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Category: Reading Analysis

  • [Solved] Religion

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    Executive Solution Overview

    – a month ago **files (1)** – ## Religion.docx **## Religion.docx** **PART A (T)** **M3,DB1: The Prophet 400 words** **Introduction** Muhammad was an Arab tribesman (likely illiterate) who began having visions and, at first, believed that he was demon possessed. He then became convinced that he was …

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    Assignment Prompt & Instructions

    – a month ago

    **files (1)**

    – ## Religion.docx

    **## Religion.docx**

    **PART A (T)**

    **M3,DB1: The Prophet 400 words**

    **Introduction** Muhammad was an Arab tribesman (likely illiterate) who began having visions and, at first, believed that he was demon possessed. He then became convinced that he was having a series of spiritual experiences and that the angel Gabriel, as a messenger of God, was calling him to lead the Arab people to abandon their polytheistic worship and devote themselves to the God who had sent Gabriel: the same God that Abraham had worshipped but with the revelation of a new name, Allah. (By the way, although we most often hear this name with the stress on the first syllable, it is actually on the second.) Your textbook states that Muhammad then began to preach this message in his hometown of Mecca. However, his message was ill-received, and he was forced to flee. His flight to Medina is called the Hejra and is considered year one on the Islamic calendar. In Medina, he meets with quite a different reception.

    **The Prompt**
    Respond to the following questions:

    How would you account for the two very different receptions encountered by Muhammad? Why do you think he was rejected in his hometown but accepted in Medina?

    **PART B (TR)**

    The Menendez Brothers Discussion Questions- Due 9/20/26

    Please complete the following questions using complete and clear answers. Use a Word document. Make sure your Word document is in MLA format. You should remember MLA from ENGL 110

    1. Do you believe the Menendez brothers received a fair trial? Why or why not?

    2. How does the documentary portray the role of the jury and legal system?

    3. Should new evidence or perspectives reopen old cases? Under what circumstances?

    4. What rhetorical appeals (ethos, pathos, logos) are most effective in this documentary?

    5. How does the documentary explain the brothers’ motives for the crime?

    6. In what ways does trauma or alleged abuse factor into their defense?

    7. Do you think their actions were influenced more by fear, greed, or something else?

    8. How does this case compare to Ted Bundy's crime?

    **## Religion.docx**

    **PART A (T)**

    **M3,DB1: The Prophet 400 words**

    **Introduction** Muhammad was an Arab tribesman (likely illiterate) who began having visions and, at first, believed that he was demon possessed. He then became convinced that he was having a series of spiritual experiences and that the angel Gabriel, as a messenger of God, was calling him to lead the Arab people to abandon their polytheistic worship and devote themselves to the God who had sent Gabriel: the same God that Abraham had worshipped but with the revelation of a new name, Allah. (By the way, although we most often hear this name with the stress on the first syllable, it is actually on the second.) Your textbook states that Muhammad then began to preach this message in his hometown of Mecca. However, his message was ill-received, and he was forced to flee. His flight to Medina is called the Hejra and is considered year one on the Islamic calendar. In Medina, he meets with quite a different reception.

    **The Prompt**
    Respond to the following questions:

    How would you account for the two very different receptions encountered by Muhammad? Why do you think he was rejected in his hometown but accepted in Medina?

    **PART B (TR)**

    The Menendez Brothers Discussion Questions- Due 9/20/26

    Please complete the following questions using complete and clear answers. Use a Word document. Make sure your Word document is in MLA format. You should remember MLA from ENGL 110

    1. Do you believe the Menendez brothers received a fair trial? Why or why not?

    2. How does the documentary portray the role of the jury and legal system?

    3. Should new evidence or perspectives reopen old cases? Under what circumstances?

    4. What rhetorical appeals (ethos, pathos, logos) are most effective in this documentary?

    5. How does the documentary explain the brothers’ motives for the crime?

    6. In what ways does trauma or alleged abuse factor into their defense?

    7. Do you think their actions were influenced more by fear, greed, or something else?

    8. How does this case compare to Ted Bundy's crime?

  • [Solved] speech

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a month ago **files (1)** – ## detailedproposalLes.docx **## detailedproposalLes.docx** Submit Detailed Proposal of Your Speech #2 Topic – A Demonstration Speech with Props and One Visual Aid **Submit Detailed Proposal of Your Speech #2 Topic – A Demonstration Speech with Props and One Visual Aid*…

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    Assignment Prompt & Instructions

    – a month ago

    **files (1)**

    – ## detailedproposalLes.docx

    **## detailedproposalLes.docx**

    Submit Detailed Proposal of Your Speech #2 Topic – A Demonstration Speech with Props and One Visual Aid

    **Submit Detailed Proposal of Your Speech #2 Topic – A Demonstration Speech with Props and One Visual Aid**

    **50 Points**

    Submit the task or activity that you are planning to demonstrate to your audience.  Select a very simple task, craft, or procedure, etc. because audience participation is expected.  In your proposal, include all of the following information at a minimum.  However, if you want to provide more details to receive feedback about your approach, feel free to do that.

    · Submit those sources in the assignment following proper MLA or APA formatting. Even if you decide to demonstrate how to decorate cupcakes and you learned it from your mom, she needs to be listed in the Works Cited and told to your audience.  Give credit where it is due.

    · Review the lesson for how to give
    **attributions** to your sources inside your speech outline – and verbally to your audience.

    · When you use an
    **image or pictures** in your visual aid, it must also be given an attribution for the source.  You must actually tell your audience where you obtained photos, a chart, a diagram, etc. by following the three parts of the attribution lesson.

    This assignment also requires you to demonstrate good forethought about your speech.  Include the following information in this document which you will then use in your actual speech outline.

    · Explain
    **how you are qualified** to teach this to people.(Do something simple)

    · Identify two or three reasons
    **why it is important for your audience to learn** this process, task or skill.

    · List ALL of the
    **props** you and your audience members (or volunteer) will use such as: tools, supplies, materials, and instruments, etc.

    · Describe the
    **visual aid** you will use and give a source citation for it in MLA or APA formatting.  A visual aid could be any of the following:  poster, handout, 1 PowerPoint slide, finished product, etc.

    · You should have
    **two references** for this speech.

    · Describe how you will
    **engage** one or all of your audience in "doing" the process, task, or skill – and estimate how much time that will require of your speech.

    · NO
    **PowerPoint** presentations! However, you may use ONE slide.

    · If you select a
    **video** clip as a visual aid, it cannot be longer than 15 seconds and it will count as part of your total time.

    **25 Points**

    Communicate Your Plan to Deliver Speech #2. BEGIN TO ASK PEOPLE NOW TO BE AN AUDIENCE MEMBER FOR YOUR SPEECH!  Below you will see many things to consider and questions to answer in your proposal:

    1. Location where everyone can EASILY see your props, materials, and the demonstration.  If not in your home, do you need to reserve the space with a manager or a coordinator for the space?

    2. What will you need to do to have the right equipment or hook-ups to a 10 second video clip or photograph from your computer to a large monitor or TV screens for audience to see images?

    3. What kind of surface will you use for the supplies, tools, and equipment, etc. that you will use for the demonstration.  Will you need a table covered with a tablecloth or newspapers?  Do you need water nearby for clean-up?  What about paper towels or rags? A finished product as a sample?

    4. You will need to gather your own audience of at least
    **five (5) teens and/or adults** to deliver your speech while it is being videotaped. Children and animals will not count and will serve as a distraction for you when you will already be nervous.

    5. It is strongly recommended to
    **OVER INVITE the number of people** to watch your speech so that last minute cancellations will not negatively affect your speech grade.  Five points will be deducted for every missing member from the required number of 5 people!

    6. You will need to have
    **one audience member who video tapes YOU and BREIFLY shows your audience for a head-count** at the beginning, middle, and end of your speech.  If your audience members are on their phones and not paying attention to your speech, they will not "count" as an audience member.  They need to be engaged with you and your speech.
    **Five points will be deducted for every missing member from the required number of 5 people.** Failure to show your audience for a count at the beginning, middle, and end of your speech will result in 25-point deduction to your grade.

    7. You will need
    **at least one audience member to participate or serve as a volunteer** for demonstrating the task or skill. You will be graded on how well you "manage" the volunteer(s) and how you show appreciation to them for volunteering.

    **## detailedproposalLes.docx**

    Submit Detailed Proposal of Your Speech #2 Topic – A Demonstration Speech with Props and One Visual Aid

    **Submit Detailed Proposal of Your Speech #2 Topic – A Demonstration Speech with Props and One Visual Aid**

    **50 Points**

    Submit the task or activity that you are planning to demonstrate to your audience.  Select a very simple task, craft, or procedure, etc. because audience participation is expected.  In your proposal, include all of the following information at a minimum.  However, if you want to provide more details to receive feedback about your approach, feel free to do that.

