Best Writer

The extent to which the case is typical of homicides more generally:
Is it an example of a particular type of murder?
How does it fit into the general pattern of homicides in England and Wales?
What is typical (or atypical) about the case, for example the demographic characteristics of those involved, the temporal and spatial details of the offence, any aggravating factors…?
The law on murder and how it may apply to the scenario and the consequences of the event for those involved.
Was this a murder? What details helped you reach your decision?
What charges might be brought?
What happens after someone is charged and what punishments might result?
The usefulness of competing explanations of homicide in understanding this killing:
What do biological explanations contribute to understanding this killing?
What do psychological explanations contribute to understanding this killing?
What do sociological explanations contribute to understanding this killing?
To what extent and how can such homicides be prevented?

Explain how we can understand that we are free by obeying to Kant’s moral law?

Question 2:
Explain how Kantian morality is universal (150 words minimum)

Discuss about the molecular mechanisms of excitation-contraction coupling, describe a possible cause of muscle cramps. Why does it have that effect?

Discuss whether we are witnessing the end of neoliberal globalization?

Write a financial report for module finance and procurement.
using theories from coursework, which i will provide.

(Essay) Applications of Social Psychology
For this essay, you will look at the relationship between common sources of stress and happiness, and apply principles discussed in the Unit 6 material to your own life.
First, find a three-day period during which you can keep a log of commonly-occurring stressful events. These events can run the gamut from small annoyances such as having to tidy up after young children to larger events such as having an exam. Note: For this activity, we are looking at everyday stressful events, not major stressors like depression, anxiety disorders, bereavement, etc. Hand in your log with your assignment, and use the data you have collected to discuss the following questions in an essay:
Were most of your stressful events chronic or acute?
How did you cope with these events?
How successful were your coping efforts?
What role, if any, did social support play in your coping with stress?
What tactics from Chapter 12 could you apply to your own life to lessen the effects of everyday stressors?
What other aspects of the Unit 6 material could you use to increase your happiness?
Integrate material from the unit readings as well as well as at least one video from the TED video series: TED Studies: Psychology: Understanding Happiness Collection at http://www.ted.com/read/ted-studies/psychology in your essay.

Resources
Aronson & Aronson (2020), Readings About the Social Animal: Reading 5
Branscombe & Baron (2017), Social Psychology: Chapter 12
TED Studies: Psychology: Understanding Happiness Collection at http://www.ted.com/read/ted-studies/psychology in your essay.
NO EXTERNAL RESOURCES ARE PERMITTED
Overview of Unit 6
Unit 6 is based on the last chapter of Social Psychology , which focuses on applications of social psychology helping individuals deal with adversity and live a happy life. This unit focusses on a “social cure” perspective—that is, using social psychology principles to manage stress, and increase our health, well-being, and sense of meaningfulness.

Objectives
Upon completing this unit, you should be able to:
Explain the relationship of social conditions to physical and psychological ailments.
Describe social and individual strategies that help alleviate the effects of stress.
Describe the sources of errors and biases that must be overcome in order to make the legal system fair.
Describe the influences on our happiness and explain how happiness can be increased.
Resources
Aronson & Aronson (2020), Readings About the Social Animal: Reading 5
Branscombe & Baron (2017), Social Psychology: Chapter 12

Topic 1: Stress and its Effects
All of us experience stress in our lives. Many conditions and events contribute to our sense of “being stressed.” Branscombe and Baron outline the results of research that has attempted to quantify what the common stressors are in people’s lives (keep in mind that there may be some large cultural effects here that we are not exploring). We know that stress undermines our health, although the causal relationships are complex. Experimentally, we cannot ethically subject people to long-term stressful conditions to see what the effects are on their health (although the ethical constraints on this model may not apply similarly to animals). Instead, we are largely reliant on correlational studies in humans – these studies show that people under stress experience worse health than people under less stress for the most part. However, it may also be true that some people are somehow predisposed to be less resilient to the effects of stress. There are plenty of anecdotal reports from people in terrible circumstances such as concentration camps or other forms of captivity who exhibit remarkable resilience, and appear to emerge relatively unscathed from their highly stressful ordeal.
What is clear is that social relationships can be an important way to mitigate the adverse effects of stress.

