Provide a research question(s) with an explanation/rationale for why it is of criminological interest and important to study.
Research Proposal & Research Instrument Design.
By the end of this module, you should have developed a good understanding of research methodologies and the process of conducting social research. This assessment is a 2,500- word research proposal. This assessment will give you the opportunity to independently plan (not undertake) a research study of your choice and outline how you would pursue this project. Your research proposal should include:
• your research question(s) with an explanation/rationale for why it is of criminological interest and important to study.
• a short literature review (500 words approx.) on the topic showing how your project would contribute to original and valuable knowledge in the field.
• an account of the research design you propose to use and your choice of research method(s) to address these questions.
• a discussion of the ethical issues raised by the research project.
• an account of how you would plan to analyse the data.
• a discussion of any practical problems you expect to come across during the research process and reflections on how you might address these (e.g., potential issues of access); and
• a bibliography. You must also include the research instrument you plan to use to conduct your research. For example, if your research proposal includes undertaking interviews with convicted money launderers in prison, you must include the interview schedule with the questions you intend to ask.
Topics Covered in class:
METHOD MATTERS: AN INTRODUCTION TO SOCIAL RESEARCH METHODS
QUANTITATIVE VS QUALITATIVE, EPISTEMOLOGY VS ONTOLOGY: DEVELOPING RESEARCH STRATEGIES
ASKING RESEARCH QUESTIONS AND CONDUCTING A LITERATURE REVIEW
SAMPLING AND SURVEY DESIGN
ETHICS, REFLEXIVITY AND THE RESEARCH PROCESS
THE USE OF DOCUMENTS AND DIGITAL METHODS IN SOCIAL RESEARCH
ETHNOGRAPHY AND OBSERVATION
CONDUCTING INTERVIEWS AND FOCUS GROUPS
QUALITATIVE ANALYSIS: CODES, THEMES AND MAKING SENSE OF DATA
REQUIRED READING:
REQUIRED READING
Bryman, A. (2016) Chapter 28: Writing up social research. Social research methods. 5th ed. Oxford: Oxford University Press
REQUIRED READING
Hall, A. (2018) Chapter 7: Writing up and presenting criminological research. In: Davis, P., and Francis, P. eds., (2018) Doing criminological research. 3rd. London: Sage, pp. 161-177
Please use the University of West England Harvard referencing style. Please find the link below
https://www.uwe.ac.uk/library/info/refbuilder/
Read The Prince and, in a well-written essay, make a case for or against Machiavellian leadership.
Description
PROMPT:
Read The Prince and, in a well-written essay, make a case for or against Machiavellian leadership.
There is no correct answer per se; what matters is that you make a strong, clear argument and
support it with ample and specific evidence.
investigate mandibular and maxillary tori and to determine whether it can be useful in forensic science.
Description
Literature based dissertation,
The aim of the thesis is to investigate mandibular and maxillary tori and to determine whether it can be useful in
forensic science.
Objectives
- Literature search on mandibular and maxillary tori
- Determine if torus can be used for identification.
- Investigate if torus can be used in age and ancestry assessments.
- Establish the benefits of torus in forensic science.
8000 words,
30 sources
‘There is no significant difference between the ‘shareholder’ and the ‘stakeholder’ models of corporate governance in terms of being superior at monitoring management behaviour: ultimately, greedy people will always find a way to cheat the system.’ Discuss.
TOPIC 2: ‘There is no significant difference between the ‘shareholder’ and the ‘stakeholder’ models of corporate governance in terms of being superior at monitoring management behaviour: ultimately, greedy people will always find a way to cheat the system.’ Discuss.
· Chang, H-O (2009) 23 Things they don’t tell you about capitalism. London: Penguin.
· Dirty Money (USA, 2018) Series 1. Episode 1: Hard NOx.
· Deakin, S. and Konzelmann, S. J. (2003) After ENRON: An Age of Enlightenment? Organization, Vol. 10, Issue 3, pp. 583-587.
· Dore, R. (2006) Stock Market Capitalism, Welfare Capitalism. Japan and Germany versus the Anglo-Saxons, Oxford: Oxford University Press. Chapter 4: Corporate Governance: From the employee-favouring firm to the shareholder-favouring firm (pp. 71-132).
· Enron: The Smartest Guys in the Room (2005)
· Koen, C. I. (2005) Comparative International Management, London: McGraw-Hill. Chapter 6: Comparative Corporate Governance
· Lazonick, W. and O’Sullivan, M. (2000) ‘Maximizing shareholder value: a new ideology for corporate governance’. Economy and Society, 29, 13-35.
