"'"SOCIOLOGY DISCUSSION NO -8 WEEK ORIGINAL INITIAL DISCUSSION POST. 28th october 202""

Post ID: 3264161

Instructions:

After going through each and every reading in detail these are readings which are below I have provided pdf

write an original initial discussion post of 250-300 words that conveys your thoughts about the following question:

The Unit 08 Research Discussion is based on the following required readings:

There are three required readings for this activity:

Heide, Kathleen. 2017. Parricide Encapsulated. Chapter 12 (pp. 197-212) in The Handbook of Homicide. Wiley Blackwell. [Video accompanies this article]
University of South Florida. (Jan 8, 2013). Understanding Parricide | Kathleen M. Heide. Retrieved from https://youtu.be/YZQcZ2SOwQI
Dawson, M. 2015. Canadian trends in filicide by gender of the accused, 1961-2011. Child Abuse & Neglect 47: 162-174.

DISCUSSION QUESTION: In Units 04 and 05, we covered multiple theoretical perspectives that might explain why someone kills another human being. Think about why some children kill or why adults will children, especially their parents/guardians.

What theories comes to mind in understanding how these homicides evolve?
Are there any commonalities in the explanations for both why children kill and are killed? What is the source of these commonalities?
Discuss some prevention initiatives that you feel would address children who kill or parents who kill their children?

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+

Criteria	Excellent16 - 20 points
	Posted early and continued toTimeliness make contributions throughout each week.
Posts	Quantity 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 08 Discussion area , after reading DISCUSSION QUESTION: In Units 04 and 05, we covered multiple theoretical perspectives that might explain why someone kills another human being. Think about why some children kill or why adults will children, especially their parents/guardians.

1.What theories comes to mind in understanding how these homicides evolve?

2.Are there any commonalities in the explanations for both why children kill and are killed? What is the source of these commonalities?

3.Discuss some prevention initiatives that you feel would address children who kill or parents who kill their children?

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.
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 04 Discussion area , after reading For this activity, ask two of your friends or family members how they would explain what leads an individual to kill another individual. What theories or explanations appear to underscore their views? How might their view relate to their age, gender, and where they live?
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 Heide, Kathleen. 2017. Parricide Encapsulated. Chapter 12 (pp. 197-212) in The Handbook of Homicide. Wiley Blackwell. [See also the video, Understanding Parricide, that accompanies this article]

READING:2 has only this video which you have to analyse https://www.youtube.com/watch?v=YZQcZ2SOwQI) (University of South Florida. (Jan 8, 2013). Understanding Parricide | Kathleen M. Heide.)

READING:3 Dawson, M. 2015. Canadian trends in filicide by gender of the accused, 1961-2011. Child Abuse & Neglect 47: 162-174.
Reading : 4 Woodworth, Michael, Ava D. Agar, and Richard B.A. Coupland. 2013.Characteristics of Canadian youth-perpetrated homicides. Criminal Justice and Behavior 40(9): 1009-1026. [journal article]

READING:5 ( reference for this one should be https://courselink.uoguelph.ca/d2l/le/content/893208/viewContent/3823512/View ) Unit 08 Introduction and Learning Outcomes

Unit 08 Introduction and Learning Outcomes:

When children are killed or become killers, society reacts. You need only to pick up a newspaper or watch the news on television after a child goes missing or has been killed to see the shock and horror that is elicited by these crimes. In fact, the gut reaction of the community often appears to be stronger than that for any other type of killing, and specifically killings of adults. This likely occurs because children are typically perceived as society’s most vulnerable group, as well as its most valuable resource, thus, requiring society’s protection. However, when a child becomes a killer, society’s reaction is equally strong because children are also perceived to be our future and, if they are becoming more violent, what does that say about our future society? This unit looks at children as perpetrators and victims of homicide.

Introduction

Topics covered in this unit include:

Children Who Kill
Killing Children

Childre Who Kill:

Children do not often kill, but the number of those who do depends on how we define a ‘child’. In Homicide in Canada, 2018, for example, we know that 37 youth aged 12 to 17 years were accused of homicide, accounting for seven percent of all accused that year (p. 15). And, according to Homicide in Canada, 2013, only seven children under the age of 12 have been accused of homicide since 2003. Given that there is no further mention of children less than 12 years old accused of homicide since then, it is likely that there have been no others. It is important to note, though, that those less than 12 years old cannot be held criminally responsible for homicide or any other criminal offence in Canada (see Criminal Code, R.S.C. 1985, c.C-34, s.13).

Focusing on the seven percent of all accused that were youth (12 years and older, but less than 18) in 2018, we see that the proportion is slightly lower than previous years as well as the previous 10-year average. In short, despite the common belief that youth are becoming more violent, these patterns show this is not the case, at least with respect to homicide.

