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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 250-280 words that conveys your thoughts about the following question:
The Unit 09 Discussion is based on the following required reading:
There are three required readings for this activity:
Spencer, Chelsea M. and Sandra M. Stith. 2020. Risk factors for male perpetration and female victimization of intimate partner homicide: A meta-analysis. Trauma,Violence & Abuse 21(3): 527-540.
Annual Review of Public Health. Violence Against Women as a Global Public Health Issue (Stöckl, H. and S.B. Sorenson)
Ministry of the Solicitor General. Appendix B: DVDRC Risk Factor Descriptions [read pages 30-38] Government of Ontario
DISCUSSION QUESTION: Drawing from our knowledge of theories of homicide covered in Units 04 and 05, discuss with your fellow students the validity of the male proprietariness theory, the self-defense theory, and the exposure reduction hypothesis for understanding why intimate partner homicides occur.
Do these theories explain these acts better than any other theories that we have examined?
Why or why not? If other theories are more relevant, identify them and explain why.
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:
Discussion Marking rubric.
A+ Discussion Post A+
Criteria
Excellent16 – 20 points
Posted early and continued to Timeliness 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 included Quality 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 09 Discussion area , after reading DISCUSSION QUESTION Drawing from our knowledge of theories of homicide covered in Units 04 and 05, discuss with your fellow students the validity of the male proprietariness theory, the self-defense theory, and the exposure reduction hypothesis for understanding why intimate partner homicides occur.
Do these theories explain these acts better than any other theories that we have examined?
Why or why not? If other theories are more relevant, identify them and explain 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.
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 Spencer, Chelsea M. and Sandra M. Stith. 2020. Risk factors for male perpetration and female victimization of intimate partner homicide: A meta-analysis. Trauma,Violence & Abuse 21(3): 527-540. https://journals.sagepub.com/doi/full/10.1177/1524… (very very very veryimportant)
READING:2 Annual Review of Public Health. Violence Against Women as a Global Public Health Issue Stöckl, H. and S.B. Sorensonhttps://www.annualreviews.org/content/journals/10…. (very very very important)
READING:3 Ministry of the Solicitor General. Appendix B: DVDRC Risk Factor Descriptions [read pages 30-38] Government of Ontario https://web.archive.org/web/20200716231119/http://…)(very very very important)
READING:4 ( reference for this one should be https://courselink.uoguelph.ca/d2l/le/content/893208/viewContent/3823514/View) Unit 09 Introduction and Learning Outcomes (very very very important)
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
Order from us for quality, customized work in due time of your choice.