Proposal Preparation
A formal research study proposal is submitted to your advisor after initial planning and research
is accomplished. The following criteria apply:
1.
2.
3.
4.
5.
6.
Title for your proposed research study and a brief descriptive statement.
A concise and spare capstone study problem statement.
A concise and spare capstone study purpose statement
Descriptive outline establishing the specific limits of the proposed research study.
A clear description of what your contribution to the project will be.
Indicate your research strategy, the estimated number of sources used (both primary and
secondary. If you intend to conduct primary research with human subjects for
publication, you must indicate the scope of your proposed research, methodologies,
estimate of materials required for a successful effort, etc. Primary research with
human subjects for publication is not recommended (see comments in reference to the
IRB process below).
7. A short annotated bibliography representative of materials surveyed (five sources
minimum).
8. A preliminary, but detailed schedule of your plan to complete the research study. Details
are required in terms of tentative milestones, submission dates, etc.
9. The capstone study advisor, upon approval of the proposal, approves the form and provides
the student with a copy.
Note: There is a capstone proposal template located in Lessons section of the classroom.
Conducting Research
Once your topic is selected, you conduct research before proposal submission. Your starting
point is the APUS Online Library and the talented staff of librarians and archivists available to
assist you in your efforts (see above). Resources include:
•
•
•
•
•
Bibliographic resources
Web-based resources
Web search engines
Other resources
Databases
Your search strategy focuses your search efforts and makes efficient use of your time.
You must discuss search strategies first with your faculty advisor and secondly, with the
aforementioned experts in the APUS Online Library.
Research Sources
Primary research is accomplished by the researcher himself (or herself). The researcher must
adhere to a recognizable research construct. Surveys and case studies are representative
examples of acceptable research strategies. The capstone study program does not require
primary research with human subjects for publication although it is an option (pending
your faculty advisor’s approval). In the case of primary research with human subjects for
publication, the APUS/AMU Institutional Review Board (IRB) located at the following link
must approve your research plan prior to beginning any such research. As the Capstone is
only four months in length, this option is highly discouraged. Four months is not truly
commensurate with primary research with human subjects for publication which
traditionally requires a longer period of time for a successful study.
Secondary research consists of analysis of documents, sources, and information derived from
primary sources. It typically includes reports, case studies, and organizational documents, books,
professional journal articles, and trade publication materials.
Tertiary research resources are compilations or outlines of information contained in secondary
resources. Typically, they consist of newspaper articles, magazine articles, Web blogs, etc. A
research study based primarily on tertiary sources is unacceptable.
The capstone study process requires the student to consider two issues in reference to research
sources. First, the student considers the validity of the material and secondly, the quality of its
content.
Quality is of primary importance. Acceptable sources include professional peer-reviewed articles
and journals written by security and law enforcement professionals as well as scholarly articles
written by educators involved in research in the aforementioned areas of expertise. The capstone
study must add to the knowledge-base of the profession, enhance the critical thinking capacity of
the student, and utilize objectivity as well as analytical thinking in solving a problem. and/or
considering a particular construct. The materials used in writing the capstone study must reflect
the aforementioned attributes. A key resource in acquiring materials and writing the capstone
study are the materials and librarian/archivists of the APUS Online Library.
Quality assurance and a determination of appropriateness must be determined by the student. If a
question arises, the student should contact his or her faculty advisor for further guidance on the
issue. In short, the student must be prepared to defend the validity of all resource materials used
in the research study. The student defends the material from the viewpoints of objectivity,
appropriateness to the capstone study topic, reliability, or that the material is substantially
relevant to the research study topic in some other demonstrable manner.
Acceptable research requires careful citation and documentation of sources. The style used for
the capstone study is the American Psychological Association (APA) style as typified in the
Publication Manual of the American Psychological Association, 6th edition. Excerpts are
available in the APUS Online Library. Many additional aids are available online. I can
recommend the Purdue Online Writing Lab.
Writing and Style Guidance
Review the information in the APA style manual referenced above as an initial step before
beginning to write your capstone study draft.
