Running head GUN CONTROL1GUN CONTROL16RESEARCH PR.docx

Running head: GUN CONTROL
1
GUN CONTROL
16
RESEARCH PROPOSAL
Do Gun Control Laws Reduce Incidence of Murder and Other
Violent Crimes?
Prepared and Submitted
by
.Robert Stevens, MPA
Class Name
INTRODUCTION
On June 26, 2008, the United States Supreme Court affirmed a
Court of Appeals decision overturning the Washington D.C. ban
on firearms. Over the last several decades, there have been
numerous arguments to the effectiveness of gun control bans
and gun regulations. The purpose of this study is to add to this
debate. This study will conduct a quantitative analysis of
murder and other violent crime statistics from the Federal
Bureau of Investigation, Uniform Crime Reporting Program and
compare those crime rates for a sixty year period. By analyzing
the data, the author seeks to identify the true effectiveness of
the District of Columbia’s Firearms Control and Regulations
Act of 1975.
There has been a long standing debate among citizens,
politicians, special interest groups and law enforcement as to

the need for and success of strict gun control legislation. There
have been numerous studies conducted by various groups on the
subject of gun control and/or strict regulation. The two highest
profile groups in the debate are the National Rifle Association
and the Brady Center and its affiliate, the Center to Prevent
Handgun Violence. The Justice Department estimates that as
many as 275 million guns are in the United States (Mears,
2010).
The NRA argues that the Second Amendment of the U.S.
Constitution guarantees individuals the right to own and carry
guns. They are concerned that federal regulations will continue
to increase until owning a handgun will be difficult to achieve,
infringing on their Constitutional rights. They also argue that if
law-abiding citizens have guns, they are safer from criminals,
bringing crime rates down. The Brady Center, on the other
hand, argues that the Second Amendment of the U.S.
Constitution does not guarantee individuals the right to own and
carry guns. Further, they argue that when more people have
guns, deaths and injuries from guns increase (Adams, 2010).
According to the National Institute of Justice (NIJ), in 2005,
11,346 people were killed by firearms and 477,040 people were
the victim of a firearms related crime. The NIJ also reported
that in 2006, firearms were used in 68 percent of murders.
Handguns are the primary firearm used in firearm related
murders in the United States (National Institute of Justice,
2010). NIJ data shows that homicides committed with firearms
peaked in 1993 at 17,075, and afterwards the figures steadily
fell, leveling off in 1999 at 10,117 but since 2002 gun-related
homicides have increased slightly each year (National Institute
of Justice, 2010).
In January of 2009, the American Rifleman (an NRA
publication) published an article FBI Crime Report is Bad News
for Anti-Gunners. The publication cited FBI crime statistics for
2007, that showed the nation's violent crime rate is near a 30-
year low (Anonymous, 2009). Statistics show that private gun
ownership is at an all time high and rises about 4.5 million

every year, while the nations murder rate is at a 40 year low
(Anonymous, 2009).
On September 24, 1976, the District of Columbia city council
passed the Firearms Control and Regulations Act of 1975. The
act banned residents from owning handguns and unregistered
firearms (firearms registered prior to 1976). The registered
firearms kept in the home were required to be unloaded,
disassembled and secured with a locking device (District of
Columbia v. Heller, 2008).
In 1982, the City of Chicago enacted a city ordinance which
provides that “[n]o person shall . . . possess . . . any firearm
unless such person is the holder of a valid registration
certificate for such firearm.” The municipal code then prohibits
the registration of most handguns, thus effectively banning
handgun possession by almost all private citizens who reside in
the city (McDonald v. City of Chicago, Illinois, 2010). On June
28, 2010, The United States Supreme Court in a 5-4 ruling in
the case of McDonald v. City of Chicago overturned Chicago’s
28 year old gun ban, the last of its kind in the country.
The two United States Supreme Court decisions have
effectively eliminated gun bans throughout the United States.
However, “The Court recognized that the Second Amendment
allows for reasonable restrictions on firearms, including who
can have them and under what conditions, where they can be
taken, and what types of firearms are available” (Helmke,
2010).
There are two principle issues in the debate. First is
effectiveness. Do strict gun control laws decrease, make no
difference, or possibly increase incidences of murder and other
violent crimes? Second is constitutionality. The United States
Supreme Court has upheld the Second Amendment right of
citizens to own and possess firearms citing due process under