Given that cases of children aged 12 years or less who kill are quite rare, then, this unit focuses on homicides by youth aged 12 to 17 years. The first required reading by Woodworth et al. (2013) focuses on the characteristics of such homicides in the Canadian context using a sample of 105 Canadian youth homicide offenders. When reading, pay attention to the findings of their study with respect to the characteristics of these events. For example:

What was the most common age of youth homicide perpetrators?
Are weapons frequently used in youth-perpetrated homicides? What is the most common weapon used by youth who kill? Were there differences in weapon use across age of youth?
What was the most common victim-perpetrator relationship in youth-perpetrated homicide? Did this vary across the two time periods discussed in the study?
Did the study find that youth-perpetrated homicides most often involved one or more than one accused?
What were the most common motivations for youth who kill? How often did youth-perpetrated homicides involve other crimes?
Does the characteristic of youth-perpetrated homicide vary across the four victim-perpetrator relationships examined?
Do youth-perpetrated homicides vary by gender of the victim and the accused?
Do they vary by race/ethnicity of the victim and the accused?

The second required reading is a short piece by one of the most well-known researchers in the study of children who kill: Dr. Kathleen Heide from the University of South Florida. She is also a long-time member of the Homicide Research Working Group and has spent a large part of her career focusing on children who kill in a variety of contexts and, most recently, in cases of parricide – children who kill their parents or guardians. Once you read the article on parricide, watch the video below on Understanding Parricide from Dr. Heide.

This video is very very importnat you have tpo analsyse and use this video:

University of South Florida. (Jan 8, 2013). Understanding Parricide | Kathleen M. Heide. Retrieved from https://youtu.be/YZQcZ2SOwQI

University of South Florida. (Jan 8, 2013). Understanding Parricide | Kathleen M. Heide. Retrieved from https://youtu.be/YZQcZ2SOwQI

Dig Deeper

Despite the fact that it is rare for children to kill, when they do, it is common for ‘true-crime’ books to be published on these cases. Below is a list of three Canadian true-crime stories of children who kill. They are not required, but are interesting, more in-depth cases of these types of homicide, but remember it is true-crime fiction so if you do read, ask yourself how well its representation reflects the reality of what you just learned.

Langton, Jerry. 2008. Rage: The True Story of a Sibling Murder. Toronto: John Wiley & Sons, Canada Ltd.
Mitchell, Bob. 2008. The Class Project – How to Kill a Mother: The True Story of Canada’s Infamous Bathtub Girls. Toronto: Key Porter Books.
Remington, Robert and Sherri Zickefoose. 2009. Runaway Devil: How Forbidden Love Drove a 12-year-old to Murder her Family. Toronto: McClelland & Stewart.

Killing Children:

According to the most recent Global Study on Homicide 2019, an estimated 205,153 children aged 0 to 14 years lost their lives worldwide due to homicide during the ten-year period 2008-2017. Almost six in ten were male (59%) and four in 10 were female (41%). Over the same period, another 1,691,869 adolescents and young adults aged 15-29 were intentionally killed. Again, the majority of these were male victims (86%) and the remainder were female victims (14%). Research shows that older children and young adults are most often killed by those outside the familial context whereas younger children are killed mainly by family members and it is the latter which we focus on in more detail in this unit.

While society is shocked when a child is killed, they react with even more horror when those who are meant to protect them – parents or guardians – kill children. Since parents most often kill younger children, this section will focus on these types of cases, referred to broadly as filicide, a term that you were introduced to in an earlier unit. In recent years, filicide has drawn both academic and media attention. Given that declines in filicide have been documented in many countries, it remains to be seen why this is the case.

Regardless, Addressing Filicide: Inaugural International Conference for Cross National Dialogue was hosted by Monash University and held in 2013 in Prato, Italy. This was the first meeting of its kind and I was invited to deliver a keynote on trends and patterns in filicide in Canada drawing from my study that is also the focus of the final article you will read for this unit (Dawson 2015). A second conference was held in June 2015 in the same location, focusing on prevention, and I was invited back to deliver a second keynote (Addressing Filicide International Conference, 2015). This time I spoke about the prevention potential of recommendations for change that arise out of domestic violence death review committees which investigate children killed in this context, a type of prevention initiative that we will come back to later in this course. Two other conferences were held in 2017 and 2019 and you can click on either of the links above to learn more about their goals as well as the other types of papers presented on this topic.

What do we know about filicide generally and how do trends and patterns in filicide in Canada compare to prior research? Focusing on the time period 1961-2011, I examine what we know about children who are victims of filicide, examining how these homicides may vary by gender of the accused (i.e. mother or father as the killer) and if there are any current or emerging trends during this period (i.e. such as an emerging gender gap in killers).

As you read, remember, focus on patterns documented, not specific numbers. For example:

Are there differential risks according to age of the accused? In other words, are children more likely to be killed at a specific age by their mother or father? Who are they most at risk from? Are boys and girls at risk of filicide equally?
Focusing on socio-demographic characteristics, do filicides vary by age of the accused, gender and age of the victim, or the relationship of the victim and the accused?
With respect to the homicide incident, are there variations in the cause of death, motive and history of family violence?
How are these cases typically resolved? Are they cleared? What types of charges typically result?
You should also note the difference between infanticide, neonaticide and filicide?
What are five trends that have been documented during this period?

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 everything write in own words DONOT no USE 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.