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I have 5 drafts about 400-600 words each and I need to turn them into 5 little essays of about 800 words in length. There is no need for citation referencing or paraphrasing from any sources although you may research and relief on any source to gather related information and add up to the draft.each essay has a main question concerning main ideologies such as liberalism, conservatism or socialism and the questions have been somewhat answered by the drafts. You’ll need to elaborate deeper into the points mentioned in drafts and add to it in a simple essay format.

these are the questions and these are the choices.

QUESTION 1

1. In Anomie Theory, out of Merton’s modes of adaptation, which would be most associated with property crimes?

   	A.	Conformity
   	B.	Retreatism
   	C.	Rebellion
   	D.	Innovation

1 points

QUESTION 2

1. Bev has been an elementary school teacher for the past 5 years. She rents a small one-bedroom apartment. She drives a 15-year-old Toyota. She has no internet or phone and spends most of her time in her garden growing her own food. She donates around half of her teaching salary to her local animal shelter. According to Anomie theory (i.e. Merton’s Strain theory), Bev would most likely be classified under which mode of adaptation:

   	A.	Ritualist
   	B.	Retreatist
   	C.	Conformist
   	D.	Innovator

1 points

QUESTION 3

1. Tyler is a 27-year-old male living in Topeka, Kansas. He always wanted to go to college, but did not have funds to pursue his dreams. He married shortly after high school got a job at his local dry-cleaners. After 9 years of employment, he lost his job. Two months later, his wife left him for another man. Shortly after that, Tyler started drinking heavily and frequenting prostitutes. Which theory best explains Tyler’s behavior?

   	A.	General Strain
   	B.	Social Disorganization
   	C.	Institutional Anomie
   	D.	Anomie (i.e. Merton’s Strain theory)

1 points

QUESTION 4

1. Kerri is 15-years-old and in 9^th grade. Her family doesn’t have a lot of money. She lives on Becker Street which has a lot of small dilapidated houses. Every day on her way home from school, she has to pass by Lyon Estates, which is a ritzy secluded community where all the rich kids live. Those kids have all the latest and greatest technology while Kerri doesn’t even have a phone. It bothers Kerri that everyone has a phone but her. She begs her parents to get her one but they cannot afford it. Kerri decides to steal a phone from the local Walmart. Which of the following theories BEST explains Kerri’s behavior?

   	A.	Status frustration
   	B.	Theory of deviant places
   	C.	Relative deprivation
   	D.	Social disorganization

1 points

QUESTION 5

1. Which of the following would a Social Structure theorist consider to be a factor in crime causation?

   	A.	The nature of relationships among individuals and groups.
   	B.	Certain physical and social aspects of communities.
   	C.	The distribution of social and economic power.
   	D.	All of these.

1 points

QUESTION 6

1. According to Social Structure theories, crime could be reduced by all of the following EXCEPT:

   	A.	giving everyone access to higher education.
   	B.	increasing penalties for committing crimes.
   	C.	implementing a neighborhood watch program.
   	D.	distributing money equally across society.

1 points

QUESTION 7

1. Keenan, a 42-year-old male, prefers to drift around sleeping on different friends’ couches. He has no steady income and tends to spend any money he does acquire at whatever bar is closest to his latest couch. According to Anomie theory (i.e. Merton’s Strain theory), Keenan would most likely be classified under which mode of adaptation:

   	A.	Rebel
   	B.	Retreatist
   	C.	Ritualist
   	D.	Conformist

1 points

QUESTION 8

1. The gap between rich and poor living in close proximity to one another is known as ___________.

   	A.	illegitimate opportunity structure.
   	B.	relative deprivation.
   	C.	social disorganization.
   	D.	deviant places.

1 points

QUESTION 9

1. Criticisms of Anomie (Merton’s Strain) theory include all of the following EXCEPT:

   	A.	it does not help explain property crimes.
   	B.	it does not help explain crimes by the middle-class and wealthy.
   	C.	it does not help explain expressive crimes.
   	D.	it does not help explain violent crimes.

