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W eek Six Assignments The assignment for week six will help you develop your critical eye when it comes to reading the literature. The goal is for you to use this as an opportunity to identify the research design and methods that are being carried out by the authors. This skill will serve you moving forward as it will allow you to draw from the literature for your own research moving forward. Looking to the literature for clues can be helpful when it comes to designing your own research as you move forward in the program. Select two articles from the list below—ONE FROM THE QUALITATIVE LIST AND ONE FROM THE QUANTITATIVE LIST and in two pages double-spaced (per article) address the following:

1. Include the full reference for the article using the writing style specific to your program on the title page.

1. Criminal Justice = APA 2. International Relations, National Security, Military Studies, and

Intelligence Studies = Chicago. 3. Since multiple writing styles are in use within this course,

on your title page, please note which style you are using within your assignment. This will help me cater my comments to the style you are using. The style you use need to be the one that is used within your program of study.

2. State the main goal(s) of the study 3. Summarize the research design, and discuss the research method(s)

used to answer the research question or assess the hypothesis. 4. Summarize the results of the study. 5. Discuss the advantages and disadvantages of the study's research

design. 6. Provide a discussion on how the study can be moved forward. For

example, how can the methods be used in your own research proposal? In what other research might these methods apply? Include two well phrased research questions that could be used in follow-on studies to the one reviewed.

Format: You should have 1-inch margins on all 4 sides of your papers; your title page should include your name and date; you should use 12-point times new roman font throughout. Things to keep in mind: Avoid using the first person in formal writing and instead write with an academic voice throughout. Academic voice is usually written in the third person (he, she, it), not first person (I, we) or second person (you). Be consistent in voice and person. See Grammar Girl, "First, Second, and Third Person," Quick and Dirty Tips for Better Writing, January 20, 2011, http://grammar.quickanddirtytips.com/first-second-and-third-person.aspx/ . Furthermore, the academic voice avoids abbreviations, contractions, jargon, and slang. Even informal academic discussions are more formal than casual chats among friends. The body of your work should be made up of no more than 20% direct quotes. As you proofread your assignment I encourage you to work with Belcher, Wendy Laura. 2009. " Editing Your Sentences " In Writing Your Journal Article in 12 Weeks: A Guide to Academic Publishing Success. Sage. This resource has a nice step-by-step process for enhancing your writing.

Note: In the case of a broken link each of these articles can be found either within the APUS online library or on the open web. QUALITATIVE ARTICLES Criminal Justice Articles Galanek, Joseph D, Janelle Duda, Daniel J. Flannery, Jeff Kretschmar, and Frederick Butcher. 2016. "Fugitive Safe Surrender: A Qualitative Analysis of Participants' Reasons for Surrender and Anticipated Outcomes to Inform Program Evaluation." Journal of Qualitative Criminal Justice & Criminology 4, no. 2 (November): 161-187.

Staton, Monte D. and Arthur J. Lurigio. 2016. "Explaining Similarities and Variations in Program Structures and Professional Roles in Midwestern Mental Health Courts." Journal of Qualitative Criminal Justice & Criminology 4, no. 2 (November): 188-216. Dittman, Layne, and Jurg Gerber. 2016. "Framing Legitimacy: A Qualitative Analysis Examining Local Print-Media Portrayals of an Immigrant Family Detention Center in Texas." Journal of Qualitative Criminal Justice & Criminology 4, no. 2 (November): 217-243. Martinez-Prather, Kathy, Joseph M. McKenna, and Scott W. Bowman. 2016. "The School-to-Prison Pipeline: How Roles of School-Based Law Enforcement Officers May Impact Disciplinary Actions." Journal of Qualitative Criminal Justice & Criminology 4, no. 2 (November): 244-272. Intelligence Studies Articles Stime, Britta. 2017. "Counterinsurgency Agent Networks and Noncombatant-Targeted Violence." Intelligence and National Security 32, no. 1 : 107-125. Thomson, James. 2016. "Governance Costs and Defense Intelligence Provision in the UK: A Case-Study in Microeconomic Theory." Intelligence and National Security 31, no. 6 : 844-857. Nussio, Enzo and Kimberly Howe. 2016. "When Protection Collapses: Post-Demobilization Trajectories of Violence." Terrorism and Political Violence 28, no. 5 : 848-867. Rabinowitz Or and Nicholas L. Miller. 2015. "Keeping the Bombs in the Basement: U.S. Nonproliferation Policy toward Israel, South Africa, and Pakistan." International Security 40, no. 1 : 47-86. International Relations and Conflict Resolution Articles Ide, Tobias. 2015. Why do conflicts over scarce renewable resources turn violent? A qualitative comparative analysis. Global Environmental Change 33 : 61-70.

