Cj | Reading homework help

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

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=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.

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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

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

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

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.

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.

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)

Early Biological Theorists, continued

Lombroso’s Research

Williams Sheldon (U. S. Scientist) Body types

Typical Sheldon Somatotypes in visual image (source unknown)

Contemporary Biological Explanations:
Family, Heredity, and Genes (pg 113+)

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

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?

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?

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?

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?

Evaluation of Biological Research

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

Psychological Explanations (cont. pg 124-6)

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

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