help with (4) assgn due in 24 hours

Discussion: Chapter Two: Transnational Crime and Justice

Please answer the question and make sure that your response is 100 words or more. Also, please respond to at least two of your classmates' posts. Your response to your classmate's discussion should be around 100 words (each) and add to the discussion (i.e. reflecting on their response, asking questions, etc.). 

 

 

1. How do domestic crime and transnational crime differ?

Written Assignment: Chapter 2: Crime, Transnational Crime and Justice

*Please answer the following questions and make sure that your response is 500 words are more for each and in complete sentences.  Please cite your sources. *

 

1.  What do comparative criminologists' study?

2. What are the main problems when comparing crime data from two or more countries?

3. What are some examples of transnational crime?

4. How has transnational crime been responded to at the national, regional, and international levels?

Untangling Transnational Criminal Network-TEDx Talk

Please watch the video and give seven key points or statements that you gain from watching the video. Make sure to explain each key points or statements and give a critique of the video in your own words.

https://youtu.be/vfoCZ6OO-hMLinks to an external site.

 

Submission of Assignments: All major assignments for this course will be submitted electronically using Canvas. Please use a standard 12-point font such as Times New Roman, Palatino, or Garamond. Use one-inch margins and standard APA headers and double-space all documents. Make sure you include your name, title of the course and date on all submissions. Do not send assignments to my email address failure to do so is an automatic 0 for that particular assignment (s).

Textbook/Course Materials: No textbook required: Open Educational Resources (OER). The required resources are TexShare, JSTOR, Canopy, Statista and the Newspaper Archive.

Assignment I Asking the Research Question, Types of Research, Hypothesis and Null Hypothesis

Types of Research-1 (3).docx  Download Types of Research-1 (3).docx 

Asking the Research Question-1 (4).docx Download Asking the Research Question-1 (4).docx

You will have to write a research paper for this course. You can begin by choosing a research question you want to work with and build your paper on.  You will begin by writing a proposal.  The paper should be written in APA format, NO EXCEPTIONS!!  Your proposal/abstract should be a part of this assignment. In your own words, I'll check for plagiarism. 

Read the information in the above files and complete the assignment below.

 Your Assignment:

Hypothesis plays a very important role in scientific research. 

1. What are some factors that might get in the way of the researcher remaining objective?

2.  What impact might that have on a fair test of the hypothesis of interest?

3.  List the steps in the research process

4.  Identify five other factors not listed in your lecture that you can examine when you are conducting a research study.

5.  Name the types of research 

Research Proposal Video

Good Afternoon Students,

Please review the video link below.

Thank you!

https://youtu.be/YNkws0x0W0o?feature=sharedLinks to an external site. ​

Research Paper Video

Good Morning Students, 

Please review the video link below.

Thank you!

https://youtu.be/FTC-5P1VFFU?feature=sharedLinks to an external site.

Research Paper Steps

Students, 

Please review the attachment. 

Research Papers-2.docx Download Research Papers-2.docx

 

Thank you!

Research Papers

Overview

Definition:

A research paper is an essay in which you explain what you have learned after exploring your topic in depth. In a research paper, you include information from sources such as books, articles, interviews, and Internet sites. You also use your own ideas, knowledge, and opinions. Most of your paper (as a rule of thumb, at least 80%) must be in your own words.

Main Ideas:

Your paper should focus on a central issue that interests you. Limit your topic so that you can cover it in a paper of the assigned length. Organize the paper around the points that are most important in your opinion. State your main ideas in your own words and use information from your sources to support them.

Paraphrasing and Summarizing:

Incorporate ideas and facts from your sources by paraphrasing and summarizing. Write the ideas in your own way, using different words and sentence structures and leaving out unnecessary details.

Quotations:

Use quotations when the author's words are especially well chosen or memorable. When you quote even a short phrase, copy the exact words, enclose them in quotation marks, and cite the name of the author or speaker.

Documentation:

When you give facts, paraphrase and summarize ideas, or quote someone else's words, you must document your sources. As a rule, anything that is not common knowledge must be cited. The purpose of documentation is to give credit to the author and to allow your readers to look up your sources. Your paper is stronger because you can prove that the information came from reliable sources.

Steps in the Process

Choose a Topic:

Select a topic covered in the course or assigned by the instructor. Discuss with your instructor any questions about an appropriate topic.

