Category: Sociology

Please read Chp. 1, related Videos and PowerPoint Presentation on What is a Social Problem to address the following question:
a) What is a social problem and how can we use the sociological perspective to study social problems? What types of social problems are there?
AND
b) Outline the life cycle of a social problem. Describe each stage in detail. How do we know when/if a social problem has been resolved? Give an example.
AND
c) Briefly, how do the three major perspectives sociology uses to study social problems (functional theory, conflict theory, and interactionism) differ regarding causation and solutions to social problems. Give specific examples.
AND
d) Finally, provide an overview of how conservatives, liberals, and radicals would view social problems in general?
Please refer to this book. ( reference needed for the test book only)
text: Social Problems by Anna Leon-Guerrero, Sage Publications, 7th edition

Summarize the post .
For each discussion activity, you are responsible for posting a reply to at least to two postings made by your classmates.
After you have made your original post, read some of the posts from your classmates and construct two reply post of 100-150 words that responds to two of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post.
Please note that you will need to make an original post before you can read and respond to your peers’ posts.
Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 100-150 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the readings used, and references used in post below or other outside literature.
Raise additional questions or points of discussion to stimulate further discussion.
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA 7 Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.Taking a role in online discussion.Taking a Role in Online Discussions Below are some roles that anyone in an online discussion can fulfill in order to help move an online discussion forward in productive ways. See if you can determine what role is required in your online discussion and then write a message that takes on that role. Devil’s Advocate • Takes opposing points of view to those currently under discussion Pollinator • Travels to other groups, reads their postings and summarizes points made in other groups not made in home group. Facilitator • Comments on the groups process (e.g. “Perhaps we should all remember to put a subject line in our messages.”) • Encourages others to participate, • Starts a thread or an idea on the topic, if the discussion lags. Summarizer / Discussion Weaver • Summarizes the discussion for the group at specific intervals in 1 or 2 short paragraphs. Usually summarizes twice per week or if the discussion lags • Reminds others about what has already been discussed. • Asks the group what issues have been concluded and what ones are still to be discussed. • Relates ideas in posted messages to one another. Researcher • Assumes responsibility for looking at what is available on the net, journals etc. and brings ideas back to the group. Responder • Replies to others and builds on the ideas of others. This is a role that everyone in the group must perform for every discussion.
POST-1
A variety of data sources break down and try to understand certain trends related to homicides. These sources include Uniform Crime Report Surveys, the Vital Statistics Death Database, and The Homicide Survey. All three of these databases offer crucial insights into homicides, clarifying patterns related to these crimes. While beneficial, each database falls short in certain categories. For example, these databases may miss cases, miss data, or inaccurately gather data. The Uniform Crime Report Surveys, provide a broader explanation of crimes, lacking very detailed information that could be crucial to certain cases. The Uniform Crime Report Surveys also rely on data collected from police. This could result in misclassifications involving facts and data that alter the homicide statistics. Similarly, the Vital Death Database is efficient in collecting and tracking the causes of death. The downside of this database is that it may be delayed, affecting the timeliness and accuracy of certain homicide statistics. While these databases are helpful, their limitations highlight the fact that homicide data may not always be fully accurate (Gabor, 2002). In addition to the three databases mentioned above, various challenges are associated with other aspects of homicide data collection. Language barriers in certain communities may result in inaccurate data and limit the amount of detail individuals who speak another language can provide. The media is another factor that affects the amount of data received in various homicide cases. Certain cases receive less media attention than others, making them less known to the public and communities. This lack of attention may result in less investigation effort, which then leads to less information on the crime being collected. While there are many more factors that affect the collection of homicide data, these two challenges complicate the accuracy and range of gathered information (Gabor, 2002).
ReferencesGabor, T., Hung, K., Mihorean, S., & St-Onge, C. (2002). Canadian homicide rates: A comparison of two data sources. Canadian Journal of Criminology, 44(3), 351–363. https://doi.org/10.3138/cjcrim.44.3.351
POST – 2
Homicide data sources like the Homicide Survey, Vital Statistics Death Database, and media reports provide valuable insights but come with notable limitations. One major issue is missing cases. Some homicides may be misclassified as accidents or suicides, or remain undiscovered, especially when it involves marginalized groups, such as missing and murdered Indigenous women. This creates gaps in the data, hindering our understanding of the full scope of homicides.
Another issue is missing data in reported homicides, particularly in unresolved cases where key details, such as the victim-offender relationship or motive, might be absent. Incomplete data reduces the ability of researchers to identify patterns or fully understand homicide dynamics. Additionally, data accuracy is a concern, with police reports sometimes reflecting outdated or incorrect information if not updated throughout the criminal justice process.
