tell us how they preserved internal and external validity in their research design
    Reading for Question 2
    Practical Program Evaluation for Criminal Justice. Vito & Higgins (2014). Chapter 6
    Hyatt, J. M., & Ostermann, M. (2019). Better to stay home: Evaluating the impact of day reporting centers on offending. Crime & Delinquency, 65(1), 94-121.
    Bottcher, J., & Ezell, M. E. (2005). Examining the effectiveness of boot camps: A randomized experiment with a long-term follow up. Journal of Research in Crime and Delinquency, 42(3), 309-332.
    Sherman, L. W., & Harris, H. M. (2015). Increased death rates of domestic violence victims from arresting vs. warning suspects in the Milwaukee Domestic Violence Experiment (MilDVE). Journal of Experimental Criminology, 11(1), 1-20.
    Gaffney, H., Jolliffe, D., Eggins, E., Ferreira, J. G., Skinner, G., Ariel, B., & Strang, H. (2024). Protocol: The effect of restorative justice interventions for young people on offending and reoffending: A systematic review. Campbell Systematic Reviews, 20(2), 1-20.
    Weblinks
    How to Conduct a Systematic Review [https://www.lib.uwo.ca/tutorials/how_to_perform_a_systematic_review/index.html](https://www.lib.uwo.ca/tutorials/how_to_perform_a_systematic_review/index.html)
    Systematic Review Lib Guide [Steps of a Systematic Review – Systematic Review – Research Guides at University of Maryland Libraries](https://lib.guides.umd.edu/SR/steps)

  • [Solved] Eng (P)

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    – ## mandatoryfinaldraft.docx – ## Draftrhetorical.docx **## mandatoryfinaldraft.docx** **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best …

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    Assignment Prompt & Instructions

    – ## mandatoryfinaldraft.docx

    – ## Draftrhetorical.docx

    **## mandatoryfinaldraft.docx**

    **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best you can.**

    Instructions

    Turn in a revised and edited version of the rhetorical analysis. For revision,

    1) think about appeals (ethos, pathos, and logos) and your responses to them as we are discussing in class this week

    2) break thoughts into unified and coherent paragraphs, connecting them with transitions, as we are also discussing this week

    Edit for all of the grammar that we've discussed (sentence-level construction, modifiers, and pronouns)

    **I'll grade 45% for the three body paragraphs, for unity and coherence as is related to the appeals and response to them.**

    **I'll grade 25% for the intro and conclusion (standard form).**

    **I'll grade 30% for editing as above.**

    **I'll take a 40% penalty for work that shows little to no substantive revision.**

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## mandatoryfinaldraft.docx**

    **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best you can.**

    Instructions

    Turn in a revised and edited version of the rhetorical analysis. For revision,

    1) think about appeals (ethos, pathos, and logos) and your responses to them as we are discussing in class this week

    2) break thoughts into unified and coherent paragraphs, connecting them with transitions, as we are also discussing this week

    Edit for all of the grammar that we've discussed (sentence-level construction, modifiers, and pronouns)

    **I'll grade 45% for the three body paragraphs, for unity and coherence as is related to the appeals and response to them.**

    **I'll grade 25% for the intro and conclusion (standard form).**

    **I'll grade 30% for editing as above.**

    **I'll take a 40% penalty for work that shows little to no substantive revision.**

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## mandatoryfinaldraft.docx**

    **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best you can.**

    Instructions

    Turn in a revised and edited version of the rhetorical analysis. For revision,

    1) think about appeals (ethos, pathos, and logos) and your responses to them as we are discussing in class this week

    2) break thoughts into unified and coherent paragraphs, connecting them with transitions, as we are also discussing this week

    Edit for all of the grammar that we've discussed (sentence-level construction, modifiers, and pronouns)

    **I'll grade 45% for the three body paragraphs, for unity and coherence as is related to the appeals and response to them.**

    **I'll grade 25% for the intro and conclusion (standard form).**

    **I'll grade 30% for editing as above.**

    **I'll take a 40% penalty for work that shows little to no substantive revision.**

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    – 1
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    please see attachment – ## SharedWriting2.docx **## SharedWriting2.docx** Shared Writing: Psychological Therapies Imagine that you are a psychologist working in a youth detention center. All of your clients are adolescents that have broken the law in some form or another, but most are for non-violen…