the Fourteenth Amendment. If studies confirm that strict gun
control laws and/or regulations actually reduce the incidence of
murders and other violent crimes, should the Constitution be
amended or should the Supreme Court reconsider its decision?
The central question in this study is “What is the relationship
between gun control laws / restrictions and the crime of murder
and other violent crimes?” There are three subsidiary questions
that have also been identified:
1. Do gun bans or regulations [aka gun control laws] increase
the incidence of murder and other violent crimes?
2. Do gun bans or regulations [aka gun control laws] decrease
the incidence of murder and other violent crimes?
3. Do gun bans or regulations [aka gun control laws] have no
effect on the incidence of murder and other violent crimes?
As referenced earlier, in 2008 the United States Supreme Court
upheld an Appeals Court ruling the ban was unconstitutional.
The ban was legally invalidated and more “reasonable” gun
ownership regulations such as criminal background checks and
firearm registrations were instituted in late 2008. This analysis
will be focused on the presence and effectiveness of a gun
control ban in the District of Columbia prior to and after the
ban was lifted in 2008. This study will test the theory of
whether the independent variable of the presence of strict gun
control laws / regulations had an effect on the dependent
variable of incidences of murder and other violent crimes within
the District of Columbia.
To answer the subsidiary questions and ultimately answer the
central question, three relevant hypotheses have been
developed.
H1 -
The presence of the gun ban increased the incidence of murder
and other violent crimes in the District of Columbia.

H2 -
The presence of the gun ban decreased the incidence of murder
and other violent crimes in the District of Columbia.
H0 -
The presence of the gun ban had no impact on the incidence of
murder and other violent crimes in the District of Columbia.
The purpose of this quantitative study is to collect and analyze
relative statistical crime data to add to this debate.
LITERATURE REVIEW
The debate over gun control has been a hot button topic for
many politicians and political activists for the past several
decades. There have been numerous studies to try and justify
both sides of the debate. In 1972, Collin Greenwood, a former
senior police officer who conducted research on gun control in
England and Wales stated, “"Half a century of strict controls ...
has ended, perversely, with a far greater use of [handguns] in
crime than ever before." Greenwood concluded, “No matter how
one approaches the figures, one is forced to the rather startling
conclusion that the use of firearms in crime was very much less
[in England before 1920] when there were no controls of any
sort and when anyone, convicted criminal or lunatic, could buy
any type of firearm without restriction” (Greenwood, 1972).
James Wright and Peter Rossi (1986) in Armed and Considered
Dangerous: A Survey of Felons and Their Firearms, conducted a
survey of “…1,874 male felons who were serving sentences for
various felony offenses in 11 state prisons throughout the
country.” Wright and Rossi sought to “…examine why
criminals acquire, carry, and use firearms.” The survey was a
self-administered questionnaire. Even though their survey was
directed at the use of weapons by criminals, their research
provided an interesting result.
Wright and Rossi concluded that 33% of the felons stated that

they worried about or often thought about getting shot by the
victim(s); 56% said that they would avoid armed or suspected
armed victims; and 74% explained that burglars avoid occupied
houses because of the fear of being shot by armed occupants.
One of the most profound findings from Wright and Rossi‘s
study was the fact that a large percentage of criminals actually
fear being shot by an armed victim and had not committed a
crime for that reason which clearly relates to the crime
deterrence debate. This argument regarding the impact of crime
was further reviewed by John Lott and David Mustard (1997).
Colin Loftin, David McDowall, Brian Wiersema and Talbert J.
Cottey (1991) in Effects of Restrictive Licensing of Handguns
on Homicide and Suicide in the District of Columbia, conducted
a study which compared Washington, D.C. to its suburbs before
and after the 1976 gun ban was implemented. The research
found that the gun ban “was linked to a 25 percent drop in
homicides involving firearms and a 23 percent drop in such
suicides” (Loftin et al., 1991, p. 1615). Loftin et al. (1991, p.
1615) explained that they found no drop in homicides or
suicides where other types of weapons were used. Additionally,
there were no changes in the suburbs (Loftin et al., 1991, p.
1615). Loftin et al. elude to a link between gun control
measures and violent crime, but when longer periods are
examined the significant rates that are quoted diminish. An
examination of crime data shows that Washington, D.C. has
observed very similar crime trends that the rest of the U.S. has
observed such as the increasing crime rates until 1994 when the
country began experiencing the downward crime trend that is
still observed today.
John Lott, Jr. and David Mustard (1997) in Crime, Deterrence,
and Right-To-Carry Concealed Handguns, used cross-sectional
time-series data from counties throughout the U.S. from 1977 to
1992 and found that by allowing citizens to carry concealed
weapons, violent crimes were deterred without increasing