    · Submit those sources in the assignment following proper MLA or APA formatting. Even if you decide to demonstrate how to decorate cupcakes and you learned it from your mom, she needs to be listed in the Works Cited and told to your audience.  Give credit where it is due.

    · Review the lesson for how to give
    **attributions** to your sources inside your speech outline – and verbally to your audience.

    · When you use an
    **image or pictures** in your visual aid, it must also be given an attribution for the source.  You must actually tell your audience where you obtained photos, a chart, a diagram, etc. by following the three parts of the attribution lesson.

    This assignment also requires you to demonstrate good forethought about your speech.  Include the following information in this document which you will then use in your actual speech outline.

    · Explain
    **how you are qualified** to teach this to people.(Do something simple)

    · Identify two or three reasons
    **why it is important for your audience to learn** this process, task or skill.

    · List ALL of the
    **props** you and your audience members (or volunteer) will use such as: tools, supplies, materials, and instruments, etc.

    · Describe the
    **visual aid** you will use and give a source citation for it in MLA or APA formatting.  A visual aid could be any of the following:  poster, handout, 1 PowerPoint slide, finished product, etc.

    · You should have
    **two references** for this speech.

    · Describe how you will
    **engage** one or all of your audience in "doing" the process, task, or skill – and estimate how much time that will require of your speech.

    · NO
    **PowerPoint** presentations! However, you may use ONE slide.

    · If you select a
    **video** clip as a visual aid, it cannot be longer than 15 seconds and it will count as part of your total time.

    **25 Points**

    Communicate Your Plan to Deliver Speech #2. BEGIN TO ASK PEOPLE NOW TO BE AN AUDIENCE MEMBER FOR YOUR SPEECH!  Below you will see many things to consider and questions to answer in your proposal:

    1. Location where everyone can EASILY see your props, materials, and the demonstration.  If not in your home, do you need to reserve the space with a manager or a coordinator for the space?

    2. What will you need to do to have the right equipment or hook-ups to a 10 second video clip or photograph from your computer to a large monitor or TV screens for audience to see images?

    3. What kind of surface will you use for the supplies, tools, and equipment, etc. that you will use for the demonstration.  Will you need a table covered with a tablecloth or newspapers?  Do you need water nearby for clean-up?  What about paper towels or rags? A finished product as a sample?

    4. You will need to gather your own audience of at least
    **five (5) teens and/or adults** to deliver your speech while it is being videotaped. Children and animals will not count and will serve as a distraction for you when you will already be nervous.

    5. It is strongly recommended to
    **OVER INVITE the number of people** to watch your speech so that last minute cancellations will not negatively affect your speech grade.  Five points will be deducted for every missing member from the required number of 5 people!

    6. You will need to have
    **one audience member who video tapes YOU and BREIFLY shows your audience for a head-count** at the beginning, middle, and end of your speech.  If your audience members are on their phones and not paying attention to your speech, they will not "count" as an audience member.  They need to be engaged with you and your speech.
    **Five points will be deducted for every missing member from the required number of 5 people.** Failure to show your audience for a count at the beginning, middle, and end of your speech will result in 25-point deduction to your grade.

    7. You will need
    **at least one audience member to participate or serve as a volunteer** for demonstrating the task or skill. You will be graded on how well you "manage" the volunteer(s) and how you show appreciation to them for volunteering.

  • [Solved] aca 122 (Le)

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    Executive Solution Overview

    – a month ago **files (1)** – ## CollegeApplicationEssayAssignment1.pdf **## CollegeApplicationEssayAssignment1.pdf** 1 ACA 122 – College Application Essay Assignment Check the schedule of assignments for the exact due date. This essay counts 10% of your final grade. Use the rubric to avoid losing p…

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    Assignment Prompt & Instructions

    – a month ago

    **files (1)**

    – ## CollegeApplicationEssayAssignment1.pdf

    **## CollegeApplicationEssayAssignment1.pdf**

    1

    ACA 122 – College Application Essay Assignment

    Check the schedule of assignments for the exact due date. This essay counts 10% of your final grade.

    Use the rubric to avoid losing points on this assignment.

    The essay. Must have a cover page with your name, date, essay prompt you chose (see below) and ACA 122 on it. Type
    in the entire essay prompt, not just 1 or 2! A cover page is not a cover letter!

    • Must be a minimum of 500 words (excluding the cover page) and can be up to 650 words. Use Word Count in MS
    Word.

    • Must have font size 11 or 12 (preferably Calibri or Arial). Margins should be set at 1-inch on all sides.

    • Must be double-spaced.

    • Must have correct spelling, grammar, and punctuation.

    • Should be proofread! Visit the Writing Lab in Logan Hall (best option) or ask a friend / relative to go over your essay.

    10 extra-credit points for visiting the Writing Lab for this assignment. For a virtual appointment email
    sccwritinglab@sandhills.edu (probably best to contact the Writing Lab at least 2 days ahead of time). If you used the
    services of the Writing Lab, give the name of the person who helped you and the date of your visit/virtual meeting.
    What did you find most helpful when using the Writing Lab? Add this information at the bottom of your essay.

    Pick one of the following two essay prompts:
    1. Some students have a background, identity, interest, or talent that is so meaningful they believe their
    application would be incomplete without it. If this sounds like you, then please share your story.

    2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when
    you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

    Suggestions When Writing your College Application Essay

    • Do not use contractions or text language. For example, instead of I'm or you’re, use I am or you are…

    • Be professional and coherent—do not ramble or repeat information.

    • Sell yourself but do not oversell. Be honest. Do not sound negative.

    • Be careful with humor, in case the person reading your essay does not share your sense of humor!

    • Do not write like you speak.

    Reminder about Academic Honesty!!
    In addition to good academic performance, students should exhibit honesty and integrity. If there is any question that
    academic honesty and integrity are not honored, students may be given a grade of F for that assignment or removed
    from the course with a failing grade. Be aware that if I have any doubt, I will ask you to repeat the assignment (or some
    other assignment of my choice) in my presence or via video conferencing. Please see the SCC Student
    Governance Statements below and the Student Conduct in the most recent college catalog for more information.

    Sandhills Community College holds a strong commitment to academic integrity and acknowledges that generative
    artificial intelligence (AI) as a tool is here to stay. Therefore, it is appropriate to set clear guidelines for responsible and
    ethical use of available AI tools. These expectations may differ from course to course and between individual
    assignments within a course.

    For this course the expectations are as follows:

    [https://www.sandhills.edu/student-services/tutoring/writing-lab.html](https://www.sandhills.edu/student-services/tutoring/writing-lab.html)

    [mailto:sccwritinglab@sandhills.edu](mailto:sccwritinglab@sandhills.edu)

    2

    1

    GENERATIVE AI FOR
    AUTOMATED IDEA
    GENERATION,
    STRUCTURING, and/or
    EDITING

    Students may use generative AI to improve clarity or quality of coursework
    when expressly permitted by instructor. Automation must be disclosed, and the
    AI-generated content must be properly attributed.

    Before submitting your College Application Essay, review How to Submit Your Work. You are responsible for
    checking that the document you upload is the correct one and that it is indeed submitted. NO LATE WORK will be
    accepted. Anything missed or late will result in a 0, regardless of the reason.

    Do not wait until the last minute to submit your College Application Essay. If you do, you risk missing the 11:59 PM

    deadline, and your work will be considered late.

    **## CollegeApplicationEssayAssignment1.pdf**

    1

    ACA 122 – College Application Essay Assignment

    Check the schedule of assignments for the exact due date. This essay counts 10% of your final grade.

    Use the rubric to avoid losing points on this assignment.

    The essay. Must have a cover page with your name, date, essay prompt you chose (see below) and ACA 122 on it. Type
    in the entire essay prompt, not just 1 or 2! A cover page is not a cover letter!

    • Must be a minimum of 500 words (excluding the cover page) and can be up to 650 words. Use Word Count in MS
    Word.

    • Must have font size 11 or 12 (preferably Calibri or Arial). Margins should be set at 1-inch on all sides.

    • Must be double-spaced.

    • Must have correct spelling, grammar, and punctuation.

    • Should be proofread! Visit the Writing Lab in Logan Hall (best option) or ask a friend / relative to go over your essay.

    10 extra-credit points for visiting the Writing Lab for this assignment. For a virtual appointment email
    sccwritinglab@sandhills.edu (probably best to contact the Writing Lab at least 2 days ahead of time). If you used the
    services of the Writing Lab, give the name of the person who helped you and the date of your visit/virtual meeting.
    What did you find most helpful when using the Writing Lab? Add this information at the bottom of your essay.

    Pick one of the following two essay prompts:
    1. Some students have a background, identity, interest, or talent that is so meaningful they believe their
    application would be incomplete without it. If this sounds like you, then please share your story.