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    please see attachment

    – ## SharedWriting2.docx

    **## SharedWriting2.docx**

    Shared Writing: Psychological Therapies

    Imagine that you are a psychologist working in a youth detention center. All of your clients are adolescents that have broken the law in some form or another, but most are for non-violent offenses. Also imagine that all of your clients are of a different gender, ethnicity, and sociocultural background than yourself. Based on the recommendations of Sue and Sue (2016) and the other points raised in this chapter regarding the therapeutic alliance, explain how your personal experiences and worldview can impact the relationships you attempt to build with your clients.

    **## SharedWriting2.docx**

    Shared Writing: Psychological Therapies

    Imagine that you are a psychologist working in a youth detention center. All of your clients are adolescents that have broken the law in some form or another, but most are for non-violent offenses. Also imagine that all of your clients are of a different gender, ethnicity, and sociocultural background than yourself. Based on the recommendations of Sue and Sue (2016) and the other points raised in this chapter regarding the therapeutic alliance, explain how your personal experiences and worldview can impact the relationships you attempt to build with your clients.

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    See Attached – ## WorksheetAnalysis.docx **## WorksheetAnalysis.docx** ![SNHU logo](https://www.sweetstudy.com/questions/worksheet-analysis) ## ATH 315 Worksheet Analysis: Ethics in a Cross-Cultural Context ### Overview From this week’s module resources, watch the TEDx video featuring Neha Reddy giv…

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    – ## WorksheetAnalysis.docx

    **## WorksheetAnalysis.docx**

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    ## ATH 315 Worksheet Analysis: Ethics in a Cross-Cultural Context

    ### Overview

    From this week’s module resources, watch the TEDx video featuring Neha Reddy giving a talk on female circumcision titled Culture and Human Rights: Narratives of Ethiopian Identity.
    As you are watching the video, think
    about the complicated ethical nature of the debates surrounding this issue.

    Next, write a response to each question below. The following questions are open-ended and do not have “correct” answers, per se. Students’ responses should be thoughtful and considered, as the questions are designed to promote exploration of the nuance of these complicated issues. The questions promote reflection upon ethical issues in both
    **cultural practices** and
    **environmental issues:**

    Preconceived attitudes and cultural biases

    Attitudinal changes

    Self-awareness and cultural relativism

    Be sure to use proper grammar, punctuation, spelling, and writing technique throughout your responses. You can type your responses directly in this worksheet, resave, and submit.

    ### What to Submit

    Your paper must be submitted as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format. For details on how this will be graded, please refer to the Cross-Cultural Worksheet Rubric.

    | |
    | — |
    | **Question:** What are Neha Reddy’s preconceived biases regarding the issue of female circumcision as a practice before she goes to Ethiopia? Why do you think that is the case?<br> <br>**Answer:** |
    | **Question:** What does Reddy encounter while in the field that changes her mind? How does this event impact her thinking about the issue moving forward?<br> <br>**Answer:** |
    | **Question:** What can we take away from this example about the nature of ethics and culture in a cross-cultural setting? How do your own experiences, identity, or values shape your perception of that relationship?<br> <br>**Answer:** |

    ## image1.png

    ## image2.svg

    **## WorksheetAnalysis.docx**

    ![SNHU logo](https://www.sweetstudy.com/questions/worksheet-analysis)

    ## ATH 315 Worksheet Analysis: Ethics in a Cross-Cultural Context

    ### Overview

    From this week’s module resources, watch the TEDx video featuring Neha Reddy giving a talk on female circumcision titled Culture and Human Rights: Narratives of Ethiopian Identity.
    As you are watching the video, think
    about the complicated ethical nature of the debates surrounding this issue.