Topic 2: Social Tactics for Increasing Health-Related Behaviours
Social psychologists have been actively researching how to reduce the effects of stress. Branscombe and Baron discuss changing the way we think about ourselves – for example, forgiving ourselves for our failures and mistakes helps reduce negative feelings and appears to help us avoid the same mistakes in the future. As well as changing how we view our own past behaviour, we can also change the way we see ourselves in the future.
For decades, it has been known that physical health is linked to behaviour and attitude. In fact, a cost-effective approach Canadians have taken to preventing physical illness involves trying to convince the average citizen to modify his or her lifestyle with regard to diet, exercise, smoking, addictions, and stress management. By the same token, the surest means of preventing sexually transmitted infections (STIs) and unwanted pregnancies is to promote safe-sex practices, which often means encouraging people to change their behaviour.
Some of the methods you would employ to create a change of behaviour lie in the realm of social psychology. For example, how the message is framed has an impact on a person’s willingness to hear it—a frightening message, such as “excessive consumption of alcohol by a pregnant woman in the first trimester may cause irreversible birth defects” or “unprotected sex may lead to transmission of lethal diseases” may be rejected by the person who most needs to hear it. The messaging needs to be informative and motivational without creating so much fear or stress that the intended recipient ignores it in order to reduce their anxiety. As well, messages should provide information about how to make the change – for example, simply telling people that opioid use is likely to kill them if they overdose, the messaging need to include resources for change.

Topic 3: Social Psychology and the Legal System
Interpersonal Aspects of the Legal System
Much of the research in social psychology that has been applied in the judicial system is directed toward the issue of impartiality and the ways in which people such as police, lawyers, judges, jurors, suspects, witnesses, and so forth, are affected by prejudice, group pressure, social perception and cognition, physical attractiveness, and other factors. (Forensic psychologists are also interested in the motives, behaviour, and rehabilitation of criminals, but that is beyond the scope of this course.) Following are short summaries of some of the ways that social psychology research has been used to identify sources of bias that could impede the service of justice.
Pretrial Publicity
The Canadian criminal justice system differs in some important ways from the American one. In Canada, there may be a ban on the publication of details of the case. Before the case is resolved, there may be very little information in the media about the case and, therefore, members of the public have no real information about the details of the charges, the evidence, or the defense. For example, you may have heard of the trials of Paul Bernardo and Karla Homolka who were accused of a series of brutal rapes and murders. In 1993 and 1994, there was much controversy in the press about the Canadian practice of a publication ban during the Karla Homolka murder trial and in other high-profile cases.
There is evidence that negative pretrial publicity may predispose jurors toward a verdict of guilty. The issue is the defendant’s right to a fair trial versus freedom of the press. Homolka claimed to be a victim of Paul Bernardo, however, subsequent details released to the public indicated that she had actively participated in the crimes. If the details of Homolka’s involvement had been widely publicized, it is possible that she would not have received a conviction for manslaughter following a plea bargain.
Police Interrogation and Eyewitness Testimony
Another source of bias in the legal system involves interrogation by police and lawyers; the memory of suspects and eyewitnesses can be distorted by the characteristics of the interviewer and the types of questions asked, and by the affect, attitudes, and disposition of the interviewee. Nevertheless, eyewitness testimony retains an important role in our judicial system and tends to be convincing to jurors, regardless of its accuracy. On the positive side, research in this area has also identified conditions under which the testimony of witnesses is most likely to be accurate.
Legal Judgments
Judges and jurors may respond to superficial characteristics of defendants (or plaintiffs) in a way that biases the verdict, according to researchers who have investigated the behaviour of defendants, lawyers, judges, and jurors in real-life trials or in mock trials in the lab. This is unsettling, considering the skewed nature of the Canadian prison population, where uneducated males and First Nations people are heavily overrepresented. Given that a judge or jury may have to make a decision about an ambiguous situation such as a case of alleged sexual harassment, it is easy to see that variables such as the race, age, gender, or even the physical attractiveness of the defendant (or plaintiff), can have a decisive impact; judges and juries may be unaware of their own implicit biases.
Justice is often portrayed as a blindfolded woman holding a set of scales, as if the blindfold makes her impartial. In reality, justice is not blindfolded and therefore is anything but impartial.