The media plays an increasingly important role in homicide data collection, often providing more social and contextual information than official sources. However, this reliance introduces challenges. Media reports may sensationalize certain cases while neglecting others, particularly those involving minority victims or individuals from lower socio-economic backgrounds, creating potential biases.
Access to official data is another challenge, as researchers often face restrictions from government or law enforcement gatekeepers. Even when accessible, official records may lack updates, making it difficult to track the full legal process of a homicide case.
Additional challenges in homicide data collection arise from various factors that contribute to gaps and discrepancies. Victimizations may go unrecognized as crimes, and psychological stigma or embarrassment can discourage reporting. Victims might also hesitate to involve authorities due to fear or concerns about the consequences, and there may be discretion in how violent crimes are classified and counted. These issues, as noted by Gabor et al. (2002), underscore the complexity of accurately capturing homicide data and highlight the difficulties in addressing underreporting and inconsistencies in crime classification.
In summary, while homicide data is generally reliable, issues like missing cases, data inaccuracies, and selective reporting highlight the need for more comprehensive and standardized data collection to better understand homicide patterns and trends.
References
Gabor, T., Kwing Hung, Milhorean, S., & St-Onge, C. (2002). Canadian homicide rates: A comparison of two data sources. Canadian Journal of Criminology, 44(3), 351–363. https://doi.org/10.3138/cjcrim.44.3.351
Label post -1 as (Emily Terranova)
Post -1 summary reply WRITE in 8-12 lines also add personal opnion it should be personal opnion about other post and also add ceative atttrcative question.Donot use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
THEN WRITE
POST-2
LABEL POST -2 AS (Vihanya Jayatilake)
Post -2 summary reply WRITE in 8-12 lines also add personal opnion it should be personal opinion about other post and also add creative atttrcative question.Donot use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
Grading criteria is
Criteria A+ Discussion Post
Reply
Post
(4-5 points)
All response posts engaged classmates in further dialogue on the topic.
Length guidelines met; writing clear and compelling; poses an engaging and relevant question and/or builds on the ideas from a classmate’s original post OR raises a real-life experience or observation relevant to illustrating or further developing an idea or point in a classmate’s original post.
please start reading instructions mam
and guidelines and you have to answer to this i am proving the grading rubrics everythong write in own words no AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY LINE and each and every word.I Have also attached the grading rubric photo which is in form of image grading rubric is very much important you have to follow each and every instruction very carefully.
only these sources which i have provided you have been provided in post for post1 and rerence for post which are provided only those no out source has to be used.

Summarize the post .
For each discussion activity, you are responsible for posting a reply to at least to two postings made by your classmates.
After you have made your original post, read some of the posts from your classmates and construct two reply post of 100-150 words that responds to two of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post.
Please note that you will need to make an original post before you can read and respond to your peers’ posts.
Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 100-150 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the readings used, and references used in post below or other outside literature.
Raise additional questions or points of discussion to stimulate further discussion.
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA 7 Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.Taking a role in online discussion.Taking a Role in Online Discussions Below are some roles that anyone in an online discussion can fulfill in order to help move an online discussion forward in productive ways. See if you can determine what role is required in your online discussion and then write a message that takes on that role. Devil’s Advocate • Takes opposing points of view to those currently under discussion Pollinator • Travels to other groups, reads their postings and summarizes points made in other groups not made in home group. Facilitator • Comments on the groups process (e.g. “Perhaps we should all remember to put a subject line in our messages.”) • Encourages others to participate, • Starts a thread or an idea on the topic, if the discussion lags. Summarizer / Discussion Weaver • Summarizes the discussion for the group at specific intervals in 1 or 2 short paragraphs. Usually summarizes twice per week or if the discussion lags • Reminds others about what has already been discussed. • Asks the group what issues have been concluded and what ones are still to be discussed. • Relates ideas in posted messages to one another. Researcher • Assumes responsibility for looking at what is available on the net, journals etc. and brings ideas back to the group. Responder • Replies to others and builds on the ideas of others. This is a role that everyone in the group must perform for every discussion.
