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 03 Discussion is based on the following required reading:
Juristat: Homicide in Canada, 2022. Statistics Canada Catalogue no. 85-002-X.DISCUSSION QUESTION: In the Unit 03 Discussion area, after reading Homicide in Canada, 2022, discuss if any of the trends and patterns surprised you. If so, why? If not, why not?
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+ 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. 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:In the Unit 03 Discussion area, after reading Homicide in Canada, 2022, discuss if any of the trends and patterns surprised you. If so, why? If not, why not? 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 IntroductionImagine you’re at a social gathering and you want to impress others with your knowledge of homicide, what can you tell them? This unit will provide you with some key kernels of knowledge about homicide that will be expanded upon as we proceed through the course. Pick any of the facts that you will learn in this unit— the ones you find most interesting— and give it a go. You know you’ve always wanted to!In the previous unit, we discussed some of the key data sources available to examine homicide and we learned about some of the strengths and limitations of these data. The objective of this unit is to describe what we know about Canadian national, provincial, and territorial trends and patterns in homicide victimization and offending. As part of doing so, we will learn more about what we learned to be the primary data source on homicide in this country, Statistics Canada’s Homicide Survey. We will examine key demographic factors or variables (e.g. gender, victim-perpetrator relationship, age) as well as situational or incident characteristics (e.g. cause of death, motive) that may be associated with offending and victimization patterns. We will compare our situation to international trends and patterns. The primary questions to be addressed are: (1) What does the distribution of homicide look like in this country; and, (2) How do we compare to other countries?However, it is also important to locate our own situation in the global context given that homicide is often used as a social barometer to determine and compare rates of violence more generally across countries, often focusing in detail on specific types of homicide. These cross-national examinations help countries identify similarities and differences in the incidence in and prevalence of homicide as well as possible prevention initiatives. For example, in 2008, I was invited to provide a keynote address at the First International Conference on Homicide, which occurred in Australia in 2008, and at a second international gathering, more recently, in 2014. Below, in Examining Homicide Using an International Lens, I discuss the benefits of examining homicide in the global context. Professor Dawson’s Story: Examining Homicide Using an International LensWhile cross-national comparisons in homicide trends and patterns are often made by governments, academics, and the media, it was not until December 2008 that the first International Conference on Homicide was held and hosted by the Australian Institute of Criminology in Surfer’s Paradise (yes, that was actually the name of the city and, YES, it was paradise), Queensland, Australia. I was invited to deliver a keynote address that highlighted some of my research in this area as well as to discuss what the impact has been of three decades of social and public policy change on the prevalence and incidence of intimate partner and domestic homicide in Canada (check out the story Homicide Expert Goes International ) on page 7 of Portico.The goal of the conference was to bring together those who have been and are affected by homicide, as well as those who respond to homicide, including victims, police and court officials, as well as researchers, academics, government and public policy makers. In short, it was an important opportunity to learn about international and national developments in research, policy and prevention initiatives. About 400 people attended from various countries and regions, including New Zealand, the United Kingdom, South Africa, the West Indies, the United States, Canada, Papua New Guinea, the Netherlands, and, of course, Australia.What I’ve always known but became even more apparent to me at this inaugural conference is that while we often compare our situation in Canada with that of the United States (because of proximity more than anything else), we have more in common with other countries, such as Australia and the United Kingdom, both in terms of country characteristics as well as in the characteristics of homicide. And, as we will learn, the United States is somewhat of an anomaly internationally when it comes to homicide and there are various explanations which will be touched on throughout the course. More recently, in 2014, I was invited to provide a keynote at a second international conference on homicide, also held in Queensland, Australia, and hosted by Griffith University, entitled “Homicide: Precursors and Prevention.”It is not required, but if you're interested, take the time to read through some of the titles to see if there are any that interest you and listen to some excerpts. Alternatively, you can download the keynote papers by accessing the Domestic-Related Homicide: Keynote Papers (if you’re only interested in the Canadian situation, go to page 92).Topics covered in this unit include:Canadian Trends in Homicide International Trends in Homicide Groups Disproportionately Affected by HomicideLearning OutcomesBy the end of this unit, you should be able to:Describe national, provincial, and territorial patterns in homicide in Canada; Explain international patterns in homicide; Identify and describe groups disproportionately affected by homicide; and Assess how our nation’s patterns are similar to or different from other parts of the world.Canadian