Formatting Your Capstone
APUS/AMU requires a specific format for the capstone, which is discussed in the EOP Manual
(2014) and in the following:
Video: How to Write an MA Thesis for AMU & APU by Dr. Patricia Campbell, Dean of APUS
Graduate Studies.
Writing Thesis/Capstone Papers
Thesis Layout/Format
Writing the Abstract / Instructional Module
The capstone study is a formal document and must follow traditional conventions accepted
in formal writing including:
•
•
•
•
•
Do not use personal pronouns, such as I, us, you, etc. Use the third-person.
Do not use contractions such as don’t, shouldn’t, didn’t, etc.
Use abbreviations sparingly. Commonly-accepted abbreviations are Mr., Mrs., etc. You
may also abbreviate discipline-specific titles such as “The Global War on Terror”
(GWOT). The proper convention is to spell out the title completely on first use followed
by the appropriate abbreviation in parentheses. You may use the abbreviation alone and
sans parentheses thereafter.
Avoid clichés and colloquialisms, such as: crystal-clear, out-of-the-box, etc.
Write in the active voice (see “Web Resources” in your classroom for a PowerPoint
presentation on this topic).
Common Writing Concerns
Restrictive/Non-restrictive
Non-restrictive modifiers require commas. Non-restrictive modifiers do not change the meaning
of a sentence if they are omitted. The opposite holds true for a restrictive modifier.
Restrictive: All the books that were stolen in the night were never accounted for. (Implies some
books remained in-stock).
Nonrestrictive: All of the books, stolen that night, were never accounted for. (Implies no books
remained on-hand).
School of Security and Global Studies
CMRJ699 Master's Capstone Seminar in Criminal Justice
3 Credit Hours
16 Week Course
Prerequisite(s): Program Director Approval
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Resources
Selected Bibliography and Tips
Instructor Information
Instructor: See information provided in the Syllabus link in the classroom
Email: Please use internal classroom messaging system
Table of Contents
Course Description (Catalog)
Preparation for the Criminal Justice Capstone Study begins on day one of a student's graduate
program of study. The theories, research methods and analytical skills, and substantive
knowledge obtained through their master's curriculum provide the basis for the capstone study
project. Students support the research study effort, including gathering bibliographic and
reference materials on the research study topic; developing individual course research papers that
may become sections of the final research study. Students address the requirements as described
in the syllabus and classroom assignments. The capstone study proposal is prepared in
accordance with the standards of the academic discipline. The capstone study proposal must
provide a clear and lucid description of a question or problem and a proposed method of
answering the question or solving the problem. Guidance on the format of the research study
proposal and a sample proposal are contained in the APUS Research Study Manual.
Guidance on the format of the research study proposal and a sample proposal are contained in the
APUS Research Study Manual.
Table of Contents
Course Scope
For all capstone courses that begin after January 1, 2017, graduate students must earn a B- (80%)
or better on their capstone thesis/project/paper and a B- (80%) or better in their capstone course
to pass the course. This policy aligns with the comprehensive exam, which also requires a B(80%) or better to pass. Graduate students must have at least a 3.0 GPA to graduate.
If utilizing human subjects for any component of your capstone, in addition to instructor
approval, you work also requires APUS/AMU Institutional Review Board (IRB)
approval. You will earn a "fail" for this course if you utilize human subjects without such
approvals. Please see Proposal Preparation and Research Sources sections in this syllabus,
as well as the End of Program Manual for additional information.
Beginning the Thesis Project
Students apply for graduation and the Graduation department verifies they are eligible to enroll
in the 16-week, 3-credit, Master’s Capstone Seminar or course, which replaces the twelfth course
in the student’s master’s program. Prior to enrolling in the course, the student must have
completed all other courses prescribed for their degree. Students enroll in the course available in
the given session and work with the professor on defining a thesis. In the thesis proposal process
with the professor, it may be determined that a human subject review of the proposal is required.
The student will be advised by the professor to complete this process during the initial weeks of
the class.
Call with Course Professor
It is highly recommended that each student schedule a conference call with the course professor
within the first two (2) weeks of the course to discuss his or her proposed thesis topic. A
conference call is one of the best ways to quickly identify any potential issues with the proposed
topic.