POST-1
A variety of data sources break down and try to understand certain trends related to homicides. These sources include Uniform Crime Report Surveys, the Vital Statistics Death Database, and The Homicide Survey. All three of these databases offer crucial insights into homicides, clarifying patterns related to these crimes. While beneficial, each database falls short in certain categories. For example, these databases may miss cases, miss data, or inaccurately gather data. The Uniform Crime Report Surveys, provide a broader explanation of crimes, lacking very detailed information that could be crucial to certain cases. The Uniform Crime Report Surveys also rely on data collected from police. This could result in misclassifications involving facts and data that alter the homicide statistics. Similarly, the Vital Death Database is efficient in collecting and tracking the causes of death. The downside of this database is that it may be delayed, affecting the timeliness and accuracy of certain homicide statistics. While these databases are helpful, their limitations highlight the fact that homicide data may not always be fully accurate (Gabor, 2002). In addition to the three databases mentioned above, various challenges are associated with other aspects of homicide data collection. Language barriers in certain communities may result in inaccurate data and limit the amount of detail individuals who speak another language can provide. The media is another factor that affects the amount of data received in various homicide cases. Certain cases receive less media attention than others, making them less known to the public and communities. This lack of attention may result in less investigation effort, which then leads to less information on the crime being collected. While there are many more factors that affect the collection of homicide data, these two challenges complicate the accuracy and range of gathered information (Gabor, 2002).
ReferencesGabor, T., Hung, K., Mihorean, S., & St-Onge, C. (2002). Canadian homicide rates: A comparison of two data sources. Canadian Journal of Criminology, 44(3), 351–363. https://doi.org/10.3138/cjcrim.44.3.351
POST – 2
Homicide data sources like the Homicide Survey, Vital Statistics Death Database, and media reports provide valuable insights but come with notable limitations. One major issue is missing cases. Some homicides may be misclassified as accidents or suicides, or remain undiscovered, especially when it involves marginalized groups, such as missing and murdered Indigenous women. This creates gaps in the data, hindering our understanding of the full scope of homicides.
Another issue is missing data in reported homicides, particularly in unresolved cases where key details, such as the victim-offender relationship or motive, might be absent. Incomplete data reduces the ability of researchers to identify patterns or fully understand homicide dynamics. Additionally, data accuracy is a concern, with police reports sometimes reflecting outdated or incorrect information if not updated throughout the criminal justice process.
The media plays an increasingly important role in homicide data collection, often providing more social and contextual information than official sources. However, this reliance introduces challenges. Media reports may sensationalize certain cases while neglecting others, particularly those involving minority victims or individuals from lower socio-economic backgrounds, creating potential biases.
Access to official data is another challenge, as researchers often face restrictions from government or law enforcement gatekeepers. Even when accessible, official records may lack updates, making it difficult to track the full legal process of a homicide case.
Additional challenges in homicide data collection arise from various factors that contribute to gaps and discrepancies. Victimizations may go unrecognized as crimes, and psychological stigma or embarrassment can discourage reporting. Victims might also hesitate to involve authorities due to fear or concerns about the consequences, and there may be discretion in how violent crimes are classified and counted. These issues, as noted by Gabor et al. (2002), underscore the complexity of accurately capturing homicide data and highlight the difficulties in addressing underreporting and inconsistencies in crime classification.
In summary, while homicide data is generally reliable, issues like missing cases, data inaccuracies, and selective reporting highlight the need for more comprehensive and standardized data collection to better understand homicide patterns and trends.
References
Gabor, T., Kwing Hung, Milhorean, S., & St-Onge, C. (2002). Canadian homicide rates: A comparison of two data sources. Canadian Journal of Criminology, 44(3), 351–363. https://doi.org/10.3138/cjcrim.44.3.351
Label post -1 as (Emily Terranova)
Post -1 summary reply WRITE in 8-12 lines also add personal opnion it should be personal opnion about other post and also add ceative atttrcative question.Donot use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
THEN WRITE
POST-2
LABEL POST -2 AS (Vihanya Jayatilake)
Post -2 summary reply WRITE in 8-12 lines also add personal opnion it should be personal opinion about other post and also add creative atttrcative question.Donot use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
Grading criteria is
Criteria A+ Discussion Post
Reply
Post
(4-5 points)
All response posts engaged classmates in further dialogue on the topic.
Length guidelines met; writing clear and compelling; poses an engaging and relevant question and/or builds on the ideas from a classmate’s original post OR raises a real-life experience or observation relevant to illustrating or further developing an idea or point in a classmate’s original post.
please start reading instructions mam
and guidelines and you have to answer to this i am proving the grading rubrics everythong write in own words no AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY LINE and each and every word.I Have also attached the grading rubric photo which is in form of image grading rubric is very much important you have to follow each and every instruction very carefully.
only these sources which i have provided you have been provided in post for post1 and rerence for post which are provided only those no out source has to be used.

