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Purpose and importance of literature review
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1. Hypotheses-(McMillan, 2012, p.47) simply put, a hypothesis is an educated guess. I use a hypothesis as a starting point for my research in search for an outcome. For example, it is my hypothesis that eating carrots improves vision. 2. Meta-analysis-(McMillan, 2012, p.71) is a systematic review of qualitative and quantitative data from other studies within the field of study to be combined for the research. I will use meta-analysis for research in order provide evidence of racial disparities on prison sentencing to compare their findings. 3. Refereed-(McMillan, 2012, p.72) A publication would be considered refereed if it has been vetted by experts on the subject matter to determine the quality of the material being presented. Furthermore, my practice is to use refereed publications to authenticate the integrity of research by referencing trusted resources. An example of refereed material would be located in the libraries of …show more content…
universities, colleges or other legitimate post –secondary institutions. The Journal of Phycology is a scholarly referred journal. 4.
Triangulation-(McMillan, 2012 p.109) A process where different sources collaborate to provide information to address the same question. I would use triangulation to introduce distinctive point of views in order to provide a reasonable outcome for a question. For example, the effects of long term diving can be described by interviewing retired divers, reviewing medical records or research studies. 5. Measurement-(McMillan, 2012 p.117) the process of assigning to mark a significant event during a process where results are determined for quantitative purposes. Measurements can be used to find out the increases in the high-school dropout rates in the U.S. from year to year. 6. Median-(McMillan, 2012 p.128) the book describes as the middle score of a distribution. As an example, I would use the median as the midpoint while interpreting data measurements. 7. Reliability-(McMillan, 2012 p.131) is a constant the repeats in the same manner with minimal deviations. For example, in research, a publication can be reliable for a credible
source. 8. Equivalence-(McMillan, 2012 p.138) is the process of administering two separate tests, from equivalent sources with expectations of similar results. For example, there is academic test that has equivalence sentence questions, which mean there are two correct answers. 9. Halo Effect-(McMillan, 2012 p.166) is used to influence an audience by allowing first impressions to be presented before observations. An attractive picture of a person can be used to “grease the wheels” in order to convince a potential employer to hire a recommended candidate. 10. Leading Question-(McMillan, 2012 p.168) a question used to solicit a desired answer or result that lacks objectivity. Lawyer may use a leading question to a witness to persuade a jury. 11. Baseline-(McMillan, 2012 p.238) is the starting point of a behavior before an intervention. For example, an EKG can be used a baseline of heart function before surgery. 12. Participant Observer-(McMillan, 2012 p.288) A participant in a study where the observer is actually the subject. I was a test subject for hyper oxygenation using a recompression chamber for a school assignment in Hyperbaric Medicine. 13. Standardized Aptitude Tests- (McMillan, 2012 p.151) is a measure of intelligence used as a predictor for future academic or occupational performances. The Armed Services Vocational Aptitude Battery (ASVAB) is an example of a standardized Aptitude Test. 14. Likert Scale-(McMillan, 2012 p.157) is a scale used to measure positive or negative agreement, which can be utilized in questionnaires. For example, Survey Monkey uses this scaling method. 15. Checklist-(McMillan, 2012 p.159) this list is an important instrument for research. It provides several options for respondents to select. An example of a checklist is an inventory of items needed for a research assignment. 16. Observer Bias-(McMillan, 2012 p.165) are personal assumptions or preconceptions that researchers present to their observations, which can skew or aid in the results. An example would be a veteran diver observing how a new diver cleans the propeller of a ship, and challenging him to start at top and work down. 17. Interview-(McMillan, 2012 p.167) is a formal meeting whereas an interviewer acquires data by selecting a number of verbal or written questions for the interviewee to answer. A person who wants to be a subject for a case study usually requires an interview in order to find out if the candidate is suitable. 18. Research Design-(McMillan, 2012 p.151) refers to a strategy for acquiring information in order to integrate different components for research. For example, descriptive, comparative, correlational and ex post facto are four nonexperimental research designs. 19. Relationship-(McMillan, 2012 p.178) is an association or correspondence between two variables systematically interacting with each other. 20. Ex Post Facto-(McMillan, 2012 p.194) is Latin for “after the fact.” It is a method for research to investigate a cause and effect by going chromatically back in time in order to seek a plausible cause for an event that occurs in the present. For example, African-American students find it more challenging for academic and economic equality due to the legacy of Slavery. 21. History-(McMillan, 2012 p.213) in research is the unpredictable events that may have a significant effect on a dependent variable. For example, student improve test scores if they eat breakfast. The history can affect the test scores if the same students did not get enough sleep the night before or had crisis before the test was taken. 22. Maturation-(McMillan, 2012 p.216) is the process in which characteristics of participants change over time that may impact the results or history. For example, getting married at 18 success rate is lower than marriage at 28 due to maturation. 23. Subject Attrition-(McMillan, 2012 p.218) is a threat to researchers in which subjects may drop out of the study before the results are concluded. For example, subject attrition is high for weight loss studies due to the behavioral effects of returning previous eating habits. 24. Interactions-(McMillan, 2012 p.234) is an effect where one variable differs from two independent variables. For example, if a person consumes 1 drink per hour; it would take longer for intoxication, than from one who consumes 5 drinks per hour. 25. Null Hypothesis-(McMillan, 2012 p.251) is a hypothesis that has no difference in an observation or variables. Usually it goes through a verification process in which it is either rejected or accepted. For example, there is no difference in my grade if I write my research paper at night rather than in the morning.