    Next, write a response to each question below. The following questions are open-ended and do not have “correct” answers, per se. Students’ responses should be thoughtful and considered, as the questions are designed to promote exploration of the nuance of these complicated issues. The questions promote reflection upon ethical issues in both
    **cultural practices** and
    **environmental issues:**

    Preconceived attitudes and cultural biases

    Attitudinal changes

    Self-awareness and cultural relativism

    Be sure to use proper grammar, punctuation, spelling, and writing technique throughout your responses. You can type your responses directly in this worksheet, resave, and submit.

    ### What to Submit

    Your paper must be submitted as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format. For details on how this will be graded, please refer to the Cross-Cultural Worksheet Rubric.

    | |
    | — |
    | **Question:** What are Neha Reddy’s preconceived biases regarding the issue of female circumcision as a practice before she goes to Ethiopia? Why do you think that is the case?<br> <br>**Answer:** |
    | **Question:** What does Reddy encounter while in the field that changes her mind? How does this event impact her thinking about the issue moving forward?<br> <br>**Answer:** |
    | **Question:** What can we take away from this example about the nature of ethics and culture in a cross-cultural setting? How do your own experiences, identity, or values shape your perception of that relationship?<br> <br>**Answer:** |

    ## image1.png

    ## image2.svg

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    ## Unit 6: Reading Assignment – Chapters 7 and 8 (Hooper & Bernhardt text) – Chapters 6 and 12 (Payne text) – Chapter 7 (Terrell & Lindsey text) – Article: “New Career Standards Are Catching On” Superville, D. R. (2017). New career standards are catching on. _Education Week,_ 36(19), 3-6. – Biblical…

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    ## Unit 6: Reading Assignment
    – Chapters 7 and 8 (Hooper & Bernhardt text)
    – Chapters 6 and 12 (Payne text)
    – Chapter 7 (Terrell & Lindsey text)
    – Article: “New Career Standards Are Catching On”  Superville, D. R. (2017). New career standards are catching on.  _Education Week,_ 36(19), 3-6.
    – Biblical Foundation Passages – 1 Thessalonians 5:11; Hebrews 3:13; James 4:11; Romans 12:10; Philippians 2:3
    ### Unit 6: Discussion Question 1
    **Discussion Questions:** Post your initial response to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
    – **Discussion Question 1** _(10 points)_
    – Review the Scripture verses provided in Unit 6. Think about the application of service and encouragement.  Pair the scriptural application with the relevant leadership components that have been covered in this course.  Discuss how you, as a leader, will use both the application of the Scripture paired with the application of the leadership components to be a culturally proficient leader.

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  • [Solved] CJ 340 Module Three Practice Activity

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    Please see the attached assignment details. – ## CJ340ModuleThreePracticeActivityTemplate1.docx – ## ModuleThreePracticeActivityGuidelinesandRubric.html1.zip **## CJ340ModuleThreePracticeActivityTemplate1.docx** ![SNHU logo](https://www.sweetstudy.com/questions/cj-340-module-three-practice-activity)…

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    Please see the attached assignment details.

    – ## CJ340ModuleThreePracticeActivityTemplate1.docx

    – ## ModuleThreePracticeActivityGuidelinesandRubric.html1.zip

    **## CJ340ModuleThreePracticeActivityTemplate1.docx**

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-340-module-three-practice-activity)

    ## CJ 340 Module Three Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | |
    | — | — |
    | **Sociological Theory** | **Key Points** |
    | Durkheim's Anomie Theory | [Insert text.] |
    | Merton's Strain Theory | [Insert text.] |
    | Agnew's General Strain Theory | [Insert text.] |
    | Social Disorganization Theory | [Insert text.] |
    | Differential Association Theory | [Insert text.] |
    | Culture Conflict Theory | [Insert text.] |

    In response to strain theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    In response to cultural deviance theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    **References**

    [Insert text.]

    ## image1.png

    ## image2.svg

    **## ModuleThreePracticeActivityGuidelinesandRubric.html1.zip**

    ## Module Three Practice Activity Guidelines and Rubric.html

    ## CJ 340 Module Three Practice Activity Guidelines and Rubric

    ### Overview

    In this practice activity, you will identify key points of strain and cultural deviance theories. You will then identify a program or policy that was created in response to each type of theory and explain how that program or policy attempts to reduce crime.

