USE PROPER APA THROUGHOUT. FOLLOW ALL THE DIRECTIONS ABOUT AN EXECUTIVE SUMMARY. PAPER MUST BE 5-6 PAGES (DO NOT GO BY WORD COUNT). INCLUDE SUBHEADINGS BETWEEN SECTIONS. REFERENCE ARE ATTACHED AND INFORMATION ON EXECUTIVE SUMMARIES IS ON THIS LINK https://academicguides.waldenu.edu/writingcenter/a… PLEASE FOLLOW EVERYTHING IT SAYS! THANK YOU!

Imagine this scenario: You have been hired by the National Center for Victims of Crime to prepare an Executive Summary on the many impacts of crime victimization. The Executive Summary will be distributed to every state’s office of victim services to inform their planning for victim’s services.

The Assessment:

Research via the Walden Library and the Internet to find three scholarly resources that focus on crime and victimization, specifically statistics of major crimes. Visit the National Center for Victims of Crime website listed in this module’s Learning Resources.

Using the Walden Writing Center “Basics Executive Summaries” as a guide, write a 5- to 6-page Executive Summary in which you complete the following:

• Provide an overview of crime and victimization in the United States and include current statistics of at least three major crimes (UCR Part I Crimes).
• Identify and describe three direct impacts of crime on victims and their families. Discuss whether these are short or long-term impacts.
• Explain which crimes have higher reporting rates and which crimes have lower reporting rates.
• Identify methods for improving rates of reporting for underreported crimes.
• Discuss how using statistics and improving reporting rates can lead to social change.

Required Readings

Book Excerpts

Daigle, L. E. (2018).
Victimology (2nd ed.). Thousand Oaks, CA: Sage Publishing.

• Chapter 3, “Consequences of Victimization” (pp. 32–46)

Victimology, 2nd Edition by Daigle, L.E. Copyright 2018 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.

Articles

Dredge, R., Gleeson, J., & Garcia, X. (2015). The development and validation of the Social Networking Experiences Questionnaire: A measure of adolescent cyberbullying and its impact.
Violence and Victims, 30(5), 798–812.

Note: You will access this article from the Walden Library databases.

Englebrecht, C., Mason, D. T., & Adams, M. J. (2014). The experiences of homicide victims’ families with the criminal justice system: An exploratory study.
Violence and Victims, 29(3), 407–421.

Note: You will access this article from the Walden Library databases.

Ferrão, M. C., & Gonçalves, G. (2015). Rape crimes reviewed: The role of observer variables in female victim blaming.
Psychological Thought, 8(1), 47–67.

Note: You will access this article from the Walden Library databases.

McGovern, D. (2013). The therapeutic potential of victim impact statements for sexual violence.
Sexual Abuse in Australia and New Zealand, 5(2), 21–30.

Note: You will access this article from the Walden Library databases.

Victim Support (2014, December 9). Suffering in silence: Children and unreported crime. Retrieved from
https://www.victimsupport.org.uk/sites/default/fil…

Websites

Cudy, A. (2018, January 17). Brussels exhibition shows ‘no outfit prevents rape.’ Retrieved April 17, 2018, from
http://www.euronews.com/2018/01/17/brussels-recrea…

News.com.au. (2017, October 22). Woman who was gang raped as a teenager calls to stop victim blaming. Retrieved April 17, 2018, from
http://www.news.com.au/entertainment/tv/current-af…

Walden University Writing Center. (n.d.). Common assignments: Executive summaries. Retrieved March 13, 2018, from
https://academicguides.waldenu.edu/writingcenter/a…

National Center for Victims of Crime. (2012). Retrieved March 13, 2018, from
http://victimsofcrime.org/home

National Center for Victims of Crime. (n.d.). Child sexual abuse statistics. Retrieved April 17, 2018, from
http://victimsofcrime.org/media/reporting-on-child…

Media

TEDx. (2015, September). Why women stay silent after sexual assault [Video file]. Retrieved from
https://www.ted.com/talks/ines_hercovich_why_women…

Optional Resources

Good Morning Britain. (2017, April 25).
Judge’s rape comments spark outrage and accusations of ‘victim-blaming’: Good Morning Britain [Video file]. Retrieved from

The Spinoff. (2017, May 1).
New Zealand rape survivors—In their own words [Video file]. Retrieved from

 

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Summary only needs to be one paragraph long.