· Page, (2012) Co-determination in Germany: A Beginners Guide.
· Sorge, A., Noorderhaven, N., and Koen, C. (2015) Comparative International Management. Second Edition. Abingdon: Routledge. Chapter 6: Comparative Corporate Governance
TOPIC 3: ‘Cooperative economies are obviously better than conflictual economies’ Discuss.
· Budd, J. W. (2004a) Achieving Decent Work by Giving Employment and Human Face. Geneva: ILO.
· Budd, J. W. (2004b) Labour Relations: Striking a Balance. NY: McGraw-Hill. Chapter 2: Labour Unions: Good or Bad?
· Gordon, D. M. 1996) Fat and Mean: The Corporate Squeeze of Working Americans and the Myth of Managerial Downsizing, New York: Free Press. Introduction; Chapter 3: The Stick Strategy (pp. 61-94), and Chapter 6: We Take the Low Road (pp. 144-171).
· Human Rights Watch (2000) Unfair Advantage: Workers’ Freedom of Association in the United States under International Human Rights Standards.
· HYPERLINK “http://www.hrw.org/en/reports/2000/08/01/unfair-advantage-workers-freedom-association-united-states-under-international-hu” \t “_blank” http://www.hrw.org/en/reports/2000/08/01/unfair-advantage-workers-freedom-association-united-states-under-international-hu
· Logan, J. (2004) The Fine Art of Union Busting, New Labor Forum, Vol. 13, No. 2, pp. 77-91.
· Prasch (1998) Corporate Strategy and the American Standard of Living: Reviewing Gordon’s Fat and Mean. Review of Political Economy, 10:1.
· Readings by Hyman, Budd, Estreicher and Bamber in: Symposium on John W. Budd: Employment with a HumanFace: Four Views on Efficiency, Equity, and Voice in the World of Work. Employee Responsibilities and Rights Journal, Vol. 17, No. 2, June 2005.
· Wilkinson, R. And Pickett, K. (2009) The Spirit Level: Why Equality is Better for Everyone. London: Penguin.
‘American corporations are unquestionably superior to German firms.’ Discuss.
ESSENTIAL READING PER TOPIC
TOPIC 1: ‘American corporations are unquestionably superior to German firms.’ Discuss.
· Albert, M. (1993) Capitalism vs. Capitalism, New York: Four Wall Eight Windows. Chapter 6: The Other Capitalism, pp. 99-126 & Chapter 7: The Economic Superiority of the Rhine Model, pp. 127-146.
· Can We Do It Ourselves? (Sweden, 2015) HYPERLINK “http://topdocumentaryfilms.com/can-we-do-it-ourselves/” \t “_blank” http://topdocumentaryfilms.com/can-we-do-it-ourselves/
· Chang, H-O (2009) 23 Things they don’t tell you about capitalism. London: Penguin.
· Dore, R. (2006) Stock Market Capitalism, Welfare Capitalism. Japan and Germany versus the Anglo-Saxons, Oxford: Oxford University Press. Chapter 2: A Society of Long-Term Commitments (pp. 23-48), Chapter 9: The Co-determined Firm (pp. 182-206), & Chapter 10: The Organised Community (pp. 207-215).
· Koen, C. I. (2005) Comparative International Management, London: McGraw-Hill.
· Sorge, A., Noorderhaven, N., and Koen, C. (2015) Comparative International Management. Second Edition. Abingdon: Routledge.
· The Corporation (Canada, 2005)
precisely and succinctly as possible what the main claim(s) of the paper are and explain the most important arguments or reasons the author offers for them.
Critical Reflection Guidance There are two readings to work on. Each Reading is 1000 words
Step 1: Close re-reading of the text
You should already have read the text through before, and in class should have made annotations on the text – especially highlighting passages that I have drawn your attention to during the discussion. And you should have in mind the sorts of issues that you are looking out for from the discussions in lectures and seminars. All this should give you a good start for a close re-reading of the text.
As you read, ask yourself: what questions am I asking myself? Are they the right sorts of questions? Think about the sorts of questions I raise in the lectures and seminars and ask yourself those questions about the text: what is the author saying about crime and justice? But, more importantly, how do they link that to broader questions about society or individuals or power or social regulation? Sometimes the author won’t say things explicitly; you will need to infer from what they do say what they must think.
Your aim in doing a close reading of the text is to identify what you think the author’s saying, picking out what seem to be the key passages. Bear in mind that it is okay if you don’t get it the first or second time you read it. Many texts require numerous readings before you begin to get a grip on them.