Trends in HomicideBeing new to this topic, it is important to first understand our own situation and experiences with homicide. To give you a broad overview of homicide in Canada, you should first finish reading my chapter, Homicide in Canada, to which you were introduced in the previous unit. In this chapter, I describe some of the historical and contemporary trends in homicide in Canada. We also learn about some of the key sociodemographic characteristics of victims and perpetrators as well as situational characteristics of the homicides. You will be introduced to some theoretical explanations that have been used to explain homicide patterns in the Canadian context which will be expanded on in subsequent units. You will also learn what is known about our criminal justice responses to homicide, an issue we will come back to in more detail towards the end of the course.The Homicide in Canada chapter is an important source of information about trends and patterns in homicide in our country and a concise introduction to some of the issues we will cover in this course. However, to be really informed about homicide and its prevention, we often need to know what is happening from year to year as well. To that end, we will begin to familiarize ourselves with an annual publication produced by the Canadian Centre for Justice Statistics, a branch of Statistics Canada, using data collected through the Homicide Survey since 1961, a data source introduced in the previous unit.You can access this?Juristat?series online for information on homicides from 1995 to 2022. Throughout the coming weeks, we will draw your attention to various issues in this series.For this unit, you are only required to read the most recent publication,?Homicide in Canada, 2022? on Ares, which can also be found at the Statistics Canada page,?Homicide in Canada, 2022.When reading?Homicide in Canada, 2022,?please note?that the goal is to understand the trends and patterns in homicide not the actual statistics (e.g., raw numbers, rates, etc.)?unless?they are flagged as important, which may occur from time to time.While it may be interesting to know that only two homicides occurred in Guelph in 2022 (see page 8), this is not crucial information required to be an informed member of the public (so would not be an exam question, either!).. You would also not be expected to remember the exact percentage of male and female homicide victims in 2022, but you would be expected to know that males are typically killed more often than females albeit in different circumstances and what those different circumstances are. You would also be expected to know that regardless of the sex of the victim, males are the majority of accused. Both these patterns are also discussed in the?Homicide in Canada?chapter. As another example, you would not be asked to remember what the homicide rate was in Nunavut in 2022, but you would be expected to know that homicide rates continue to be higher in the western and northern parts of the country – a trend also discussed in the?Homicide in Canada?chapter.Numbers, rates, or percentages will change from year to year whereas trends and patterns typically cover longer periods of time and change less often. Therefore, it is the trends and patterns that researchers typically focus upon to develop homicide prevention initiatives and they are most important for informed members of the public as well.Recall that we have underscored how much of our common knowledge about homicide comes from movies, television dramas, true crime stories and news content. It’s important to note that much of this content originates from the United States and this impacts our knowledge about homicide in Canada or what we think we know. As such, it should come as no surprise that there are common misunderstandings about homicide and homicide law in the Canadian context. These misunderstandings arise because we believe our situation is the same as our neighbors south of the border. Even within academia, most homicide textbooks are U.S. based, drawing primarily from research conducted in that country (which is why there is no textbook assigned to this course), so there is little information out there to combat these misunderstandings.Why is there so much focus in the U.S. on violent crime and homicide?It is likely due, in part, to the fact that the United States does have one of the highest homicide rates in the Westernized world (see chart, p. 346, Homicide in Canada chapter). As a result, the large body of research conducted there may stem from their desire to understand why this is the case, with the goal of reducing or preventing homicide in their country. It may also be that U.S. researchers have access to various data sources from which to conduct research on homicide. In contrast, what we know about our situation in Canada draws primarily from annual reports published by Statistics Canada using data that are not being made widely available to researchers. However, you should also notice in the chart provided that our rates are higher than many other countries so homicide prevention should also be a priority concern for Canadians as well.International Trends in HomicideNow that you know about homicide in your own country, what do homicide trends and patterns look like internationally? In the preceding unit, you were introduced to the UNODC?Global Study on Homicide 2019. To provide some background, this UNODC global study on homicide initiative was motivated, in part, by the recognition that “the provision of analytical tools for monitoring trends and patterns of homicide plays a vital role in increasing the capacity of national authorities and the international community to understand and respond adequately to intentional homicide.” The development of the UNODC Homicide Statistics dataset and the related publications helps move us in this direction. While more recent reports have been released with 2023 being the latest, the 2019 publication remains one of the most