The majority of our prison population is made up of African Americans of low social and economic classes, who come from low income houses and have low levels of education. The chapter also discusses the amount of money the United States loses yearly due to white collar crime as compared to the cost of violent crime. Another main point was the factors that make it more likely for a poor person to be incarcerated, such as the difficulty they would have in accessing adequate legal counsel and their inability to pay bail. This chapter addresses the inequality of sentencing in regards to race, it supplies us with NCVS data that shows less than one-fourth of assailants are perceived as black even though they are arrested at a much higher rate. In addition to African Americans being more likely to be charged with a crime, they are also more likely to receive harsher punishments for the same crimes- which can be seen in the crack/cocaine disparities. These harsher punishments are also shown in the higher rates of African Americans sentenced to
criminal justice system. If the current trends persist, one out of every three African American men can expect to go to prison over the course of his life, as can one out of every six Latino males, compared to only one in seventeen white males (Bonczar 2003). For females, the figures are significantly lower, but racial and ethnic disparities are very similar. For instance, one out of every eighteen African American females can expect to go to prison, as can one out of every 45 Latino females, and one out of every one-hundred and eleven white females (Bonczar 2003). The racial disparities in imprisonment have been felt the most by young African American males (Western and Pettit 2010). Males are a significant majority of the prison and jail populations, accounting for around ninety percent of the population (Western and Pettit 2010). Racial disparities in incarceration are astounding when one counts the men who have been incarcerated in their lifetime rather than those serving time on any given day (Western and Pettit 2002). For instance, in 1989, approximately two percent of white men in their early thirties had been in prison compared to thirteen percent of African American men in their early thirties (Western and Pettit 2002). These extreme racial disparities disproportionately affect communities of color and have significant collateral effects such as family stress and dissolution,
Many Americans pretend that the days of racism are far behind; however it is clear that institutional racism still exists in this country. One way of viewing this institutional racism is looking at our nation’s prison system and how the incarceration rates are skewed towards African American men. The reasons for the incarceration rate disparity are argued and different between races, but history points out and starts to show the reason of why the disparity began. Families and children of the incarcerated are adversely affected due to the discrimination as well as the discrimination against African American students and their likelihood of going to prison compared to the white student. African American women are also affected by the discrimination in the incarceration rate. Many white Americans don’t see how racism affects incarceration rates, and that African Americans are more likely to face discrimination from the police as well as being falsely arrested.
Kansal, T. (2005). In M. Mauer (Ed.), Racial disparity in sentencing: A review of the literature. Washington, DC: The Sentencing Project. Retrieved April 12, 2005, from The Sentenceing Project Web site: http://www.sentencingproject.org/pdfs/disparity.pdf
2010, “Racial Disparities in Sentencing: Implications for the Criminal Justice System and the African American Community”, African Journal of Criminology and Justice Studies 4(1): 1-31, in this Albonetti’s study is discussed in which it was found that minority status alone accounted for an additional sentence length of “one to seven months.” African American defendants were “likely to receive pretrial release but were more likely to be convicted, and be given harsher sentences after conviction than white defendants charged with the same crimes.” One of the reasons behind this are the sentencing laws, it is seen that these laws are designed in a way that they tend to be harsher towards a certain group of people, generally towards the people of color than others thus leading to inequality with the sentencing
Race and Ethnicity on Sentence Outcomes Under Different Sentencing Systems. Crime & Delinquency, 59(1), 87-114.