    2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when
    you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

    Suggestions When Writing your College Application Essay

    • Do not use contractions or text language. For example, instead of I'm or you’re, use I am or you are…

    • Be professional and coherent—do not ramble or repeat information.

    • Sell yourself but do not oversell. Be honest. Do not sound negative.

    • Be careful with humor, in case the person reading your essay does not share your sense of humor!

    • Do not write like you speak.

    Reminder about Academic Honesty!!
    In addition to good academic performance, students should exhibit honesty and integrity. If there is any question that
    academic honesty and integrity are not honored, students may be given a grade of F for that assignment or removed
    from the course with a failing grade. Be aware that if I have any doubt, I will ask you to repeat the assignment (or some
    other assignment of my choice) in my presence or via video conferencing. Please see the SCC Student
    Governance Statements below and the Student Conduct in the most recent college catalog for more information.

    Sandhills Community College holds a strong commitment to academic integrity and acknowledges that generative
    artificial intelligence (AI) as a tool is here to stay. Therefore, it is appropriate to set clear guidelines for responsible and
    ethical use of available AI tools. These expectations may differ from course to course and between individual
    assignments within a course.

    For this course the expectations are as follows:

    [https://www.sandhills.edu/student-services/tutoring/writing-lab.html](https://www.sandhills.edu/student-services/tutoring/writing-lab.html)

    [mailto:sccwritinglab@sandhills.edu](mailto:sccwritinglab@sandhills.edu)

    2

    1

    GENERATIVE AI FOR
    AUTOMATED IDEA
    GENERATION,
    STRUCTURING, and/or
    EDITING

    Students may use generative AI to improve clarity or quality of coursework
    when expressly permitted by instructor. Automation must be disclosed, and the
    AI-generated content must be properly attributed.

    Before submitting your College Application Essay, review How to Submit Your Work. You are responsible for
    checking that the document you upload is the correct one and that it is indeed submitted. NO LATE WORK will be
    accepted. Anything missed or late will result in a 0, regardless of the reason.

    Do not wait until the last minute to submit your College Application Essay. If you do, you risk missing the 11:59 PM

    deadline, and your work will be considered late.

  • [Solved] Spa Products

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    A relaxing spa experience begins with the right products and a comfortable environment. Quality [Spa Products](https://salonspawholesale.com/product-category/spa-products/) can help professionals create soothing treatments while supporting healthy-looking skin and a refreshing sense of well-being. F…

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    Assignment Prompt & Instructions

    A relaxing spa experience begins with the right products and a comfortable environment. Quality [Spa Products](https://salonspawholesale.com/product-category/spa-products/) can help professionals create soothing treatments while supporting healthy-looking skin and a refreshing sense of well-being. From cleansing and exfoliation to moisturizing and massage, choosing suitable products can improve the overall customer experience. Professional salons and wellness spaces can benefit from reliable solutions that are easy to use and suitable for different treatment needs. Customers appreciate services that combine comfort, care, and attention to detail. A well-planned spa routine can leave clients feeling refreshed, confident, and ready to return for another relaxing experience.

    – a month ago

  • [Solved] Discussion 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Read the Assigned Chapters:** – Read the linked module PDF (Chapters 6,7,8, and 9) documents carefully, focusing on the thesis, argument, how the argument was presented, its limitations, benefits, logical structure, societal effects, and supporting evidence. **Answer the Discussion Questions:** – …

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    **Read the Assigned Chapters:**

    – Read the linked module PDF (Chapters 6,7,8, and 9) documents carefully, focusing on the thesis, argument, how the argument was presented, its limitations, benefits, logical structure, societal effects, and supporting evidence.

    **Answer the Discussion Questions:**

    – Provide a few sentences for each discussion question.
    – Each question has two parts:
    – The first part asks you to summarize the readings concisely.
    – The second part invites your insights and ideas. Think critically about your position on the topic, present your argument clearly, and support it with an example. This part should carry more weight in your response, so ensure it is thorough and reflective.

    **Respond to a Classmate:**

    – Read and thoughtfully respond to one other student's answer with a few sentences.

    ### Questions:

    1. **According to the readings, how does advertising contribute to stereotypes?**

    – Summarize the key points from the readings.
    – Add your own thoughts to the discussion. Be clear in your argument and substantiate your rationale.
    2. **According to the readings, how does advertising influence gender perceptions?**

    – Summarize the key points from the readings.
    – Add your own thoughts to the discussion. Be clear in your argument and substantiate your rationale.
    3. **According to the readings, how does advertising influence perceptions regarding race?**

    – Summarize the key points from the readings.
    – Add your own thoughts to the discussion. Be clear in your argument and substantiate your rationale.
    4. **According to the readings, how does advertising influence perceptions regarding sexual orientation?**

    – Summarize the key points from the readings.
    – Add your own thoughts to the discussion. Be clear in your argument and substantiate your rationale.

    Ensure your responses are thought

    – [\
    \
    Chapt8adv-race.pdf](https://www.sweetstudy.com/files/chapt8adv-race-pdf-10601457 "Chapt8adv-race.pdf")
    – [\
    \
    Chap6adv-stereotypes.pdf](https://www.sweetstudy.com/files/chap6adv-stereotypes-pdf-10601459 "Chap6adv-stereotypes.pdf")
    – [\
    \
    Chap9adv-ageandorientation.pdf](https://www.sweetstudy.com/files/chap9adv-ageandorientation-pdf-10601461 "Chap9adv-ageandorientation.pdf")
    – [\
    \
    Chap7adv-gender.pdf](https://www.sweetstudy.com/files/chap7adv-gender-pdf-10601463 "Chap7adv-gender.pdf")

    – a month ago

  • [Solved] CJ

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a month ago **files (4)** – ## CJweek3TroyTab.docx – ## LeslieCompwk6.docx – ## CRJC210BarkanCh6.ppt – CRJC210BarkanCh5.ppt **## CJweek3TroyTab.docx** **Part A** **Discussion Board Module 3 – Criminological Theory Meme & Analysis Troy** Discussion Board: Criminological Theory Meme & Analysis **Obj…

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    Assignment Prompt & Instructions

    – a month ago

    **files (4)**

    – ## CJweek3TroyTab.docx

    – ## LeslieCompwk6.docx

    – ## CRJC210BarkanCh6.ppt

    – CRJC210BarkanCh5.ppt

    **## CJweek3TroyTab.docx**

    **Part A**

    **Discussion Board Module 3 – Criminological Theory Meme & Analysis Troy**

    Discussion Board: Criminological Theory Meme & Analysis

    **Objective:**

    Demonstrate what you learned this module from the materials assigned. Find an existing meme or create an original one that reflects one of this week's theories of why people commit crime. You can select from Classical and Neoclassical theory, as well as Positivist (Biological) and psychological theories that we have addressed through class readings and PowerPoint slides. Be creative with the meme!

    **EXAMPLE:**

    _Meme Idea:_ A picture of the painter Bob Ross.

    _Text/Concept:_ Bob Ross was clearly a person with atavistic anomalies. His hair is covering pronounced brow ridges. His beard is covering a deformed jaw, too. This is what Lombroso asserts in early Biological Positivism theory.

    EXAMPLE:
    ![A person with afro holding a paint brush Description automatically generated](https://www.sweetstudy.com/questions/cj-20986163)

    **The Writing Prompt**

    **Don't just post the meme—prove the social science behind it.** Below your image, you must write a
    **short paragraph (4–6 sentences)** analyzing your chosen theory using the academic concepts from this week's material.

    To earn full credit, your written analysis must explicitly include the following:

    1.
    **Identify the Source:** Explicitly reference whether your chosen theory is discussed in
    **Barkan – Chapter 5** or
    **Chapter 6**.

    2.
    **Use Key Terminology:** Incorporate at least
    **two specific scientific terms or themes** unique to that theory (e.g.,
    _atavistic anomalies, somatotyping, rational choice, deterrence, id/ego/superego, biosocial criminology, or phrenology_).

    3.
    **Connect to the "Why":** Briefly explain how this specific school of thought answers the core social science question:
    _Why do individuals engage in criminal behavior?_

    _Note: The concepts, terminology, and themes present throughout this discussion will appear on your upcoming Reading Quiz and Final Exam._

    Remember to review the Discussion Board Protocol and Class Etiquette in the Welcome Module.

    [https://www.youtube.com/watch?v=9ZJqzuO3I34](https://www.youtube.com/watch?v=9ZJqzuO3I34)

    [https://www.youtube.com/watch?v=bjyDQdv6gSk](https://www.youtube.com/watch?v=bjyDQdv6gSk)

    Other resources attached

    **Part B 300 words**

    Compare and contrast the Lowell Police Department and the Indio Police Department's approach to community policing.