Thesis Proposal
A formal thesis proposal shall be prepared in accordance with the standards of the academic
discipline. The formal proposal must provide a clear and lucid description of a question or
problem and a proposed method of answering the question or solving the problem. Proposal
drafting is considered a learning process and helps the students avoid oversights and possible
mistakes. Guidance on the format of the proposal and a sample proposal are contained in
Appendix 1. The proposal should explain the question or problem to be investigated and
convince the thesis professor and department that the question or problem merits investigation. It
should show that the student has read the relevant and recent literature on the subject and it
should contain a list of materials consulted during the preliminary stages of research. In general,
the thesis proposal should include background information related to the research topic, purpose
of the research, methodology, and analytic procedures to be used. The formal proposal should
not exceed five (5) pages (proposal title page not included).
Preparing the Thesis
Thesis preparation entails a partnership between the student and professor who is responsible for
directing the intellectual content and proper formatting of the thesis. Thesis length and depth of
research shall be in accordance with disciplinary standards. Thesis formatting shall be in strict
accordance with this manual to ensure uniformity across the University. The citation style
manual (APA Style 6th edition) used in the thesis will be the standard prescribed by the APUS
department. The student and professor shall coordinate the process for the student to submit and
receive feedback on draft thesis sections. The student is also encouraged to ask other APUS
faculty and professionals and leaders in their field of study to volunteer as thesis readers and
provide feedback on draft thesis sections where these faculty members and professionals may
have special expertise. For example, the student's graduate research methods instructor may be
asked for feedback on the thesis' research design.
Approval of Thesis
Once a final thesis manuscript is approved by the thesis professor, thesis manuscripts will be
graded based on the standards in the APUS grading rubric on a categorical scale of: A-F.
The manuscript, and a copy of the professor's thesis rubric evaluation shall be forwarded to a
second reader designated by the department. The Department Chair, or Dean of the applicable
School, is responsible for resolving any conflicts between the thesis professor and second reader
if required.
Submission of Final Thesis
The final step in the thesis project is acceptance of the final manuscript by the APUS Online
Library. The approved thesis manuscript will be submitted to the APUS Online Library by the
department. See Chapter VI for detailed submission procedures.
Table of Contents
Course Objectives (CO)
After successfully completing this course, you will be able to:
CO1: Assess issues and trends in criminal justice.
CO2: Develop a current, state-of-the-art criminal justice management model utilizing the latest
techniques and methodologies available.
CO3: Validate and test criminal justice concepts.
Table of Contents
Course Delivery Method
The capstone study option, delivered via distance learning enables students to complete
academic work in a flexible manner, completely online. Course materials and access to
an online learning management system are made available to each student. Online
assignments may include Forum questions (accomplished in groups through a threaded
Forum) and individual assignments (submitted for review by the Faculty Member).
Assigned faculty members support the students throughout the sixteen-week course.
Table of Contents
Course Resources
Required Course Textbooks
APUS End of Program Manual This document is located in the Lessons tab of your classroom.
Strunk, W., & White, E. (1999). Elements of style (4th ed.). Upper Saddle River, NJ: Pearson:
Prentice Hall.
The following will also prove essential to successful completion of this course:
Essential Graduate Research Links to the APUS Online library
Center for Graduate Studies Home
Graduate End of Program Assessment option Explained (2 pp)
The Institutional Review Board (IRB) (1 pp)
Responsible Conduct of Research (ROR) (2 pp)
Writing, Research, and the library (4 pp)
Academic Writing (1 pp)
College Research Writing (2 pp)
Must Read Specifics on Writing Your Capstone – Theoretical and Format Requirements
Video: How to Write an MA Thesis for AMU & APU by Dr. Patricia Campbell (5 pp)
Writing Thesis/Capstone Papers (2 pp)
Thesis Layout/Format (5 pp)
Writing the Abstract / Instructional Module (10 pp)
APA Style Guide (20 pp)
Avoiding Plagiarism (8 pp)
Style & Format:
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.).Washington, D.C.: American Psychological Association.
Research Methods:
Tracy, S. (2012). Qualitative research methods. Westchester, UK: John Wiley & Sons, Ltd.