Summarize the post .
For each discussion activity, you are responsible for posting a reply to at least to two postings made by your classmates.
After you have made your original post, read some of the posts from your classmates and construct two reply post of 100-150 words that responds to two of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post.
Please note that you will need to make an original post before you can read and respond to your peers’ posts.
Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 100-150 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the readings used, and references used in post below or other outside literature.
Raise additional questions or points of discussion to stimulate further discussion.
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA 7 Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.Taking a role in online discussion.Taking a Role in Online Discussions Below are some roles that anyone in an online discussion can fulfill in order to help move an online discussion forward in productive ways. See if you can determine what role is required in your online discussion and then write a message that takes on that role. Devil’s Advocate • Takes opposing points of view to those currently under discussion Pollinator • Travels to other groups, reads their postings and summarizes points made in other groups not made in home group. Facilitator • Comments on the groups process (e.g. “Perhaps we should all remember to put a subject line in our messages.”) • Encourages others to participate, • Starts a thread or an idea on the topic, if the discussion lags. Summarizer / Discussion Weaver • Summarizes the discussion for the group at specific intervals in 1 or 2 short paragraphs. Usually summarizes twice per week or if the discussion lags • Reminds others about what has already been discussed. • Asks the group what issues have been concluded and what ones are still to be discussed. • Relates ideas in posted messages to one another. Researcher • Assumes responsibility for looking at what is available on the net, journals etc. and brings ideas back to the group. Responder • Replies to others and builds on the ideas of others. This is a role that everyone in the group must perform for every discussion.
POST-1
A variety of data sources break down and try to understand certain trends related to homicides. These sources include Uniform Crime Report Surveys, the Vital Statistics Death Database, and The Homicide Survey. All three of these databases offer crucial insights into homicides, clarifying patterns related to these crimes. While beneficial, each database falls short in certain categories. For example, these databases may miss cases, miss data, or inaccurately gather data. The Uniform Crime Report Surveys, provide a broader explanation of crimes, lacking very detailed information that could be crucial to certain cases. The Uniform Crime Report Surveys also rely on data collected from police. This could result in misclassifications involving facts and data that alter the homicide statistics. Similarly, the Vital Death Database is efficient in collecting and tracking the causes of death. The downside of this database is that it may be delayed, affecting the timeliness and accuracy of certain homicide statistics. While these databases are helpful, their limitations highlight the fact that homicide data may not always be fully accurate (Gabor, 2002). In addition to the three databases mentioned above, various challenges are associated with other aspects of homicide data collection. Language barriers in certain communities may result in inaccurate data and limit the amount of detail individuals who speak another language can provide. The media is another factor that affects the amount of data received in various homicide cases. Certain cases receive less media attention than others, making them less known to the public and communities. This lack of attention may result in less investigation effort, which then leads to less information on the crime being collected. While there are many more factors that affect the collection of homicide data, these two challenges complicate the accuracy and range of gathered information (Gabor, 2002).
ReferencesGabor, T., Hung, K., Mihorean, S., & St-Onge, C. (2002). Canadian homicide rates: A comparison of two data sources. Canadian Journal of Criminology, 44(3), 351–363. https://doi.org/10.3138/cjcrim.44.3.351
POST – 2
Homicide data sources like the Homicide Survey, Vital Statistics Death Database, and media reports provide valuable insights but come with notable limitations. One major issue is missing cases. Some homicides may be misclassified as accidents or suicides, or remain undiscovered, especially when it involves marginalized groups, such as missing and murdered Indigenous women. This creates gaps in the data, hindering our understanding of the full scope of homicides.
Another issue is missing data in reported homicides, particularly in unresolved cases where key details, such as the victim-offender relationship or motive, might be absent. Incomplete data reduces the ability of researchers to identify patterns or fully understand homicide dynamics. Additionally, data accuracy is a concern, with police reports sometimes reflecting outdated or incorrect information if not updated throughout the criminal justice process.
The media plays an increasingly important role in homicide data collection, often providing more social and contextual information than official sources. However, this reliance introduces challenges. Media reports may sensationalize certain cases while neglecting others, particularly those involving minority victims or individuals from lower socio-economic backgrounds, creating potential biases.
Access to official data is another challenge, as researchers often face restrictions from government or law enforcement gatekeepers. Even when accessible, official records may lack updates, making it difficult to track the full legal process of a homicide case.
