solved Why did you pick the two genres you chose? What

Why did you pick the two genres you chose? What work do they do, individually and together? What audiences do they let you reach? How will your vision for these projects meet the reality of your product (or, how will you execute your plans for each text)? What are the conventions of these genres, and how do you employ them? What conventions were you not able to employ?sexual violence in learning institutionsIntroductionSexual violence is a growing concern in modern society. Among college and university students, it is one of the most common challenges among other vices like drugs and alcohol addiction, mental health, limited financial freedom, among others. Sexual violence has extensive negative consequences on its victims, including mental health disorders such as anxiety and depression, behavioral changes that increase suicide outcomes, among others. This essay will assess college students’ experiences with regards to sexual violence and why this vice needs a holistic proposed intervention.Contextual information on sexual violenceSexual violence can be understood as any form of unwanted sexual act by violence or coercion directed to a perpetrator. As such, sexual violence has grown to be one of the most significant problems faced by college stakeholders (college management, students, and parents/community). It is estimated that 19-25% of female students experience various forms of sexual violence while in college. As a result of this devastating life experience, such students have difficulty adjusting in their lives and, as such, suffer from eating disorders, may use drugs and alcohol as a coping mechanism (Jouriles et al., 2016). While it is mostly women who report cases of sexual violence, young men are equal victims. Due to social stigma and misinformation, most people believe that men cannot experience sexual violence, preventing male victims from seeking justice. As such, such cases become unreported and, therefore, undocumented. For instance, a study conducted by Sumner et al., which sought to investigate the extent to which males and females report incidences of sexual violence, found that only 10% of males report violence, unlike 25% of women (2015). Further to this, transgender men and women are 32% more likely to experience sexual violence, often as a way of punishing them for their gender identity (Peitzmeier et al., 2015). Therefore, there is a greater call to action to identify, implement, and report interventions that can help reduce incidences of sexual violence on campuses and colleges.Assessment of existing interventions on sexual violenceMost colleges and campuses have made intentional efforts to develop programs to address and help lower the rates of sexual violence to promote all college students’ wellbeing. Awareness programs and therapy-based approaches are some of the most common intervention programs to address sexual violence on campus. Most of these programs are known as bystander programs, which aim to change students’ attitudes and beliefs and, most importantly, bystander behavior of community members. Such programs aim to provide students with the skills and boundaries in situations of sexual assault and abusive relationships (Jouriles et al., 2016).Existing gaps in bystander programsStudies show that bystander programs are useful to a great extent in achieving behavior change in sexual violence. For instance, when a bystander program was rolled out in a college, most of the program participants made deliberate efforts to protect their friends within two months of the intervention (Jouriles et al., 2016). While the impact achieved in such programs is relevant in solving this vice, there is a need for a more holistic intervention program that targets college and university students and involves family members and other students in lower and middle educational institutions. Current gaps in bystander programs include it focusing mainly on colleges and universities. At the same time, other students also experience sexual violence at home, and younger students, for instance, may not be aware of what sexual violence is, thus increasing their vulnerability to abuse.THRIVE Wellness programTo address these gaps to promote an environment where students in different levels are empowered with knowledge and skills on sexual violence, I propose the THRIVE wellness program. Before initiating the program, a series of focus group discussions and in-depth interviews will be conducted with parents, teachers, and students. These interviews will obtain information on the relevance of such a program, existing challenges with sexual violence interventions, and the level of awareness of the various forms of sexual violence prevalent. All this information will be relevant in highlighting the current realities of students and their parents. Therefore, the program will be developed to respond to the gaps identified from the focus group discussions and interviews.This awareness program will provide children and young adults and their families and other stakeholders in the education industry with knowledge of sexual violence. The program will entail a 360-degree curriculum that sexual rights groups and experts will specially develop. The curriculum will entail two key modules for teachers/parents and the other for students. The student curriculum will be split into three middle, high, and college levels, in which the level of detail will depend on the student’s level.The parent/teacher module will include a mini-documentary to empower parents and teachers with knowledge about sexual violence and the reality that most cases of sexual violence among children are experienced within the home environment. A study in sexual violence prevalence at home found that 29% of children report sexual violence experiences at home but do not report due to power dynamics (Jamieson, Mathews & Röhrs, 2018). To respond to these gaps, this module will provide a space for older persons to identify and discuss topics that are generally considered taboo with their children.The program will entail a written syllabus and mini-documentary highlighting different elements of sexual violence. The syllabus will also contain follow-up information and guiding questions on sexual violence. The syllabus will be developed using simple and easy to understand language across the participating demographic. The kit will be issued to parents and teachers. At the same time, the students will participate in the program through group activities at school and have mandatory conversations about their understanding and experiences with sexual violence with their parents and guardians after watching the mini-documentary. In the school environment, the students will use the written syllabus to expand their awareness of sexual violence. Due to the sensitive nature of the conversations among students and parents who have previously experienced sexual violence, the program will partner with local psychologists to provide mental health support to individuals and families experiencing emotional trauma from the conversations.To make publicIn turn, the mini-documentary will be an online campaign on various social media platforms, among them YouTube, Facebook, and Instagram. The documentary will be widely shared online to spark a broader conversation about sexual violence and the various forms in the community. Online campaigns are among the most effective methods of increasing social awareness about social issues (Hughes, Swaminathan & Brooks, 2019).ConclusionSexual violence is prevalent in modern society, more so among college and university students. One of the crucial ways this social vice can be addressed is through a holistic approach that will involve parents, teachers, and students in various levels of education. A program such as THRIVE wellness improves outcomes of sexual violence by involving all the stakeholders at both micro and macro levels. The program can be made public through an online campaign that will target the wider community.