Retrieved from http://www.productmanualguide.com/and/qualitative-researchmethods.html. Note: Free eBook if read online (368 pp)
Osborne, J. (2008). Best practices in quantitative methods. Thousand Oaks, CA: SAGE
Publications Ltd. Retrieved from http://www.productmanualguide.com/practices/bestpractices-in-quantitative-methods.html. Note: Free eBook if read online (596 pp)
Frechtling, J., & Sharp, L. (Eds.). (1997). User-friendly handbook for mixed method evaluations.
Retrieved from http://www.openisbn.com/preview/0788174312/. Note: Free eBook if
read online (132 pp)
Web-based Readings:
See weekly readings.
•
Microsoft Office (MS Word, MS Excel, MS PowerPoint)
•
Adobe Acrobat Reader (Click here for free download)
Required Readings:
See weekly readings.
Additional Resources:
Noted throughout this course.
Web Sites:
Noted throughout this course.
Table of Contents
Evaluation Procedures
Reading Assignments: See weekly readings below
Supplemental Readings: See supplemental readings below
Forum Assignments: There is a mandatory Week 1 Introduction forum that is university
mandated. Participation in other forums is optional.
The grading in this course is based on a combination of assignments, and a final research paper.
NOTE: All docs must use Microsoft Word. Microsoft Works, WordPerfect, Apple iWork Pages
or other word processing software will not work in this class.
Draft Thesis Proposal (Writing Assignment #1)
Using the information contained in the End of Program (EOP) Manual, chapter 2, compose a
first draft of your thesis proposal. Submit including a title page and three references related to
your proposed topic. Ensure that the references are from peer-reviewed journals, government
sources, other appropriate academically acceptable sources, or some combination thereof.
Ensure the proposal includes the following from the EOP Manual:
•
•
•
Explain the question or problem to be investigated and convince the thesis professor that
the question or problem merits investigation.
It should show that the student has read the relevant and recent literature on the subject,
and it should contain a list of academically appropriate resources consulted during the
preliminary stages of research.
In general, the thesis proposal should include background information related to the
research topic, purpose of the research, methodology, and analytical procedures to be
used.
Research Design, Instrumentation and Data Analysis (Writing Assignment #2)
Summarize (as appropriate for your study) research design issues, to include: definitions or
operationalization of key variables, identification of study population, sampling procedures to be
employed, justification of case studies selected, and data collection methods planned or
secondary data to be utilized. Summarize (as appropriate for your study) the analytic methods to
be employed, including software packages to be employed, modeling procedures to be used, or
statistical or other analysis procedures to be used for individual hypothesis tests. Note that any
number of methods may be employed including qualitative methodology, comparative analysis,
historical analysis or survey research.
Final Thesis Proposal (Writing Assignment #3)
Make the corrections identified by your professional, add additional information supporting the
requirements in the End of Program Manual and finalize the proposal.
Formal Third Person Style (Writing Assignment #4)
Using the aids available in the classroom and in the APUS/AMU Online Library Graduate
Studies Center, compose an essay of a minimum of 500 words, justify the formal third person
style required in academic writing in general and in the APA style in particular. Provide an
explanatory example of how writing in the formal third person differs from writing in the more
informal first/second person styles. Submit in the form of an essay in APA style including a title
page and three references. Ensure that the references are from peer-reviewed journals,
government sources, other appropriate academically acceptable sources, or some combination
thereof.
Avoiding Plagiarism (Writing Assignment #5)
Using the aids available in the classroom and in the APUS/AMU Online Library Graduate
Studies Center, compose an essay of a minimum of 500 words defining plagiarism and providing
three relevant examples. Submit in the form of an essay in APA style including a title page and
three references. Ensure that the references are from peer-reviewed journals, government
sources, other appropriate academically acceptable sources, or some combination thereof.
Literature Review (Writing Assignment #6)
This section contains only peer reviewed research that is related to your particular topic. I want
to make it very clear, you should choose a topic that has many peer reviewed research
articles for you to use. Do not choose something abstract where you cannot find anything. This
is VERY important. It is very important that you check this out in advance using the online
library. You have to make sure of this or you will struggle with the class. Peer reviewed research
articles are those that appear in criminal justice or public policy related journal articles that have
passed a rigorous review process to validate the research contained in the article. The review
process for these journals involves forwarding the research study to several researchers
associated with the journal and these researchers review the study for reliability and validity,
bias, proper research policies and procedures, ethical treatment of research subjects, ethical
practices of the researchers, etc. If all of these and other criteria are met, the study can then be
published in that journal. I encourage you to ask the library for help if you are still confused.