in-depth in terms of its analyses and trends and patterns have changed little over this period. For example, there are separate booklets on the following topics:Homicide: Extent, patterns, trends and criminal justice response Understanding homicide: Typologies, demographic factors, mechanisms and contributors Homicide, development, and the Sustainable Development Goals Gender-related killing of women and girls Killing of children and young adults.As you read the UNODC Executive Summary, a required reading for this unit, you will notice that trends and patterns are largely compared by world regions, including Africa, the Americas (which includes Canada), Asia, Europe and Oceania.As you read, remember it is the significant trends and patterns that you are interested in and not specific numbers and percentages. You will want to note the following:What regions or countries have the largest numbers or rates of homicides? Put another way, what countries have the highest risk of becoming a victim of homicide? What is the distribution of homicide by region, sex, and age group? Does the context surrounding the homicide vary by any of the victim and/or perpetrator characteristics or the relationship they shared? What is the relationship between urban areas and homicide? 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).What is the role of guns and/or gangs in the risk of homicide? What is the overall trend in global homicide? What are some long-term trends that were noteworthy? What are some international risk factors or drivers for homicide? What is the validity of some common theories to explain trends and patterns in homicide?Again, while this required reading may seem overwhelming, remember it is the key points that you want to take away, so focus on the headings and subheadings and what they are telling you about global trends and patterns. Understanding these global trends are important to understanding our situation in Canada and how we compare to other countries or world regions – the focus of your first assignment.Groups Disproportionately Affected by HomicideSo far, this unit has provided you with an in-depth look at what we know about homicide both in Canada and at the global level. The required readings also began to highlight some groups that may be at greater risk of homicide victimization and perpetration (based on their sex/gender, age, where they live, victim-perpetrator relationship, and so on).Our focus has so far been more on demographic factors that make some individuals or groups more at risk than others, but an individual’s occupation can also impact this risk, as shown in Textbox 2 and Text table 1 from Homicide in Canada, 2011. As you can see, the most at-risk groups are taxi drivers, followed by police officers. You will also note that the next highest at-risk group are jewelers with a rate of 2.4 per 100,000. When you look at how many homicides occurred between 1997 and 2011, however, you will see that there were only two such homicides, so why is this occupation deemed to be high-risk? It is because we need to consider how many homicides occurred in relation to the number of individuals that comprised the population at risk.For example, if there were 10 jewelers in Canada and 2 of them were killed in 2012 (or one in five), you can see that their risk would be far greater than that of janitors, if there were 100 janitors in the country and 10 were killed in 2012 (or one in 10). Therefore, in order to accurately compare the homicide risk of specific groups, rates are used and calculated as follows:H/(P/100,000) where H is the number of homicides and P is the population at risk.We will learn much more about at-risk groups and/or individuals in the coming weeks, but it is important to understand now that many of these characteristics often work together to increase one’s risk of homicide perpetration or victimization and the concept of intersectionality as explained by Kimberlé Crenshaw in the Ted Talk below is useful to help explain how this works.Kimberlé Crenshaw: Ted Talk on The urgency of intersectionality:After watching this video, think about other social identities that may interact to increase one’s risk of homicide perpetration or victimization. In Canada, for example, there has been consistent overrepresentation of Indigenous peoples (including First Nations, Métis, and Inuit) as victims of homicide (see bar chart, p. 352, in Homicide in Canada chapter). In particular, the situation surrounding missing and murdered Indigenous women and girls has garnered much attention in the past several years as discussed in Box 20.1 on page 353 in the Homicide in Canada chapter.The repeated calls for a national inquiry discussed there came to fruition and, in June 2019, the findings of the National Inquiry into Missing and Murdered Indigenous Women and Girls, Reclaiming Power and Place, were released. While this is an extensive publication, and not a required reading, I include it as a supplementary reading here for your review if interested given it represents a crucial examination of the way in which the human rights of Indigenous women and girls have been abused for decades. We will come back to this issue periodically throughout the course. Reading -2 Juristat. Homicide in Canada, 2022. Catalogue no. 85-002-X. [Gov't publication, infographic] READING-3 The Daily. Juristat: Homicide in Canada, 2022. Statistics Canada Catalogue no. 85-002-X. [Gov't publication READING -4 Juristat. Canadian Centre for Justice Statistics. Homicides related to Occupation (no. 85-002-X) READING-5 Global Study on Homicide, 2019 [READ ONLY pp.11-34 in Executive Summary, Booklet 1] READING-6 Urgency of Intersectionality Crenshaw, K. LINK FOR VIDEO FOR READING -6 READING -6 IS A VEDIO After reviewing these resources, turn to the questions below:DISCUSSION QUESTION: In the Unit 03 Discussion area, after reading Homicide in Canada, 2022, discuss if any of the trends and patterns surprised you. If so, why? If not, why not?