Chapter 6 of your textbook addresses the concept of multiple levels of “client” including the individual client and a system of organizations, referral sources, reporting agencies, and reviewers or billing agencies.
In your initial post to this discussion, describe what is meant by a “system culture.” What are some of the ethical dilemmas that a provider, supervisor, or manager might encounter when working with a system in relation to the needs of an “identified client?” What are some of the potential ethical dilemmas when working with issues of mandatory reporting or with managed care or third-party payment agencies? Cite references from your text or other sources to support your post.
System Culture
Chapter 6 of your textbook addresses the concept of multiple levels of “client” including the individual client and a system of organizations, referral sources, reporting agencies, and reviewers or billing agencies.
In your initial post to this discussion, describe what is meant by a “system culture.” What are some of the ethical dilemmas that a provider, supervisor, or manager might encounter when working with a system in relation to the needs of an “identified client?” What are some of the potential ethical dilemmas when working with issues of mandatory reporting or with managed care or third-party payment agencies? Cite references from your text or other sources to support your post.

This activity will help you achieve the following learning components:
Determine which parts of a professional code of ethics relate to specific human services topics.
Describe common ethical issues that may be encountered in human services activities.
Identify how personal issues may intersect or conflict with professional ethical standards in a human services situation.
Identify various models for ethical decision making in the human services.
Riverbend City Navgating
Navigating Cultural Differences
The real world abounds with complicated situations where ethical behavior requires careful judgment.
Ethical behavior can be easy to understand in theory, but complicated to put into practice when presented with a real-world situation.
In this activity, you will assume the role of a case manager at Curt Swann Middle School, a public school in Riverbend City, a mid-sized city in the Midwest.
A teacher at Swann has reported that Petar Cimirot, a 13-year-old boy in their English class, came to class early this week with bruises visible on his arm.
As it happens, you know the family somewhat. Petar’s mother, Sarah Cimirot, is a key member of Swann’s Booster Club, and is well-liked by school staff for her fundraising work on behalf of the school. You are not as well-acquainted with Petar’s father, Daris, but you know that he was born in Bosnia and came to Riverbend City as an immigrant in the 1990s.
Your task in this position is to evaluate the situation and determine the best resources to help the family. The first step is to talk to Petar.

I’m not in trouble, am I?
My arms are OK. They don’t hurt. It’s no big deal. My dad kind of grabbed my arms when he was talking to me, and he’s a real strong guy. he just has strong hands.
It really wasn’t a big deal. I have an app for my ipad that’s like a drum machine. I like to mess around with it and make beats. Usually I have my headphones on when I’m messing around with beats, but the other day I didn’t have them around so I just used the speaker in the ipad. It doesn’t have very good bass, so you have to kind of crank it for the beats to sound any good.
Anyway, I should have been more careful about it. I was in the dining room and my dad was in the living room watching soccer and I guess I had my beats playing too loud. He told me to turn it down and I didn’t and then he came into the room and just kind of grabbed me by the arms and told me to knock it off. Like I said, he’s got super strong hands. I don’t know. I feel bad about it. I should have known not to be so loud- it’s always a big deal when he can watch the Bosnian national team play on TV. I guess he shook me a little. But he just wanted to get my attention.
I don’t want this to be a problem. I don’t want him to get in any kind of trouble for this! He’s just a strong guy, and he’s really into soccer. So am I! After a little while I went in and watched the rest of the game with him and we had a good time.

CURT SWANN MIDDLE SCHOOL
Your Office
At this point of the process, after talking to Petar, your next step as a case worker at Swann Middle School would be to contact Child protective Services to report possible abuse.
After doing that, you should interview Petar’s parents separately. Before you talk to them, it would be a good idea to review this document, which details client rights they must be aware of.

Visit each Icon to continue.