The AMU library staff are very helpful in this area. Most journals on the inside cover describe
the submission process for researchers. This is where if you see what is described above, the
article has been peer reviewed. This process is what sets peer reviewed articles apart from those
found in magazines, agency publications, books, etc.
These journals can be found in the library. If trying to find these online, instead of the inside
cover, you need to go to the journal's web site and review their submission process to determine
if it meets the criteria. On occasion a government document may be included in this section if,
and only if, it is the premier publication on the topic.
This section is expected to be very thorough and substantial.
Draft Outline of Thesis (Writing Assignment #7)
Please provide a five to seven page outline of the thesis including all of the required elements set
forth in the Capstone Manual. The literature review section should contain just five to seven of
the most important references in bibliographic format, no review required. The analysis and
conclusion sections need present only what the results are expected to be.
Abstract Submission (Writing Assignment #8)
Using the aids in the classroom and in the APUS Online Library Graduate Research Center,
create a properly constructed abstract for the capstone thesis. Submit in the abstract in APA
style. Follow this link in the AMU library for additional information:
http://apus.libguides.com/friendly.php?action=82&s=writing/thesiscapstone/abstract.
Also see the appendices in the Capstone Manual for construction of an abstract and the document
in the Resources Tab on writing an abstract.
Final Draft of the Thesis (Writing Assignment #9)
Your assignment is automatically submitted to TurnItIn with your submission.
This assignment consists of your final thesis. It must include all required elements of the thesis
as set forth in the Capstone Manual. It is referred to as a "draft" because it has not yet been
reviewed for accuracy, spelling, grammar, formatting, methodology, and analysis. You are
highly encouraged to have one or more proof readers review your final draft for formatting,
spelling and grammar. Once this is reviewed by your professor, corrections that must be made
will be sent back to you. Subsequent to making those corrections, the resulting document
will be the final thesis, the final assignment.
Final Capstone Submission (Writing Assignment #10)
Your assignment is automatically submitted to TurnItIn with your submission
This assignment consists of what is essentially your final thesis without corrections. It must
include all required elements of the thesis as set forth in the Capstone Manual. It is referred to as
a "draft" because it has not yet been reviewed for accuracy, spelling, grammar, formatting,
methodology, and analysis. You are highly encouraged to have one or more proof readers
review your final draft for formatting, spelling and grammar. Once this is reviewed by your
professor, corrections that must be made will be sent back to you. Subsequent to making those
corrections, the resulting document will be the final thesis, the final assignment.
Approval of Thesis
Once a final thesis manuscript is approved by the thesis professor, the manuscript, and a copy of
the professor's thesis rubric evaluation shall be forwarded to a second reader designated by the
department. The second reader will provide the thesis professor comments and evaluations and
the thesis professor will then issue a final approval message containing a thesis grade. The
Department Chair, or Dean of the applicable School, is responsible for resolving any conflicts
between the thesis professor and second reader if required. Thesis manuscripts will be graded
based on the standards in the APUS grading rubric on a categorical scale of: A-F.
Assignment submissions will be graded based on the following rubric:
Criteria
CONTENT (40%)
Relevance of Study
Topic
Excellent
The work
illustrates
exemplary
understanding
of the relevant
material by
thoroughly and
correctly
addressing the
relevant
content;
identifying and
explaining all of
the key
concepts/ideas;
using correct
terminology
explaining the
reasoning
behind key
points/claims
and
substantiating,
as
necessary/useful
, points with
Above
Average
The work
illustrates solid
understanding
of the relevant
material by
correctly
addressing most
of the relevant
content;
identifying and
explaining most
of the key
concepts/ideas;
using correct
terminology;
explaining the
reasoning
behind most of
the key
points/claims;
and/or where
necessary or
useful,
substantiating
some points
with accurate
Average
The work
illustrates a
rudimentary
understanding
of the relevant
material by
mentioning but
not full
explaining the
relevant
content;
identifying
some of the key
concepts/ideas
though failing
to fully or
accurately
explain many of
them; using
terminology,
though
sometimes
inaccurately or
inappropriately;
and/or
incorporating
Below
Average
The work
illustrates poor
understanding
of the relevant
material by
failing to
address or
incorrectly
addressing the
relevant
content; failing
to identify or
inaccurately
explaining/defin
ing key
concepts/ideas;
ignoring or
incorrectly
explaining key
points/claims
and the
reasoning
behind them;
and/or
incorrectly or
inappropriately
Fail
Student failed to
submit the
work.