    **Part C 300 words**

    **M3,DB3: The Fall**

    **Introduction** Consider Genesis, Chapter 3 (found in Module Three/Lectures and Activities) concerning the "fall of humanity." According to this passage, Adam and Eve were told that they could eat from any plant in the garden with the exception of the Tree of Knowledge of Good and Evil. They were warned that they would die if they ate of that tree. One day, Adam and Eve are walking in the garden and are tempted by the evil one (who had possessed the body of a serpent) who said that God had lied to them and that they would not die but would become like God…knowing all things. Long story short, they ate and were then banned from eating from the Tree of Life (which they could eat from freely before they disobeyed God.)

    **The Prompt**

    Banning Adam and Eve from the Tree of Life after they had eaten from the Tree of Knowledge is usually thought of as a punishment. Keeping in mind that it was the Tree of Knowledge of
    _both_ Good
    _and_ Evil, can you see any way that the subsequent ban on the Tree of Life could also have been a gift? You might also keep in mind that not all warnings are threats.

    **Specifications**
    Post your opening response to the question early in the assignment period so that others have time to respond to you.

    A thoughtful opening response will consider

    · An explanation of how the ban might be seen as a punishment.

    · An explanation of how the ban might also be seen as a gift, if you believe that is a valid concept.

    · You may also want to share other thoughts you have concerning the "fall of humanity," although it is not a requirement.

    ## image1.jpeg

    **## LeslieCompwk6.docx**

    **Part A (aca 122)**

    **DF: Scripting Nonverbal Communication through "Stage Directions"**

    **50 pts.**

    **BEFORE beginning this Discussion Forum, watch the following video:**

    [Presentation Tips: The Importance of Body Language in Presentations by Deborah Grayson Riegel](https://www.youtube.com/watch?v=IqqiDw58NSE&list=PLC2V-Ny9GHspKobSyfeKLRgFUvjU-yODT&index=3&t=0s)

    **Step One:** For this assignment, you will need to select any paragraph from any publication – and
    **be sure to give credit to the author, publication, and date. Remember, that the source citation will help to manage the AI checker!!!** Use Citation Machine if needed.

    **10 Pts. – Step Two:** Copy and paste that paragraph into your posting
    **WITHOUT** "stage directions".

    **20 Pts. – Step Three:** Copy and paste that SAME paragraph again into your posting, but this time you will
    **ADD** "stage directions". Use nonverbal communication descriptive language to "animate" the second paragraph. In this forum you will provide "stage directions" by inserting nonverbal communication information
    **WITHIN** the paragraph. Remember to include a minimum of five (5) stage directions.

    **Stage Directions Example:** My favorite teacher taught social studies when I was a senior in high school. She was really, really short.
    **(1. Hold up one of your hands to your shoulder indicating the top of her head.)** However, she had energy that would make me think of Tigger from Disney's "Winnie the Pooh" cartoons. She was always moving around the classroom during her lectures almost as if she was bouncing from corner to corner.
    **(2. Move away from the podium and walk from side to side in the front of the stage, with a fun bounce in your step.)** At the beginning of every class session, she would walk enter the classroom at exactly 5 minutes before the bell would ring, tugging her roller cart along behind her as if she was heading to a gate to catch a flight to Hawaii.
    **(3.  Take 2 or 3 steps and pull an imaginary suitcase behind you.)** Her smile would be HUGE!
    **(4. Paste a HUGE smile on your face and literally "sing out" a "good morning" to the class in a LOUD voice with a funny accent as you say the next sentence.)** Her voice would sing out: "Good morning everyone!" And she would make eye contact with anyone in the classroom at that time. Her grand entrance set the tone for the class meeting that it was going to be a great day!
    **(5. As you say this last line, make pointed eye contact with 5 students in the classroom all situated at different places in the room.)**

    **20 Pts. – Step Four:** Read the various submissions by your classmates.
    Select one paragraph written by another classmate without the stage direction.  Then, respond to that classmate by
    **rewriting the paragraph with YOUR OWN stage directions.** They should be significantly
    **different** from what your classmate wrote.

    Below is what the classmate posted so respond to it according to directions above:

    "Born and raised in an impoverished village in the Philippines, Manny began his life on the ropes. He provided for his family of five in his pre-boxing life by selling practically anything and everything on the streets just to help his family survive. The hard work, determination, and sheer grit that would characterize him as a boxer showed through in a big way during these early years. Though he dreamed of being a priest, his mother could not afford the education, so he soon found another way to move heaven and earth: boxing. According to the New York Times, Manny is pound-for-pound the best fighter in the world today. His rags-to-riches story will inspire you."- By Manny Pacquiao and Timothy James

    "Born and raised in an impoverished village in the Philippines, Manny began his life on the ropes.
    **(1. Pause for a second and gesture toward yourself to emphasize hard times)** He provided for his family of five in his pre-boxing life by selling practically anything
    **(2. Move your hands in a swiping motion to catch the attention of the audience and to add to the point)** and everything on the streets just to help his family survive. The hard work, determination, and sheer grit
    **(3. Use your hands to emphasize hard work, determination, and grit.)** that would characterize him as a boxer showed through in a big way during these early years. Though he dreamed of being a priest,
    **(4. Speak in a softer tone to add to the dream part and because its a very surprising dream considering he's now one one of the greatest boxers)** his mother could not afford the education, so he soon found another way to move heaven and earth: boxing.
    **(5. Put your hands up to emphasize boxing.)** According to the New York Times, Manny is pound-for-pound the best fighter in the world today. His rags-to-riches story will inspire you."
    **(6. Say this part in a raised voice to emphasize this part)**

    **## CRJC210BarkanCh6.ppt**

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Chapter 6

    Biological and Psychological Explanations

    Note – some information in the slides is from the publisher, but I have heavily edited the information and added new information

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Social Science update

    – Biological criminological theories emerge after the Age of Reason/The Era of the Enlightenment. As progress in made in biological science in general, thinkers start applying these principles to social issues.

    – Some of the earliest theorists in this area of Positivism were trained as physicians.

    – Remember to look for new concepts in the book and notice how concepts are measured (becoming variables) for the evaluation research.

    – Keep in mind the way you define crime leads to very specific types of policies to prevent crime.

    – Remember, the PowerPoint slides are like my lecture notes. Do not use PP slides in place of reading assigned matetial. Expect that I will organize the information from the book differently in some places and that I will add new information.

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Rise of Positivism (pg 97)

    – Review Auguste Comte and Charles Darwin

    – Positivism comes in part out of the limitations of the Classical Era of theory

    “Forces beyond individual control determine human behavior” (Comte, pg 97)

    This chapter is about biological and psychological determinism. Review Table 6-1 on page 110.

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Early Biological Explanations for Crime (pg 110-113)

    Phrenology arose during 18th and 19th centuries as science and positivism replaced religion as the basis for understanding natural and social phenomena

    – Biological explanations lost prominence by mid-twentieth century before renewed popularity today

    – Skull’s size and shape of cranium

    indicate personality and character

    – Franz Gall: Three types of

    behavior & personality

    – Intellectual
    – Moral
    – Lower (associated with criminality)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Early Biological Theorists, continued

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Lombroso’s Research

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Williams Sheldon (U. S. Scientist) Body types

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Typical Sheldon Somatotypes in visual image (source unknown)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Contemporary Biological Explanations:

    Family, Heredity, and Genes (pg 113+)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Family, Heredity, and Genes, continued

    Adoption Studies: When twins raised by different adopted parents/guardians

    – Are they more likely to be criminal with twin and non-twin siblings?
    – Studies contain small numbers of participants
    – Children more like natural parents or adopted parents?
    – Results of these studies are mixed and hard to interpret – heredity vs socialization (how you were raised)

    Molecular Genetics: Research examines link between genes and crime

    – Mutations in genes linked to high risk behavior
    – Young males with the mutation MAOA were more likely to be violent, in gangs, and arrested
    – Problem – crime is a socially defined term that can change over time and place, thus, no gene can explain a socially defined behavior; aggression is not always violence, for example

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Biological Abnormalities

    (review details in text; pg 115)

    Chromosomal Abnormalities

    – X and Y chromosomes
    – Determines who is male and female
    – XYY chromosome (super criminal)
    – Fewer than one of every 1000 men
    – Tall, long arms, and low intelligence
    – Linked to criminality- big men are violent
    – Reality typically arrested for property crime, is this because of low IQ?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Contemporary Biological Explanations (pg 115+)

    Brain Abnormalities

    – Positron emission tomography (PET)
    – Magnetic resonance imaging (MRI)
    – Brain impairment linked to- especially the frontal lobe:
    – Antisocial behavior and Lower ability to control impulsivity
    – Head injuries in childhood may lead to delinquent behavior later in life – are these behaviors criminal?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Neuro-chemical Factors

    (review details in text; pg 116-117)

    Hormones

    – Testosterone

    Men commit more crime than females

    Mixed research results – aggression is not necessarily criminal violence – aggression may predict a good soldier, sports star, etc.