1 points

QUESTION 10

1. ___________ suggests the structure of the neighborhood is strongly connected with the amount of criminal behavior in a neighborhood.

   	A.	Code of the street
   	B.	Social disorganization theory
   	C.	Cultural deviance theory
   	D.	Differential opportunity theory

1 points

QUESTION 11

1. If a police department embraced the ideas of the broken windows theory, which of the following would they LEAST likely do to reduce crime in their community?

   	A.	Increase foot patrol duties of officers.
   	B.	Increase focus on hiring more diverse police officers.
   	C.	Increase focus on quality of life offenses (i.e. prostitution, public drunkenness, etc.).
   	D.	Increase focus on removing petty criminals from the streets.

1 points

QUESTION 12

1. According to the ideas of social disorganization, as the composition of the population of a neighborhood changes, the crime rate will:

   	A.	stay about the same.
   	B.	decrease.
   	C.	increase slightly then drastically decrease.
   	D.	increase.

1 points

QUESTION 13

1. Which theory suggests that dropping out of school should reduce delinquency?

   	A.	Cultural conflict
   	B.	Differentially opportunity
   	C.	Status frustration
   	D.	Anomie (Merton’s strain)

1 points

QUESTION 14

1. The MOST important contribution made by the ecological school is:

   	A.	its claim that people age out of crime.
   	B.	its claim that the community has a significant influence on behavior.
   	C.	the concept of the existence of deviant subcultures.
   	D.	the idea that the economy is tied closely to crime.

1 points

QUESTION 15

1. According to the ___________ theory, violence occurs more often in urban areas because in those areas, it is seen as an appropriate way to resolve social conflicts.

   	A.	Focal Concerns
   	B.	Status Frustration
   	C.	Cultural Deviance
   	D.	Subculture of Violence

1 points

QUESTION 16

1. According to Agnew’s General Strain theory, crime and deviance occurs when which of the following events occurs?

   	A.	Someone removes negatively valued stimuli.
   	B.	Someone tries to prevent you from achieving positively valued goals.
   	C.	Someone helps you to achieve positively valued goals.
   	D.	Someone presents you with positively valued stimuli.

1 points

QUESTION 17

1. Criticisms of the Broken Window’s Theory include which of the following?

   	A.	It does not appear to affect the quality of resident’s life.
   	B.	It cannot be implemented in a practical manner.
   	C.	It disregards social causes of crime such as poverty and unemployment.
   	D.	All of the above.

1 points

QUESTION 18

1. Social structure theories tell us:

   	A.	how and why feelings that promote criminality result in crime.
   	B.	how people come to adopt attitudes and feelings that promote criminality.
   	C.	why various attitudes and feelings arise that promote criminality.
   	D.	All of these.

1 points

QUESTION 19

1. Strengths of Social Disorganization theory include which of the following:

   	A.	it can explain both lower, middle, and upper class crime.
   	B.	it can explain the variation in both crime and delinquency across groups and locations.
   	C.	it relied on official records to gather data.
   	D.	All of these.

1 points

QUESTION 20

1. Luke and his friends are hanging out in the alley behind the local bar in a poor urban community. A man walks out the back door of the bar and bumps into Luke. The man (who is clearly drunk) calls Luke a derogatory name. Luke punches the man in the face, and the man is knocked out cold. Luke smiles and his friends are impressed. “Ain’t nobody going to talk to him like that!” Luke thinks. Which theory best explains the actions and reactions of this scenario?

   	A.	General Strain
   	B.	Status frustration
   	C.	Deviant places
   	D.	Subculture of Violence

Final Project

Part One: Lesson Plan

Review the Common Core State Standards website. Select two to three academic standards on which a unit of study can be developed. Create three lesson plans that could be used in this unit using three different instructional models (select from models that have been covered in this course) and can be utilized effectively to create objectives to meet the standard you have chosen. Be sure to address each of the items below in each of your lesson plans:

• Identify the instructional model you have chosen.
• State the academic standard on which the lesson is based.
• Describe the grade level for which your lesson is written.
• Write one students will understand objective, at least two students will know objectives, and at least two students will be able to do objectives to meet the academic standard you have chosen.
• Describe assessments that will be utilized to measure students’ mastery of objectives.
• Explain the procedures you will use to teach the lesson. Be as specific as possible. Pretend you are writing plans for a substitute teacher. Your lesson must be explicit enough for the substitute teacher to be able to implement.

