Premium Writing

Please do not use course hero or chegg or any site like that we use turn it and they check heavily for plagerism. Please read the instructions carefully

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I ALSO NEED 3 RESPONSES TO MY CLASSMATE’S DISCUSSION ONCE IT’S POSTED. I WILL SEND YOU THEIR DISCUSSION SO YOU CAN REVIEW IT AND ANSWER IT. MAKE SURE ITS 3 SEPARATE RESPONSES FOR THE 3 CLASSMATES.
PLEASE ANSWER EACH DISCUSSION RESPONSE SEPARATELY AND ADD THEIR NAMES TO THEIR RESPONSES IN THE ORDER THAT I SEND IT TO YOU

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Chapters 23-25 detail the processes by which identity change takes place for two different kinds of stigmatized groups. As you read though these chapters, consider the ways in which your own identity has changed and developed throughout your life; at one point you were learning to “become” a kindergartener, while later you learned to become an athlete, musician, writer, gamer, dancer, etc.

After reading Chapters 23-25, describe the process by which your identity changed at some point in your life (this does not have to be an example of deviance). Use the models provided in Adler & Adler to discuss the various stages of your identity formation as you changed from “being” one identity to another. As you complete this exercise and read and respond to your classmates’ examples, try to identify as many of the “seven stages of [an identity] career” as you can. Also, see if you observe any ways in which your classmates are “using techniques of neutralization” as they discuss their various identity shifts.

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Read:
Required

Module 5: Module Notes: Deviant Identity

Adler & Adler Part V (pages 253-324, 372-400).

View:
Required
Documentary “Fat and Proud” (in four parts):
Watch the YouTube Video: “Fat and Proud: Part ILinks to an external site.” [Video File][09 Min 41 Sec].
Watch the YouTube Video: “Fat and Proud: Part IILinks to an external site.” [Video File][09 Min 52 Sec].
Watch the YouTube Video: “Fat and Proud: Part IIILinks to an external site.” [Video File][09 Min 12 Sec].
Watch the YouTube Video: “Fat and Proud: Part IVLinks to an external site.” [Video File][08 Min 49 Sec].Read:

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In earlier modules, you have learned about the social construction of deviance and deviant behavior, labeling theory, and other theories for understanding deviance; you have also begun to examine some real-life examples of deviant behavior, and through your field activity (Project 1), you practiced engaging in a deviant act. In this module, we will concentrate on the formation of deviant identities, that is, how folks come to think of themselves in terms of a “deviant” label.

Adler & Adler have proposed seven stages of a “deviant career” (pp. 254-255) to describe this process.

A person is “caught publicly” engaging in a deviant act or “being deviant.”

The news spreads about the deviant act, and the person learns that people are talking “behind their back” about their behavior.

The person begins to develop a “tarnished identity” or feel that they have a “bad reputation” (they become labeled).

A person experiences public shunning or “exclusion” for his/her reputation by former friends and peers.

A person experiences “inclusion” and is welcomed by new “deviant peers.” He/she becomes “cool” in certain circles for the behavior/label/identity.

Others begin to treat him/her differently and his/her credibility is often impacted.

The individual internalizes the label and “becomes” the deviant.

Each person has many identities and social selves that they are juggling at any one time; many of you are students, parents, career people, military personnel, husbands, wives, daughters or sons, all at the same time. Some of these identities are more important in particular social settings; for example, at your child’s school, it is much more relevant that you are a mother than an engineer. However, some of our identities are “master statuses” that we cannot step away from, even for a moment. For example, in America, race “master status,” whether you are “being” a mother, an engineer, a student or a vacationer, you will be doing this as a “White American” or a “Black American” or whatever racial designation you carry with you, because in our culture, race is extremely important and is almost always taken note of by others. Deviant identities often have a “master status” character about them. For example, the documentary “Fat and Proud” details how being “fat” is something that people are “being” in every social setting, and others respond to this identity, whether it is at the gym, at a club, or on a job interview. According to your text, “master statuses” are linked to “auxiliary traits” (social preconceptions) that people associate with the self. Think about the girls in the documentary drawing each of their “slobs” as overweight persons.