http://http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.gloenvcha.2015.04.0 08 Abdulkadir, Rahma, and Caroline Ackley. 2014. "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?." Northeast African Studies 14, no. 2: 111-131. International Security & Counter Terrorism Reference Center , EBSCO host (accessed January 3, 2017). http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db =tsh&AN=98799055&site=ehost-live&scope=site Oyewole, Samuel. 2016. The fate of hostages: Nigeria's conflict theatres in comparative perspective. African Security Review 25 (2): 193-207. http://www.tandfonline.com.ezproxy2.apus.edu/doi/full/10.1080/10246029. 2016.1155466 National Security/Military Studies Articles Jones, David and M.L.R. Smith. 2010. "Beyond Belief: Islamist Strategic Thinking and International Relations Theory." Terrorism and Political Violence 22, no. 2: 242-266. Kaldor, Mary. 2013. "In Defense of New Wars." Stability: International Journal of Security & Development 2, no. 1. Kilcullen, David J. 2012. "The City as a System: Future Conflict and Urban Resilience." The Fletcher Forum of World Affairs 36, no. 2 (Summer): 19-39. Hafez, Mohammed and Creighton Mullins. 2015. "The Radicalization Puzzle: A Theoretical Synthesis of Empirical Approaches to Homegrown Terrorism." Studies in Conflict & Terrorism 38, no. 11: 958-975.

QUANTITATIVE ARTICLES

Criminal Justice Articles

Parker, Karen F., Richard Stansfield, and Patricia L. McCall. 2016. "Temporal Changes in Racial Violence, 1980 to 2006: A Latent Trajectory Approach." Journal of Criminal Justice 47 (December), 1-11 . Nix, Justin and Scott E. Wolfe. 2016. "Sensitivity to the Ferguson Effect: The Role of Managerial Organizational Justice." Journal of Criminal Justice 47 (December): 12-20. Collins, Rachael E. 2016. "Addressing the Inconsistencies in Fear of Crime Research: A Meta-Analytic Review." Journal of Criminal Justice 47 (December): 21-31. Mitchell, Meghan M., Kallee Spooner, Di Jia, and Yan Zhang. 2016. "The Effect of Prison Visitation on Reentry Success: A Meta-Analysis." Journal of Criminal Justice 47 (December): 74-83. Intelligence Studies Articles Phillips, Matthew D. 2016. "Time Series Applications to Intelligence Analysis: A Case Study of Homicides in Mexico." Intelligence and National Security 31, no. 5 : 729-745. Piazza, James A. 2017. "Repression and Terrorism: A Cross-National Empirical Analysis of Types of Repression and Domestic Terrorism." Terrorism and Political Violence 29, no. 1 : 102-118. Marsden, Sarah V. 2016. "A Social Movement Theory Typology of Militant Organisations: Contextualising Terrorism." Terrorism and Political Violence 28, no. 4 : 750-773. Agroskin, Dmitrij, Eva Jonas, and Eva Traut-Mattausch. 2015. "When Suspicious Minds Go Political: Distrusting and Justifying the System at the Same Time." Political Psychology 36, no. 6 : 613-629. International Relations and Conflict Resolution Articles Horowitz, M. C., & Stam, A. C. (2014). How prior military experience influences the future militarized behavior of leaders. International Organization, 68 (3), 527-559.

doi:http://dx.doi.org.ezproxy2.apus.edu/10.1017/S0020818314000046 http://search.proquest.com.ezproxy2.apus.edu/docview/1690481493?pq-ori gsite=summon Peksen, Dursun. 2016. Economic sanctions and official ethnic discrimination in target countries, 1950-2003. Defence and Peace Economics 27 (4): 480-502. http://dx.doi.org.ezproxy2.apus.edu/10.1080/10242694.2014.920219 Tarzi, S. M., & Emami, A. (2014). Developed vs. developing countries and international trade liberalization: A comparative analysis. The Journal of Social, Political, and Economic Studies, 39 (1), 24-51. Retrieved from http://search.proquest.com.ezproxy2.apus.edu/docview/1526125955?accou ntid=8289 National Security and Military Studies Articles Kalyvas, Stathis N. 1999. "Wanton and Senseless: The Logic of Massacres in Algeria." Rationality and Society 11, no. 3: 243-285. Bueno de Mesquita, Bruce, Randolph M. Siverson, and Gary Woller. 1992. "War and the Fate of Regimes: A Comparative Analysis." The American Political Science Review 86, no. 3 (September): 638-646. Tversky, Amos and Daniel Kahneman. 1992. "Advances in Prospect Theory: Cumulative Representation of Uncertainty." Journal of Risk & Uncertainty 5, no. 4: 297-323. Sprecher, Christopher. 2004. "Alliance Formation and the Timing of War Involvement." International Interactions 30, no. 4: 331-347. Morgan, T. Clifton. 1990. "Issue Linkages in International Crisis Bargaining." American Journal of Political Science 34, no. 2 (May): 311-333.