Your lesson plans should be written using the KUD format as shown in your course textbook (See examples in Chapters 4 through 10). One of your lessons can be a revision of your Week Three assignment. Make sure to incorporate your instructor’s feedback. All three of your lessons must build on and/or support each other.

Part Two: Rationale

You may begin working on these areas through weekly assignments throughout the course. Address each of the following bullet points in your Final Project:

• Introduction: Describe the focus of your project (unit of study).
• Rationale for selection of instructional models: Explain how and why each selected model will be effective in meeting instructional objectives for that lesson.
• Meeting the needs of diverse learners: Describe how individual needs can be met in each model/lesson plan.
• Assessment and accountability: Describe types of assessment that will be used in each lesson and how they measure students’ mastery of objectives. Describe how you will use assessment data to guide your instruction.
• Evaluation plan: Explain how you will evaluate the effectiveness of your unit of study. Describe adjustments you might have to make during implementation.
• Conclusion: Describe how you feel about lesson planning. What do you think are your strengths? What do you need more support with?

The entire project must be a minimum of 10 double-spaced pages in length, not including title and reference pages, and formatted according to APA style (where appropriate) including a title and reference page. You must use a minimum of four sources, in addition to the course text. The sources do not have to be scholarly.

***CCSS Link – http://www.corestandards.org/read-the-standards/

***KUD Lesson plan template and example of the project will be attached**

Scenario:

Assume you have been selected to participate in Troy’s study abroad program. The study abroad committee has asked all those selected for the program to create a power point presentation on a specific country outlining communication and cultural differences and challenges. As well as outlining how you will prepare to have a successful study abroad semester.

Assignment:

• Use what you have learned in the course, the chapter readings and the information presented in Bonus Chapter C (I will give you the document of the Bonus Chapter C)
• Use three outside sources and cite your sources on a power point slide at the end of your presentation
• Pick a country you would like to go to for your semester abroad
• Create a power point presentation (6 – 10 slides)
  • Include in presentation
    • A brief overview of the country
    • Communication (both verbal and non-verbal) challenges, obstacles and differences
    • Cultural differences and challenges
    • How to prepare for and overcome the communication and cultural barriers, obstacles and challenges for a successful semester abroad

To assist you in your preparation use the following preparing presentation slides checklist:

Questions about the presentation as a whole:

• Is there an attractive, clearly worded, readable title slide?
• Does the writer make good use of an outline slide?
• Is it titled effectively, and are the items in the list of topics grammatically parallel?
• Do the slides seem to cover all the important information?
• Do the slides seem to be in the most logical order?
• Is there a final slide that sums things up or leaves people with a significant thought or finding?
• Does the whole presentation have a consistent look?

Questions about every slide:

• Is there a strong contrast between the background and the text color?
• Is there any type that is too small to be read? (Remember, no typeface should be smaller than 24 points.)
• Conversely, is any type too big (yelling)?
• Is any typeface hard to read (as with italics or too fancy a font)?
• Is there too much or too little information on any slide?
• Should any slides be combined or divided up?
• If a topic is covered in more than one slide, the title on the subsequent slides should include “(cont’d).” Is every slide accurately/informatively titled?
• Has the writer managed the hierarchy of the information well (not using more than two levels of information and making clear which is on the top level and which is on the secondary level)?
• Are all headings on the same level grammatically parallel?
• Are items in all lists grammatically parallel? Is the wording on each slide clear and grammatically correct?
• If there are borrowed facts or quotes, are the sources named clearly on the slides? Is each slide visually clean and attractive?
• Should/could the writer add visuals anywhere?
• Are all visuals appropriately used and clearly labeled?
• Are the dynamic elements (e.g., slide transitions) appropriate for the topic and audience?
• Should you use more or less animation at any point?