Film: Thelma &  Louise Module Learning Objectives: Students will analyze representations of gender, violence, and power in the film Thelma and Louise Students will identify and analyze the representation of the ”gun in the handbag” in film. Students will identify themes of the female outlaw. To complete this module: Explore all Module 12 content (read lecture notes and articles, explore all linked content, watch videos, etc.) Compete Module 12 Quiz (based on readings) Watch film. Post your original response on the Module 12 discussion board.  Respond to one classmate. ________ Answer these four discussion questions (In your own words) based on the lecture notes and reading links attached. Q1: The 1991 film Thelma and Louise received much criticism and acclaim, and it continues to be used as a tool to critique society. What do you feel is the "message" of this film in regard to gender, violence, and power? What are the broader social implications of the film and why has it endured? Use scene examples and/or outside sources to support your argument. In your response, you may wish to explore some of the following issues:  oppression, liberation, sexual violence, physical violence, abuse, suicide, patriarchy, feminisms, road films, power, gender roles/expectations, justice systems, etc. Q2: How does this film Thelma & Louise illustrate the “gun in handbag” film genre? Q3.  What actions/themes/scenarios/etc.  establish and legitimize Thelma & Louise's outlaw status? (Think of transition from domestic sphere to outlaw & what makes them ‘outlaws’)? Q4: How “violent” is the film?  What constitutes as violence?  Does this film illustrate female empowerment?  Why?  Why not? (Side note: societal outcry of violence in the film was Thelma & Louise shooting up a truck and NOT the attempted rape scene- unpack that!) https://www.washingtonpost.com/lifestyle/style/25-... https://www.theatlantic.com/entertainment/archive/... ________ Answer these seven (true or false) Quiz questions: QUESTION 1 Although it starred two women, most of the dialogue in "Thelma and Louise" belongs to men. True False QUESTION 2 The female lead is considered an innocent feminine stereotype who loves deadly weapons such as guns, and has unsophisticated knowledge of sex True False QUESTION 3 The narratives of the Gun in the Handbag Genre are based on actual case histories of violent women. True False QUESTION 4 The female lead in the Gun in Handbag Genre leaves the domestic sphere and then always returns to the domestic sphere. True False QUESTION 5 According to the article, The Gun in the Handbag Genre had a short Hollywood life span which lasted from 1991-1992. True False QUESTION 6 Within the Gun in the Handbag Genre, female empowerment occurs in the domestic sphere. True False QUESTION 7 Within the Gun in the Handbag Genre, female empowerment occurs at the outskirts of town (considered the 'other' side of the law). True False _____ these are the instruction for the discussion questions and the response ( You should respond to My classmate Discussion, see the attached doc file) Original Discussion Board Posts: You may use media or a link to information, such as website attachments, YouTube clips, etc., in your own discussion board. Also, you may post a link to a video or some other form of media (podcast, blog, etc.), in which you answer the questions/prompts verbally. The Original Discussion Board Post makes up 25/40 points. Remember your discussion post should be representative of how you would speak in class. It should be academic, but does not need to be as highly refined as a formal essay or speech. Responses should be respectful of other peoples’ opinions and not disparaging in any way. It is especially important to keep in mind the classroom contract during these activities. To adequately address the discussion board questions, typical Original Discussion Board Posts are at minimum 500 words (approximately two pages). Response Discussion Board Posts: You must post a response to one of your classmate’s discussion board posts. Your response provides you with the opportunity to engage critically with your classmate’s discussion board posts. The response post is makes up 15/40 points. To adequately respond to a classmate, typical Response Discussion Board Pose are at minimum 250 words (approximately one page). There are three steps required for each post. Add on to the argument, push back against the argument, state questions that the post raised for you academically, socially, politically, etc. Make connections among the previous readings, films, lecture notes, and other classmate’s posts. This is an extension of step two. Apply your classmate’s post and your response to a real-world text. The world text is defined broadly (film, news stories, websites, events, social movements, memes, images, and other types of cultural, social, and political discourse or data). You must link the text in your response. You must also provide context connecting the text to your response.

Qualitative interviewing is more than a collection of techniques, technologies, questions and answers. Rubin and Rubin (2012) noted that it has the potential to change the interviewer into a more patient, tolerant, and engaged human being. “It makes you aware of what you haven’t seen before, and it enables you to pull meaningful information out of buzzing confusion” (p. 234). For this Discussion, you will reflect on your interview experience from last week. Perhaps you have noticed how well (or how poorly) you paid attention; or that something the interviewee said astonished you; or how quickly (or slowly) the time went by. To prepare for this Discussion: Review this week’s Learning Resources related to      qualitative interviewing. Consider the phone interview you conducted in Week 7. Listen to your recording       2–3 times. Review the notes you took during       and after the interview. Consider how this       experience is different or similar to a conventional conversation. A reflection and analysis on what you learned about interviewing. Include in your reflection and analysis: At least two things you would do differently and why Something new and surprising that you learned A reflection about the value of interviewing as a data      collection tool Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style. Learning Resources Required Readings Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications. Chapter 1, “An Introduction to Codes and Coding (pp. 1–42) (previously read in Weeks 5, 6, and 7) Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Weeks 5, 6, and 7) Ravitch, S. M., & Carl, N. M. (2021). Qualitative research: Bridging the conceptual, theoretical, and methodological (2nd ed.) Sage Publications. Chapter 5, “Methods of Data Collection” (pp. 124–163) (previously read in Week 7) Chapter 8, “An Integrative Approach to Data Analysis” (pp. 233–252) Chapter 9, “Methods and Processes of Data Analysis (pp. 254–294) Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications. Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Weeks 5, 6, and 7) Chapter 14, “Personal Reflections on Responsive Interviewing” Document: Excel Video Coding Document Template (Excel spreadsheet) Review this Excel template as you view this week’s media program related to coding. Also, you will use this template for reorganizing and reanalyzing data. Required Media Laureate Education (Producer). (2016). Second cycle coding [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 6 minutes. In this media program, Dr. Susan Marcus, Core Research Faculty with the School of Psychology at Walden University, introduces second cycle coding. She discusses the purpose of reorganizing and reanalyzing data from first cycle coding. She will also demonstrate using this method.

Topic 3 DQ 2 (Obj. 3.2) CNL-515 DQ 3,2 What is the difference between confrontation and a gentle challenge? Read and complete the “Challenging Practice Session.” Apply appropriate evidence-based strategies and skills to demonstrate a client centered approach. Describe the skills you demonstrated and why. What did you discover during the practice session? What did you learn about yourself as a new counselor to be? If using a volunteer, be sure you obtain a verbal consent from the volunteer. Include at least one scholarly reference in your response.This discussion question is informed by the following CACREP Standards:2.F.5.g. Essential interviewing, counseling, and case conceptualization skills.2.F.5.j. Evidence-based counseling strategies and techniques for prevention and intervention.