Limits of Confidentiality
In most cases, your written and signed authorization is required before information concerning your care
can be disclosed to individuals outside of this agency. Below are some of the cases in which the law
dictates that your signed authorization may not be required in order for this agency to release information:
• If an agency staff person believes that you are likely to harm yourself and/or another person, he or
she may take action necessary to protect you or others by contacting law enforcement officers or a
physician.
• If an agency staff person has cause to believe that a child has been or may be abused or neglected,
the provider is required to make a report to the appropriate state agency.
• If an agency staff member has cause to believe that an elderly or disabled person has been or may
be abused, neglected, or subject to financial exploitation, the provider is required to make a report
to the appropriate state agency.
• Information disclosed about a person from whom you sought services in this state who is behaving
toward you in a sexually inappropriate manner must be reported (your identity may remain
anonymous at your request).
• If your records are requested by a valid subpoena or court order, we must respond.
• If you are a minor (under the age of 18). Parents or legal guardians of non-emancipated minor
clients have the right to access the clients’ records.
• Insurance companies and other third-party payers are given information that they request
regarding services to the clients.
The type of information that may be requested includes: types of service, dates/times of service,
diagnosis, treatment plan, description of impairment, progress of therapy, case notes, summaries, etc.
By signing below, I agree to the above assumption of risk and limits of confidentiality and understand
their meanings and ramifications.
____________________________________________ ___________________
Client Signature (Client’s Parent/Guardian if under

CURT SWANN MIDDLE SCHOOL
Counselor’s Office
It’s time to interview Petar’s parents separately.
Visit each Character to continue

I guess I’ll talk to you, but I don’t think I need to be here. I’m here because my wife asked me to be.
Look. You say that Petar has bruises on his arm? He’s a 13-year-old boy! Of course he has bruises on his arm! Boys play rough! They’re lucky if they have bruises on their arms from playing. Let me tell you – when I was 13, I had lots of bruises all over my body, and I WISH they had been from playing. Sarajevo in 1994 was a very different place from Riverbend City. Petar never understands how good he has it.
I can’t remember. I may have held his shoulders while I told him to behave. A boy needs discipline! I’m not going to apologize for teaching my boy some manners. If he is going to grow up without being a wild animal, someone has to teach him. My father taught me discipline before he died, and I’m grateful every day. Petar is a good boy, but he can be inconsiderate. I would not be a good father if I didn’t teach him manners. I may have a short temper- I know that I probably do. But I cannot feel bad about being strong when I tell my boy how to behave.

Thank you for inviting me in! I have to tell you that I’m completely mortified by this. I… Look. I want us to make sure that Petar is OK. That’s the most important thing. I know his father can be a little stern, and he can snap every now and then. He’s a strong man and maybe he just doesn’t know how strong!
I do have to ask you, though… I promise you that I’ll talk to Daris, and I want to make sure everything’s OK. But after I do that… Well, would it be possible for us to keep this between ourselves at this point? I’m so grateful that you brought me into this, but I’d love it if we could keep it from getting further pulled into the formal system.
Part of what I’m worried about is the school itself! I… I hate to bring this up, but you know how much money the Booster Club brings in for the school every year. And I love my work for the Booster Club! I love helping! I’m genuinely worried about what would happen if there were allegations of… sigh abuse attached to my name. Do you know what I mean? I don’t think I could show my face at Booster Club meetings.
I don’t know if abuse is the right word anyway! Daris isn’t an abuser! he’s just, well, stern and he has a temper. It’s not his fault! Honestly, I think he just has a lot of bagagge from his childhood that he never really processed. He was in Sarajevo during the siege in the 90s, and I know he saw a lot of terrible things. His parents died there during the siege. He doesn’t like to talk about it. I… I think this temper business might be a kind of PTSD, honestly.
How about this: what if I try to get Daris to finally talk to a therapist about what happened? I’ve been wanting him to for years… I think this might finally get him there. If I can promise you that I’ll get him to talk to someone – and I’m even willing to follow up and bring you proof – can we just call this matter closed?