Additional challenges in homicide data collection arise from various factors that contribute to gaps and discrepancies. Victimizations may go unrecognized as crimes, and psychological stigma or embarrassment can discourage reporting. Victims might also hesitate to involve authorities due to fear or concerns about the consequences, and there may be discretion in how violent crimes are classified and counted. These issues, as noted by Gabor et al. (2002), underscore the complexity of accurately capturing homicide data and highlight the difficulties in addressing underreporting and inconsistencies in crime classification.
In summary, while homicide data is generally reliable, issues like missing cases, data inaccuracies, and selective reporting highlight the need for more comprehensive and standardized data collection to better understand homicide patterns and trends.
References
Gabor, T., Kwing Hung, Milhorean, S., & St-Onge, C. (2002). Canadian homicide rates: A comparison of two data sources. Canadian Journal of Criminology, 44(3), 351–363. https://doi.org/10.3138/cjcrim.44.3.351
Label post -1 as (Emily Terranova)
Post -1 summary reply WRITE in 8-12 lines also add personal opnion it should be personal opnion about other post and also add ceative atttrcative question.Donot use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
THEN WRITE
POST-2
LABEL POST -2 AS (Vihanya Jayatilake)
Post -2 summary reply WRITE in 8-12 lines also add personal opnion it should be personal opinion about other post and also add creative atttrcative question.Donot use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
Grading criteria is
Criteria A+ Discussion Post
Reply
Post
(4-5 points)
All response posts engaged classmates in further dialogue on the topic.
Length guidelines met; writing clear and compelling; poses an engaging and relevant question and/or builds on the ideas from a classmate’s original post OR raises a real-life experience or observation relevant to illustrating or further developing an idea or point in a classmate’s original post.
please start reading instructions mam
and guidelines and you have to answer to this i am proving the grading rubrics everythong write in own words no AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY LINE and each and every word.I Have also attached the grading rubric photo which is in form of image grading rubric is very much important you have to follow each and every instruction very carefully.
only these sources which i have provided you have been provided in post for post1 and rerence for post which are provided only those no out source has to be used.

APA format
APA citations
minimum 2 pages
minimum two scholarly sources
rubric is in the document attached
first fill out the table in the document attached then the two page report
Appendix A is for the table, Appendix B is for the report
the document attached has a layout of all directions and the table
To begin, use the Virtual Library and other scholarly sources to research Kilmann’s Five Responses to Conflict Situations (Competing, Accommodating, Avoiding, Collaborating, and Compromising).
Using the information, you have learned from class and from your own research, complete the table in the template in Appendix A of this document (pages 4 and 5). For each row in the table, provide a description/definition of the response to conflict, as well as at least one “pro” and at least one “con.”
Once you have completed the table, read the case study in Appendix B of this document (page 6). You will then write a two-page narrative. The narrative will describe the main conflict seen in the case study and will apply the possible responses to conflict to the case study. Citations for at least two outside scholarly resources (and a reference section) must be included as part of your paper.

Summarize the post .
For each discussion activity, you are responsible for posting a reply to at least to two postings made by your classmates.
After you have made your original post, read some of the posts from your classmates and construct two reply post of 100-150 words that responds to two of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post.
Please note that you will need to make an original post before you can read and respond to your peers’ posts.
Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 100-150 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the readings used, and references used in post below or other outside literature.
Raise additional questions or points of discussion to stimulate further discussion.
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA 7 Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.Taking a role in online discussion.Taking a Role in Online Discussions Below are some roles that anyone in an online discussion can fulfill in order to help move an online discussion forward in productive ways. See if you can determine what role is required in your online discussion and then write a message that takes on that role. Devil’s Advocate • Takes opposing points of view to those currently under discussion Pollinator • Travels to other groups, reads their postings and summarizes points made in other groups not made in home group. Facilitator • Comments on the groups process (e.g. “Perhaps we should all remember to put a subject line in our messages.”) • Encourages others to participate, • Starts a thread or an idea on the topic, if the discussion lags. Summarizer / Discussion Weaver • Summarizes the discussion for the group at specific intervals in 1 or 2 short paragraphs. Usually summarizes twice per week or if the discussion lags • Reminds others about what has already been discussed. • Asks the group what issues have been concluded and what ones are still to be discussed. • Relates ideas in posted messages to one another. Researcher • Assumes responsibility for looking at what is available on the net, journals etc. and brings ideas back to the group. Responder • Replies to others and builds on the ideas of others. This is a role that everyone in the group must perform for every discussion.
POST

Summarize the post .
For each discussion activity, you are responsible for posting a reply to at least to two postings made by your classmates.
After you have made your original post, read some of the posts from your classmates and construct two reply post of 100-150 words that responds to two of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post.