    – PMS
    – Emotional stress condition might be linked to aggression (not necessarily criminal violence)
    – Mixed research findings and controversial – Dalton says 8 days before your period and 8 days after are part of the dangerous days – that is more than half of the month!

    Neurotransmitters

    – Serotonin
    – In animal studies, low levels are linked to higher levels of aggression (see comment above)
    – In human studies, low levels found in violent offenders AND higher level – which study is right?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    – Adverse Childhood Experience (ACE) – may impair cognitive development and lead to anti-social behavior – which can be criminality

    – Lead and Other Toxins- may lead to lower intelligence, impulsiveness and anti-social behavior

    – Early puberty

    Do you see social context coming into some theories?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Evaluation of Biological Research

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Psychological Explanations (T 6-2; pg 122+)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Psychological Explanations (cont. pg 124-6)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Evaluation of Psychological Explanations

    (see details in text; pg 126-127)

    These theories compliment sociological explanations in some cases

    – Especially when they highlights learning theory (later chapters)

    Limited focus

    – Use of small samples
    – Disregard of structural factors
    – Rarely look at white-collar offenders

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    What prevention policies come from these theories (127-128)?

    **CRJC210BarkanCh5.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/crjc210barkanch5-ppt)

    **CRJC210BarkanCh5.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/crjc210barkanch5-ppt)

    **## CJweek3TroyTab.docx**

    **Part A**

    **Discussion Board Module 3 – Criminological Theory Meme & Analysis Troy**

    Discussion Board: Criminological Theory Meme & Analysis

    **Objective:**

    Demonstrate what you learned this module from the materials assigned. Find an existing meme or create an original one that reflects one of this week's theories of why people commit crime. You can select from Classical and Neoclassical theory, as well as Positivist (Biological) and psychological theories that we have addressed through class readings and PowerPoint slides. Be creative with the meme!

    **EXAMPLE:**

    _Meme Idea:_ A picture of the painter Bob Ross.

    _Text/Concept:_ Bob Ross was clearly a person with atavistic anomalies. His hair is covering pronounced brow ridges. His beard is covering a deformed jaw, too. This is what Lombroso asserts in early Biological Positivism theory.

    EXAMPLE:
    ![A person with afro holding a paint brush Description automatically generated](https://www.sweetstudy.com/questions/cj-20986163)

    **The Writing Prompt**

    **Don't just post the meme—prove the social science behind it.** Below your image, you must write a
    **short paragraph (4–6 sentences)** analyzing your chosen theory using the academic concepts from this week's material.

    To earn full credit, your written analysis must explicitly include the following:

    1.
    **Identify the Source:** Explicitly reference whether your chosen theory is discussed in
    **Barkan – Chapter 5** or
    **Chapter 6**.

    2.
    **Use Key Terminology:** Incorporate at least
    **two specific scientific terms or themes** unique to that theory (e.g.,
    _atavistic anomalies, somatotyping, rational choice, deterrence, id/ego/superego, biosocial criminology, or phrenology_).

    3.
    **Connect to the "Why":** Briefly explain how this specific school of thought answers the core social science question:
    _Why do individuals engage in criminal behavior?_

    _Note: The concepts, terminology, and themes present throughout this discussion will appear on your upcoming Reading Quiz and Final Exam._

    Remember to review the Discussion Board Protocol and Class Etiquette in the Welcome Module.

    [https://www.youtube.com/watch?v=9ZJqzuO3I34](https://www.youtube.com/watch?v=9ZJqzuO3I34)

    [https://www.youtube.com/watch?v=bjyDQdv6gSk](https://www.youtube.com/watch?v=bjyDQdv6gSk)

    Other resources attached

    **Part B 300 words**

    Compare and contrast the Lowell Police Department and the Indio Police Department's approach to community policing.

    **Part C 300 words**

    **M3,DB3: The Fall**

    **Introduction** Consider Genesis, Chapter 3 (found in Module Three/Lectures and Activities) concerning the "fall of humanity." According to this passage, Adam and Eve were told that they could eat from any plant in the garden with the exception of the Tree of Knowledge of Good and Evil. They were warned that they would die if they ate of that tree. One day, Adam and Eve are walking in the garden and are tempted by the evil one (who had possessed the body of a serpent) who said that God had lied to them and that they would not die but would become like God…knowing all things. Long story short, they ate and were then banned from eating from the Tree of Life (which they could eat from freely before they disobeyed God.)

    **The Prompt**

    Banning Adam and Eve from the Tree of Life after they had eaten from the Tree of Knowledge is usually thought of as a punishment. Keeping in mind that it was the Tree of Knowledge of
    _both_ Good
    _and_ Evil, can you see any way that the subsequent ban on the Tree of Life could also have been a gift? You might also keep in mind that not all warnings are threats.

    **Specifications**
    Post your opening response to the question early in the assignment period so that others have time to respond to you.

    A thoughtful opening response will consider

    · An explanation of how the ban might be seen as a punishment.

    · An explanation of how the ban might also be seen as a gift, if you believe that is a valid concept.

    · You may also want to share other thoughts you have concerning the "fall of humanity," although it is not a requirement.

    ## image1.jpeg

    **## LeslieCompwk6.docx**

    **Part A (aca 122)**

    **DF: Scripting Nonverbal Communication through "Stage Directions"**

    **50 pts.**

    **BEFORE beginning this Discussion Forum, watch the following video:**

    [Presentation Tips: The Importance of Body Language in Presentations by Deborah Grayson Riegel](https://www.youtube.com/watch?v=IqqiDw58NSE&list=PLC2V-Ny9GHspKobSyfeKLRgFUvjU-yODT&index=3&t=0s)

    **Step One:** For this assignment, you will need to select any paragraph from any publication – and
    **be sure to give credit to the author, publication, and date. Remember, that the source citation will help to manage the AI checker!!!** Use Citation Machine if needed.

    **10 Pts. – Step Two:** Copy and paste that paragraph into your posting
    **WITHOUT** "stage directions".

    **20 Pts. – Step Three:** Copy and paste that SAME paragraph again into your posting, but this time you will
    **ADD** "stage directions". Use nonverbal communication descriptive language to "animate" the second paragraph. In this forum you will provide "stage directions" by inserting nonverbal communication information
    **WITHIN** the paragraph. Remember to include a minimum of five (5) stage directions.

    **Stage Directions Example:** My favorite teacher taught social studies when I was a senior in high school. She was really, really short.
    **(1. Hold up one of your hands to your shoulder indicating the top of her head.)** However, she had energy that would make me think of Tigger from Disney's "Winnie the Pooh" cartoons. She was always moving around the classroom during her lectures almost as if she was bouncing from corner to corner.
    **(2. Move away from the podium and walk from side to side in the front of the stage, with a fun bounce in your step.)** At the beginning of every class session, she would walk enter the classroom at exactly 5 minutes before the bell would ring, tugging her roller cart along behind her as if she was heading to a gate to catch a flight to Hawaii.
    **(3.  Take 2 or 3 steps and pull an imaginary suitcase behind you.)** Her smile would be HUGE!
    **(4. Paste a HUGE smile on your face and literally "sing out" a "good morning" to the class in a LOUD voice with a funny accent as you say the next sentence.)** Her voice would sing out: "Good morning everyone!" And she would make eye contact with anyone in the classroom at that time. Her grand entrance set the tone for the class meeting that it was going to be a great day!
    **(5. As you say this last line, make pointed eye contact with 5 students in the classroom all situated at different places in the room.)**

    **20 Pts. – Step Four:** Read the various submissions by your classmates.
    Select one paragraph written by another classmate without the stage direction.  Then, respond to that classmate by
    **rewriting the paragraph with YOUR OWN stage directions.** They should be significantly
    **different** from what your classmate wrote.

    Below is what the classmate posted so respond to it according to directions above:

    "Born and raised in an impoverished village in the Philippines, Manny began his life on the ropes. He provided for his family of five in his pre-boxing life by selling practically anything and everything on the streets just to help his family survive. The hard work, determination, and sheer grit that would characterize him as a boxer showed through in a big way during these early years. Though he dreamed of being a priest, his mother could not afford the education, so he soon found another way to move heaven and earth: boxing. According to the New York Times, Manny is pound-for-pound the best fighter in the world today. His rags-to-riches story will inspire you."- By Manny Pacquiao and Timothy James

    "Born and raised in an impoverished village in the Philippines, Manny began his life on the ropes.
    **(1. Pause for a second and gesture toward yourself to emphasize hard times)** He provided for his family of five in his pre-boxing life by selling practically anything
    **(2. Move your hands in a swiping motion to catch the attention of the audience and to add to the point)** and everything on the streets just to help his family survive. The hard work, determination, and sheer grit
    **(3. Use your hands to emphasize hard work, determination, and grit.)** that would characterize him as a boxer showed through in a big way during these early years. Though he dreamed of being a priest,
    **(4. Speak in a softer tone to add to the dream part and because its a very surprising dream considering he's now one one of the greatest boxers)** his mother could not afford the education, so he soon found another way to move heaven and earth: boxing.
    **(5. Put your hands up to emphasize boxing.)** According to the New York Times, Manny is pound-for-pound the best fighter in the world today. His rags-to-riches story will inspire you."
    **(6. Say this part in a raised voice to emphasize this part)**

    **## CRJC210BarkanCh6.ppt**

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Chapter 6

    Biological and Psychological Explanations

    Note – some information in the slides is from the publisher, but I have heavily edited the information and added new information

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Social Science update

    – Biological criminological theories emerge after the Age of Reason/The Era of the Enlightenment. As progress in made in biological science in general, thinkers start applying these principles to social issues.