    ### Prompt

    As you’ve learned in this module, there are three categories of sociological theories of criminal behavior. These theories all seek to explain criminal behavior as a response to social forces. Two of the sociological theories, strain theory and cultural deviance theory, were formulated in the early part of the 20th century, yet remain significant in the field of criminology today.

    Using the provided template, identify 2 to 4 key points for each of the six theories listed (Durkheim’s Anomie Theory, Merton’s Strain Theory, Agnew’s General Strain Theory, Social Disorganization Theory, Differential Association Theory, and Culture Conflict Theory). Next, identify a policy or program that was created to reduce crime in response to a strain theory, and one created in response to a cultural deviance theory. Then, in 25 to 50 words for each, describe how that policy or program attempts to reduce crime.

    Specifically, the following rubric criteria must be addressed:

    – Identify 2 to 4 key points for each of the six theories listed in the template.
    – Identify a policy or program that was created to reduce crime in response to a strain theory.
    – Describe how the identified policy or program in relation to a strain theory attempts to reduce crime.
    – Identify a policy or program that was created to reduce crime in response to a cultural deviance theory.
    – Describe how the identified policy or program in relation to a cultural deviance theory attempts to reduce crime.

    ### What to Submit

    This assignment must be completed using the
    [Module Three Practice Activity Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20340%20Module%20Three%20Practice%20Activity%20Template.docx). Any references should be cited in APA style. Consult the
    [Shapiro Library APA Style Guide](https://libguides.snhu.edu/apa) for more information on citations.

    ### Module Three Practice Activity Rubric

    | Criteria | Meets Expectations (100%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows no evidence of consistent, effective, or organized communication | 20 |
    | Key Points | Identifies 2 to 4 key points for each of the six theories listed in the template | Does not identify 2 to 4 key points for each of the six theories listed in the template | 20 |
    | Strain-related Program | Identifies a policy or program that was created to reduce crime in response to a strain theory | Does not identify a policy or program that was created to reduce crime in response to a strain theory | 10 |
    | How Strain-related Program Reduces Crime | Describes how the policy or program in response to strain theories attempts to reduce crime | Does not describe how the policy or program in response to strain theories attempts to reduce crime | 15 |
    | Cultural Deviance-related Program | Identifies a policy or program that was created to reduce crime in response to a cultural deviance theory | Does not identify a policy or program that was created to reduce crime in response to a cultural deviance theory | 10 |
    | How Cultural Deviance-related Program Reduces Crime | Describes how the policy or program in response to cultural deviance theories attempts to reduce crime | Does not describe how the policy or program in response to cultural deviance theories attempts to reduce crime | 15 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Does not use citations for ideas requiring attribution | 10 |
    | Total: | 100% |

    ## Course Documents/CJ 340 Module Three Practice Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-340-module-three-practice-activity)

    ## CJ 340 Module Three Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | |
    | — | — |
    | **Sociological Theory** | **Key Points** |
    | Durkheim's Anomie Theory | [Insert text.] |
    | Merton's Strain Theory | [Insert text.] |
    | Agnew's General Strain Theory | [Insert text.] |
    | Social Disorganization Theory | [Insert text.] |
    | Differential Association Theory | [Insert text.] |
    | Culture Conflict Theory | [Insert text.] |

    In response to strain theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    In response to cultural deviance theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    **References**

    [Insert text.]

    ## image1.png

    ## image2.svg

    **## ModuleThreePracticeActivityGuidelinesandRubric.html1.zip**

    ## Module Three Practice Activity Guidelines and Rubric.html

    ## CJ 340 Module Three Practice Activity Guidelines and Rubric

    ### Overview

    In this practice activity, you will identify key points of strain and cultural deviance theories. You will then identify a program or policy that was created in response to each type of theory and explain how that program or policy attempts to reduce crime.

    ### Prompt

    As you’ve learned in this module, there are three categories of sociological theories of criminal behavior. These theories all seek to explain criminal behavior as a response to social forces. Two of the sociological theories, strain theory and cultural deviance theory, were formulated in the early part of the 20th century, yet remain significant in the field of criminology today.