Please note that you will need to make an original post before you can read and respond to your peers’ posts.
Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 100-150 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the readings used, and references used in post below or other outside literature.
Raise additional questions or points of discussion to stimulate further discussion.
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA 7 Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.Taking a role in online discussion.Taking a Role in Online Discussions Below are some roles that anyone in an online discussion can fulfill in order to help move an online discussion forward in productive ways. See if you can determine what role is required in your online discussion and then write a message that takes on that role. Devil’s Advocate • Takes opposing points of view to those currently under discussion Pollinator • Travels to other groups, reads their postings and summarizes points made in other groups not made in home group. Facilitator • Comments on the groups process (e.g. “Perhaps we should all remember to put a subject line in our messages.”) • Encourages others to participate, • Starts a thread or an idea on the topic, if the discussion lags. Summarizer / Discussion Weaver • Summarizes the discussion for the group at specific intervals in 1 or 2 short paragraphs. Usually summarizes twice per week or if the discussion lags • Reminds others about what has already been discussed. • Asks the group what issues have been concluded and what ones are still to be discussed. • Relates ideas in posted messages to one another. Researcher • Assumes responsibility for looking at what is available on the net, journals etc. and brings ideas back to the group. Responder • Replies to others and builds on the ideas of others. This is a role that everyone in the group must perform for every discussion.
POST

Instructions:
After going through each and every reading in detail these are readings which are below i have provided pdf
write an original post of 250-300 words that conveys your thoughts about the following question:
The Unit 02 Discussion is based on the following required resources:
Based on your understanding and knowledge of the strengths and weaknesses of some of the data sources used to study homicide, in the Unit 02 Research Discussion area, share your thoughts about the question below with other students. You should read and comment on views of two or more of your classmates.
DISUCSIION QUESTION:
What are the limitations of some of the data sources discussed in this unit? What are some of the other challenges that might occur when collecting information on homicide that may not have been identified here?
In this course, our discussions are what we describe as ‘asynchronous’; that is, students discuss an assigned question, exchanging ideas related to this question at varying points each week. A key benefit of asynchronous online discussions is that students can participate whenever it is most convenient (although see grading rubric about timing of posts below) and can think about the weekly discussion questions before participating. In this way, students often feel better prepared as they have read and engaged with the course materials before participating (which is also one of the important aspects discussed in the grading rubric below).
The purpose of the discussion forums is to have students engage with course material and then demonstrate their understanding of course materials by expressing/explaining an idea, responding to other group members’ ideas, and/or developing a thread of ideas together as a group. In this way, students learn from the instructor, the course materials, and each other. It further provides students with ongoing opportunities to review, reflect upon, and apply new knowledge such as concepts, theories, or research findings. This will help when students are working on their two major writing assignments for this course which also requires knowledge of and engagement with course materials.
There will be diverse perspectives and that is o.k. However, all students must strive to be constructive and considerate if they disagree with any of their group members. It is okay to challenge and disagree with each other but only if it is done in a respectful manner.
Note: There is no single ‘right answer’ and the approach you describe need not reflect all of the tactics! The goal here is to generate discussion and share ideas about how best to engage in challenging conversations about climate change.
After you have made your original post, read some of the posts from your classmates and construct one reply post of 100-150 words that responds to one of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post.
Please note that you will need to make an original post before you can read and respond to your peers’ posts
¨write in 260 words. follow proper guidelines as given in beginning. Use AP7 STYLE OWL PURDE. Provide reference.
Write in on own words.
¨Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 250-300 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the video and docx provided and other outside literature.
Raise additional questions or points of discussion to stimulate further discussion
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.
PREPARING TO WRITE1. Read assigned material—critically—and take notes as you read: Who wrote this material (a respected expert? an activist with a specific aim or belief?) Do they have any possible biases? Are studies reliable and valid? (What kind of research was performed?) When was this material written? Are the definitions/conditions/opinions described still accur vant? ate/rele Is an opinion expressed? How might someone disagree? How does this material relate to other concepts and theories you are studying? (Remember, instructors choose readings with a plan in mind—try to imagine why they have assigned this reading) Does the article complement other things you have learned? Is it in opposition? 2. Read and understand the discussion question or topic provided by your instructor • What are you asked to do? (Formulate an opinion? Respond to a question? Explain a concept or theory?) • How are you asked to do this? What kind of information are you expected to include (e.g., supporting quotations or references, examples, etc.) Do you need to bring in outside research? 3. Sort out the finer details • Is there a word maximum? Minimum? (Most posts will be 1‐2 paragraphs maximum). • How many times are you expected to post? (Find out if you are required to post a certain number of times per question, per week, etc.) • How much of your grade is this component worth? Each post? Budget your time accordinglyAre you expected to respond to other students’ posts? What proportion of original posts versus responses are you asked to provide?INITIAL POSTS – An initial post is a response to the original question presented by the course instructor, or the opening post on a particular topic (i.e., not responding to other students’ posts). Consider each post a “mini‐thesis,” in which you state a position and provide support for it. If you are responding to a question, be sure to 1. Take a position: Provide a clear answer to the question (incorporate some of the wording of the question in your answer if possible). 2. Offer a reasoned argument: Provide an explanation for your point of view, and use evidence from your text, notes, or outside research (where appropriate) to support your point. 3. Stay focused: End with a summary comment to explain the connection between your evidence and the question (how your evidence proves your point). Your post might also introduce a question or idea that others can follow up on. But make sure you have answered the question first!