Step 2: Planning your critical reflection
Here is how your piece should look:
Reconstruction (aim/purpose and central arguments)
Critical assessment of 1-2 central arguments
Context and Wider Debates
‘So What’ Assessment/Conclusion
You can vary the order of these and some may be slightly longer or shorter. You might, for instance, have context and ‘so what’ assessment as a single paragraph or you may feel that they each need their own. But you should ensure to touch on each of these areas. Remember, this isn’t an essay, so you don’t need a traditional introduction and conclusion. Your reconstruction substitutes for the introduction and instead of a conclusion you can give a summary of what you think is the key take away or ‘so what’ of your assessment of the reading.
The first paragraph of your reflection should be a ‘reconstruction’ of the central claim – or one of the central claims – in the text, along with the argument as far as you can decipher it, that the author gives. Your aim in the reconstruction is: to say as precisely and succinctly as possible what the main claim(s) of the paper are and explain the most important arguments or reasons the author offers for them.
The remaining discussion should be devoted to:
advancing one or two critical arguments (you can think of it as objecting to or defending key elements of the text). The emphasis is not on number of criticisms (nor on number of references) but on depth of argument. It is better to develop your points in more depth than to throw some extra ones on top.
Locating the significance of the argument. Criminology is not philosophy as you know. The point of theory in criminology, following Marx, is not just to interpret the world but to change it, or at least change how we understand it or how we respond to it. You don’t need to do additional reading here but you might want to think about how the piece does or doesn’t help you think differently about crime or criminal justice institutions, or how it suggests that we should think differently or do things differently. You might want to draw on discussions in this class, other classes, or think about your professional interests. This is the section where you may find it useful to bring in other readings (for instance the other reading from the same week) but it isn’t necessary. You could say ultimately you don’t think it does offer anything substantial but you need to support this with argument as well. For older readings particularly, you might want to comment on whether you think they remain relevant and how so or not. (NB: This is different to whether or not you find it convincing – it is about the wider relevance)
As a general rule the critical arguments section should be the longest and constitute the main content of the assessment.
Step 3: Editing and Referencing
You will need to support your argument by referring closely to the text. This will mean either direct quotations or paraphrasing specific points. You will need to reference the text correctly when you do this – with in-text referencing, and a bibliography. Any additional texts that you use to support your discussion will also need to be properly referenced. Use the UWE Harvard Referencing style. Find the link below:
https://www.uwe.ac.uk/library/info/refbuilder/
Texts for Analysis
Each reflection is 1,000 words.
Reading 1 Power and Marginality – 1,000 words
Ellison, R. (1952). ‘Prologue’. In: Invisible Man, London: Penguin, pp. 7-16.
Reading 2 – Contemporary Debates – 1,000 words
Anderson, B. (2006 [1983]). ‘Introduction’ and ‘Patriotism and Racism’. In: Imagined Communities, London/New York: Verso, pp. 1-7 and 141-154.
Identify the three certainties in the above scenarios, if any.
Trusts: Managing for Others
Problem Question for Class Review
Jane wants to dispose of some of her properties, comprising a collection of artworks and land at Humberside. She asks Terry to hold ‘my collection of artworks on trust for Benny’ and ‘my land at No 6 Muirfield Park for John’, both of whom were her childhood friends. John, who was not aware of the land ‘gift’, passed on without an heir after Jane had transferred the land to Terry. Shortly after, Jane, who was not aware of the passing of John, also passed on. Benny, who is aware that Jane left her collection of artworks for her, decides to make Sam, her oldest son, their beneficiary immediately.
i) Identify the three certainties in the above scenarios, if any.
ii) Advice Jane on the requirement of formalities, if any, for entrusting the artworks and the land to Terry. – Advise Jane.
iii) What options are available to Benny regarding her desire to give the artwork to Sam?
iv) Supposing Jane did not transfer the land to Terry before her passing, what implication, if any, would have followed?
v) What if Jane had given ‘some of my artworks’ to Terry on Trust for Benny?
vi) Supposing John was already dead as Jane gave the land in trust to Terry for John?
vii) Supposing Jane had said ‘two from my fleet of cars’ to Terry for John?
viii) Supposing Jane had said ‘two thousand units of shares from my five thousand units of shares of XYZ company’ to Terry for Benny?
ix) Supposing Jane had said, ‘I give to Terry, such part of my land at No 6 Muirfield Park as he may deem fit to allocate to Benny after my passing.’
When applying to the Charity Commission to become a Registered Charity, it is necessary to give a clear and detailed account as to how the purpose or purposes of the trust further the ‘public benefit’. In what ways would the purposes which Pete and Carol wish to pursue create a ‘public benefit’?