    Using the provided template, identify 2 to 4 key points for each of the six theories listed (Durkheim’s Anomie Theory, Merton’s Strain Theory, Agnew’s General Strain Theory, Social Disorganization Theory, Differential Association Theory, and Culture Conflict Theory). Next, identify a policy or program that was created to reduce crime in response to a strain theory, and one created in response to a cultural deviance theory. Then, in 25 to 50 words for each, describe how that policy or program attempts to reduce crime.

    Specifically, the following rubric criteria must be addressed:

    – Identify 2 to 4 key points for each of the six theories listed in the template.
    – Identify a policy or program that was created to reduce crime in response to a strain theory.
    – Describe how the identified policy or program in relation to a strain theory attempts to reduce crime.
    – Identify a policy or program that was created to reduce crime in response to a cultural deviance theory.
    – Describe how the identified policy or program in relation to a cultural deviance theory attempts to reduce crime.

    ### What to Submit

    This assignment must be completed using the
    [Module Three Practice Activity Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20340%20Module%20Three%20Practice%20Activity%20Template.docx). Any references should be cited in APA style. Consult the
    [Shapiro Library APA Style Guide](https://libguides.snhu.edu/apa) for more information on citations.

    ### Module Three Practice Activity Rubric

    | Criteria | Meets Expectations (100%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows no evidence of consistent, effective, or organized communication | 20 |
    | Key Points | Identifies 2 to 4 key points for each of the six theories listed in the template | Does not identify 2 to 4 key points for each of the six theories listed in the template | 20 |
    | Strain-related Program | Identifies a policy or program that was created to reduce crime in response to a strain theory | Does not identify a policy or program that was created to reduce crime in response to a strain theory | 10 |
    | How Strain-related Program Reduces Crime | Describes how the policy or program in response to strain theories attempts to reduce crime | Does not describe how the policy or program in response to strain theories attempts to reduce crime | 15 |
    | Cultural Deviance-related Program | Identifies a policy or program that was created to reduce crime in response to a cultural deviance theory | Does not identify a policy or program that was created to reduce crime in response to a cultural deviance theory | 10 |
    | How Cultural Deviance-related Program Reduces Crime | Describes how the policy or program in response to cultural deviance theories attempts to reduce crime | Does not describe how the policy or program in response to cultural deviance theories attempts to reduce crime | 15 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Does not use citations for ideas requiring attribution | 10 |
    | Total: | 100% |

    ## Course Documents/CJ 340 Module Three Practice Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-340-module-three-practice-activity)

    ## CJ 340 Module Three Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | |
    | — | — |
    | **Sociological Theory** | **Key Points** |
    | Durkheim's Anomie Theory | [Insert text.] |
    | Merton's Strain Theory | [Insert text.] |
    | Agnew's General Strain Theory | [Insert text.] |
    | Social Disorganization Theory | [Insert text.] |
    | Differential Association Theory | [Insert text.] |
    | Culture Conflict Theory | [Insert text.] |

    In response to strain theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    In response to cultural deviance theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    **References**

    [Insert text.]

    ## image1.png

    ## image2.svg

    **## CJ340ModuleThreePracticeActivityTemplate1.docx**

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-340-module-three-practice-activity)

    ## CJ 340 Module Three Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | |
    | — | — |
    | **Sociological Theory** | **Key Points** |
    | Durkheim's Anomie Theory | [Insert text.] |
    | Merton's Strain Theory | [Insert text.] |
    | Agnew's General Strain Theory | [Insert text.] |
    | Social Disorganization Theory | [Insert text.] |
    | Differential Association Theory | [Insert text.] |
    | Culture Conflict Theory | [Insert text.] |

    In response to strain theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    In response to cultural deviance theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    **References**

    [Insert text.]

    ## image1.png

    ## image2.svg

    **## ModuleThreePracticeActivityGuidelinesandRubric.html1.zip**

    ## Module Three Practice Activity Guidelines and Rubric.html

    ## CJ 340 Module Three Practice Activity Guidelines and Rubric

    ### Overview

    In this practice activity, you will identify key points of strain and cultural deviance theories. You will then identify a program or policy that was created in response to each type of theory and explain how that program or policy attempts to reduce crime.