    – Some of the earliest theorists in this area of Positivism were trained as physicians.

    – Remember to look for new concepts in the book and notice how concepts are measured (becoming variables) for the evaluation research.

    – Keep in mind the way you define crime leads to very specific types of policies to prevent crime.

    – Remember, the PowerPoint slides are like my lecture notes. Do not use PP slides in place of reading assigned matetial. Expect that I will organize the information from the book differently in some places and that I will add new information.

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Rise of Positivism (pg 97)

    – Review Auguste Comte and Charles Darwin

    – Positivism comes in part out of the limitations of the Classical Era of theory

    “Forces beyond individual control determine human behavior” (Comte, pg 97)

    This chapter is about biological and psychological determinism. Review Table 6-1 on page 110.

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Early Biological Explanations for Crime (pg 110-113)

    Phrenology arose during 18th and 19th centuries as science and positivism replaced religion as the basis for understanding natural and social phenomena

    – Biological explanations lost prominence by mid-twentieth century before renewed popularity today

    – Skull’s size and shape of cranium

    indicate personality and character

    – Franz Gall: Three types of

    behavior & personality

    – Intellectual
    – Moral
    – Lower (associated with criminality)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Early Biological Theorists, continued

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Lombroso’s Research

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Williams Sheldon (U. S. Scientist) Body types

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Typical Sheldon Somatotypes in visual image (source unknown)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Contemporary Biological Explanations:

    Family, Heredity, and Genes (pg 113+)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Family, Heredity, and Genes, continued

    Adoption Studies: When twins raised by different adopted parents/guardians

    – Are they more likely to be criminal with twin and non-twin siblings?
    – Studies contain small numbers of participants
    – Children more like natural parents or adopted parents?
    – Results of these studies are mixed and hard to interpret – heredity vs socialization (how you were raised)

    Molecular Genetics: Research examines link between genes and crime

    – Mutations in genes linked to high risk behavior
    – Young males with the mutation MAOA were more likely to be violent, in gangs, and arrested
    – Problem – crime is a socially defined term that can change over time and place, thus, no gene can explain a socially defined behavior; aggression is not always violence, for example

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Biological Abnormalities

    (review details in text; pg 115)

    Chromosomal Abnormalities

    – X and Y chromosomes
    – Determines who is male and female
    – XYY chromosome (super criminal)
    – Fewer than one of every 1000 men
    – Tall, long arms, and low intelligence
    – Linked to criminality- big men are violent
    – Reality typically arrested for property crime, is this because of low IQ?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Contemporary Biological Explanations (pg 115+)

    Brain Abnormalities

    – Positron emission tomography (PET)
    – Magnetic resonance imaging (MRI)
    – Brain impairment linked to- especially the frontal lobe:
    – Antisocial behavior and Lower ability to control impulsivity
    – Head injuries in childhood may lead to delinquent behavior later in life – are these behaviors criminal?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Neuro-chemical Factors

    (review details in text; pg 116-117)

    Hormones

    – Testosterone

    Men commit more crime than females

    Mixed research results – aggression is not necessarily criminal violence – aggression may predict a good soldier, sports star, etc.

    – PMS
    – Emotional stress condition might be linked to aggression (not necessarily criminal violence)
    – Mixed research findings and controversial – Dalton says 8 days before your period and 8 days after are part of the dangerous days – that is more than half of the month!

    Neurotransmitters

    – Serotonin
    – In animal studies, low levels are linked to higher levels of aggression (see comment above)
    – In human studies, low levels found in violent offenders AND higher level – which study is right?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    – Adverse Childhood Experience (ACE) – may impair cognitive development and lead to anti-social behavior – which can be criminality

    – Lead and Other Toxins- may lead to lower intelligence, impulsiveness and anti-social behavior

    – Early puberty

    Do you see social context coming into some theories?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Evaluation of Biological Research

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Psychological Explanations (T 6-2; pg 122+)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Psychological Explanations (cont. pg 124-6)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Evaluation of Psychological Explanations

    (see details in text; pg 126-127)

    These theories compliment sociological explanations in some cases

    – Especially when they highlights learning theory (later chapters)

    Limited focus

    – Use of small samples
    – Disregard of structural factors
    – Rarely look at white-collar offenders

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    What prevention policies come from these theories (127-128)?

    **CRJC210BarkanCh5.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/crjc210barkanch5-ppt)

    **## CJweek3TroyTab.docx**

    **Part A**

    **Discussion Board Module 3 – Criminological Theory Meme & Analysis Troy**

    Discussion Board: Criminological Theory Meme & Analysis

    **Objective:**

    Demonstrate what you learned this module from the materials assigned. Find an existing meme or create an original one that reflects one of this week's theories of why people commit crime. You can select from Classical and Neoclassical theory, as well as Positivist (Biological) and psychological theories that we have addressed through class readings and PowerPoint slides. Be creative with the meme!

    **EXAMPLE:**

    _Meme Idea:_ A picture of the painter Bob Ross.

    _Text/Concept:_ Bob Ross was clearly a person with atavistic anomalies. His hair is covering pronounced brow ridges. His beard is covering a deformed jaw, too. This is what Lombroso asserts in early Biological Positivism theory.

    EXAMPLE:
    ![A person with afro holding a paint brush Description automatically generated](https://www.sweetstudy.com/questions/cj-20986163)

    **The Writing Prompt**

    **Don't just post the meme—prove the social science behind it.** Below your image, you must write a
    **short paragraph (4–6 sentences)** analyzing your chosen theory using the academic concepts from this week's material.

    To earn full credit, your written analysis must explicitly include the following:

    1.
    **Identify the Source:** Explicitly reference whether your chosen theory is discussed in
    **Barkan – Chapter 5** or
    **Chapter 6**.

    2.
    **Use Key Terminology:** Incorporate at least
    **two specific scientific terms or themes** unique to that theory (e.g.,
    _atavistic anomalies, somatotyping, rational choice, deterrence, id/ego/superego, biosocial criminology, or phrenology_).

    3.
    **Connect to the "Why":** Briefly explain how this specific school of thought answers the core social science question:
    _Why do individuals engage in criminal behavior?_

    _Note: The concepts, terminology, and themes present throughout this discussion will appear on your upcoming Reading Quiz and Final Exam._

    Remember to review the Discussion Board Protocol and Class Etiquette in the Welcome Module.

    [https://www.youtube.com/watch?v=9ZJqzuO3I34](https://www.youtube.com/watch?v=9ZJqzuO3I34)

    [https://www.youtube.com/watch?v=bjyDQdv6gSk](https://www.youtube.com/watch?v=bjyDQdv6gSk)

    Other resources attached

    **Part B 300 words**

    Compare and contrast the Lowell Police Department and the Indio Police Department's approach to community policing.

    **Part C 300 words**

    **M3,DB3: The Fall**

    **Introduction** Consider Genesis, Chapter 3 (found in Module Three/Lectures and Activities) concerning the "fall of humanity." According to this passage, Adam and Eve were told that they could eat from any plant in the garden with the exception of the Tree of Knowledge of Good and Evil. They were warned that they would die if they ate of that tree. One day, Adam and Eve are walking in the garden and are tempted by the evil one (who had possessed the body of a serpent) who said that God had lied to them and that they would not die but would become like God…knowing all things. Long story short, they ate and were then banned from eating from the Tree of Life (which they could eat from freely before they disobeyed God.)

    **The Prompt**

    Banning Adam and Eve from the Tree of Life after they had eaten from the Tree of Knowledge is usually thought of as a punishment. Keeping in mind that it was the Tree of Knowledge of
    _both_ Good
    _and_ Evil, can you see any way that the subsequent ban on the Tree of Life could also have been a gift? You might also keep in mind that not all warnings are threats.

    **Specifications**
    Post your opening response to the question early in the assignment period so that others have time to respond to you.

    A thoughtful opening response will consider

    · An explanation of how the ban might be seen as a punishment.