accidental deaths (Lott & Mustard, 1997, p. 1). Lott and
Mustard‘s study has had a profound impact on the gun control
debate.
The study showed that “If those states without right-to-carry
concealed gun provisions had adopted them in 1992, county-
and state-level data indicate that approximately 1,500 murders
would have been avoided yearly” (Lott & Mustard, 1997, p. 1).
Lott and Mustard also advance the argument that “…right to
carry‖ laws adopted by states did not increase the number of
murders and violent crime, but in some cases actually reduced
the number of those incidents” and “Also surprising is that
while longer prison lengths usually implied lower crime rates,
the results were normally not statistically significant” (Lott &
Mustard, 1997, p. 65). The findings of Lott and Mustard are
controversial at best, but the concept of their hypothesis is not
without reasoning. Lawful gun ownership may provide an
element to crime deterrence and the current crime rate
reductions as witnessed within Wright and Rossi‘s (1986)
research.
John Donohue and Steven Levitt (2001) in The Impact of
Legalized Abortion on Crime, argued that the legalization of
abortion contributed to reductions in crime. Donohue and
Levitt allege that the high rate of abortions in the 1970s and
1980s led to the decrease in crime in the 1990s. They suggest
that legalized abortion could account for at least 50% of the
current crime reduction (Donohue & Levitt, 2001, p. 379).
Donohue and Levitt (2001, pp. 379-380) acknowledge the
significance in crime reduction that has occurred since 1991 and
claim that “Homicide rates have fallen more than 40 percent.
Violent crime and property crime have each declined more than
30 percent.” Donohue and Levitt state that there are an array of
explanations from many academics such as “…the increasing
use of incarceration, growth in the number of police, improved
policing strategies such as those adopted in New York, declines
in the crack cocaine trade, the strong economy, and increased

expenditures on victim precautions such as security guards and
alarms” (2001, pp. 379-380). The theory presented is not
without merit however, their account of 50% crime rate
reduction is a difficult figure to accept.
Don B. Kates and Gary Mauser (2007) in Would Banning
Firearms Reduce Murder and Suicide?, conducted a meta-
analysis, which included Lott and Mustard‘s and Donohue and
Levitt‘s studies and also a variety of international sources.
Kates and Mauser‘s research sought to answer the question of
whether or not banning firearms would reduce murder and
suicide. They concluded that “People commit suicide not
because they have guns available, but they kill themselves for
reasons they deem sufficient, and in the absence of firearms
they just kill themselves in some other way” (Kates & Mauser,
2007, p. 693). Kates and Mauser acknowledge that although the
reasons are obscure, murder and violent crime has dropped
significantly in the U.S. over the past 15 years.
Again, there are numerous studies that argue both for and
against strict gun control and whether gun control and
regulations are effective based on evidence. Most researchers
on this topic argue several factors influence murder and violent
crime rates. Economics, demographics, abortion and cultural
factors among others play a role in murder and violent crime
rates throughout the United States. However, many researchers
also argue that there is both a positive and negative correlation
between gun bans and strict gun regulation and the murder and
violent crime rates, depending on the study.
One argument is that due to strict gun control, only the
criminals have the guns and therefore there is ultimately more
murder and violent crime. Strangely there is research, such as
Lott and Mustard’s and Wright and Rossi’s that seem to indicate
that this theory may actually be supported. Simply, the theory
is that by arming good law-abidding citizens, the criminals are
placed in more fear of armed resisitance and therefore crime is