    ### Prompt

    As you’ve learned in this module, there are three categories of sociological theories of criminal behavior. These theories all seek to explain criminal behavior as a response to social forces. Two of the sociological theories, strain theory and cultural deviance theory, were formulated in the early part of the 20th century, yet remain significant in the field of criminology today.

    Using the provided template, identify 2 to 4 key points for each of the six theories listed (Durkheim’s Anomie Theory, Merton’s Strain Theory, Agnew’s General Strain Theory, Social Disorganization Theory, Differential Association Theory, and Culture Conflict Theory). Next, identify a policy or program that was created to reduce crime in response to a strain theory, and one created in response to a cultural deviance theory. Then, in 25 to 50 words for each, describe how that policy or program attempts to reduce crime.

    Specifically, the following rubric criteria must be addressed:

    – Identify 2 to 4 key points for each of the six theories listed in the template.
    – Identify a policy or program that was created to reduce crime in response to a strain theory.
    – Describe how the identified policy or program in relation to a strain theory attempts to reduce crime.
    – Identify a policy or program that was created to reduce crime in response to a cultural deviance theory.
    – Describe how the identified policy or program in relation to a cultural deviance theory attempts to reduce crime.

    ### What to Submit

    This assignment must be completed using the
    [Module Three Practice Activity Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20340%20Module%20Three%20Practice%20Activity%20Template.docx). Any references should be cited in APA style. Consult the
    [Shapiro Library APA Style Guide](https://libguides.snhu.edu/apa) for more information on citations.

    ### Module Three Practice Activity Rubric

    | Criteria | Meets Expectations (100%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows no evidence of consistent, effective, or organized communication | 20 |
    | Key Points | Identifies 2 to 4 key points for each of the six theories listed in the template | Does not identify 2 to 4 key points for each of the six theories listed in the template | 20 |
    | Strain-related Program | Identifies a policy or program that was created to reduce crime in response to a strain theory | Does not identify a policy or program that was created to reduce crime in response to a strain theory | 10 |
    | How Strain-related Program Reduces Crime | Describes how the policy or program in response to strain theories attempts to reduce crime | Does not describe how the policy or program in response to strain theories attempts to reduce crime | 15 |
    | Cultural Deviance-related Program | Identifies a policy or program that was created to reduce crime in response to a cultural deviance theory | Does not identify a policy or program that was created to reduce crime in response to a cultural deviance theory | 10 |
    | How Cultural Deviance-related Program Reduces Crime | Describes how the policy or program in response to cultural deviance theories attempts to reduce crime | Does not describe how the policy or program in response to cultural deviance theories attempts to reduce crime | 15 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Does not use citations for ideas requiring attribution | 10 |
    | Total: | 100% |

    ## Course Documents/CJ 340 Module Three Practice Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-340-module-three-practice-activity)

    ## CJ 340 Module Three Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | |
    | — | — |
    | **Sociological Theory** | **Key Points** |
    | Durkheim's Anomie Theory | [Insert text.] |
    | Merton's Strain Theory | [Insert text.] |
    | Agnew's General Strain Theory | [Insert text.] |
    | Social Disorganization Theory | [Insert text.] |
    | Differential Association Theory | [Insert text.] |
    | Culture Conflict Theory | [Insert text.] |

    In response to strain theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    In response to cultural deviance theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    **References**

    [Insert text.]

    ## image1.png

    ## image2.svg

    **## CJ340ModuleThreePracticeActivityTemplate1.docx**

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-340-module-three-practice-activity)

    ## CJ 340 Module Three Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | |
    | — | — |
    | **Sociological Theory** | **Key Points** |
    | Durkheim's Anomie Theory | [Insert text.] |
    | Merton's Strain Theory | [Insert text.] |
    | Agnew's General Strain Theory | [Insert text.] |
    | Social Disorganization Theory | [Insert text.] |
    | Differential Association Theory | [Insert text.] |
    | Culture Conflict Theory | [Insert text.] |

    In response to strain theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    In response to cultural deviance theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    **References**

    [Insert text.]

