Essay on a Qualitative Article Review
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Essay on a Qualitative Article Review
Instructions
The week 5 and 6 assignments will assist you in honing your critical eye when reading literature. The goal is for you to use this as an opportunity to figure out what research design and methods the authors are using. This ability will help you in the future because it will allow you to draw on the literature for your own research. When it comes to designing your own research as you progress through the program, looking to the literature for clues can be beneficial.
Choose two articles from the list below and respond to the following in two pages double-spaced (per article):
On the title page, include the complete reference for the article, written in the writing style appropriate for your program.
APA = Criminal Justice
Turabian is an acronym for International Relations, National Security, Military Studies, and Intelligence Studies.
Because this course uses multiple writing styles, please indicate which style you are using in your assignment on your title page. This will allow me to tailor my comments to your particular style. The writing style you use should be the same as that used in your program of study.
State the study’s main goal(s).
Discuss the research method(s) used to answer the research question or test the hypothesis after summarizing the research design.
Write a summary of the study’s findings.
Discuss the study’s research design’s advantages and disadvantages.
Provide suggestions for how the study can be advanced. For instance, how can you apply the methods to your own research proposal? What other types of research could these techniques be used for? Include two well-phrased research questions that could be used in follow-up studies to the one you just finished reading.
Format: On all four sides of your papers, you should have 1-inch margins; your title page should include your name and date; and you should use 12-point Times New Roman font throughout.
Keep in mind that in formal writing, you should avoid using the first person and instead write in an academic voice. Academic writing is usually written in the third person (he, she, it), rather than the first or second person (I, we) (you). Maintain a consistent tone of voice and demeanor. Quick and Dirty Tips for Better Writing, “First, Second, and Third Person,” January 20, 2011, http://grammar.quickanddirtytips.com/first-second-and-third-person.aspx/. Furthermore, abbreviations, contractions, jargon, and slang are avoided in the academic voice. Even casual academic debates are more formal than casual conversation among friends.
Direct quotes should make up no more than 20% of the body of your work.I recommend that you collaborate with Belcher as you proofread your assignment. Laura Wendy. 2009. In Writing Your Journal Article in 12 Weeks: A Guide to Academic Publishing Success, there’s a section called “Editing Your Sentences.” Sage. This resource includes a helpful step-by-step process for improving your writing skills.
Note: In the event that a link is broken, each of these articles can be found in the APUS online library or on the internet.
Articles on Criminal Justice
“Fugitive Safe Surrender: A Qualitative Analysis of Participants’ Reasons for Surrender and Anticipated Outcomes to Inform Program Evaluation,” by Joseph D Galanek, Janelle Duda, Daniel J. Flannery, Jeff Kretschmar, and Frederick Butcher. 161-187 in Journal of Qualitative Criminal Justice and Criminology, vol. 4, no. 2 (November).
“Explaining Similarities and Variations in Program Structures and Professional Roles in Midwestern Mental Health Courts,” by Monte D. Staton and Arthur J. Lurigio, was published in 2016. 188-216 in Journal of Qualitative Criminal Justice and Criminology, vol. 4, no. 2 (November).
“Framing Legitimacy: A Qualitative Analysis Examining Local Print-Media Portrayals of an Immigrant Family Detention Center in Texas,” by Layne Dittman and Jurg Gerber, was published in 2016. 217-243 in Journal of Qualitative Criminal Justice and Criminology, vol. 4, no. 2 (November).
“The School-to-Prison Pipeline: How Roles of School-Based Law Enforcement Officers May Impact Disciplinary Actions,” by Kathy Martinez-Prather, Joseph M. McKenna, and Scott W. Bowman. 244-272 in Journal of Qualitative Criminal Justice and Criminology, vol. 4, no. 2 (November).
Articles on Intelligence Studies
Britta Stime, “Counterinsurgency Agent Networks and Noncombatant-Targeted Violence,” in “Counterinsurgency Agent Networks and Noncombatant-Targeted Violence,” in “Counterinsurgency Agent Networks and Noncombatant- 107-125 in Intelligence and National Security 32, no. 1.
“Governance Costs and Defense Intelligence Provision in the United Kingdom: A Case-Study in Microeconomic Theory,” by James Thomson. 844-857 in Intelligence and National Security, vol. 31, no. 6.
“When Protection Collapses: Post-Demobilization Trajectories of Violence,” by Enzo Nussio and Kimberly Howe, was published in 2016. 848-867 in Terrorism and Political Violence, vol. 28, no. 5.
“Keeping the Bombs in the Basement: US Nonproliferation Policy Toward Israel, South Africa, and Pakistan,” by Or Rabinowitz and Nicholas L. Miller, published in 2015. 47-86 in International Security 40, no. 1.
Articles on International Relations and Conflict Resolution
Tobias Ide, Tobias Ide, Tobias Ide, Tobias Ide Why do disputes over limited renewable resources devolve into violence? A qualitative comparison study. 61-70 in Global Environmental Change. http://http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.gloenvcha.2015.04.008
“The Role of Shari’a-Based Restorative Justice in the Transition from Armed Conflict to Peacebuilding: Do Somalis Hold the View That the Restorative Justice Aspects Within Qisas Offer a Solution?” Abdulkadir, Rahma, and Caroline Ackley. 111-131 in Northeast African Studies 14, no. 2. EBSCOhost’s International Security and Counter-Terrorism Reference Center (accessed January 3, 2017). http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=98799055&site=ehost-live&scope=site
Samuel Oyewole, Samuel Oyewole, Samuel Oyewole, Samuel Oy In comparison, the fate of hostages in Nigeria’s conflict theaters. African Security Review, vol. 25, no. 2, pp. 193-207. http://www.tandfonline.com.ezproxy2.apus.edu/doi/full/10.1080/10246029.2016.1155466
Articles on national security and military studies
M.L.R. Smith and David Jones. “Beyond Belief: Islamist Strategic Thinking and International Relations Theory,” in “Beyond Belief: Islamist Strategic Thinking and International Relations Theory,” in “Beyond Belie 242-266 in Terrorism and Political Violence, vol. 22, no. 2.
David Kaldor, David Kaldor, David Kaldor, David Kaldor “In Defense of New Wars,” published in 2013. International Journal of Security and Development, vol. 2, no. 1, is devoted to the topic of stability.
“The City as a System: Future Conflict and Urban Resilience,” by David J. Kilcullen, was published in 2012. 19-39 in The Fletcher Forum of World Affairs, vol. 36, no. 2 (summer).
“The Radicalization Puzzle: A Theoretical Synthesis of Empirical Approaches to Homegrown Terrorism,” by Mohammed Hafez and Creighton Mullins, was published in 2015. 958-975 in Studies in Conflict and Terrorism, vol. 38, no. 11.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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