Assignment Prompt & Instructions
**files (2)**
– ## LeslieCompwk6.docx
– ## CJweek3TroyTab.docx
**## LeslieCompwk6.docx**
**Part A (comp 231)**
**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 150 words:_**
**_"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_**
≈
**## 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:
**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
**## 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:
**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 (comp 231)**
**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 150 words:_**
**_"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_**
≈
**## 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:
**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 (comp 231)**
**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 150 words:_**
**_"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_**
≈
**## 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:
**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