    ## image1.png

    ## image2.svg

    **## ModuleThreePracticeActivityGuidelinesandRubric.html1.zip**

    ## Module Three Practice Activity Guidelines and Rubric.html

    ## CJ 340 Module Three Practice Activity Guidelines and Rubric

    ### Overview

    In this practice activity, you will identify key points of strain and cultural deviance theories. You will then identify a program or policy that was created in response to each type of theory and explain how that program or policy attempts to reduce crime.

    ### Prompt

    As you’ve learned in this module, there are three categories of sociological theories of criminal behavior. These theories all seek to explain criminal behavior as a response to social forces. Two of the sociological theories, strain theory and cultural deviance theory, were formulated in the early part of the 20th century, yet remain significant in the field of criminology today.

    Using the provided template, identify 2 to 4 key points for each of the six theories listed (Durkheim’s Anomie Theory, Merton’s Strain Theory, Agnew’s General Strain Theory, Social Disorganization Theory, Differential Association Theory, and Culture Conflict Theory). Next, identify a policy or program that was created to reduce crime in response to a strain theory, and one created in response to a cultural deviance theory. Then, in 25 to 50 words for each, describe how that policy or program attempts to reduce crime.

    Specifically, the following rubric criteria must be addressed:

    – Identify 2 to 4 key points for each of the six theories listed in the template.
    – Identify a policy or program that was created to reduce crime in response to a strain theory.
    – Describe how the identified policy or program in relation to a strain theory attempts to reduce crime.
    – Identify a policy or program that was created to reduce crime in response to a cultural deviance theory.
    – Describe how the identified policy or program in relation to a cultural deviance theory attempts to reduce crime.

    ### What to Submit

    This assignment must be completed using the
    [Module Three Practice Activity Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20340%20Module%20Three%20Practice%20Activity%20Template.docx). Any references should be cited in APA style. Consult the
    [Shapiro Library APA Style Guide](https://libguides.snhu.edu/apa) for more information on citations.

    ### Module Three Practice Activity Rubric

    | Criteria | Meets Expectations (100%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows no evidence of consistent, effective, or organized communication | 20 |
    | Key Points | Identifies 2 to 4 key points for each of the six theories listed in the template | Does not identify 2 to 4 key points for each of the six theories listed in the template | 20 |
    | Strain-related Program | Identifies a policy or program that was created to reduce crime in response to a strain theory | Does not identify a policy or program that was created to reduce crime in response to a strain theory | 10 |
    | How Strain-related Program Reduces Crime | Describes how the policy or program in response to strain theories attempts to reduce crime | Does not describe how the policy or program in response to strain theories attempts to reduce crime | 15 |
    | Cultural Deviance-related Program | Identifies a policy or program that was created to reduce crime in response to a cultural deviance theory | Does not identify a policy or program that was created to reduce crime in response to a cultural deviance theory | 10 |
    | How Cultural Deviance-related Program Reduces Crime | Describes how the policy or program in response to cultural deviance theories attempts to reduce crime | Does not describe how the policy or program in response to cultural deviance theories attempts to reduce crime | 15 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Does not use citations for ideas requiring attribution | 10 |
    | Total: | 100% |

    ## Course Documents/CJ 340 Module Three Practice Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-340-module-three-practice-activity)

    ## CJ 340 Module Three Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | |
    | — | — |
    | **Sociological Theory** | **Key Points** |
    | Durkheim's Anomie Theory | [Insert text.] |
    | Merton's Strain Theory | [Insert text.] |
    | Agnew's General Strain Theory | [Insert text.] |
    | Social Disorganization Theory | [Insert text.] |
    | Differential Association Theory | [Insert text.] |
    | Culture Conflict Theory | [Insert text.] |

    In response to strain theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    In response to cultural deviance theory, what is one example of a policy or program that was created to reduce crime?

    [Insert text.]

    How does the program or policy you’ve chosen attempt to reduce crime?

    [Insert text.]

    **References**

    [Insert text.]

    ## image1.png

    ## image2.svg

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