Do Library Research:

The college library has the best resources to do your research. Look for a variety of sources, such as books, periodicals, and Internet sites. Books give a broad perspective, while recent articles provide up-to-date information. You can search for articles from many newspapers, magazines, and scholarly journals in the library's research databases, such as EBSCOhost.

Narrow Your Topic:

As you do research, you may form a question that you want to answer or find that a lot of information is available about a particular aspect of your topic. For example, if you started with the topic deforestation, you might narrow it down to the deforestation of the Brazilian Amazon, or you might try to answer a question: Can logging be done in a sustainable way?

Read Actively and Make Notes:

As you read your sources, highlight and make notes in the margin (on copies). Write summaries of the main points in your own words, noting the source of each summary. If you copy groups of words, put them in quotation marks so that you will remember that you copied them.

Plan:

Decide how to organize your paper and make an outline that will help you stay on topic and present your ideas in a logical order.

Write and Revise:

Do not expect to write a finished paper all at once. First, get your ideas down on paper in a rough draft. Read it over and revise, trying to improve the content and organization. Ask someone else to read it and give you feedback. Edit your paper for sentence structure and word choice.

Document Your Sources:

In addition to citing your sources in the text of your paper, the last page will be a list of sources. Use the documentation style that your instructor assigns. Four common styles are Modern Language Association (MLA), American Psychological Association (APA), Chicago Manual of Style (CMS), and Council of Science Editors (CSE). You can pick up a free Term Paper Handbook for any of these styles at the Writing Center, and you can download them from the Writing Center website.

Proofread:

Read over the whole paper slowly and carefully, checking for errors in grammar, punctuation, capitalization, and spelling. Make sure your paper follows the assigned format. Use the spelling checker on the computer, but do not depend on it. The spelling checker does not catch misspellings of similar-sounding words, and it frequently suggests the wrong word as a correction. The grammar checker is even less reliable. Remember: You make the decisions, not the computer.

Types of Research

None Experimental __________________________

I. Descriptive:

a. Purpose:

Describe the characteristics of an existing phenomenon

b. Time Frame :

Current

c. Degree of Control over factors or precision:

None

d. Code words to look for in research articles:

Describe interview, Review Literature

Example: A survey of dating practices of adolescent girls

II. Historical:

a. Purpose:

Relate events that have occurred in the past to current events

b. Time Frame:

Past

c. Degree of control over factors or precision :

None or low

d. Code words to look for in research articles:

Past Describe

Example: Analysis of Freud’s use of hypothesis as it relates to current psychotherapy practices

III. Correlational:

a. Purpose:

Example the relationships between variables

b. Time Frame:

Current or past (correlation) Future (prediction)

c. Degree of control over factors or precision

Low to medium

d. Code words to look for in research articles

Relationship related to associate with predicts

Example: An investigation that focuses on the relationship between the number of hours of television watching and grade-point average

IV. Qualitative :

a. Purpose:

To examine human behavior and the social, cultural, and political contexts within which it occurs.

b. Time Frame :

Current or past

c. Degree of control over factors or precis ion

Moderate to high

d. Code words to look for in research articles

Case study evaluation Ethnography, Historical Research, Survey

Example: A case study analysis of the effectiveness of policies for educating all children.

Experimental _

True Experimental

a. Purpose:

To test for true cause-and-effect relationships

b. Time Frame:

Current

c. Degree of control over factors or precision

High

d. Code words to look for in research articles

Function of Cause of Comparison between effects of

Example: The effect of a preschool language program on the language skills of inner-city children.

Quasi-experimental: To test for true cause-and-effect relationships

a. Purpose:

To test for causal relationships without having full control

b. Time Frame:

Current or past

c. Degree of control over factors or precision

Moderate to high

d. Code words to look for in research articles

Function of Cause of Comparison between effects of

Example: Gender difference in spatial and verbal abilities

------------------------------------------------------------------------------------------------------------------------------------------

Table 1.1 Summary of research methods covered in exploring research.

Reference: Salkinds, N., (2012) . Exploring Research, 8 ed., Pearson Education, Inc.

Lecture for Research Methods

Asking the Research Question

The first and most important step when conducting research is asking a question (I wonder what would happen if…..?) or identifying need (We have to find a way to……). That arises as the result of curiosity and to which it becomes necessary to find an answer. For example, you might be curious about how the use of social media such as Twitter and Facebook affect relationships between children and their peers. You also might feel an urgency to find out how to use various types of media most effectively for educating children and adults about the dangers of using drugs.

