Description Module 6: Critical Thinking Critical Thinking Assignment (90 Points) Important! Read First Choose one of the following two assignments to complete this week. Do not do both tasks. Identify your assignment choice in the title of your submission. Option #1: Finding and Analyzing Data: Crime in the United States Review this FBI’s Uniform Crime Reports web page (Links to an external site.). Identify and compare the rates of: violent and property crimes for 2007, 2011, & 2014 in the city where you live or in your nearest metropolitan area. Do the data measure what is intended? Are the data reliable? What are the units of analysis? Have the crime’s rates fallen or risen in any of the categories? Why do you think crime has fallen or risen? Write a paper analyzing and comparing the data. Your paper must be concise, well written, and should meet the following: Length: 2-3 pages (not counting cover and references pages). To support your statements, cite a minimum of 2 scholarly journal sources that are not provided or linked in this course. The Library (Links to an external site.) database is very useful to find this type of scholarly sources. Formatted in compliance with the APA Style Guide Requirements (Links to an external site.). Option #2: Finding and Analyzing Data: Criminal Victimization Read the Criminal Victimization (Links to an external site.) report. The data collection on this report has been obtained from the Bureau of Justice Statistics’ (BJS) National Crime Victimization Survey (NCVS). With the most current data from NCVS, evaluate and explain if the trend data compiled from the Crime in the United States’ website is contrary or consistent with the information given by the NCVS. What is the unit of analysis? How can you conclude if the data is valid and reliable? Your paper must be concise, well written, and should meet the following: Length: 2-3 pages (not counting cover and references pages). To support your statements, cite a minimum of 2 scholarly journal sources that are not provided or linked in this course. The lCampus Library (Links to an external site.) database is very useful to find this type of scholarly sources. Formatted in compliance with the APA pplied Research for Criminal Justice Professionals Module 6: Quantitative Research Quantitative research methods tend to produce data of greater reliability than qualitative methods. Quantitative research aims to classify features, count them, and construct statistical models that explain what is observed. Quantitative data are expressed numerically and can be manipulated and analyzed statistically. Data generated by systematic, random sampling are more reliable for testing a hypothesis and analyzing trends than that from non-random sampling. Several designs, including experiments, are typically used to gather quantitative data. Survey research is an extraordinarily effective and fruitful strategy for investigating a broad array of social research questions. Cost and time factors usually make a survey the favorite technique when researchers are collecting information. Before taking into consideration the collection of new information for investigating a research question, social scientists review available secondary data first. In this module, you would learn and develop the necessary skills to obtain and utilize secondary data to review and analyze a large sum of information; to help you answer questions related to the social world. Conducting pragmatic assessments on the strengths and weaknesses of each technique of data collection, serves as a reminder that like patience in life, humility is also a virtue in research. Absolute answers to all the research questions we seek, cannot be reached. However, as researchers, what we seek are questions structured with a more innovative and complex framework. You will examine some key issues and operational steps for conducting surveys and using existing data-gathering methods along with a hands-on exercise using secondary data in the Critical Thinking Assignments. You will become more aware of the advantages and weaknesses of every method, as you construct a comparative matrix for the discussion forum. Learning Outcomes Recognize differences between quantitative methods. Identify the principal steps for developing a survey instrument. Recognize the benefits and limits of secondary data analysis. Explain content analysis and process. Assess the benefits of mixed methods. For Your Success & Readings The following recommendations and reminders will adjust your expectations and help you be successful in this module and the course: Post on time in the discussion for colleagues to respond to you. Preferably, do initial posts in your discussion by Thursday. Feedback will be essential in the Discussion Board, because we will be expanding on the discussion each week. Responses to colleagues are worth 40% of the discussion. Use academic references including peer reviewed journal articles, books, or government documents. You have 2 Critical Thinking Assignments options this week. You are to choose one option to complete. Both Critical Thinking Assignments include a hands-on exercise using secondary data. Required Chapters 8, 10, & 12 in The Practice of Research in Criminology and Criminal Justice Arntfield, M. (2015). Toward a cybervictimology: Cyberbullying, routine activities theory, and the anti-sociality of social media. Canadian Journal of Communication, 40(3), 371-388. Tanner-Smith, E., & Fisher, B. W. (2016). Visible school security measures and student academic performance, attendance, and postsecondary aspirations. Journal of Youth and Adolescence, 45(1), 195-210. Next References Armstron, E. G. (2001). Gangsta misogyny: A content analysis of the portrayals of violence against women in rap music, 1987-1993. Journal of Criminal Justice and Popular Culture, 8(2), 96-126. Bachman, R., & Schutt, R. K. (2017). The practice of research in criminology and criminal justice (6th ed.). Thousand Oaks, CA: SAGE Publication, Inc. Bauwens, A. (2010). The use of method triangulation in probation research. European Journal of Probation, 20(2), 39-52. Bjornstrom, E. S., Kaufman, R. L., Peterson, R. D., & Slater, M. D. (2010). Race and ethnic representation of lawbreakers and victims in crime news: A national study of television coverage. Social Problem, 57(2), 269-293. Denzin, N. K. (1970). The research act in sociology. Chicago: Aldine. Escalada, M. (2007, December 20). Content analysis: What and how [Blog]. Retrieved from http://devcompage.com/?p=2855 Synodino, N. E. (2003). The “art” of questionnaire construction: Some important considerations for manufacturing studies. Integrated Manufacturing Systems, 4(3), 221-237. Retrieved from http://www.adolphus.me.uk/emx/surveys/synodinos.htm
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