When people are labeled as deviant, they may experience devaluation and exclusion in society. According to Irving Goffman, people who are labeled with potentially stigmatizing deviance fall into two categories: “the discreditable” and “the discredited” (p. 255, Adler & Adler). People who can “pass” as normal or hide their “deviant” stigma are “discreditable,” as they can be discredited if their deviant characteristics are revealed, while those who cannot hide their stigma are “discredited.” Individuals use a number of different strategies for adapting to deviant identities and managing stigmas, some of which include “passing” as normal or “covering,” while others strive to “normalize” deviant identities by bringing them forward for discussion and often self-deprecating humor. Deviant stigmas can also be managed by collective effort through movements like “The Fat Acceptance Movement,” Alcoholics Anonymous, MBLA, nudists, etc. These groups are either designed to give those labeled as “deviant” a place to belong, to provide a framework and social setting for the creation of a particular deviant identity, or to attempt to normalize a given deviant status in the larger society. Consider how groups that you belong to—which may not be deviant in nature—foster, promote or encourage a given dimension of your identity.I

Select one of the below noted topics and develop a two page paper on the topic including: I have
picked topic C, but I will be ok if you wanted to cange it to one of the other thats why I included all 3.

What is your selected topic? Vicarious trauma and self care
Why is this topic an important consideration for the Human Service Internship?
How does this issue potentially effect students participating in a Human Service Internship?
Are there potential effects to the client population you may service during an internship? If yes, what are those effects? How can they be resolved or prepared for?
What preparation does a Human Service student need to make, prior to starting the internship to address this issue/problem/topic?

Topic A – Writing and Reporting within the Human Service field

Topic B – Developing Cultural Competence

Topic C – Vicarious Trauma and Self Care

This paper should be no longer than two (2) pages. The paper is about research so APA format is a
must. APA format requires in – text citations, Reference Pages, and page headings with page numbers are required. 7th edition APA format information can be found on the Monroe College Library electronic
site. Link to Monroe college library guides… https://monroecollege.libguides.com/?b=g&d=a

APA LITERATURE REVIEW PAPER
The APA Literature Review Paper is an important practicum in developing research and
writing capabilities within acceptable standards of the discipline of psychology. This practicum
is so important that you will see it discussed several times in this syllabus. The research paper
does not receive a letter grade [it is completed or not completed]. However, if a student does
not turn in a research paper depending on overall academic performance, it may lower the
final grade up to a maximum of one full letter grade. If a student turns in late research
paper depending on overall academic performance, it may lower the final grade up to a
maximum of one-half of a full letter grade. This also means superior research papers that
have [e.g.] more than thirteen pages in the literature review or more than ten scholarly
peer-reviewed paginated references will have a positive effect on the final grade in the
course. Accordingly, turning in a late paper or a partially completed paper is not
recommended but it is better than no paper at all. Learning how to write a literature review
is important because it demonstrates your ability to thoroughly identify and describe a subject
scientifically and it also contributes to your personal integration of the course material. The
Psychology Department feels so strongly about learning to research and write in APA
style that they have created a CSBS WRITING WIZARDS LAB that is dedicated to helping you
learn these skills. This means you can go in to the CSBS WRITING WIZARDS LAB to get help
with this assignment or go online to https://www.csun.edu/csbs/writing-wizards.
RESEARCH PAPER GUIDELINES
The APA Literature Review Paper can be on any topic in Motivational Psychology. The
instructor will allow students some latitude in choice of your paper topic. References for the
paper cannot be any of our required texts and all references must be paginated, scholarly
and peer-reviewed which generally means your references will be of three basic types: (a)
scholarly, peer reviewed journals; (b) a dissertation or a master’s thesis; or (c) a scientific book
written by an academic expert from a Tier 1 or Tier 2 level research university. Any other type
of source is not acceptable. Some examples of unacceptable sources are: non-academic
sources, unreliable or invalid sources such as Wikipedia, publications that are non-academic
such as online newspapers, online magazines, online blogs, online chat rooms or discussions
online, websites or any non-paginated source or reference. Academic citations should make it
clear where the reader can locate the quotation or source. In general, there should be at least
one literary citation for every page of written content. A superior paper for letter grades in
the “A” categories below will require three basic elements written in APA Style: [1] a TitleAPA LITERATURE REVIEW PAPER
The APA Literature Review Paper is an important practicum in developing research and
writing capabilities within acceptable standards of the discipline of psychology. This practicum
is so important that you will see it discussed several times in this syllabus. The research paper
does not receive a letter grade [it is completed or not completed]. However, if a student does
not turn in a research paper depending on overall academic performance, it may lower the
final grade up to a maximum of one full letter grade. If a student turns in late research
paper depending on overall academic performance, it may lower the final grade up to a
maximum of one-half of a full letter grade. This also means superior research papers that
have [e.g.] more than thirteen pages in the literature review or more than ten scholarly
peer-reviewed paginated references will have a positive effect on the final grade in the
course. Accordingly, turning in a late paper or a partially completed paper is not
recommended but it is better than no paper at all. Learning how to write a literature review
is important because it demonstrates your ability to thoroughly identify and describe a subject
scientifically and it also contributes to your personal integration of the course material. The
Psychology Department feels so strongly about learning to research and write in APA
style that they have created a CSBS WRITING WIZARDS LAB that is dedicated to helping you
learn these skills. This means you can go in to the CSBS WRITING WIZARDS LAB to get help
with this assignment or go online to https://www.csun.edu/csbs/writing-wizards.
RESEARCH PAPER GUIDELINES
The APA Literature Review Paper can be on any topic in Motivational Psychology. The
instructor will allow students some latitude in choice of your paper topic. References for the
paper cannot be any of our required texts and all references must be paginated, scholarly
and peer-reviewed which generally means your references will be of three basic types: (a)
scholarly, peer reviewed journals; (b) a dissertation or a master’s thesis; or (c) a scientific book
written by an academic expert from a Tier 1 or Tier 2 level research university. Any other type
of source is not acceptable. Some examples of unacceptable sources are: non-academic
sources, unreliable or invalid sources such as Wikipedia, publications that are non-academic
such as online newspapers, online magazines, online blogs, online chat rooms or discussions
online, websites or any non-paginated source or reference. Academic citations should make it
clear where the reader can locate the quotation or source. In general, there should be at least
one literary citation for every page of written content. A superior paper for letter grades in
the “A” categories below will require three basic elements written in APA Style:

