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:
After reviewing these resources, turn to the questions below:
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: We typically think of homicide as a crime and a criminal justice issue. However, as we learned in this unit, it is also a public health issue. Discuss why we continue to see homicide as a crime only and what the benefits would be of broadening our understanding of this type of violence as a public health issue.
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.
After completing the You Be the Judge: Homicide Seriousness Survey, discuss the following questions:Which cases did you think were more serious and why?
Which cases do you think were culpable or non-culpable homicide and why?
Which cases do you think should result in a criminal conviction and why?
Of those in which a conviction was appropriate, what type of sentence should be imposed, how long, and why? I have mentioned in reading which cases are more serious
please go through reading very carefully and then answer to all these questions.
reading are as follow
From my perspective, I believe that the most critical cases are scenario E, scenario C, scenario D, scenario B, scenario F, scenario G, scenario A, and, finally, scenario H.EA tragic scenario has arisen where one climber must make a decision that could destroy their life. It’s a desperate attempt to protect oneself. While trying to avoid a mutually fatal result, the death happened by accident.CThe person who saw the woman die did something ethically wrong, but it did not directly cause her death. It’s careless and cruel of him not to help, but legally, not doing anything is less of a crime than actually killing someone.DA man accidentally pushed a woman, causing her to fall and die. Because the woman’s skull was extremely thin, it was an accident that caused her death rather than someone trying to hurt her.BIn this case of suicide, the husband put an end to the wife’s pain after she asked him to do so many times. Legally it is homicide, but there was no bad purpose, and it was done because the wife was in so much pain. There are ethical arguments about suicide, which is one reason why it is ranked as less serious.FAfter being abused physically and sexually for a long time, the woman killed her husband. Because the person did this out of desperation and to protect themselves, it is more acceptable than murder that was planned ahead of time. The killing did happen while the husband was asleep, though, which makes it harder to say that it was self-defence.GIn this case, someone is acting in self-defense during a heated argument. The man who wasn’t carrying a weapon may have used too much force to defend himself from being attacked. The use of killing force is worse, but the fact that he was trying to protect himself makes it a little less wrong.AWhen caught in the act, the burglar killed the house out of fear. The burglar’s goal wasn’t to kill, but to get away, but he or she did something illegal that directly caused the death of an innocent person. There is a lot of carelessness and disregard for human life in this situation.HThis is the most dangerous case because the murder was planned ahead of time. Even though the man was threatened and forced to kill an innocent employer, he did it anyway. Even though there was some force involved, the act was still the most wrong because it was planned and carried out on purpose.Q-2 CUPABLE OR NON CUPABLECupable:ABecause the thief killed the homeowner while committing a crime, this is called culpable homicide.BWhile the husband did what his wife asked him to do to end her pain, it was still a murder, which means he is responsible for the death.DThe woman died because of the man’s push, which was a mistake that no one saw coming. He is responsible for her death because of what he did.FAlthough the woman had been abusing her husband for a long time, she killed him on purpose. Everyone thinks it’s responsible because deadly force was used.HThough he was under a lot of pressure, the man planned to kill the woman. Additionally, criminal murder is what this is because the person killed someone on purpose.Non cupable:CWhile the bystander did not help, there was no clear action that led to the woman’s death. Legally, his silence is not the same as culpable murdering.EUnder a lot of pressure to save his own life, the climber did what he did without any bad intentions or careless disregard for life.GThis is a case of protecting yourself. The man who wasn’t carrying a weapon moved to protect himself from an immediate threat, which is why he wasn’t found guilty.Which cases do you think should result in a criminal conviction and why?
Conviction:Scenario A: Manslaughter
The burglar’s acts were irresponsible, and although there was no intent to kill, the homeowner’s death directly resulted from those actions. The burglar’s actions during the burglary provide a clear instance of responsible homicide warranting a manslaughter conviction. The unlawful act and the violence produced by panic bear substantial culpability.
Scenario B: Manslaughter
This case, although driven by compassion, entails a deliberate act of killing in the context of euthanasia. The husband’s decision to terminate his wife’s life, even at her behest, remains classified as responsible murder. Considering the emotional context and absence of intent to harm, a manslaughter conviction is more suitable than murder.
Scenario D: ManslaughterThis case pertains to an unintentional fatality resulting from a negligent shove. The man did not plan to kill; yet, his actions immediately resulted in the woman’s death. His behavior constitutes responsible homicide owing to recklessness, justifying a manslaughter conviction.
Scenario F: Manslaughter
The woman’s intentional murder of her husband is influenced by years of maltreatment. This establishes mitigating circumstances indicative of lessened liability. The extended abuse warrants a manslaughter conviction instead of a more severe murder accusation, despite it being responsible homicide.