reduced.
METHODS
The primary purpose of this investigation is to identify and
evaluate the effectiveness and impact of gun control bans and/
or regulations on the dependent variable, which is the rate of
murder and other violent crimes. This study will specifically
focus on the impact of the gun control ban, and the absence of
the ban (with new gun ownership regulations) on the dependent
variable within the District of Columbia from 1960 to 2020.
This study will be a quantitative design and will employ an
annual cross-sectional times-series analysis with pre and post
comparisons of statistical crime data using a multiple regression
model. This study is strictly quantitative and does not pose any
harm to any participants. Since 1930, the Federal Bureau of
Investigation (FBI), Uniform Crime Reporting (UCR) Program
has been collecting, publishing and archiving statistical crime
data from over 17,000 law enforcement agencies nationwide.
The District of Columbia Police Department is one of those
contributing / reporting agencies. The statistical crime data will
be collected from the Federal Bureau of Investigation’s Uniform
Crime Reporting Program for the District of Columbia from
1960 to 2020. Due to the ban being instituted in 1976 and
voided in 2008, the statistical crime data for 1976 and 2008 will
be eliminated from the analysis. Both 1976 and 2008 were
transitional periods in which the District of Columbia was
transitioning to and from the gun ban regulations. The rationale
for not including the data is to not taint the study with
incomplete or skewed statistics.
First we must conceptually define murder and other violent
crimes. For the purpose of this study, we will use the Federal
Bureau of Investigation definitions of murder and violent crime.
In the FBI’s Uniform Crime Reporting (UCR) Program, violent
crime is composed of four offenses: murder (which includes
non-negligent manslaughter), forcible rape, robbery, and
aggravated assault. Violent crimes are defined in the UCR
Program as those offenses which involve force or threat of force

(Federal Bureau of Investigation, 2009).
The FBI (2009) definitions for the aforementioned crimes are as
follows:
Criminal homicide - a.) Murder and nonnegligent manslaughter:
the willful (nonnegligent) killing of one human being by
another. Deaths caused by negligence, attempts to kill, assaults
to kill, suicides, and accidental deaths are excluded. The
program classifies justifiable homicides separately and limits
the definition to: (1) the killing of a felon by a law enforcement
officer in the line of duty; or (2) the killing of a felon, during
the commission of a felony, by a private citizen. b.)
Manslaughter by negligence: the killing of another person
through gross negligence. Deaths of persons due to their own
negligence, accidental deaths not resulting from gross
negligence, and traffic fatalities are not included in the category
Manslaughter by Negligence.
Forcible rape - The carnal knowledge of a female forcibly and
against her will. Rapes by force and attempts or assaults to
rape, regardless of the age of the victim, are included. Statutory
offenses (no force used―victim under age of consent) are
excluded.
Robbery - The taking or attempting to take anything of value
from the care, custody, or control of a person or persons by
force or threat of force or violence and/or by putting the victim
in fear.
Aggravated assault - An unlawful attack by one person upon
another for the purpose of inflicting severe or aggravated bodily
injury. This type of assault usually is accompanied by the use of
a weapon or by means likely to produce death or great bodily
harm. Simple assaults are excluded.
Since the statistical crime data is collected and compiled by the
Federal Bureau of Investigation using these operational
definitions, these definitions will be used in this study. There
is the possibility that the crime data reported to the FBI
Uniform Crime Reporting Program may not be perfect, due to
reporting errors such as the lack of a victim(s) to report the

crime and the failure of the police to properly document the
crime(s). The data collected and analyzed does not address the
final disposition (e.g. conviction or punishment) of the specific
cases in this study. However, the specific case(s) final
disposition is not directly relevant to this study. The author
realizes that no data will be perfect but the data collected and
analyzed will be germane.
The statistical crime data collected by the FBI Uniform Crime
Reporting Program is compiled and broken down into specific
categories such as violent crime and property crime. There are
also individual or sub-categories for murder, forcible rape,
robbery and aggravated assault. The violent crime data will be
collected and organized into specific years from 1960 to 2020
and in the specific category of violent crime and sub-categories
of murder, forcible rape, robbery and aggravated assault.
The data will be analyzed using a multiple regression model.
The crime data will be evaluated and verified for consistency.
The data from 1960 through 1975 and 1977 through 2007 was
compared on a linear time basis. Based on the outcome of the
crime data analysis, inferences may be drawn to whether the
gun control ban within the District of Columbia had positive,
negative or null effect.
The researcher’s role in this study is the collection, compiling,
organizing, and analysis of the statistical crime data. The
researcher will report those finding quantitatively and without
bias or prejudice.
FINDINGS
The findings in this study are to be determined.
DISCUSSIONS, RECOMMENDATIONS AND CONCLUSION
Discussion(s)
The discussion(s) in this study are to be determined.

Recommendations
The recommendations in this study are to be determined.
Conclusion
The conclusion(s) in this study are to be determined.
REFERENCES
Adams, D. R. (2010). Gun Control Debate. Retrieved June 30,
2014, from Awesome Library:
http://www.awesomelibrary.org/guncontrol.html
Anonymous. (2009). FBI Crime Report is Bad News for Anti-
Gunners. American Rifleman , pp. Vol. 157, January, Iss. 1; pg.
65.
District of Columbia v. Heller, 07-290 (United States Supreme
Court, June 26, 2008).
Donohue, J. J., & Levitt, S. D. (2001). The Impact of Legalized
Abortion on Crime. Quarterly Journal of Economics , 379-420.
Federal Bureau of Investigation. (2009). Retrieved July 15,
2014, from Violent Crime - Crime in the United States 2008:
http://www.fbi.gov/ucr/cius2008/offenses/violent_crime/
Greenwood, C. (1972). Firearms Control. London: Routledge
and Kegan Paul.
Helmke, P. (2010). Brady Center. Retrieved June 30, 2014, from
Brady Center: http://www.bradycenter.org/
Kates, D. B., & Mauser, G. (2007). Would Banning Firearms
Reduse Murder and Suicide? Harvard Journal of Law and Public
Policy , 649-695.

Loftin, D. C., McDowall, D. D., Wiersema, B., & Cottey, T. J.
(1991). Effects of Restrictive Licensing of Handguns on
Homicide and Suicide in the District of Columbia. New Engand
Journal of Medicine , 1615-1620.
Lott, J. D., & Mustard, D. B. (1997). Crime, Deterrence, and
Right-To-Carry Concealed Handguns. The Journal of Legal
Studies , 1-68.
McDonald v. City of Chicago, Illinois, 08-1521 (United States
Supreme Court June 28, 2010).
Mears, B. (2010). CNN.com. Retrieved June 30, 2014, from
CNN:
http://www.cnn.com/2010/CRIME/06/28/us.scotus.handgun.ban/
index.html
National Institute of Justice. (2010). Retrieved June 30, 2014,
from U.S. Department of Justice - National Institute of Justice:
http://www.ojp.usdoj.gov/nij/topics/crime/gun-
violence/welcome.htm
Wright, J. D., & Rossi, P. H. (1986). Armed and Considered
Dangerous: A Survey of Felons and Their Firearms. Hawthorne,
NY : Aldine de Gruyter Publishing Co.
© PENN FOSTER, INC. 2016
Graded Project
Computer Applications

© PENN FOSTER, INC. 2016 PAGE 1COMPUTER
APPLICATIONS
Graded Project
INTRODUCTION 2
INSTRUCTIONS 2
SCORING GUIDELINES 10
SUBMITTING YOUR PROJECT 13
INTRODUCTION
CONTENTS
APPLICATIONS
Graded Project
COMPUTER APPLICATIONS
INTRODUCTION
This project uses the skills you’ve acquired for Word, Excel,
and PowerPoint to prepare
for a sales meeting. You’ll assume the role of Director of Sales.
For this project, you’ll
complete a memo, a spreadsheet with sales figures and a chart,
and a presentation that
integrates spreadsheet data.
INSTRUCTIONS

MEMO
1. Start Word and create a new blank document.
2. Create a memo for the sales meeting as shown in Figure 1,
using the following formats:
a. The company name should be in Arial 20-point, bold, purple
font.
b. The memo headings and text should be in Times New Roman,
12-point font, with left-aligned tab stops set to 1 inch.
c. Replace Your Name Here with your name.
d. The body text should be in Times New Roman, 12-point font,
with bold text where indicated.
Figure 1
3. Save the document as Meeting Memo.
APPLICATIONS
Graded Project
3. Save the worksheet as Summer Sales.
4. Create a column chart based on cells A4 through D7 that
looks similar to Figure 3.
a. Select the 2-D Column Stacked Column style.

b. After the chart is created, add data labels as shown in the
figure.
c. Edit the chart title as shown in the figure.
SPREADSHEET AND CHART
1. Start Excel and create a new blank workbook.
2. Enter data as shown in Figure 2, using the following
formats:
a. The company name should be in Arial, 20-point, bold, purple
font.
b. The Summer sales title should be in 16-point font.
c. The company name and Summer sales titles should be
merged
and centered.
d. Column headings should be bold, and month headings right-
aligned.
e. The sales figures should be in Currency cell style with no
decimal places.
f. Formulas that use functions should be used for calculated
totals.
g. Cells B8 through E8 should be formatted in the Total cell
style.
Figure 2

APPLICATIONS
Graded Project
5. Save the modified workbook. Your final spreadsheet should
look similar to Figure 4.
Figure 3
Figure 4
APPLICATIONS
Graded Project
PRESENTATION
1. Start PowerPoint and create a new blank presentation.
2. Change the theme of the presentation to Crop or another
appropriate style
if you don’t have Crop.
3. Verify that slide 1 uses Title Slide layout and then enter text
so that your
slide looks similar to Figure 5.
Figure 5
Figure 6
4. Add a new slide 2 with a Blank layout, insert a table, and
then add the sales data

from the Summer Sales workbook. Size the table so that slide 2
looks similar to
Figure 6.
APPLICATIONS
Graded Project
5. Add a new slide 3 with a Blank layout and then insert a
Stacked Column chart. Add
the Summer sales data, format the title, and add the data labels
to each column.
Size the chart so that slide 3 looks similar to Figure 7.
Figure 7
Figure 8
6. Add a new slide 4 with a Picture with Caption layout and
add content so that the
slide looks similar to Figure 8. Insert the Glow in the Dark
Widget.jpg, a data file
for this graded project.
APPLICATIONS
Graded Project
7. Add three more Picture with Caption layout slides to
introduce the Lime Doodad,
Buttercup Gizmo, and Black Widget products. Their
corresponding image files are

data files for this graded project. Your slides should look
similar to Figures 9, 10,
and 11.
Figure 9
Figure 10
APPLICATIONS
Graded Project
8. Add a new slide with a Title and Content layout and add text
so that the slide looks
similar to Figure 12.
Figure 11
Figure 12
APPLICATIONS
Graded Project
10. Apply the Page Curl transition to all the slides.
11. Apply the Grow & Turn animation to each of the bullet
items on slide 8.
12. Save the presentation as Fall Meeting, and then play the
slide show from the
beginning to check your presentation.

Figure 13
9. Add a new slide with a Title Only layout. Insert text and a
clip art picture that
thanks employees for their hard work (use “thank you” as the
search text when
searching for the image). Size and position the picture to look
similar to Figure 13.
APPLICATIONS
Graded Project
SCORING GUIDELINES
RUBRIC
SKILL/
GRADING
CRITERIA
EXEMPLARY
(4)
PROFICIENT
(3)
FAIR
(2)
POOR
(1)

NOT
EVIDENT
(0)
Create a
memo
A memo with
all appropriate
formatting,
including tab
stops, and
accurate text,
has been
created.
A memo with
most of the
correct content
and format-
ting has been
created.
A memo with
most of the
correct con-
tent and some
of the correct
formatting has
been created.
A memo
with little
or no for-
matting and

inaccurate
content
has been
created.
No attempt
has been
made to cre-
ate a memo.
Create a
spread-
sheet
All cell data is
correctly for-
matted and the
calculations use
formulas with
functions.
Cell data is cor-
rectly formatted
and some cal-
culations use
formulas with
functions.
Some cell data
is correctly
formatted and
some calcu-
lations use
formulas with
functions.

Some cell
data is
present with
little or no
formatting
or use of
formulas for
calculation.
No attempt
to create a
spreadsheet
has been
made.
Create a
chart
A column chart
based on the
correct data,
the specified
style, and the
correct labels
has been
created.
A column chart
based on the
correct data,
the specified
style, but with-
out the correct
labels has been
created.

A column
chart based
on the correct
data, with an
unspecified
style, and the
correct labels
has been
created.
A chart has
been cre-
ated without
the correct
data, speci-
fied style, or
labels.
No attempt to
create a chart
has been
made.
Create a
presentation
A presentation
in the specified
theme with 9
slides in the
correct lay-
outs has been
created.
A presentation
in the specified

theme with
most of the
slides in the
correct lay-
outs has been
created.
A presentation
in the spec-
ified theme
with some of
the slides in
the correct
layouts has
been created.
A presen-
tation with
fewer than
9 slides
in varying
layouts
has been
created.
No attempt
has been
made to create
a presentation
or fewer than 9
slides without
some required
content have
been created.
(Continued)

