hello I would like you to read the article in the attached file and write 4 paragraphs, elaborate upon the following: 1) your interpretation of the nature of rape/sexual assault; 2) how Foster discusses rape and sexual victimization of black men; 3) what attitudes about black bodies made rape possible; 4) how the article influences your perspective on contemporary cases of sexual abuse involving female abusers (use examples)I would like it very simple easy to read and understand

the concept of cognitive architecture is multi-faceted and dimensional. One type of cognitive architecture is called ICARUS. This is a computational theory of cognitive architecture that incorporates ideas from multiple areas including production systems, hierarchical task networks, and logic programming.In your reading, you learned about the six long-term and short-term memories of ICARUS Architecture. In watching the video demonstration of ICARUS doing problem solving in StarCraft in the video demonstration, discuss one of the long-term or short-term memories shown in the demonstration.Additionally, reflect: how does ICARUS compare and contrast with ACT-R and GPS Theory? Identify one comparison and contrast for each.his fun video demonstrates is used in your discussion board question for this week.Video not loading? Watch on Youtube.This video shows more about GPS theory.Video not loading? Watch on Youtube.

Read last weeks assignment and then read instructions below it. This professor is very picky need you to follow instructions very closely. Last week logic model:ProblemNeedsUnderlying CausesIntervention ActivitiesOutcomesHigh rates of recidivism and struggles with community reintegration among juvenile offenders contribute to perpetual cycles of crime and incarceration that are costly for both individuals and society.Many juvenile offenders lack positive support systems and the skills needed to become productive members of their communities.Juvenile offenders with substantial educational deficits, mental health issues, and positive coping mechanisms need comprehensive, multi-component support to successfully transition back into the community after periods of incarceration or court-mandated interventions.Their complex needs span behavioral, psychological, academic, and socioemotional domains.Family dysfunction and lack of positive support systemsNeighborhood violence and negative peer influencesAcademic failure and disengagement from schoolUnaddressed mental illness and traumaSubstance abuse issuesIntergenerational cycles of delinquency and criminalityIndividual and group cognitive-behavioral therapy targeting criminal thinking, anger management, substance abuseTherapeutic RelatingPractical Problem-SolvingSchema ChangeEmbracing the Human ConditionImproved mental health and emotional regulationIncreased educational/vocational skills and self-efficacyDeveloped positive support systems and pro-social bondsReduced substance abuseDecreased engagement in criminal/delinquent behaviors.Program FocusInputsProgram ActivitiesOutputsOutcomesProviding comprehensive rehabilitation and community reintegration services for high-risk juvenile offenders.Licensed/certified therapists, counselors, case managersEvidence-based therapeutic curricula (CBT, DBT, motivational interviewing, etc.)Clinical assessment and treatment planning toolsPrivate counseling rooms/group rooms for therapy sessionsFunding for staffing, resources, client outreachBiopsychosocial assessments and individualized treatment planningIndividual cognitive-behavioral therapyAnger management and emotional regulation group therapySubstance abuse counseling (individual and group)Mental health counseling (trauma, depression, anxiety, etc.)Family counseling support (as needed)Life skills psychoeducational groupsCase management and coordinated service provisionNumber of completed clinical assessmentsHours of individual and group therapy sessionsSeveral individualized treatment plans createdFamily counseling sessions heldLife skills group sessions conductedReduced recidivism rates among participating youthImproved emotional regulation and anger managementDecreased substance abuse and mental health symptomsDeveloped coping skills and pro-social attitudesIncreased family support and communication (when applicable)Enhanced life skills and decision-making abilitiesProvide 1-2 paragraphs that provide more details on any two aspects of your practice-level model outline (your choice) and cite resources that inform your views. Underlying causesUnderlying causes is a significant section of the logic model because it helps perpetuate the causative factors of an identified problem (Luck et al., 2019). The underlying causes and risk factors contributing to delinquent behavior among high-risk juvenile offenders span from individual, family, peer, school, and community contexts. At the individual level, mental health issues like trauma, substance abuse disorders, impulsivity, and emotional dysregulation increase the propensity for antisocial behavior. Many juvenile offenders have experienced complex trauma from abuse, neglect, or exposure to violence. On the other hand, there are also risk factors that emerge from family settings, including household dysfunction, poor parenting practices, domestic violence, and lack of positive support systems. Problems exhibited in families can largely contribute to strained parent-child relationships and deficient parental monitoring/supervision, thus facilitating estrangement behaviors among teens. Delinquent behavior is also influenced by peer influence, where high school adolescents associate illegal behaviors like gang involvement and drug abuse as a way of being accepted into specific groups (Dudley, 2020).NeedsHigh-risk juvenile offenders face substantial barriers and service gaps upon community re-entry, perpetuating cycles of delinquency and incarceration. This problem is perpetuated by the fact that most of those individuals are from dysfunctional families who may not add any positive value to their integration (Dudley, 2020). That said, the problem extends to the nature of rehabilitative programming offered to them, which doesn't go beyond basic academic instruction. However, academic deficits represent just one facet of juveniles' complex needs, spanning mental health, substance abuse, vocational skills deficits, and lack of pro-social support. Long-term rehabilitation is also impeded by the fact that juvenile offenders are accorded fragmented care, which fails to take into account the transition between residential programs, the community, and possibly re-incarceration.ReferencesDudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). OxfordUniversity Press.Luck, K. E., Doucet, S., & Luke, A. (2019). Developing a logic model to guide the Planning and Evaluation of a Navigation Center for Children and Youth With Complex Care Needs. Child & Youth Services, 41(4), 327–341. https://doi.org/10.1080/0145935x.2019.1684192This week's assignment:It is unlikely that an idea for a program will get instant support from stakeholders. Rather, social workers must typically present a proposal that demonstrates critical thought and shows the need for such a program. In other situations, social workers may submit requests for funding on behalf of their agencies. Funding organizations may require a detailed proposal, which often includes a logic model showing the program’s elements. Using a logic model, social workers can systematically analyze a proposed new program and how those various elements relate to each other. At the program level, the logic model establishes the connection between the resources needed, the program activities, and the anticipated outputs and outcomes. It may also include ways of measuring success. The logic model can provide a clear picture of the program for all stakeholders—and funding organizations, if applicable. In this Assignment, you generate a logic model for the program you began to develop last week.Return, again, to the program that you identified last week based on the observed need.Think about the resources that would be required to implement the program, such as time and money; program activities such training; outputs such as number of clients attending; and outcomes.Review the example on page 116 of the course text, and see the Logic Model Table document in the Learning Resources for assistance with format. Submit the following:A completed program-level logic model outline (in table format) in which you consider inputs, activities, outputs, and outcomes.Elaborate on your program-level logic model in 1 to 2 paragraphs. Include:The aim/goal of the program and proposed program activitiesOutputs and outcomesReflection on how creating the logic model has helped you understand and envision the new programUse the Learning Resources and peer-reviewed scholarly journal articles to support your logic model and reflection. Make sure to include appropriate APA citations and a reference list.Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.Chapter 6, “Needs Assessments” (pp. 115–147)Luck, K. E., Doucet, S., & Luke, A. (2020). The development of a logic model to guide the planning and evaluation of a navigation center for children and youth with complex care needsLinks to an external site.. Child & Youth Services, 41(4), 327–341. https://doi.org/10.1080/0145935X.2019.1684192University of Kansas Center for Community Health and Development. (n.d.). Developing a logic model or theory of changeLinks to an external site.. In Community toolbox. https://ctb.ku.edu/en/table-of-contents/overview/m...I have attached the template