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Bureau of the Census death registration records, as reported in Mortality Statistics, are a primary source for early twentieth-century U.S. homicide statistics. Those data appear to show a massive rise in homicide during the first decade of the century, with a continuing increase through 1933. This increase is quite at variance with the trend away from violence in other industrialized societies. During the first one-third of the century, however, death registration was incomplete; it occurred only in an expanding "registration area" that was composed, in the earlier years, primarily of states with typically low rates of homicide. Further, in the first decade of the century homicides within the registration area often were reported as accidental deaths. As a result, apparent increases in rates of homicide in the United States between 1900 and 1933 may be illusory. I use a two-step process to address these problems. Drawing on internal evidence and commentaries in early volumes of Mortality Statistics, I use GLS regression to estimate the prevalence of undercounts. Then I create a series of GLS models that use registration area data to estimate early twentieth-century national rates. These estimates call into question the extent of homicide change early in the century.

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While the scholarship of teaching has risen in prominence in the past few decades, little is presently known about the structure of knowledge creation and dissemination in that area of scholarship. Such basic facts as the characteristics of programs that perform and publish the research (e.g., B.A., M.A., or Ph.D.), or the identities of specific schools that are leaders in teaching scholarship remain undocumented. This article explores the topic through counts of articles and notes published in a major outlet in the scholarship of teaching, Teaching Sociology, during the decade of the 1990s. We address the following: (1) Does publication of teaching scholarship vary by the type of degree program (e.g., B.A., M.A., and Ph.D.) or by other characteristics? (2) Are some institutions centers of teaching scholarship? (3) How wide is the scope of teaching scholarship across the nation's departments? Overall, we find that a variety of sociology departments have established records of teaching publishing. Yet, some departments are leaders and appear to create a climate favorable to teaching scholarship. Jonathan Marx is professor of sociology at Winthrop University where he teaches courses in research methods, education, sport, organizations, and health. His most recent publications vary from a social history of science fairs to an examination of final gift exchange among the elderly. Douglas Eckberg is professor of sociology and Chair of the Department of Sociology and Anthropology at Winthrop University. He teaches a variety of courses and is convinced that research methods is the most fundamental course for developing critical thinking in students. He will be taking a sabbatical from teaching next year to pursue his strongest research interest–historical (nineteenth-century) southern homicide.

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