Scenario H: First-degree Murder
Despite coercion, the individual made a conscious and determined choice to murder the businessman. The presence of premeditation and planning categorizes this as first-degree murder. Coercion may be taken into account while punishment; nonetheless, the act remains classified as murder due to its purposeful nature.Non criminal conviction:Scenario C: Although ethically suspicious, a failure to intervene in order to save an individual does not legally render the bystander responsible for homicide.Scenario E: This constitutes an act of utmost self-preservation in a life-threatening circumstance, devoid of any intention to cause death.Scenario G: The individual engaged in self-defence during a life-threatening confrontation, warranting an acquittal.Of those in which a conviction was appropriate, what type of sentence should be imposed, how long, and why? Scenario A: Manslaughter Ten years in prison. Because the burglar was careless, someone died accidentally while committing a crime. A long sentence shows how serious it is to cause death during a crime.Scenario B: Manslaughter Three years in prison, with probation. Reasoning: Out of kindness and without malice. The short sentence is because the woman was dying and her suffering was lessened by other factors.Scenario D: Manslaughter 2-year sentence, which could be suspended. Because of an accident death with unplanned effects. The short sentence recognizes that the person did not mean to do serious harm.Scenario F: Manslaughter Five years in prison.Reasoning: The act was affected by long-term abuse, which suggests less responsibility. The sentence strikes a balance between holding the man responsible and acknowledging the woman’s pain.Scenario H: Murder in the first degree
The sentence is life in prison.
Justification: planned murder, even though under pressure. The sentence emphasizes how terrible it is to intentionally kill someone.Scenario A: Manslaughter Sentence: Ten years of incarceration
The burglar’s conduct was imprudent yet devoid of premeditation. The fatality transpired during the execution of a burglary, so exacerbating the gravity of the crime. Nonetheless, due to the lack of intent in the killing, a manslaughter conviction is warranted. A 10-year sentence shows the gravity of causing death during a criminal conduct, weighing blame against the absence of intent to kill.
2. Scenario B: Manslaughter Sentence: Three years of incarceration, potentially accompanied by probation
This case pertains to euthanasia, when the husband, motivated by compassion, seeks to alleviate his wife’s suffering. The absence of malevolence and the victim’s terminal condition are substantial mitigating considerations. A reduced sentence of three years, potentially accompanied by probation, acknowledges the challenging circumstances while still recognizing the legal and ethical gravity of causing another person’s death.
3. Scenario D: Manslaughter Sentence: 2 years, potentially suspended
The fatality was inadvertent and unforeseen, resulting from a moderate push that led to a fatal injury due to the woman’s exceptionally thin skull. Although the action was imprudent, there was no intention to inflict injury or fatality. A two-year sentence, maybe suspended, acknowledges the unintentional nature of the offense while ensuring accountability for the individual’s reckless conduct.
4. Scenario F: Manslaughter Sentence: Five years of incarceration
The woman acted subsequent to enduring years of physical and sexual assault. The homicide was deliberate; yet, her conduct was shaped by a sustained history of violence and abuse, perhaps qualifying for diminished culpability. A five-year sentence reconciles the necessity for accountability with an acknowledgment of the severe circumstances and the emotional impact the assault inflicted on the woman.
5. Scenario H: First-Degree Homicide
Life imprisonment (with the potential for parole after 15 to 20 years)
Rationale: Although experiencing pressure, the man perpetrated a deliberate homicide. The orchestration and implementation of the crime fulfill the requirements for first-degree murder. The terrorists’ coercion may be considered during punishment, potentially permitting parole eligibility after 15 to 20 years. Nonetheless, considering the calculated nature of the offense, a life sentence is warranted.Justification for Duration of Sentences: Scenario A (10 years):Weighs the gravity of causing death during a burglary against the absence of premeditation in the act of murdering. Scenario B (3 years, maybe probationary):Euthanasia motivated by compassion, with mitigating circumstances warranting a moderate penalty.Scenario D (2 years, suspended):Represents the unintentional character of the death, wherein the defendant’s conduct was irresponsible yet devoid of malevolent intent.Scenario F (5 years):Acknowledges the mitigating circumstances of extended abuse while maintaining accountability for the deliberate homicide.Scenario H (Life with parole after 15-20 years): First-degree murder entails premeditation, even in the context of coercion, necessitating a life sentence; yet, the duress justifies the potential for parole.
not out source to be used . write in own words after analsying it.
as well donotnuse chatgpt and ai as mam has software to detect each and every single word and line.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: We typically think of homicide as a crime and a criminal justice issue. However, as we learned in this unit, it is also a public health issue. Discuss why we continue to see homicide as a crime only and what the benefits would be of broadening our understanding of this type of violence as a public health issue.
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.
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.