Such questions are informally stated and often are intended as a source of discussion and stimulation about what direction the specific research topic should take. Where do such questions come from? They rarely come from the confines of a classroom or a laboratory. Rather, they spring from our imagination and our own experiences, enriched by the worlds of science, art, music, and literature.

Questions can be as broad as inquiring about the effects of social media on peer groups, or as specific as the relationship between the content of social media transactions and acceptance by peers. Whatever their content or depth of inquiry, questions are the first step in any scientific endeavor.

Identifying the Important Factors

Once the question has been asked, the next step is to identify the factors that have to be examined to answer the question. Such factors might range from the simplest, such as an adolescent’s age or socioeconomic status, to more complicated measures, such as the daily number of face-to-face interactions.

For example, the following list of factors have been investigate3d over the past 10 years by various researchers who have been interested in the effects of social media:

· Age and gender of the adolescent

· Ethnicity

· Level of family education

· Access to types of social media

· Number of self-identified close friends

· Parental attitude toward social media

· Family configuration

· Family communication patterns

And these are only ten of hundreds of factors and associated topics that could be explored. But of all the factors that could be important and that could help us to understand more about the effects of social media, which ones should be selected as a focus?

In general, you should select factors that:

· Have not been investigated before

· Will contribute to the understanding of the question you are asking,

· Are available to investigate

· Hold some interest for you personally or professionally

· Lead to another question

It is hard enough to define the nature of the problem you want to study, and generate questions that lead to more questions, but once you begin the journey of becoming a researcher, you are a member of an elite group who has the responsibility to contribute to the scientific literature not only by what you do but also by what you see that needs to be done.

Formulating a Hypothesis

A hypothesis results when the questions are transformed into statements that express the relationships between variables such as an “if… then” statement.

For example, if the question is “What effects does using Facebook have on the development of friendships?” then the hypothesis could be, adolescents who use Facebook as their primary means of maintaining social contact have fewer close friends. Several characteristics make some hypotheses better than others.

For now, you should realize that a hypothesis is an objective extension of the question that was originally posed. Although all questions might not be answerable because of the way in which they are posed, which is fine for the question stage, a good hypothesis poses a question in a testable form. Good questions lead to good hypotheses, which in turn, lead to good studies.

Collecting Relevant Information

Hypotheses should posit a clear relationship between different factors, such as a correlation between number of followers on Twitter and quality of social skills. That is the purpose of the hypothesis. Once a hypothesis is formulated, the next step is the collection of information or empirical data that will confirm or refute the hypothesis. So, if you are interested in whether or not participating in social media has an impact on adolescent’s social skills, the kinds of data that will allow the hypothesis to be tested must be collected.

For example, you might collect two types of data to test the hypothesis mentioned in the previous paragraph. The first might be the number of friends an adolescent might have. The second might be the quality of these relationships.

An important point about testing hypotheses is that you set out to test them, not to prove them. As a good researcher, you should be intent on collecting data that reveal as much of the truth about the world as is possible and letting the chips fall where they may, whether you agree or disagree with the outcomes. Setting out to prove a hypothesis can place researchers in the unattractive position of biasing the methods for collecting data or the way in which study results are interpreted. If bias occurs, then the entire sequence of steps can fall apart. Besides, there’s really no being “wrong” in science. Not having a hypothesis supported means only that there are additional questions to ask or that those which were asked should be reformulated. That is the beauty of good science… there is always another question to ask on the same topic….one that can shed just a bit more light. And who knows? That bit more light might be the tipping point or just the amount needed to uncover an entirely new and significant finding.

Working with the Hypothesis

Once you have collected the required data and have tested the hypothesis, as a good researcher you can sit down, put up your feet, look intellectual, and examine the results. The job of all the tools that researchers have at their disposal is to help you separate the effects of the factors being studied (such as amount of time spent on Facebook) from other unrelated factors (such as the number of years a family has lived at its current address). What these tools allow researchers to do is assign a probability level to an outcome so that you can decide whether what you see is really due to what you think it is due to or something else which you leave for the next study.

Reconsider the Theory

The next process is to reconsider the theory or the question you chose to do your research with. If the hypothesis is confirmed, then another building block, or evidence has been added to the social learning theory. Good researchers are always trying to see what type of new information fits where, or if it fits at all. In this way, new knowledge can change or modify the way the theory appears and what it has to say about human behavior. Consequently, new questions might be generated from the theory that will help contribute further to the way in which the house is structured.