Uses MLA manuscript form.
At least 5 sources are included.
At least 2 sources are from library databases.
Citations contain complete publication data, in MLA format.Uses MLA manuscript form.
At least 5 sources are included.
At least 2 sources are from library databases. https://libguides.sinclair.edu/eng1101-1201https://libguides.sinclair.edu/eng1101-1201
Citations contain complete publication data, in MLA format.

Overview
History consists of humans who each have a unique combination of beliefs, assumptions, values, and biases. The stories we tell and the knowledge we create about the past cannot be separated from their authors. Thus, we should never accept a source at face value. But instead, we must be critical consumers of information. In this activity, you will analyze your primary sources for narratives and consider if any bias is represented.

Prompt
Use the provided Module Four Activity Template: Bias in Primary Sources Word Document to complete this activity. First, you will locate an additional primary source related to your historical event. Next, you will answer questions about your event and the primary source you identified in a previous module. You will then consider whether there is evidence of bias in these sources.

Specifically, you must address the following rubric criteria:

Conduct source analysis on two primary sources relevant to your historical event.
You will respond to specific questions about each source in the activity template.
Analyze the primary sources relevant to your historical event for the presence of bias.
What clues are present in your two sources that may indicate bias? Provide evidence of these clues from your sources. If you do not think there is bias, provide evidence to support your claim.
Compare how your historical event is represented in your primary sources.
Do the two sources tell the same story, or are contrasting perspectives represented? Provide evidence from your sources.
Guidelines for Submission
Submit the Module Four Activity Template: Bias in Primary Sources. Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

Research shows that about eighty percent of children of divorce adapt well and see no lasting negative effects on their grades, social adjustment, or mental health. These findings arrive from a variety of sources, including a twenty- year study done by psychologist Constance Ahrons, published as the book We’re Still Family. Developmental psychologist Mavis Hetherington’s work following 2,500 children of divorce also showed about eighty percent of the kids doing well, as did a 2012 meta-survey analyzing about 1,000 studies on childhood adjustment done over the last four decades, conducted by child development expert and Cambridge University professor Michael Lamb.

Write a sentence using a signal phrase with appropriate and correct punctuation to incorporate the quote. Because of the length of this quote, you should use ellipses as part of your response.

Overview
Each historical event was experienced, perceived, and remembered differently depending on the person, which means there are many competing narratives of a single event. In this activity, you will compare the narratives represented in each of your sources.

Prompt
Use the provided Module Four Activity Template: Historical Narratives Word Document to complete this activity. First, you will locate an additional secondary source related to your historical event. You will then compare the narratives about your historical event in each of your sources (two primary and two secondary). Finally, you will choose a narrative you believe has been the most influential in terms of what is known about your historical event.