Below is the article:

Sometimes I look forward to the end-of-semester rush, when students’ final paperscome streaming into my office and mailbox. Icould have hundreds of pages of originalthought to read and evaluate. Once in awhile, it is truly exciting to a question I’veasked the class to discuss.But this past semester was different.I noticed a disturbing decline in both thequality of the writing and the originality ofthe thoughts expressed. What had happenedsince last fall? Did I ask worse questions? Weremy students unusually lazy? No. My class hadfallen victim to the latest easy way of writing a paper: doing their research on the World-Wide-Web.It’s easy to spot a research paper that is based primarily on information collected fromthe Web. First, the bibliography cites no books, just articles or pointers to places in that virtualland somewhere off any map: http://www.etc.Then a strange preponderance of material in the bibliography is curiously out of date. A lot ofstuff on the Web that is advertised as timely isactually at least a few years old. (One studentsubmitted a research paper last semester in whichall of his sources were articles published betweenSeptember and December 1995; that was probably the times span of the Web page onwhich he found them.)Another clue is the beautiful picturesand graphs that are inserted into the body of thestudent’s text. They look impressive, as thoughthey were the result of careful work and analysis, but actually they often bear little relation to the precise subject of the paper. Cut and pastedfrom the vast realm of what’s out there for thetaking, they masquerade as original work.Accompanying them are unattributed(no credit given to the original author) quotes (inwhich one can’t tell who made the statement orin what context ) and curiously detailedreferences to the kinds of things that are easy tofind on the Web (pages and pages of federaldocuments, corporate propaganda, or snippets ofcommentary by people whose credibility isdifficult to assess). Sadly, one finds fewreferences to careful, in-depth commentaries onthe subject of the paper, the kind of analysis thatrequires a book, rather than an article, for its fulldevelopment.Don’t get me wrong, I’m no neo-Luddite (someone who believes new technologyis bad or wrong). I am as enchanted as anyoneelse is by the potential of this new technology to provide instant information. But too much ofwhat passes for information these days is simplyadvertising for information. Screen after screenshows you where you can find out more, howyou can connect to this place or that. The acts oflinking and networking and randomly jumpingfrom here to there become as exciting orrewarding as actually finding anything ofintellectual value.Search Engines, with their half-bakedalgorithms, are closer to slot machines than tolibrary catalogues. You throw you query to thewind, and who knows what will come back toyou? You may get 234,468 supposed referencesto whatever you want to know. Perhaps one in athousand might actually help you. But it’s easyto be sidetracked or frustrated as you try to gothrough those Web pages one by one.Unfortunately, they’re not arranged in order ofimportance.What I’m describing is the hunt-and- peck method of writing a paper. We all knowthat word processing makes many first draftslook far more polished than they are. If the paper doesn’t reach the assigned five pages,readjust the margins, change the font size, and . ..

voila!

Of course, those machinations take uptime that the students could have spent revising