several accurate
and illuminating
examples. No
aspects are
missing.
examples. The
work is
complete.
RESEARCH (25%)
Quality of Literature
Review
Quality of Research
Design
Methodology/Proced
ure
Student utilized
credible
scholarly
sources. They
are used to give
compelling
evidence to
support claims
and are clearly
and fairly
represented.
APA 6th Edition
format is used
accurately and
consistently.
The student
uses above the
maximum
required
references in the
development of
the assignment.
Credible
scholarly
sources are used
effectively
support claims
and are, for the
most part, clear
and fairly
represented.
APA 6th Edition
is used with
only a few
minor errors.
There are minor
errors in
reference and/or
citations.
And/or there is
some use of
questionable
sources.
COMPOSITION
(10%)
Clarity of Work
Writing Abilities
(Style/Composition)
The work is
clear, concise,
presents no
vagueness and
is efficient in
representing
expression as a
result of
appropriate and
precise use of
terminology;
total coherence
of thoughts and
presentation and
logical
organization;
and the essay is
composition
error free.
The work is
mostly clear as
a result of
appropriate use
of terminology
and minimal
vagueness; no
tangents and no
repetition; fairly
good
organization;
almost perfect
grammar,
spelling,
punctuation,
and word usage.
some key
claims/points
but failing to
explain the
reasoning
behind them or
doing so
inaccurately.
Elements of the
work may also
be lacking.
References to
scholarly
sources are
occasionally
given; many
statements seem
unsubstantiated.
Frequent errors
in APA 6th
Edition format,
leaving the
reader confused
about the source
of the
information.
There are
significant
errors of the
formation in the
references and
citations.
And/or there is
a significant use
of highly
questionable
sources.
The work is
often unclear
and difficult to
follow due to
some
inappropriate
terminology
and/or vague
language; ideas
may be
fragmented,
wandering
and/or
repetitive; poor
organization;
and/or some
grammatical,
punctuation,
spelling errors.
using
terminology;
and elements of
the work are
lacking.
Sources are
seldom cited to
support
statements
and/or format of
citations are not
recognizable as
APA 6th Edition
format. There
are major errors
in the formation
of the
references and
citations.
And/or there is
a major reliance
on highly
questionable.
The Student
fails to provide
an adequate
synthesis of
research
collected for the
work.
Student failed to
include citations
and/or
references or
the student
failed to submit
a final paper.
The work does
not
communicate
ideas/points
clearly due to
inappropriate
use of
terminology and
vague language;
thoughts and
sentences are
disjointed or
incomprehensib
le; organization
lacking; and/or
numerous
grammatical,
spelling/punctua
tion errors.
Student failed to
submit work.
OUTCOME/RESU
LTS (25%)
Relevance of Results
Student
provides highcaliber work..
This includes an
APA 6th edition
cover page,
abstract, page
number, headers
and is double
spaced in 12’
Times Roman
Font.
Additionally,
the work
exceeds the
expected length
of the paper.
The work
presents an
above-average
use of
formatting
skills. The work
has slight
errors. This can
include small
errors or
omissions with
the cover page,
abstract, page
number, and
headers. There
could be also
slight
formatting
issues with the
document
spacing or the
font
Additionally,
the work meets
the expected
length of the
paper.
Appearance of
work
demonstrates
the student’s
limited ability
to format the
paper. There are
significant
errors in
formatting
and/or the total
omission of
major
components of
an APA 6th
edition work.
The can include
the omission of
the cover page,
abstract, and
page numbers.