48): A research hypothesis is a researcher’s prediction of the expected results of a study. Research hypotheses can be directional, in which the researcher states the exact “nature of the expected difference or relationship” between factors, or nondirectional, in which the researcher states that there will be some type of relationship between factors, but is not yet sure what that relationship will be. (McMillan, 2012, p. 48)
Racial Disparities in the Criminal Justice System “We simply cannot say we live in a country that offers equal justice to all Americans when racial disparities plague the system by which our society imposes the ultimate punishment,” stated Senator Russ Feingold. Even though racism has always been a problem since the beginning of time, recently in the United States, there has been a rise in discrimination and violence has been directed towards the African American minority primarily from those in the white majority who believe they are more superior, especially in our criminal justice system. There are many different reasons for the ethnic disparities in the criminal justice system between the majority and the minority, but some key reasons are differential involvement, individual racism, and institutional racism to why racial disparities exist in Institutional racism is racism that is shown through government organizations and political institutions. In a report done by David Baldus in 1998, he discovered that when it comes to the death penalty, blacks are more likely sentenced to death than whites, and those who kill whites are more likely to be given the death penalty than the killing of blacks (Touré).
The Sentencing Project. (2008). Reducing Racial Disparity in the Criminal Justice System: A Manual for Practitioners and Policymakers. Retrieved from http://www.sentencingproject.org/doc/publications/rd_reducingracialdisparity.pdf
In the United States, the rate of incarceration has increased shockingly over the past few years. In 2008, it was said that one in 100 U.S. adults were behind bars, meaning more than 2.3 million people. Even more surprising than this high rate is the fact that African Americans have been disproportionately incarcerated, especially low-income and lowly educated blacks. This is racialized mass incarceration. There are a few reasons why racialized mass incarceration occurs and how it negatively affects poor black communities.
There are so many more African-Americans than whites in our prisons that the difference cannot be explained by higher crime among African- Americans - racial discrimination is also at work, and it penalizes African- Americans at almost every juncture in the criminal justice system.1
Objective: Little is known about how participation in campus religious organizations affects undergraduates’ willingness to engage mental health services. This study explores evangelical Christian students’ views regarding the etiology and treatment of depression.
Neuman (2014, p. 470) explains that focus groups provide a natural setting for participants to not only share in the free flow of opinions, but also engage and interact with one another’s responses. In addition, Rabiee (2004, p. 655) describes focus groups as an important method of involving clients in designing and developing practice approaches and evaluating services. While the aim of this study is to identify supportive responses and attitudes that enhance the process of disclosure, it will also reveal negative responses, attitudes and behaviours that act as barriers to disclosure. Ultimately, the study hopes to increase the effectiveness of IPV intervention by HPs so that women may gain access to timely and appropriate support to increase their safety. To achieve this aim, the study uses a qualitative design and a phenomenological framework in the form of focus groups to gain the perspectives of IPV survivors through their lived experiences and contact with HPs (Neuman 2014, p. 103; Yüksel & Yildirim 2015, p. 1). Specifically, the use of focus groups is considered an appropriate method for this study because it provides a platform for open expression and interaction through shared experiences
The purpose of this research is to determine if there is a link between supplemental media from Khan Academy and student academic performance. Furthermore, the research also seeks to determine the attitudes of teachers and students towards toward Khan Academy, particularly during the intervention period. The results are parsed and analyzed with the intention of providing clear conclusions as well as reasonable answers to research questions. First, the general findings of the data will be presented. These will be general conclusions derived from detailed analysis of the quantitative and qualitative data. The detailed analysis of the quantitative data is presented in terms of increasing complexity beginning with averages
There are two general form of analysis; Quantitative analysis and Qualitative analysis. Quantitative analysis determines the quantity of a substance as Qualitative analysis identifies its quality. It can be considered as a branch of chemistry. One which is limited to identification of a singular or group of elements, ions, or compounds in a sample. It is, nearly, always applied when in need of performing an experiment, test, etc…since it is usually the qualitative analysis which is performed prior to the quantitative analysis (but can be performed together).