Specifically, you must address the following rubric criteria:

Compare the narratives presented in your primary and secondary sources relevant to your historical event.
Apply the source analysis skills from the previous activity to help you compare the narratives about your historical event. Describe the stories told in each source about your historical event. Provide evidence from your sources to support your descriptions of the narratives. Consider the following questions:
How are the narratives in each source similar and/or different?
How has the story of your historical event and key figure or group (identified in the previous module) been told in the past and the present?
From which perspectives are the narratives told?
What was occurring in society at the time of the event, such as politics, the economy, and entertainment?
Describe one narrative that has significantly influenced the contemporary understanding of your historical event.
Select one narrative from the four you analyzed. Choose the narrative that you think has been the most influential in terms of what is known and unknown about your historical event. Explain why you chose this narrative and how it has impacted our current understanding of the event.
Explain how the chosen narrative helps you better understand your historical research question.
How does the narrative you chose expand, support, or challenge your research question?
Guidelines for Submission
Submit the Module Four Activity Template: Historical Narratives. Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

Write a 2000 word (hypothetical) policy brief on Sexually Transmitted Infections in Australia to influence policy makers, including government ministers, organisations outside of government such as Non-Government Organisations or professional associations for example. In this policy brief you are to argue for at least two distinct public health activities to address the public health issue.

Tasks
Provide an introduction to the policy brief which clearly and succinctly conveys the focus topic and scope of the brief and provides a clear ‘road map’ or summary of what follows. That is, the structure and ordering of your brief (here you can also explain your focus if you have decided to narrow down the location or population group – if this is the case please briefly identify and provide rationale).
Describe the public health issue using published appropriate and relevant sources as per below and identify why action is needed.
Discuss the activities that you have chosen providing clear arguments about likely effectiveness of the activities drawing on published peer-reviewed journal articles, academic textbooks or chapters of academic textbooks, or reports from authoritative sources, such as governments or reputable non-government organisations.
Evaluate the implications of the adoption of these activities for health equity and/or discuss what needs to be done to reduce inequity.
Identify the key actors who would be central to the activities you have chosen and why/ what do they need to do?
Provide key recommendations to be actioned which are clearly related to the activities chosen and argued in your policy brief.
Ensure you have a conclusion summing up main points
Guidance for A3
Write in paragraphs and only use bullet points for key recommendations if you wish to use them. Please note you do not have to use bullet points. We want to see your ability to mount argument and bullet points do not do this as well as clear well structured paragraphs.
There is no guidance on numbers of articles to use. You must use sufficient high-quality sources to support your arguments and claims. Looking at how this is done in the peer-reviewed literature itself in their introductions or in policy briefs you find online is a good starting point if you are unclear on what is sufficient.
Check your work for clarity and errors in spelling, punctuation or grammar. It can be helpful to have someone else read and give you feedback.
Carefully review the marking rubric and make sure you have attended to ALL the criteria and use the word limit in alignment with marks for each e.g. more words for 10 mark versus 5 mark criterion.
I have uploaded to sampled policy briefs and the marking guide.

Section 1 provisional title
In this section should provide your title topic, question and a brief description of what your project is about

Section 2 (250-300 words)
This section should provide an introduction to and background on your research topics such as why I have chosen it the relevance what themes and issues it deals with and address, it’s history or background , important facts.

Section 3 literature review (500-600 words)

Provide an overview of previous research that has been carried out in this topic area. You need to identify, summaries and review research which is central and imports to your research topic and area and show. This should not be a bibliography but all sources discussed in the literature review must appear in the bibliography.

Section 4 aims and objective (100-200 words)
The overall aim and objective of your study needs to be outlined in this section.
Eg why you are researching this topic addressing particular social problems and issues

Section 5 reference list minim of 10 (doesn’t count towards word count )

Read at least three chapters from Alfredo, Smith, Oh, Yafeh-Deigh, and Higuera Smith’s ‘Reading the Bible Around the World.’ When you are finished, write an approximately 1500-word essay.

compares the understandings of the Bible and the hermeneutical/interpretative methods presented in the chapters you read. Make sure to evaluate how each of these hermeneutical/interpretation approaches and the groups they represent:

• View the Bible (how they would describe their core biblical theology)
• Integrate particular theologies/doctrines in their exegesis and interpretation of the Bible
• Have particular steps/processes for biblical exegesis and interpretation
• Have rules and principles for sound readings and applications of scripture
In your conclusion, select the hermeneutical/interpretive approach (or approaches) that you think
are the most promising (reliable, valuable, and useful) for Christians and churches. Make sure to evaluate how each of these hermeneutical/interpretation approaches and the groups they represent: