Research
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This is a basic introduction to the research process with specific examples to the projects selected for a senior level course in persuasion.
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Grading RubricExemplary Accomplished Developing Beginning.docx
Grading Rubric
Exemplary Accomplished Developing Beginning
(Capstone) (Milestone) (Milestone) (Benchmark)
10 8 5 3
Determine the
Extent of
Information
Needed
Diversity of
Communities and
Cultures
Analysis of
Knowledge
Ethical Self-
Awareness
Ethical Issue
Recognition
Score
(0-10)
Demonstrates evidence of
adjustment in own attitudes
and beliefs because of
working within and learning
from diversity of communities
and cultures. Promotes
others' engagement with
Reflects on how own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits curiosity about what
can be learned from
diversity of communities and
Has awareness that own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits little curiosity about
what can be learned from
diversity of communities and
cultures.
Expresses attitudes and
beliefs as an individual, from
a one-sided view. Is
indifferent or resistant to
what can be learned from
diversity of communities and
cultures.
Connects and extends
knowledge (facts, theories,
etc.) from one's own
academic
study/field/discipline to civic
engagement and to one's
own participation in civic
life, politics, and
Analyzes knowledge (facts,
theories, etc.) from one's
own academic
study/field/discipline making
relevant connections to civic
engagement and to one's
own participation in civic life,
politics, and government.
Begins to connect
knowledge (facts, theories,
etc.) from one's own
academic
study/field/discipline to civic
engagement and to tone's
own participation in civic life,
politics, and government.
Begins to identify knowledge
(facts, theories, etc.) from
one's own academic
study/field/discipline that is
relevant to civic
engagement and to one's
own participation in civic life,
politics, and government.
Student can recognize
ethical issues when
presented in a complex,
multilayered (gray) context
AND can recognize cross-
relationships among the
issues.
Student can recognize
ethical issues when issues are
presented in a complex,
multilayered (gray) context
OR can grasp cross-
relationships among the
issues.
Student can recognize basic
and obvious ethical issues
and grasp (incompletely) the
complexities or
interrelationships among the
issues.
Student can recognize basic
and obvious ethical issues
but fails to grasp complexity
or interrelationships.
Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs and discussion
has greater depth and
clarity.
Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs.
Student states both core
beliefs and the origins of the
core beliefs.
Student states either their
core beliefs or articulates the
origins of the core beliefs but
not both.
So
ci
a
l R
es
p
on
si
b
ili
ty
Has difficulty defining the
scope of the research
question or thesis. Has ...
1 HIS 100 Primary Source Hunt Short Response Guideline
1
HIS 100 Primary Source Hunt Short Response Guidelines and Rubric
Activity: Open these three links to digital repositories containing resources related to the dropping of the atomic bomb. Browse through each repository (Truman
Library Collections, Voices of the Manhattan Project, and National Security Archive), and think about how useful these repositories would be to you if you were a
historian seeking to write a biography on the scientist Leo Szilard (pronounced SIL-lard) who helped develop the atomic bomb and also campaigned against its use.
1. Truman Library Collections
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3. Atomic Heritage Foundation
As you explore each repository, try to locate the following primary sources that you might consult to write a chapter about Szilard’s campaign against dropping the
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1. The transcription of the oral history interview with Tom Evans, a close friend of President Truman’s, discussing scientists’ opposition to the use of the
atomic bomb
2. A petition against the use of the atomic bomb circulated by Szilard directed toward President Truman
3. An interview with Lilli Hornig, a scientist who signed Szilard’s petition against the use of the atomic bomb
To do this, develop search terms similar to the examples shown in the Module Two Module Overview. Only use these three online repositories to locate these
sources—do not consult Google or any other search engine. Take notes on the search terms that are successful and keep the links to the sources you find.
Prompt: In two to three sentences, respond to each question. To develop your responses, combine your experience using search terms to locate the three
primary sources in this module with your own reflections on the questions posed. Regardless of whether or not you were able to find all three primary sources,
complete all question prompts before you submit your responses. If you were not able to find the primary sources, let your instructor know what search terms
you did use so he or she can provide you with feedback on how to develop effective search terms.
1. Describe your overall experience locating these primary sources. Was it challenging or straightforward? Do you learn anything interesting along the way?
2. Were you able to locate an interview with Tom Evans, a close friend of President Truman’s, who interacted with scientists who were trying to reach
Truman with their campaign against the use of the atomic bomb? Share your search terms and a link to the primary source.
3. Were you able to locate a petition against the use of the atomic bomb circulated by Leo Szilard directed toward President Truman? Share your search
terms and a link to the primary sourc ...
1 HIS 100 Primary Source Hunt Short Response Guideline
1
HIS 100 Primary Source Hunt Short Response Guidelines and Rubric
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ENG 272-0Objective The purpose of this essay is t.docx
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
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Revolutions
Modernity
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Jefferson: Declaration of Independence
Jefferson: “On Equality”
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Selected Dickenson poems
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Annotated Outline Format
Title Page
Abstract
Table of Contents
Use the sample table of contents provided as a guideline.
CHAPTER ONE: INTRODUCTION TO THE STUDY
Introduction and Background to the Problem
· Explain how this topic is related to the learning outcomes outlined in this syllabus and/or to the policy related topics discussed in the textbook of this course
· Explain how the topic is related to criminal justice
Justification
· Explain why this topic is important, and to whom it is important.
· Explain how this research paper will have a practical effect on real world problems.
Delimitations and Scope
· Explain what this study can and cannot do.
CHAPTER TWO: REVIEW OF THE LITERATURE, THEORETICAL
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Introduction
Review of the Literature
Synopsis of the Literature Review
Theoretical Framework
Research Questions
Hypotheses
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CHAPTER FIVE: DISCUSSION
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Research Questions
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Practical Implications
Conclusions
Limitations
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REFERENCES
BIBLIOGRAPHY
APPENDIXES
Annotated Outline
Format
Title Page
Abstract
Table of Contents
Use the sample table of contents provided as a guideline.
CHAPTER ONE: INTRODUCTION TO THE STUDY
Introduction and Backg
round to the Problem
·
Explain how this topic is related to the
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Explain how the topic is related to criminal justice
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Explain
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·
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problems.
Delimitations and Scope
·
Explain what this study can and cannot do.
CHAPTER TWO: REVIEW OF THE LITERATURE, THEORETICAL
FRAMEWORK, RESEARCH QUESTIONS AND
HYPOTHESES
Introduction
Review of the Literature
Synop
sis of the Literature Review
Theoretical Framework
Research Questions
Hypotheses
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
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Methods
Running head: RACIAL PROFILING VERSUS BEHAVIORAL PROFILING 1
Abstract
The topic that I choose to discuss as my final paper is Racial Profiling versus Behavioral Profiling. The reason for choosing this topic is because it is one of the most popular topics in Criminal Justice, and it is also something we face daily in our society. Racial Profiling is a discriminatory practice by law enforcement officials of.
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