Case Study – ‘Nikki’
Carol is the mother and Pete is the husband of Nikki. Nikki died recently from cervical cancer after spending a number of months receiving specialist pain relief in a hospice. After learning that the specialist care she received was not widely available and only one in ten cancer patients could receive the specialist Care she received, Nikki began a social media campaign to raise money to fund access to this kind of specialist care. The care included highly advanced forms of pain relief, such as administering epidural analgesia via a specialist driver which was both expensive and so advanced that very few doctors had the expertise to use it. The care also included using alternative therapies and the use of ‘moving beds’ which could be positioned by remote control in such ways as to avoid bed-ridden patients developing bed sores.
At the time of her death Nikki had raised £50,000, which she held in one of her banc accounts (Account A). By her will Nikki left all of her property, both real and personal, to Pete.
Carol and Pete are inspired by Nikki and want to help others in a similar position to Nikki by funding specialist pain relief for cancer patients. They have also discovered that many forms of cervical cancer are avoidable through administering a vaccine to young females (the HPV Vaccine). However, they also discover that take-up of the vaccine is low and once girls leave school they are no longer entitled to a free vaccine but must pay for it. There is evidence this reduces uptake of the vaccine due to cost. It is also evident that many teenagers and their parents are unaware of the causes of cervical cancer and the preventive effects of the HPV vaccine. They would therefore like to increase awareness of the causes and methods of preventing cervical cancer.
Carol and Pete plan to raise money through donations and fund-raising events (they have already received £5,000 from well-wishers via a collection at Nikki’s funeral. They also want to use some of the money they raise to hold an annual memorial event / celebration of Nikki, for attendance by Nikki’s family and close friends.
Consider the following questions
Is Pete entitled to the £50,000 raised by Nikki and kept in Account A? If he is not, how should the money be treated?
What legal form would you advise Carol and Pete to adopt to pursue their stated objectives and why should they adopt this form?
Assume that a trust is adopted as the legal form through which to pursue Carol and Pete’s objectives. How would you define the purposes of the trust?
(Note: the purposes must be defined sufficiently broadly to encompassed the planned uses to which funds are to be put and they must be purposes recognised as charitable in law if the trust is to be ‘charitable’).
When applying to the Charity Commission to become a Registered Charity, it is necessary to give a clear and detailed account as to how the purpose or purposes of the trust further the ‘public benefit’. In what ways would the purposes which Pete and Carol wish to pursue create a ‘public benefit’?
develop 10 effective qualitative questionnaire questions that will help to answer the central research question for your study.
Questionnaire Questions Assignment Instructions
Overview
Qualitative questionnaires function as a means of collecting data about everyday life. For the Applied Research Report, questionnaire research is information gathered to determine the opinions, beliefs, or practices within a given population at a specific site to solve a problem or improve a practice. For this assignment, you will compose three to five demographic questions and ten qualitative questions. The ten questions must be open-ended and must require a detailed response. Do not ask a question that requires a yes/no response.
Instructions
For this assignment, you will use the information from the textbook reading this week to develop 10 effective qualitative questionnaire questions that will help to answer the central research question for your study. This is a 3-4-page assignment.
The first page should be a correctly formatted (APA style) title page that includes the title of your study.
The second page should include:
First line should say “Appendix C”
Second line should say, “Qualitative Questionnaire”
Third line should include the title of your study.
Following the title of your study should be three demographic questions related to your study. You may use ones from the example or create your own.
Following the demographic questions should be 10 open-ended content questions related to your central research question. You may not use any of the questions from the example. Do not include support from the literature. This is the actual questionnaire that you could send to participants (you will not be required to).
No citations or reference should be included since this is included in the Appendices of your Applied Research Report.
See the example.
You must apply the information from the textbook reading this week to be successful on this assignment.
Can social awareness impact students’ dropout rates?
Central question: Can social awareness impact students’ dropout rates?
The question aims to assess high school students’ aspirations with social awareness and completion of school. The education system should make learners appreciate the process and aspire to have visions that would influence the need for knowledge from school (Daunic, Corbett, Smith, Algina, Poling, Worth & Vezzoli, 2021). Learners tend to think otherwise and hope to undertake low-value roles in society to earn income and start being independent financially. Students lack the information about the value of the education systems that aspire to mold entities to become professionals with quality living standards.
Learners in high school are swayed by the material richness, which is limited to a specific timeline in a short span; they aspire to seek economic activities and hence drop out of school. Parents lack the connection with the children to encourage and motivate them at personal levels, thus finding meaning at school. Throughout high school, children require constant guidance to make quality decisions with long-term positive consequences. Social awareness of the need for education should be a constant factor that will improve the chances of completion rates.
