SOC 333 Week 5 Final Paper Academic Research Article Critique Recent

SOC 333 Week 5 Final Paper Academic Research Article Critique Recent

SOC 333 Week 5 Final Paper Academic Research Article Critique Recent

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Academic Research Article Critique. The final assignment for this course is an academic research article critique. The purpose of the critique is to ensure that you know how to read and critically assess research for use in your own research, to understand social problems in society, support decision making in public policy, or to influence one’s own individual research approaches.

 

Reading and critically analyzing academic research reported in journal articles is an important part of learning and applying scholarly research for multiple applications within your discipline. Through the first four weeks of this course, you have become more familiar with the various components of research design. For this final assignment, read and critically review one of the journal articles provided in the list by discipline (below). You may choose from any of the lists, however you will probably find one from your own discipline to be of greater interest to you and more useful for future reference.

 

1. Choose one article from the list below and read it.

 

Homeland Security and Emergency Management

 

Haynes, M. R., & Giblin, M. J. (2014). Homeland security risk and preparedness in police agencies: The insignificance of actual risk factors. Police Quarterly, 17(1), 30-53. doi:10.1177/1098611114526017

 

Settles, T., & Lindsay, B. R. (2011). Crime in post-Katrina Houston: the effects of moral panic on emergency planning. Disasters, 35(1), 200-219. doi:10.1111/j.1467-7717.2010.01200.x

 

Steelman, T. A., & Mccaffrey, S. (2013). Best practices in risk and crisis communication: Implications for natural hazards management. Natural Hazards, 65(1), 683-705. doi:http://dx.doi.org/10.1007/s11069-012-0386-z

 

Military Studies

 

Furia, S. R., & Bielby, D. D. (2009). Bombshells on film: women, military films, and hegemonic gender ideologies. Popular Communication, 7(4), 208-224. doi:10.1080/15405700903046369

 

McClure, P., & Broughton, W. (2000). Measuring the cohesion of military communities. Armed Forces & Society (0095327X), 26(3), 473-12.

 

Routon, P. W. (2014). The effect of 21st century military service on civilian labor and educational outcomes. Journal of Labor Research, (1), 15.

 

Social and Criminal Justice

 

McDowall, D., Loftin, C., & Pate, M. (2012). Seasonal cycles in crime, and their variability. Journal of Quantitative Criminology, 28(3), 389-410. doi:10.1007/s10940-011-9145-7

 

Sharpe, G. (2009). The trouble with girls today: Professional perspectives on young women’s offending. Youth Justice, 9(3), 154. doi:10.1177/1473225409345103

 

Trautner, M. (2011). Tort reform and access to justice: How legal environments shape lawyers’ case selection. Qualitative Sociology, 34(4), 523-538. doi:10.1007/s11133-011-9203-3

 

Social Science

 

Charnley, S., & Durham, W. H. (2010). Anthropology and environmental policy: What counts? American Anthropologist, (3), 397. doi:10.1111/j.1548-1433.2010.01248.x

 

Cohen, A. (2012). Sweating the vote: Heat and abstention in the US House of Representatives. PS: Political Science & Politics, (1),

 

Fouts, H. N., Hewlett, B. S., & Lamb, M. E. (2012). A biocultural approach to breastfeeding interactions in Central Africa. American Anthropologist, (1), 123. doi:10.1111/j.1548- 1433.2011.01401.x

 

Fulton, S. A. (2012). Running backwards and in high heels: The gendered quality gap and incumbent electoral success. Political Research Quarterly, (2). 303.

 

Sociology

Atkinson, M. (2004). Tattooing and Civilizing Processes: Body Modification as Self-control. Canadian Review of Sociology & Anthropology, 41(2), 125-146.

 

Glass, P. G. (2012). Doing Scene: Identity, Space, and the Interactional Accomplishment of Youth Culture. Journal of Contemporary Ethnography, 41(6), 695. doi:10.1177/0891241612454104

 

Oyelere, R., & Oyolola, M. (2012). The role of race and birth place in welfare usage among comparable women: Evidence from the U.S. Review of Black Political Economy, 39(3), 285-297. doi:10.1007/s12114-011-9122-2

 

Park, J., & Denson, N. (2013). When race and class both matter: The relationship between socioeconomic diversity, racial diversity, and student reports of cross-class interaction. Research in Higher Education, 54(7), 725-745. doi:10.1007/s11162-013-9289-4

 

2. Read the resource below.

 

Learning Commons. (2013). Using a scientific journal article to write a critical review. University of Guelph. Retrieved from http://www.lib.uoguelph.ca/get-assistance/writing/specific-types- papers/using-scientific-journal-article-write-critical-review

3. Employ the methods detailed in the Learning Commons resource to critique the article you selected in Step 1. At a minimum, the critique should include the following information:

 

Introduction (about two pages)

Summarize the article you chose, including discussions surrounding the purpose of the study, the methodology utilized, the results obtained, and the conclusions drawn by the author(s) utilizing questions posed in the reading. Utilize questions posed in the “Analyze the Text” section of the Learning Commons resource to develop this section. You must include the full APA citation for the article in yur references page.

 

Body (about five pages)

Highlight both the strengths and weaknesses of each section of the paper (i.e., introduction, methods, results, discussion, overview). Use questions posed in the “Evaluate the Text” section of the Learning Commons resource to develop this section.

 

Conclusion (about three pages)

Discuss the significance of the research. Utilize questions posed in the “Establish the Significance of the Research” section of the Learning Commons resource to develop this section

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: SOC 333 Week 5 Final Paper Academic Research Article Critique Recent

SOC 333 Week 5 Final Paper Academic Research Article Critique Recent
SOC 333 Week 5 Final Paper Academic Research Article Critique Recent

Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

 Very good or high level of performance

88%

14 points

 Acceptable level of performance

81%

13 points

 Inadequate demonstration of expectations

68%

11 points

 Deficient level of performance

56%

9 points

 

 Failing level

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Also Read: SOC 333 Week 5 DQ 2 The Value of Research in Social Policy Recent