the paper. With programs to check one’sspelling and grammar now standard features onmost computers, one wonders why studentsmake any mistakes at all. But errors are as prevalent as ever, no matter how crisp thetypeface. Instead of becoming perfectionists, toomany students have become slackers, preferringto let the machine do their work for them.What the Web adds to the shortcutsmade possible by word processing is to makeresearch look too easy. You toss a query to themachine, wait a few minutes, and suddenly a lotof possible sources of information appear onyour screen. Instead of books that you have tocheck out of the library, read carefully,understand, synthesize, and then tactfullyexcerpt, these sources are quips, blips, pictures,and short summaries that may be downloadedmagically to the dorm-room computer screen.Fabulous, How simple! The only problem is thata paper consisting of summaries of summaries is bound to be fragmented and superficial, and todemonstrate more of a random montage than anability to sustain an argument through 10 to 15double-spaced pages,Of course, you can’t blame the studentsfor ignoring books. When college libraries arediverting funds from books to computertechnology that will be obsolete in two years atmost, they send a clear message to students:Don’t read, just connect. Surf. Download. Cutand paste. Originality becomes hard to separatefrom plagiarism if no author is cited on a Web page. Clearly, the words are up for grabs, andstudents much prefer the fabulous jumble to thehard work of stopping to think and make senseof what they’ve read.Libraries used to be repositories ofwords and ideas. Now they are seen as centersfor the retrieval of information. Some of thisinformation comes from other, bigger libraries,in the form of books that can take time to obtainthrough interlibrary loan. What happens to themany students (some things never change) whoscramble to write a paper the night before it’sdue? The computer screen, the gateway to theworld sitting right on their desks, promisesinstant access—but actually offers only a pale,two-dimensional version of a real library.But it’s also my fault. I take much ofthe blame for the decline in quality of studentresearch in my classes. I need to teach studentshow to read, to take time with language ideas, towork through arguments, to synthesize disparate(different) sources to come up with originalthought. I need to help my students understandhow to assess sources to determine theircredibility, as well as to trust their own ideasmore than snippets of thought that materialize ona screen. The placelessness (blamelessness) ofthe Web leads to an ethereal (intangible orvaporous) randomness of thought. Gone are the pathways of logic and passion, the sense of the progress of an argument. Chance holds sway,and it more often misses than hits. Judgmentmust be taught, as well as the methods ofexploration.I’m seeing my students’ attention spanswane and their ability to reason for themselvesdecline. I wish that the university’s computersystem would crash for a day, so that I couldencourage them to go outside, sit under a tree,and read a really good book—from start tofinish. I’d like them to sit for a while and ponderwhat it means to live in a world where somethings get easier and easier so rapidly that we canhardly keep track of how easy they’re getting,while other tasks remain as hard as ever—suchas doing research and writing a good paper thatteaches the writer something in the process.Knowledge does not emerge in a vacuum, but wedo need silence and space for sustained thought. Next semester, I’m going to urge my students toturn off their glowing boxes and think, if onlyonce in a while.

David Rothenburg is an associate professor of philosophy at the New Jersey Institute ofTechnology. He is the author of

Hand’s End:Technology and the Limits of Nature (

Universityof California Press, 1993) and editor of

Terra Nova: Journal of Nature and Culture (M.I.T.

 

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Etymology Research Paper on the word honor

Etymology is the origin and development of a word, traced far back as possible in time. This tracing is usually done by the methods of comparative linguistics. In other words, words that are part of our vocabulary today perhaps may have not had the same meaning 400 years ago.

Some of the major influences that have an impact on the evolution of the word meaning:

societal, political, cultural, race, gender, age, education, war, media, classic writers, pop culture etc

Using the Prompt below, research and write an essay about the history of a word that you choose (Honor). This should be a narrative essay and show how the meaning of the word has changed and what you learned from your research. You are not required to use to Outline below. Make sure that your paper has a thesis or argument.

Possible Outline

I. Introduction

II. History of Word

III. Changes in Word

IV. Current Usage of Word

V. Experience Researching (things you found surprising, interesting, boring, be sure to explain)

Your paper should tackle your findings resulting from your research in a creative insightful manner, and introspective approach and should also address your words political and or cultural foundations. In other words, your paper is not to be written with a rote or dry tone. This paper is NOT a regurgitation of your findings, but rather it should have a clear purpose and focus by examining your words evolution throughout history.

Must provide an abstract as the beginning of your narrative essay

Paper must be 2-3 paper, not counting the Works Cited page

First person usage IS appropriate and even preferred for this essay

Must be typed in 12 size times new roman font

Must be in the MLA version 8 format

Must include a works cited page for all of your resources

 

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https://betheluniversityonline.net/cps360

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Complete I:

Writing assignment #3: Refer to pages 413-440 in your textbook. It is time to start thinking about your research paper that is due at the end of the course.