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Rubric Name: SSGS Two Article Reviews

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This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.

Article Review One

Exemplary

Accomplished

Developing

Beginning

Did not attempt

Criterion Score

Main Goal of Study

Aug 2, 2021 12:05 AM

Due Date

Sep 12, 2021 11:55 PM

10 points

Main goals of the study are clearly articulat ed and accurat e. Connect ions drawn to the overall purpose for the work, and a detailed discussi on reflects mastery of the rational

8.5 points

Main goals of the study are clearly articulated and accurate. Connections drawn to overall purpose for the work.

7.5 points

e for the study.

Main goals of the study are discussed but with some difficulty articulating the overarching purpose of the work.

6.5 points

Purpose of the study is discussed but does not reflect the primary goal(s) of the researcher(s).

0 points

Score of Main Goal of Study,

/ 10

Main goals of the study are not discu ssed.

Criterion score has been overridden

Research Design and Methods

10 points

Research design is clearly articulated and accurate. Specific breakdown of the research methods used to answer the research question or assess the hypothesis is described in detail.

8.5 points

Research design is clearly articulated and accurate. Specific breakdown of the research methods used to answer the research question or assess the hypothesis is present and accurate.

7.5 points

Research methods are discussed but the overall study design is missing or unclear.

6.5 points

Research methods are discussed or the design is discussed both missing one or the other. The discussion is unclear and inaccurate.

0 points

No discussion of the research design or methods used in the study.

Score of Research Design and Methods,

/ 10

Criterion score has been overridden

Results of the Study

10 points

Results of the study are clearly discuss ed as well as the overarc hing implicati ons of the findings.

8.5 points

Results of the study are clearly discussed along with the significance of the findings.

7.5 points

6.5 points

Results of the study are discussed but are unclear or are not fully articulated.

Unclear discussion of

0 points

Score of Results of the Study,

/ 10

Criterion score has been overridden

the study's results.

No discu ssion of the study 's result s.

Advantages and Disadvantages

5 points

Valid advantages and disadvantages of they study's research design are discussed in detail.

4.25 points

Clear discussion of the advantages and disadvantages of the study's research design.

3.75 points

Some discussion of the advantages and disadvantages of the study's research design is present but needs more work.

3.25 points

Either the advantages or disadvantage s of the study's research design is

0 points

discussed. Discussion is unclear, or comments are not valid.

No discu ssion of the adva ntage s or disad vanta ges of the study 's resea

Score of Advantages and Disadvantages,

/ 5

Criterion score has been overridden

Future Research

5 points

rch desig n.

Detailed discussi on on how the study can be moved forward

4.25 points

Discussion on how the study can be moved forward is present.

3.75 points

with valid exampl es provide d.

Discussion on how the study can be moved forward is present but is unclear or needs more work

3.25 points

0 points

articulating ideas.

Discussion of future research is unclear or not valid.

Score of Future Research,

/ 5

Criterion score has been overridden

Professional Writing and Style

10 points

No discu ssion of futur e resea rch provi ded.

Contain s no spelling or gramma tical errors, scholarl y/acade mic tone is used through out, full citations for all sources mention ed, all listed referenc es used in the literatur e review, follows

8.5 points

Contains few spelling or grammatical errors, scholarly tone/academic tone is used throughout, missing few references within the text or on the reference list. A couple of the listed references are not used in the review, follows writing style of the program consistently with few errors, uses quotations and citations appropriately, transitions are clear but may not be smooth.

7.5 points

writing style of the program perfectl y, incorpor ates smooth transitio ns.

Contains several spelling or grammatical errors, and does not always use appropriate style. Uses excessive direct quotes (more than 10-15% of the text), or the author fails to incorporate references and/or citations appropriately/ effectively, generally lacks transitions.