    · An explanation of how the ban might also be seen as a gift, if you believe that is a valid concept.

    · You may also want to share other thoughts you have concerning the "fall of humanity," although it is not a requirement.

    ## image1.jpeg

    **## LeslieCompwk6.docx**

    **Part A (aca 122)**

    **DF: Scripting Nonverbal Communication through "Stage Directions"**

    **50 pts.**

    **BEFORE beginning this Discussion Forum, watch the following video:**

    [Presentation Tips: The Importance of Body Language in Presentations by Deborah Grayson Riegel](https://www.youtube.com/watch?v=IqqiDw58NSE&list=PLC2V-Ny9GHspKobSyfeKLRgFUvjU-yODT&index=3&t=0s)

    **Step One:** For this assignment, you will need to select any paragraph from any publication – and
    **be sure to give credit to the author, publication, and date. Remember, that the source citation will help to manage the AI checker!!!** Use Citation Machine if needed.

    **10 Pts. – Step Two:** Copy and paste that paragraph into your posting
    **WITHOUT** "stage directions".

    **20 Pts. – Step Three:** Copy and paste that SAME paragraph again into your posting, but this time you will
    **ADD** "stage directions". Use nonverbal communication descriptive language to "animate" the second paragraph. In this forum you will provide "stage directions" by inserting nonverbal communication information
    **WITHIN** the paragraph. Remember to include a minimum of five (5) stage directions.

    **Stage Directions Example:** My favorite teacher taught social studies when I was a senior in high school. She was really, really short.
    **(1. Hold up one of your hands to your shoulder indicating the top of her head.)** However, she had energy that would make me think of Tigger from Disney's "Winnie the Pooh" cartoons. She was always moving around the classroom during her lectures almost as if she was bouncing from corner to corner.
    **(2. Move away from the podium and walk from side to side in the front of the stage, with a fun bounce in your step.)** At the beginning of every class session, she would walk enter the classroom at exactly 5 minutes before the bell would ring, tugging her roller cart along behind her as if she was heading to a gate to catch a flight to Hawaii.
    **(3.  Take 2 or 3 steps and pull an imaginary suitcase behind you.)** Her smile would be HUGE!
    **(4. Paste a HUGE smile on your face and literally "sing out" a "good morning" to the class in a LOUD voice with a funny accent as you say the next sentence.)** Her voice would sing out: "Good morning everyone!" And she would make eye contact with anyone in the classroom at that time. Her grand entrance set the tone for the class meeting that it was going to be a great day!
    **(5. As you say this last line, make pointed eye contact with 5 students in the classroom all situated at different places in the room.)**

    **20 Pts. – Step Four:** Read the various submissions by your classmates.
    Select one paragraph written by another classmate without the stage direction.  Then, respond to that classmate by
    **rewriting the paragraph with YOUR OWN stage directions.** They should be significantly
    **different** from what your classmate wrote.

    Below is what the classmate posted so respond to it according to directions above:

    "Born and raised in an impoverished village in the Philippines, Manny began his life on the ropes. He provided for his family of five in his pre-boxing life by selling practically anything and everything on the streets just to help his family survive. The hard work, determination, and sheer grit that would characterize him as a boxer showed through in a big way during these early years. Though he dreamed of being a priest, his mother could not afford the education, so he soon found another way to move heaven and earth: boxing. According to the New York Times, Manny is pound-for-pound the best fighter in the world today. His rags-to-riches story will inspire you."- By Manny Pacquiao and Timothy James

    "Born and raised in an impoverished village in the Philippines, Manny began his life on the ropes.
    **(1. Pause for a second and gesture toward yourself to emphasize hard times)** He provided for his family of five in his pre-boxing life by selling practically anything
    **(2. Move your hands in a swiping motion to catch the attention of the audience and to add to the point)** and everything on the streets just to help his family survive. The hard work, determination, and sheer grit
    **(3. Use your hands to emphasize hard work, determination, and grit.)** that would characterize him as a boxer showed through in a big way during these early years. Though he dreamed of being a priest,
    **(4. Speak in a softer tone to add to the dream part and because its a very surprising dream considering he's now one one of the greatest boxers)** his mother could not afford the education, so he soon found another way to move heaven and earth: boxing.
    **(5. Put your hands up to emphasize boxing.)** According to the New York Times, Manny is pound-for-pound the best fighter in the world today. His rags-to-riches story will inspire you."
    **(6. Say this part in a raised voice to emphasize this part)**

    **## CRJC210BarkanCh6.ppt**

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Chapter 6

    Biological and Psychological Explanations

    Note – some information in the slides is from the publisher, but I have heavily edited the information and added new information

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Social Science update

    – Biological criminological theories emerge after the Age of Reason/The Era of the Enlightenment. As progress in made in biological science in general, thinkers start applying these principles to social issues.

    – Some of the earliest theorists in this area of Positivism were trained as physicians.

    – Remember to look for new concepts in the book and notice how concepts are measured (becoming variables) for the evaluation research.

    – Keep in mind the way you define crime leads to very specific types of policies to prevent crime.

    – Remember, the PowerPoint slides are like my lecture notes. Do not use PP slides in place of reading assigned matetial. Expect that I will organize the information from the book differently in some places and that I will add new information.

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Rise of Positivism (pg 97)

    – Review Auguste Comte and Charles Darwin

    – Positivism comes in part out of the limitations of the Classical Era of theory

    “Forces beyond individual control determine human behavior” (Comte, pg 97)

    This chapter is about biological and psychological determinism. Review Table 6-1 on page 110.

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Early Biological Explanations for Crime (pg 110-113)

    Phrenology arose during 18th and 19th centuries as science and positivism replaced religion as the basis for understanding natural and social phenomena

    – Biological explanations lost prominence by mid-twentieth century before renewed popularity today

    – Skull’s size and shape of cranium

    indicate personality and character

    – Franz Gall: Three types of

    behavior & personality

    – Intellectual
    – Moral
    – Lower (associated with criminality)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Early Biological Theorists, continued

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Lombroso’s Research

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Williams Sheldon (U. S. Scientist) Body types

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Typical Sheldon Somatotypes in visual image (source unknown)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Contemporary Biological Explanations:

    Family, Heredity, and Genes (pg 113+)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Family, Heredity, and Genes, continued

    Adoption Studies: When twins raised by different adopted parents/guardians

    – Are they more likely to be criminal with twin and non-twin siblings?
    – Studies contain small numbers of participants
    – Children more like natural parents or adopted parents?
    – Results of these studies are mixed and hard to interpret – heredity vs socialization (how you were raised)

    Molecular Genetics: Research examines link between genes and crime

    – Mutations in genes linked to high risk behavior
    – Young males with the mutation MAOA were more likely to be violent, in gangs, and arrested
    – Problem – crime is a socially defined term that can change over time and place, thus, no gene can explain a socially defined behavior; aggression is not always violence, for example

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Biological Abnormalities

    (review details in text; pg 115)

    Chromosomal Abnormalities

    – X and Y chromosomes
    – Determines who is male and female
    – XYY chromosome (super criminal)
    – Fewer than one of every 1000 men
    – Tall, long arms, and low intelligence
    – Linked to criminality- big men are violent
    – Reality typically arrested for property crime, is this because of low IQ?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Contemporary Biological Explanations (pg 115+)

    Brain Abnormalities

    – Positron emission tomography (PET)
    – Magnetic resonance imaging (MRI)
    – Brain impairment linked to- especially the frontal lobe:
    – Antisocial behavior and Lower ability to control impulsivity
    – Head injuries in childhood may lead to delinquent behavior later in life – are these behaviors criminal?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Neuro-chemical Factors

    (review details in text; pg 116-117)

    Hormones

    – Testosterone

    Men commit more crime than females

    Mixed research results – aggression is not necessarily criminal violence – aggression may predict a good soldier, sports star, etc.

    – PMS
    – Emotional stress condition might be linked to aggression (not necessarily criminal violence)
    – Mixed research findings and controversial – Dalton says 8 days before your period and 8 days after are part of the dangerous days – that is more than half of the month!

    Neurotransmitters

    – Serotonin
    – In animal studies, low levels are linked to higher levels of aggression (see comment above)
    – In human studies, low levels found in violent offenders AND higher level – which study is right?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    – Adverse Childhood Experience (ACE) – may impair cognitive development and lead to anti-social behavior – which can be criminality

    – Lead and Other Toxins- may lead to lower intelligence, impulsiveness and anti-social behavior

    – Early puberty

    Do you see social context coming into some theories?