1.

1. Identify your working thesis.
2. List the key words you will use to search for information.
3. Include the types of sources you plan to access for this information and a list of three resource URLs or bibliographic entries.

Complete II:

A. Subject- Verb Agreement [Review Subject-Verb Agreement on Purdue Owl – Subject/Verb agreement] – Correct the agreement errors in the following paragraph by writing down the line number and any incorrect verb with the correct form beside it. (example: line 3: study/studies) NOTE: There are six (6) errors in the paragraph.

2.

There is in beautiful Barcelona, Spain, many surprises to be found. Barcelona, Spain’s second-largest city, and Madrid, the country’s capital, has a traditional rivalry. At one time, the population of Barcelona were forbidden to speak the city’s native tongue, Catalan, by a royal decree from Madrid. Today, however, neither Spanish nor Catalan are discriminated against in the region. One of the sites that belongs on every tour, the outlandish cathedral La Sagrada Familia (“The Sacred Family”), was designed by Antoni Gaudi. Everyone using the word “gaudy” actually has Gaudi’s name on his or her tongue.

A series of thirteenth- to fifteenth-century palaces now house the Museo Picasso, which display a history of Picasso’s work and his many years living in Barcelona. Les Demoiselles d’Avignon, or The Young Ladies of Avignon, are one example of a painting inspired by his time in Barcelona. Whether you prefer cobblestone streets with centuries-old buildings or asphalt streets with modern shops and taverns, each are found in Barcelona. At night, every one of the streets seem to have a festive air, reflecting the vivacity of Spanish culture.

B. Pronoun-Antecedent and Subject-Verb Agreement [Review Subject-Verb Agreement on Purdue Owl – Subject/Verb agreement] – Provide the correct pronoun or verb for each blank in the following sentences. Use the choices in parentheses.

3.

Some people __________ math with an abacus. ( do/ does)

4.

The earliest examples __________ employed between 2700 and 2300 B. C. in Sumeria. ( was/ were)

5.

Pocket- sized abacuses __________ still popular in Japan, despite the availability of portable calculators. ( is/ are)

6.

Expert abacus users __________ able to add, subtract, multiply, divide, and even calculate square roots and cube roots very quickly. ( is/ are)

Complete III:
Write a Narrative essay of 500-700 words.

Possible topics include but are notlimited to:
Describe a person, place or object that has special meaning in your life.
Describe a particular moment or memory in your life that has changed you or your perspective of the world.

7.

Narration is the organizational pattern you use if you want to tell a story. Usually writers use this pattern if they are relating something personal or something from their experience. “My pheasant hunt,” “How I met my boyfriend,” or “My experience at the football game” are examples of topics Often the writer begins the essay with an anecdote and then goes into a time sequence for the story. Do you recall an experience that changed your life? Write about it in the narration pattern.

8.

Journal Entry:

Your journal entry must be a least 2 paragraphs. Please discuss the value you found in this narrative writing assignment.

 

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For this assignment, write an essay at least 500 words in length that discusses the affiliations between domestic terrorists and transnational terrorists. A point to consider is how the threats have migrated outside of Al-Qaeda and the nations of Afghanistan, Iraq, Iran, Pakistan, and Somalia.

Traditionally, transnational terrorism groups are classified as heterogeneous groups, foreign fighters, and suicide bombers. Pick at least one terrorist group that fits the classification of transnational terrorism. Conduct research to provide an overview on the affiliations between your chosen group and domestic terrorist groups. How do these affiliations between your chosen terrorist groups relate to the various types of terrorist cells, the chain network, and terrorist organization models? You must use at least two sources in addition to the textbook.

Please be sure to use headings and subheadings, as needed, to organize your paper and viewpoints. Follow APA style guidelines. The title and reference page do not count towards the minimum word length requirements. An abstract is not required.

Resources

The following resource(s) may help you with this assignment.

• Citation Guide
• CSU Online Library Research Guide
• Submit Writing Center Request

 

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