6.5 points

Contains many spelling or grammatical errors, and does not closely follow writing style of the program. Uses excessive direct quotes (more than 10-15% of the text), or the author fails to incorporate references and/or citations appropriately/

0 points

Does not meet the expected quality of writing for this degree level.

Score of Professional Writing and Style,

/ 10

Criterion score has been overridden

This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.

Article Review Two

Exemplary

Accomplished

Developing

effectively, generally lacks transitions.

Beginning

Did not attempt

Criterion Score

Main Goal of Study

10 points

Main goals of the study are clearly articulated and accurate. Connections drawn to the overall purpose for the work, and a detailed discussion reflects mastery of the rationale for the study.

8.5 points

Main goals of the study are clearly articulated and accurate. Connections drawn to overall purpose for the work.

7.5 points

Main goals of the study are discussed but with some difficulty articulating the overarching purpose of the work.

6.5 points

Purpose of the study is discussed but does not reflect the primary goal(s) of the researcher(s).

0 points

Main goals of the study are not discussed.

Score of Main Goal of Study,

/ 10

Criterion score has been overridden

Research Design and Methods

10 points

Research design is clearly articulated and accurate. Specific breakdown of the research methods used to answer the research question or assess the hypothesis is described in detail.

8.5 points

Research design is clearly articulated and accurate. Specific breakdown of the research methods used to answer the research question or assess the hypothesis is present and accurate.

7.5 points

Research methods are discussed but the overall study design is missing or unclear.

6.5 points

Research methods are discussed or the design is discussed with one or the other missing. The discussion is unclear and inaccurate.

0 points

No discussion of the research design or methods used in the study.

Score of Research Design and Methods,

/ 10

Criterion score has been overridden

Results of the Study

10 points

Results of the study are clearly discussed as well as the overarching implications of the findings.

8.5 points

Results of the study are clearly discussed along with the significance of the findings.

7.5 points

Results of the study are discussed but are unclear or are not fully articulated.

6.5 points

Unclear discussion of the study's results.

0 points

No discussion of the study's results.

Score of Results of the Study,

/ 10

Criterion score has been overridden

Advantages and Disadvantages

5 points

Valid advantages and disadvantages of they study's research design are discussed in detail.

4.25 points

Clear discussion of the advantages and disadvantages of the study's research design.

3.75 points

Some discussion of the advantages and disadvantages of the study's research design is present but needs more work.

3.25 points

Either the advantages or disadvantages of the study's research design is discussed. Discussion is unclear, or comments are not valid.

0 points

No discussion of the advantages or disadvantages of the study's research design.

Score of Advantages and Disadvantages,

/ 5

Criterion score has been overridden

Future Research

5 points

Detailed discussion on how the study can be moved forward with valid examples provided.

4.25 points

Discussion on how the study can be moved forward is present.

3.75 points

Discussion on how the study can be moved forward is present but is unclear or needs more work articulating ideas.

3.25 points

Discussion of future research is unclear or not valid.

0 points

No discussion of future research provided.

Score of Future Research,

/ 5

Criterion score has been overridden

Professional Writing and Style

10 points

Contains no spelling or grammatical errors, scholarly/academic tone is used throughout, full citations for all sources mentioned, all listed references used in the literature review, follows writing style of the program perfectly, incorporates smooth transitions.

8.5 points

Contains few spelling or grammatical errors, scholarly tone/academic tone is used throughout, missing few references within the text or on the reference list. A couple of the listed references are not used in the review, follows writing style of the program consistently with few errors, uses quotations and citations appropriately, transitions are clear but may not be smooth.

7.5 points

Contains several spelling or grammatical errors, and does not always use appropriate style. Uses excessive direct quotes (more than 10-15% of the text), or the author fails to incorporate references and/or citations appropriately/effectively, generally lacks transitions.

6.5 points

Contains many spelling or grammatical errors, and does not closely follow writing style of the program. Uses excessive direct quotes (more than 10-15% of the text), or the author fails to incorporate references and/or citations appropriately/effectively, generally lacks transitions.

0 points

Does not meet the expected quality of writing for this degree level.

Score of Professional Writing and Style,

/ 10

Criterion score has been overridden

Rubric Total Score

Total

Score of SSGS Two Article Reviews,

/ 100

Criterion score has been overridden

Overall Score

Overall Score

Exemplary90 points minimum

Accomplished80 points minimum

Developing70 points minimum

Beginning60 points minimum

Did not attempt0 points minimum