APPLICATIONS
Graded Project
Insert
Excel data
as a linked
object into
slide 2
The specified
cell data has
been pasted as
a linked Excel
Worksheet
object into slide
2 and appropri-
ately sized.
The specified
cell data has
been pasted
as an Excel
Worksheet
object without
linking.
The specified
cell data has
been copied
and pasted as
a PowerPoint

table or
embedded.
An attempt
has been
made to
paste some
cell data
into the
presentation.
No attempt
has been
made to
add Excel
spreadsheet
data to the
presentation.
Paste
an Excel
chart into
slide 3
The specified
Excel chart has
been pasted
into slide 3 and
appropriately
sized and
positioned.
The specified
Excel chart has
been pasted

into slide 3 but
not sized or
positioned.
The specified
Excel chart
has been rec-
reated in the
presentation
by using the
Insert Chart
command.
The chart
has been
inserted as
an Excel
Worksheet
Object and
displays
the entire
worksheet.
No attempt
has been
made to add
a chart to the
presentation.
Insert
data file
images
Images have
been inserted
as specified.

Most of the
specified
images have
been inserted.
Some of the
specified
images have
been inserted.
Few of the
specified
images
have been
inserted on
any slide.
No attempt
has been
made to add
specified
images to the
presentation.
Insert a
clip art
image into
slide 9
An appropri-
ate clip art
image has
been inserted
on slide 9 and

appropriately
sized and
positioned.
An appropriate
clip art image
has been
inserted on
slide 9 but may
not be sized
or positioned
appropriately.
N/A N/A No attempt
has been
made to add
an appropriate
clip art image.
Apply a
transition
The Page Curl
transition has
been applied
to all slides.
The Page Curl
transition has
been applied
to two or more
slides.
The Page
Curl transition
has been

applied to
one slide
only.
The wrong
transition
has been
applied.
No attempt
has been
made to
apply a transi-
tion to any of
the slides.
Apply
animations
The Grow
& Turn ani-
mation has
been applied
to each
bullet item
separately.
The Grow &
Turn anima-
tion has been
applied to all
the bullet items
together.
A different
animation has

been applied
to each
bullet item
separately.
A different
animation
has been
applied
to all the
bullet items
together.
No attempt
has been
made to
apply an
animation.
APPLICATIONS
Graded Project
SUBMISSION CHECKLIST
Before submitting your project, make sure you’ve correctly
completed the following:
q Enter text in Word.
q Set tab stops.
q Apply formatting to text in Word.

q Enter and format data in Excel.
q Merge and center cells in Excel.
q Change the decimals displayed by numbers in Excel.
q Create a 2-D Column chart in the Stacked Column style.
q Modify the data labels of the chart.
q Change the layout of the specified slides.
q Apply a theme to the presentation.
q Add nine slides of different layouts to the presentation.
q Insert and format a table in a slide.
q Create and format a chart in a slide.
q Insert existing picture files into slides.
q Insert a clip art image from the Internet into a slide.
q Apply a transition to all slides.
q Apply an animation to bullet points separately.
q View a slide show from the beginning.
APPLICATIONS
Graded Project

SUBMITTING YOUR PROJECT
Each project is individually graded and therefore could take
approximately 5–7 business
days to grade. You will submit three files for this project:
1. Meeting Memo.docx
2. Summer Sales.xlsx
3. Fall Meeting.ppt
Make sure the following information is in the heading of each
file:
O Your name
O Your email address
O Your student number
O Course name and number
O Project number (58480700)
Follow this procedure to submit your assignment online:
1. Go to http://www.pennfoster.edu and log in to your student
portal.
2. On your student portal, click on Exam.
3. In the box provided, enter the examination number.
The number for this exam is 58480700.
4. Click Submit.