Discussion Grading Rubric:
Discusssion Marking rubric.
A+ Discussion Post A+
CriteriaExcellent16 – 20 points
Posted early and continued toTimeliness make contributions throughout each week.
PostsQuantity of Posted more than three times each week.
Posts
Overall Score
Level 5
All original posts were directly related to the question, were thoughtful, and includedQuality of references to the course readings.All response posts engaged classmates in further dialogue on the topic.
48 and above
Original Initial Post(8-10 points) Length guidelines met.
writing is clear and engaging; approach clearly described, including tactics it would reflect.approach connected to/rationalized in terms of QUESTION:What are the limitations of some of the data sources discussed in this unit? What are some of the other challenges that might occur when collecting information on homicide that may not have been identified here? Start a New Thread
It should contain no spelling errors and typos
READINGS which have to be used
Resources and link which has to be used are five pdf which have to be analsyed and use proeprly.
NO OTHER SOURCE HAS TO BE USED ONLY these readings has to be used .
No outsource has to be used.
First you have go through these readings and
First you have go through these readings and
Readings are as follows:
I have attached the pdf in order
READING:1 Department of Justice, Justice Laws Website. Homicide, Sections 222-240 of the Criminal Code of Canada (R.S.C., 1985, c. C-46)
https://laws-lois.justice.gc.ca/eng/acts/C-46/page..
READING:2 Handbook of Homicide. Homicide in Canada [Read pages 348-349]
Dawson, M.
READING:3 Canadian Journal of Criminology. Canadian homicide rates: A comparison of two data sources
Gabor, T., Hung, K., Mihoren, S., St. Onge, C.
READING:4Homicide Studies. Shooting for Accuracy: Comparing Data Sources on Mass Murder
Huff-Corzine, L., J.C. McCutcheon, et al.
READING :5United Nations. Methodological Annex : Global Study on Homicide 2019
United Nations Office on Drugs and Crime
Reading6:
Unit 02 Definitions of Homicide
A common class discussion activity in introductory courses on crime and deviance is to have students describe what they perceive to be the most serious types of crime. As you can guess, homicide always tops the list. This means that homicide is most often perceived as a ‘consensus crime’— perceived as an objective phenomenon, which all members of society believe is wrong, harmful or criminal.Students are then asked, “Well, that means that you think a person should be charged with homicide, if…” and different scenarios are provided. At this point, what typically happens is that, depending on the scenario, some of the class will think that a killing is criminal and should be punished, whereas others will not, depending on various factors. This means that homicide may also be a ‘conflict crime’ — perceived as a subjective phenomenon, which only some members of society believe is wrong, harmful or criminal, depending on the circumstances.The first objective of this unit is to begin to understand what we mean by the term ‘homicide’ and to learn the differences between legal and social definitions because, as is evident from above, homicide, like any other crime or social behaviour, can be defined as an objective or subjective phenomenon.Many members of society view homicide as an objective social fact that can be identified through criteria set out in Sections 222 through 240 of the Criminal Code of Canada (CCC). To review, please go to the Criminal Code of Canada and find these sections related to homicide. Then go to the section ‘Legal Framework’ on page 348-349 in your first required reading which is a chapter I wrote for an international collection called The Handbook on Homicide. Here I briefly describe the legal definitions of homicide in the Canadian context which should help you understand the sections in the CCC in a more accessible manner. At this point, you should understand and be able to describe the differences between culpable and non-culpable homicide as well as the types of culpable homicide in Canada.Compare this to the definition used by the United Nations Office on Drugs and Crime (UNODC) for the Global Study on Homicide which focuses on ‘intentional homicide’ as: Homicide is defined as “unlawful death inflicted upon a person with the intent to cause death or serious injury”. This statistical definition contains three elements that characterize the killing of a person as “intentional homicide” (UNODC, 2018: i):Causing the death of a person (objective criterion)
Intentionality (subjective criterion)
Unlawfulness (legal criterion)
For recording purposes, all killings that meet the criteria listed above are to be considered intentional homicides, irrespective of definitions provided by national legislations or practices. And, according to this definition, the following nine categories should explicitly be included in the count of victims of intentional homicide (UNODC, 2019: XIV):Honour killing
Serious assault leading to death
Death as a result of terrorist offences
Dowry-related killing
Femicide
Infanticide
Voluntary manslaughter
Extrajudicial killing
Killing caused by excessive use of force by law enforcement/state officials
Dig DeeperFor those who wish to read further, see the Methodological Anex to The Global Study on Homicide 2019 (United Nations Office on Drugs and Crime, 2019).
