Required Readings Bartol, C. R., & Bartol, A. (2017). Criminal behavior: A psych

Required Readings
Bartol, C. R., & Bartol, A. (2017). Criminal behavior: A psychological approach. (11th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Chapter 1, “Introduction to Criminal Behavior” (pp. 1–26)
Chapter 2, “Origins of Criminal Behavior: Developmental Risk Factors” (pp. 28–56)
Bureau of Justice Statistics. (2013a). Retrieved from http://www.bjs.gov/
Federal Bureau of Investigation. (n.d.). Uniform Crime Reporting (UCR) program. Retrieved November 27, 2019,  from https://www.fbi.gov/services/cjis/ucr
Lundman, R. J., & Kaufman, R. L. (2003). Driving while black: Effects of race, ethnicity, and gender on citizen self reports of traffic stops and police actions. Criminology, 41(1), 195–220.
Document: Final Project Guidelines (PDF)
Bartol, C. R., & Bartol, A. (2017). Criminal behavior: A psychological approach (11th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Chapter 3, “Origins of Criminal Behavior: Biological Factors” (pp. 59-81)
Burkhead, M. D. (2006). The search for the causes of crime: A history of theory in criminology. Jefferson, NC: McFarland. (click underlined link above for access)
From The Search for the Causes of Crime: A History of Theory in Criminology © 2006 Michael Dow Burkhead by permission of McFarland & Company, Inc., Box 611, Jefferson NC 28640. www.mcfarlandpub.com
Chapter 1, “Setting the Stage” (pp. 9–35)
Review the case scenario about Gary F. (pp. 23–27)
Discussion 2: Developmental Risk Factors and Correlates of Criminal Behavior
An important task in studying and understanding criminal behavior is identifying biological, psychological, and social (or sociological) developmental risk factors—such as weak family structure, poverty, and peer rejection—that may contribute to deviant behavior and crime. A task of criminologists, in fact, is to study developmental risk factors to gather information about the degree to which they influence criminal behavior outcomes. Risk factors have a strong and consistent relationship with criminal behavior. These risk factors are called correlates of criminal behavior. However, it does not mean that these correlates cause criminal behavior. There is no formula of correlates that consistently leads to criminal behavior. Identifying correlates, as well as developmental risk factors for particular individuals, however, might indicate the possibility of future criminal behavior and, therefore, may aid in preventing it.
For this Discussion, review the case scenario of Gary F. and the “Driving While Black: Effects of Race, Ethnicity, and Gender on Citizen Self Reports of Traffic Stops and Police Actions” article from the resources. Consider the developmental risk factors and correlates of criminal behavior. Then, select two correlates of crime and criminal behavior to compare for this Discussion.
By Day 4
Post a description of the correlates you selected. Explain the differences between the correlates for criminal behavior in terms of the degree to which they contribute to and explain criminal behavior. Then, based on the case scenario about Gary F., provide a brief description of at least two developmental risk factors implied in the case scenario. Explain how each may have contributed to the criminal behavior described. Then, explain why each might contribute to criminal behavior in some individuals but not others. Finally, explain at least one conclusion you drew about the correlates for criminal behavior based on your comparison.
Note: Put the risk factors that you described in the first line of your post. You will be asked to respond to a colleague who selected at least one different risk factor.
Be sure to support your postings and responses with specific references to the resources.

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Unit 6.1 DB: Disabilities – A Continuum What are at least three problems associa

Unit 6.1 DB: Disabilities – A Continuum
What are at least three problems associated with viewing disability as a binary condition rather than as a continuum? In addition, please research and share with the class a case of disability (physical, cognitive or mental) discrimination that is in the news today. What makes that case discrimination and what social welfare policy, if any, is being broken?  How could it be resolved?

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What are at least three problems associa
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Choose a video clip that you can link to from online. It can be a clip from a co

Choose a video clip that you can link to from online. It can be a clip from a commercial, from a movie, from a music video, etc. It should be a clip of something that is found in popular media and whose primary purpose is to entertain and/or sell a product. 
In this assignment, you are to take on the role of the instructor. Imagine you are teaching a segment on gender, and you want to use popular media to illustrate a concept. Choose a clip from popular media, and discuss how it fits in with the material covered in our gender unit.  For instance, does the content illustrate a particular concept? Does the portrayal reproduce stereotypes of gender or does it challenge stereotypes of gender? 
Provide the link to the item. If the clip is longer than what you are discussing, specify the time where the relevant content occurs).

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Assignment prompt:Summarize the key arguments of the reading by the specified au

Assignment prompt:Summarize the key arguments of the reading by the specified author and briefly discuss the reading’s relevance to understanding issues of sex, gender, and/or sexuality in today’s world.Instructions:The word length is 250 words, +/- 10%. You risk losing partial points if you go over 275 words or under 225 words.This is a very short assignment, so remember to get straight to the key points. No introduction or conclusion are necessary. You will lose partial points for vagueness/repetition.You must summarize the key arguments of the text using your own words, not the words of the author. You may use a very short quote or two from the reading for context, but keep in mind, these need to be brief. If you think it might be too long, it likely is (think a short sentence or short portion of a sentence).Unlike for your Midterm and Final papers which require a works cited section, you do not need to include a citation of the reading (even if you quote it) or any other sources. The lectures and slides are meant to help guide your understanding of the reading, but these should also not be cited, i.e. do not copy and paste from these.Remember, this is a critical analysis and not an opinion piece, so you should avoid value statements like “I liked the article because,” or “this article is good/bad because.” Instead, explain the author’s points and discuss the real-world examples they can be applied to.You are free to criticize those points in your discussion. You should refrain from any biographical statements about the author.Grading breakdown:5 points: An excellent analysis which is clear and insightful, showing a deep understanding of the reading, assignment, and overall topic.4.5–4.75 points: A very good analysis which demonstrates a solid understanding of the reading. This analysis likely should have gone a little further, or contains a minor error which does not detract from the writing overall.4–4.25 points: A good analysis which shows an understanding of the assignment, the reading, and the concepts written about. This analysis may be a bit general or contain minor errors.3.5–3.75 points: A satisfactory analysis which reflects a general understanding but does not quite show a true grasp of either the reading or the assignment. This analysis may contain more than one explanatory errors.3–3.25 points: An analysis which partly or mostly addresses the assignment but lacks clarity and/or relies on illogical arguments or opinion. It is either entirely vague or contains several explanatory errors.2.5–2.75 points: A failing analysis. This analysis is either complete but does not address the assignment at hand, attempts to address it but completely misses the mark, or is clearly incomplete.0: An analysis which is not handed in or is plagiarized.
.doc file

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