5. On the next screen, enter your email address.
(Note: This information is required for online submission.)
6. If you wish to tell your instructor anything specific
regarding this assignment,
enter it in the Comments.
7. Attach your file or files as follows:
a. Click on the first Browse box.
b. Locate the file you wish to attach.
c. Double-click on the file.
d. To attach the additional files, click on the next Browse box
and repeat steps b and c. Repeat until all files are uploaded.
8. Click Submit.
Be sure to keep a backup copy of any files you submit to the
school!
http://www.pennfoster.edu
THE TOPIC I CHOSE IS how community policing affects the
relationship between the community and police
The Written Research Proposal is worth 25% of your course
grade. The written proposal must use APA Style throughout,
including reference page. The written proposals should be 10
pages typed, double-spaced pages in length with standard, one
inch margins all around, using only Times New Roman, 12-
point font. An example topic (Do Gun Control Laws Reduce
Incidence of Murder and Other Violent Crimes?) has been

developed by the instructor as a structural model for students to
follow in the preparation of their proposals. Your research
project will require that you work from a minimum of four (5)
peer-reviewed journal articles of your choice, but related to
public administration. At least one (1) article must be
qualitative research, and one (1) other article must be
quantitative research (analytical statistics). All of the articles
must focus on a similar topic of public interest that would fall
under the concerns of a public administrator. An article that
uses solely descriptive statistics (reporting of findings such as
percentiles) will not be adequate for the quantitative article.
Follow the format below for preparing your Research Proposal,
in the order below (USE ONLY THE HIGHLIGHTED
SECTIONS IN THE PROPOSAL).
TITLE PAGE
ABSTRACT
INTRODUCTION
· Background of the study
· The Problem
· Provide a very brief discussion of the problem
· Provide a discussion what others have done to research the
problem (review of literature) from Barry University Library
Searches. The format for discussing each study is: What were
they trying to find out? What theories were they trying to test?
What method(s) did they use (in general)? What core
conclusions did they draw from their results?
· As you review research, look for the major theories that have
been used to attempt to explain the problem. Include a brief
summary of the theory along with the research review.
· Write up enough studies to show that you are aware of the
latest and most dominant research related to your question
· Purpose and Research Questions
· Drawing from the literature review, narrow down a brief

discussion to the very specific question of exactly what is to be
researched and why?
· If appropriate, suggest a theory and relevant hypothesis
predicting the study outcome.
· Variables that will be measured need to be identified here
· A theory with rationale that could be used to explain results
would be included here when appropriate.
· Significance of the Purpose
· Conceptual Framework
· Boundary of the Study
· Significance of the Study
· Origins of the Researcher’s Interest
LITERATURE REVIEW: This is where you discuss all of the
articles you have researched for this paper. Present an overview
of each article. In this section, you should identify the
theoretical basis for the research, and the hypothesis that each
article intends to support. Appendix A of the textbook provides
insights into preparing such an analysis. See proposal exemplar
as well.
METHODS
· Restatement of Research Questions
· State the type of research Quantitative, Qualitative, or Mixed
Methods
· Rational for research method
· Participants are discussed here: demographics, numbers,
number of total surveyed, etc.
· Data Sampling/Gathering measures and procedures are
discussed for all variable
· Methods of Data Collection
· Data Analysis Process: Step-by-step procedures
(chronological) need to be stated in a manner of detail so that
others could replicate your study.
· Researcher Role
· Credibility

· Summary
FINDINGS
· The results of data gathering and data analysis are presented,
usually in tabular form broken down by measurement statistic.
(comparisons of groups, correlation, regression, etc.)
· All data is presented initially using descriptive statistics, (e.g.
means, percentages, etc.)
· Interview data is often summarized in categorical form.
· Survey data summarized in descriptive statistics, often using
grouped similar questions.
· NO INTERPRETATION (JUDGMENT) OF DATA SHOULD
BE MADE IN THIS SECTION!
DISCUSSIONS, RECOMMENDATIONS AND CONCLUSIONS
· This section interprets the data, (makes sense of) from the
results section.
· The question of how well the results matched up with the
predicting theory and hypothesis is discussed.
· Conclusions are drawn about the specific and overall results.
· What went well and what improvements could be made is also
discussed.
· Support your claims
· Use references to support your claims
REFERENCES
· References are listed in APA style in this section at the end of
the report.
· Every article referenced must be cited in the paper
· Cite every source, avoid plagiarism
· Cite quotations and borrowed ideas
APPENDICES
· Tables or Charts

Running head GUN CONTROL1GUN CONTROL16RESEARCH PR.docx

Running head GUN CONTROL1GUN CONTROL16RESEARCH PR.docx

Recommended

Recommended

More Related Content

More from cowinhelen

More from cowinhelen (20)

Recently uploaded

Recently uploaded (20)

Running head GUN CONTROL1GUN CONTROL16RESEARCH PR.docx