Answer each question based on your observations.
After talking to the members of the Cimirot family, you should reflect upon a few things.
How plausible do you find the statements made by the different members of the family? What factors into your assessment?
What resources do you think it would be appropriate to direct the members of the Cimirot family towards?
Submit your Answers

Then discuss the ethical considerations that would exist in working with the family portrayed in the multimedia piece.
What culturally sensitive factors would the human services provider need to consider in working with this family’s issues and needs?
How would the perspectives of the children differ from the perspectives of the parents?
Support your discussion with content from the article and the course text.

In your Ethical Practice in the Human Services textbook, read the following:
Chapter 6, “Conflict: The Reality of Being Ethical Within the Real World,” pages 129–152.
Use the Capella University Library to read the following:
Mooren, T. M., DeJong, K., Kleber, R. J., & Ruvic, J. (2003). The efficacy of a mental health program in Bosnia-Herzegovina: Impact on coping and general health. Journal of Clinical Psychology, 59(1), 57–69.
Vojvoda, D., Weine, S. M., McGlashan, T., Becker, D. F., & Southwick, S. M. (2008). Posttraumatic stress disorder symptoms in Bosnian refugees 3½ years after resettlement. Journal of Rehabilitation Research and Development, 45(3) 421–426.
Learning Components
This activity will help you achieve the following learning components:
Determine which parts of a professional code of ethics relate to specific human services topics.
Identify the common professional codes of ethics related to human services.
Describe common ethical issues that may be encountered in human services activities.

Write an essay to enter a college for a BCBA.

Identify the population that was originally utilized for program development in terms of cultural, ethnic,
gender, and socioeconomic indicators.
i. Was the program developed to address a specific population or group with respect to cultural, ethnic,
gender, and/or socioeconomic indicators?
ii. In what geographic regions has the program been deployed and studied for data collection?
ii. What impact might the process of regional and sociocultural population have on the program?

Analyze the effectiveness of assessment and intervention strategies across different cultural or ethnic
groups
i. What methods were utilized to examine the effectiveness of assessment or intervention strategies
across different cultural or ethnic groups?
ii. What strengths of the selected program are apparent regarding the effectiveness to provide assessme
nt and intervention strategies across sociocultural groups?
iii. What limitations or concerns of the selected program are apparent regarding the effective provision of
assessment and intervention strategies across sociocultural groups?

Program Evaluation
A. Analyze the selected program with regard to the core developmental psychology themes (nature vs.
nurture, continuity vs. discontinuity, and stability vs. change).
i. Which of the core developmental themes in psychology are reflected in the selected program?
Explain.
ii. Given the identified core developmental themes reflected in the program, where on the continum
of each would the current program lie and why?
B. Evaluate the selected program for the use of contemporary theories of development for key factors that
impact child and adolescent development with regard to prevention, assessment, and intervention
strategies. Be sure to provide justification for your reasoning.
i. How effectively does the program’s use of prevention, assessment, and/or intervention strategies
align with the original theoretical model that you feel was utilized to establish the program?
ii. Discuss the evidence that prevention, assessment, and/or intervention strategies utilized in the
selected program may originate from additional or different developmental theories or models.
iii. What alternatives to prevention, assessment, and/or intervention strategies for the selected
program would improve alignment with the original developmental theory?
C. Assess the impact of sociocultural influences on the communities and organizations in which
developmental psychology is practiced.
i. What are the impacts of the selected program on the communities and organizations in which it is
currently operating?
ii. How does this program contribute to knowledge in the field of developmental psychology?
iii. What are the sociocultural implications of the program with regard to the communities and
organizations in which developmental psychology is practiced?
D. Assess the ability of the selected program to address typical and atypical development in children and adolescents across physical, cognitive, affective and social domains for informing prevention, assessment, and
intervention strategies.
i. If the selected program targeted health promotion (typical development), what determines if it is
effective at meeting this goal? What statistics or measures exist to support it? If not, recommend an
approach for assessing the program’s ability.
ii. If the selected program targeted a developmental issue or diagnosis (atypical development), what
determines if it is effective at meeting this goal? Do statistics or measures exist to support it? If not
recommend an approach for assessing the program’s ability.