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Evaluation of Biological Research

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Psychological Explanations (T 6-2; pg 122+)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Psychological Explanations (cont. pg 124-6)

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    Evaluation of Psychological Explanations

    (see details in text; pg 126-127)

    These theories compliment sociological explanations in some cases

    – Especially when they highlights learning theory (later chapters)

    Limited focus

    – Use of small samples
    – Disregard of structural factors
    – Rarely look at white-collar offenders

    Copyright © 2018, 2015 by Pearson Education, Inc.
    All Rights Reserved

    What prevention policies come from these theories (127-128)?

    **CRJC210BarkanCh5.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/crjc210barkanch5-ppt)

  • [Solved] Reading Fine arts homework

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    **files (2)** – ## Disc3NarrativeDevicespart2PansLabyrinth-Fall2026FINART104WW20W.pdf – Narrative_devices26.pptx **## Disc3NarrativeDevicespart2PansLabyrinth-Fall2026FINART104WW20W.pdf** Disc3, Narrative Devices, part 2, Pan's Labyrinth Each week you are required to post a 5 – 8 sentence response t…

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    **files (2)**

    – ## Disc3NarrativeDevicespart2PansLabyrinth-Fall2026FINART104WW20W.pdf

    – Narrative_devices26.pptx

    **## Disc3NarrativeDevicespart2PansLabyrinth-Fall2026FINART104WW20W.pdf**

    Disc3, Narrative Devices, part 2, Pan's Labyrinth

    Each week you are required to post a 5 – 8 sentence response to the

    prompt that you have chosen for that week, and then respond to two other

    students in a way that promotes further conversation. These discussion

    postings are due by 11:30 pm on Sunday. There is a rubric associated with

    the postings.

    For each discussion posting, I am assessing whether you can accurately

    apply the vocabulary of concept of the module. Be sure, then, to define

    your terms, then apply the terms to a scene or two in each posting.

    A good discussion board post is like a short essay. It has a main claim that

    is supported with well-developed evidence. It is clearly organized and cites

    references to scenes from the film that you have chosen. A comment upon

    someone else's post should not just be a simple agreement or

    disagreement. Your comment should say what specifically you agree or

    disagree with and why. You should give your own evidence for why you

    agree, not just repeat what the previous poster has already said. As with

    every writing task, remember your audience and purpose when crafting

    your discussion board posts. The tone and content should be appropriate

    to context of a learning community.

    But not all directors want to make the narrative choices as obvious as in

    Vagabond. Consider, for instance, the film for this posting, which uses

    folktale motifs to explore the violence and abuses during Franco’s regime.

    For this discussion question, pick one folktale motif from the Narrative

    https://brightspace.ccc.edu/d2l/le/content/396034/viewContent/18752075/View 10/6/26, 9:06 PM
    Page 1 of 3

    Reflect in ePortfolio

    Due October 11 at 11:59 PM

    Rubrics

    Discussion Postings

    Start a New Thread

    Filter by:

    Sort by:

    Oldest Thread

    You must start a thread before you can read and reply to other threads

    Start a New Thread

    Activity Details

    Task: Reply to this topic Assessment

    Discussion Postings

    Last Visited Oct 5, 2026 10:02 PM

    Devices PowerPoint, apply it to a scene and explain the folktale motif

    represented in the scene. Include the characteristics of the folktale motif

    you’ve chosen and why you think del Toro has used it here. Be sure to be

    explicit about the contrast between our understanding of the folktale motif

    and how it is similar or different from other examples from literature.

    All Threads

    https://brightspace.ccc.edu/d2l/le/content/396034/viewContent/18752075/View 10/6/26, 9:06 PM
    Page 2 of 3

    https://brightspace.ccc.edu/d2l/le/content/396034/viewContent/18752075/View 10/6/26, 9:06 PM
    Page 3 of 3

    **Narrative_devices26.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/narrative-devices26-pptx)

    **Narrative_devices26.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/narrative-devices26-pptx)

    **## Disc3NarrativeDevicespart2PansLabyrinth-Fall2026FINART104WW20W.pdf**

    Disc3, Narrative Devices, part 2, Pan's Labyrinth

    Each week you are required to post a 5 – 8 sentence response to the

    prompt that you have chosen for that week, and then respond to two other

    students in a way that promotes further conversation. These discussion

    postings are due by 11:30 pm on Sunday. There is a rubric associated with

    the postings.

    For each discussion posting, I am assessing whether you can accurately

    apply the vocabulary of concept of the module. Be sure, then, to define

    your terms, then apply the terms to a scene or two in each posting.

    A good discussion board post is like a short essay. It has a main claim that

    is supported with well-developed evidence. It is clearly organized and cites

    references to scenes from the film that you have chosen. A comment upon

    someone else's post should not just be a simple agreement or

    disagreement. Your comment should say what specifically you agree or

    disagree with and why. You should give your own evidence for why you

    agree, not just repeat what the previous poster has already said. As with

    every writing task, remember your audience and purpose when crafting

    your discussion board posts. The tone and content should be appropriate

    to context of a learning community.

    But not all directors want to make the narrative choices as obvious as in

    Vagabond. Consider, for instance, the film for this posting, which uses

    folktale motifs to explore the violence and abuses during Franco’s regime.

    For this discussion question, pick one folktale motif from the Narrative

    https://brightspace.ccc.edu/d2l/le/content/396034/viewContent/18752075/View 10/6/26, 9:06 PM
    Page 1 of 3

    Reflect in ePortfolio

    Due October 11 at 11:59 PM

    Rubrics

    Discussion Postings

    Start a New Thread

    Filter by:

    Sort by:

    Oldest Thread

    You must start a thread before you can read and reply to other threads

    Start a New Thread

    Activity Details

    Task: Reply to this topic Assessment

    Discussion Postings

    Last Visited Oct 5, 2026 10:02 PM

    Devices PowerPoint, apply it to a scene and explain the folktale motif

    represented in the scene. Include the characteristics of the folktale motif

    you’ve chosen and why you think del Toro has used it here. Be sure to be

    explicit about the contrast between our understanding of the folktale motif

    and how it is similar or different from other examples from literature.

    All Threads

    https://brightspace.ccc.edu/d2l/le/content/396034/viewContent/18752075/View 10/6/26, 9:06 PM
    Page 2 of 3

    https://brightspace.ccc.edu/d2l/le/content/396034/viewContent/18752075/View 10/6/26, 9:06 PM
    Page 3 of 3

    **Narrative_devices26.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/narrative-devices26-pptx)

    **## Disc3NarrativeDevicespart2PansLabyrinth-Fall2026FINART104WW20W.pdf**

    Disc3, Narrative Devices, part 2, Pan's Labyrinth

    Each week you are required to post a 5 – 8 sentence response to the

    prompt that you have chosen for that week, and then respond to two other

    students in a way that promotes further conversation. These discussion

    postings are due by 11:30 pm on Sunday. There is a rubric associated with

    the postings.

    For each discussion posting, I am assessing whether you can accurately

    apply the vocabulary of concept of the module. Be sure, then, to define

    your terms, then apply the terms to a scene or two in each posting.

    A good discussion board post is like a short essay. It has a main claim that

    is supported with well-developed evidence. It is clearly organized and cites

    references to scenes from the film that you have chosen. A comment upon

    someone else's post should not just be a simple agreement or

    disagreement. Your comment should say what specifically you agree or

    disagree with and why. You should give your own evidence for why you

    agree, not just repeat what the previous poster has already said. As with

    every writing task, remember your audience and purpose when crafting

    your discussion board posts. The tone and content should be appropriate

    to context of a learning community.

    But not all directors want to make the narrative choices as obvious as in

    Vagabond. Consider, for instance, the film for this posting, which uses

    folktale motifs to explore the violence and abuses during Franco’s regime.

    For this discussion question, pick one folktale motif from the Narrative

    https://brightspace.ccc.edu/d2l/le/content/396034/viewContent/18752075/View 10/6/26, 9:06 PM
    Page 1 of 3

    Reflect in ePortfolio

    Due October 11 at 11:59 PM

    Rubrics

    Discussion Postings

    Start a New Thread

    Filter by:

    Sort by:

    Oldest Thread

    You must start a thread before you can read and reply to other threads

    Start a New Thread

    Activity Details

    Task: Reply to this topic Assessment

    Discussion Postings

    Last Visited Oct 5, 2026 10:02 PM

    Devices PowerPoint, apply it to a scene and explain the folktale motif

    represented in the scene. Include the characteristics of the folktale motif

    you’ve chosen and why you think del Toro has used it here. Be sure to be

    explicit about the contrast between our understanding of the folktale motif

    and how it is similar or different from other examples from literature.

    All Threads

    https://brightspace.ccc.edu/d2l/le/content/396034/viewContent/18752075/View 10/6/26, 9:06 PM
    Page 2 of 3

    https://brightspace.ccc.edu/d2l/le/content/396034/viewContent/18752075/View 10/6/26, 9:06 PM
    Page 3 of 3

    **Narrative_devices26.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/narrative-devices26-pptx)

  • [Solved] learning about connections

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