In contrast to the above more legal definitions, which are perceived as objective, others argue that homicide and its severity is more subjective, meaning that the lines between criminal and non-criminal homicide (or culpable and non-culpable as you just learned) are not always clear, are often socially constructed, and are defined more often in the social, rather than the legal, context. Furthermore, as is often the case with crime, it has been argued that what is defined as criminal is relative across time and space. For example, a killing may be defined as a culpable homicide in one country or time period, but not defined as such in another country or time period. It may also be that there is such disagreement over whether a death was a homicide that a third party must step in and hear the facts to make this determination.This occurred in the death of Ashley Smith, who died while in custody at the Grand Valley Institution for Women in Kitchener and became the subject of an inquest by the Office of the Chief Coroner of Ontario as discussed in the following Toronto Star report: Vincent, D. and Zlomislic, D. (Dec. 19, 2013). Ashley Smith inquest: Death a homicide, jury rules.Academics and researchers, including sociological criminologists, often focus on homicide as a social, rather than a legal, phenomenon. You will see throughout the readings and this course that the victim-perpetrator relationship is often a crucial element when defining the social type of homicide. In the coming weeks, building on the legal definitions of homicide introduced here, we will examine these varying social types of homicide to learn how they differ with respect to their characteristics and explanations as well as in the social and legal responses to such acts.
Reading 7:
Data Sources on Homicide
Web Page
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reading:8
Strengths and Weaknesses of Homicide Data Sources
Web Page
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Discussion question:
After reviewing these resources, turn to the questions below:What factors do you think make a homicide more serious and why?
What makes a homicide less serious and why?
No any other outside source has to be used.I have also attached the grading rubric photo.
very very important instructions.
please start reading instructions mam
and guidelines and you have to answer to this i am proving the grading rubrics everythong write in own words no AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY LINE and each and every word.I Have also attached the grading rubric photo which is in form of image grading rubric is very much important you have to follow each and every instruction very carefully.
only these sources which i have provided you have to use.I have also attached the grading rubric photo.

For each of the ten weeks you choose to submit notes, you will select one reading and compile notes for that reading. You are still required to read the other reading selections of the week. Each of the points need to be written in complete sentences, and each main point and each question should be between 2-4 complete sentences per point. Feel free to use bullet points to answer each question the following information using this format: -At the top right of the paper, include your Name, Week #, and Date (single spaced) -Your reading notes should be no more than 1 page -12pt font, Times New Roman, 1 inch margins Please include the following: Author(s) name: Title of reading/article/chapter: Year published: Name of publication: In your own words, what are 3 main points of the reading? Which components of this reading stand out in your mind? Feel free to include short quotes and reflect on it. Two discussion questions (open-ended, not yes or no)

This week we have seen an award winning documentary, read news coverage of a union strike, and heard a staple song of the labor movement. For this assignment, you are tasked with seeking out another representation of a social movement of your choosing and assessing its message about the movement it depicts. This could be a film, song, website, social media profile, documentary, TV show or series, podcast, or news media, whatever you like. In your assessment, you should include: – a description of the source. Include a link, if possible. – what you learned about the movement from this source? – what is the function of this source? Is it informational? Entertainment? Motivational or encouraging people to support or join the movement? – what sort of message does this source send about the social movement? Is it positive or negative? Is it informative or biased in some way? Is it supportive of the movement? How is this conveyed or accomplished? Be specific. – assess this piece sociologically. Do you see connections to our previous readings or discussio of theory? For example, do you see some connection to our discussion of charismatic authority? 1-2 pages, double spaced. Any citation should be in APA format.