Additionally,
the work has
major
formatting
issues with
spacing or
paragraph
formation. Font
size might not
conform with
size
requirements.
Additionally the
work fails to
meet the
expected length
of the paper.
Student needs to
develop better
formatting
skills. The work
omits
significant
structural
elements
required for an
APA 6th edition
work.
Formatting of
the paper has
major flaws.
The work does
not conform to
APA 6th edition
requirements
whatsoever.
Student failed to
submit work.
Peregrine Testing
The Peregrine Testing occurs at entry of the academic program and at exit of the academic
program. It is used to demonstrate learning over the course of the academic program/your
studies. There is no preparation necessary for this testing as it examines general program content
discussed in your core courses.
Week 16 you will be required to take an assessment through the Peregrine Testing site. For your
convenience, a link titled "Peregrine Testing" has been added to the left hand navigation bar,
which will take you through the registration and testing process.
As one of the final assessments of your program, your score will affect your completion of this
course and ultimately your graduation. Your exam score, once sent back to the classroom, will be
recalculated (see Lessons/Course Information/Peregrine Assessment for score conversion chart
below) within hours of the score being returned to help determine your final score for the course.
If you have any questions about your final score, please reach out to your professor as soon as
possible.
The test will include 90 multiple choice questions. You will be allowed three 15 minute breaks.
You can exit and resume the test, but you will only be able to do so 3 times over a 48 hour
period.
When you are ready to begin, click on "Peregrine Testing". You will be taken to the registration
page for the exam. The majority of your student information will already be filled out, and you
will just be required to select your program and concentration (these will not affect the contents
of the tests). Click on "Confirm". Read all information on the following pages carefully. The
timer will start when you click "Begin Exam".
Score Conversion Chart:
Peregrine Score
80-100%
70-79%
60-69%
40-59%
30-39%
20-29%
0-19%
Relative Interpretation of Student
Competency
Very High
High
Above Average
Average
Below Average
Low
Very Low
Outbound Exam Grade/Points
Pass with Distinction/100pts
Pass/90pts
Pass/80pts
Pass/70pts
Fail/50pts
Fail/40pts
Fail/20pts
Field Experience Assignments: n/a
Capstone Thesis:
The points earned on course assignments determine the course grade. The final grade in the
course is based on total points. Grades are assigned based on the following term composite
scores:
Grade Instruments
Introduction Forum
Writing Assignments 1-9
Writing Assignment 10
(Capstone Final
Submission)
Peregrine Testing
Points
100 each response
100 each submission
100
% of Final Grade
2%
13%
80%
100
5%
TOTAL
100
ATTENTION: BE ADVISED THAT FOR THOSE OF YOU WHO COMPLETED AN
UNDERGRADUATE CAPSTONE, YOU MUST SELECT A DIFFERENT RESEARCH
TOPIC FOR YOUR GRADUATE CAPSTONE STUDY. RESEARCH TOPIC
PROPOSALS ARE CROSS-CHECKED AGAINST YOUR UNDERGRADUATE
PROGRAM RECORD TO ENSURE COMPLIANCE.
Important Notice:
Your capstone paper must be aligned with the requirements for obtaining the MA Degree
in Criminal Justice. There are certain criteria which your paper must meet. The essential
criteria follow:
Possible research study constructs follow:
•
•
•
•
•
Identification of a criminal justice construct, regimen, or systemic tool(s) of utility to
your current organization or to another organization. Analysis of the usefulness of the
construct and if so, the steps necessary to implement it successfully. This is a classical
research study.
Identify a specific criminal justice problem. The student researches the problem, assesses
various potential solutions, and selects the best available option for implementation. This
is called a project report.
Acquire substantial information resources on a particular criminal justice organization or
department concerning its culture, decision-making principles, its practices, and crucial
decisions over the long-term. Ensure the organization’s institutional knowledge has
widespread applicability to other organizations. The institutional knowledge base is
analyzed and critical lessons learned are explored. This is a case study.
Identify an exploitable and potentially lucrative (if applicable) criminal justice related
business or organizational opportunity. Conduct extensive research, determine the
viability of the opportunity, and reflect, in detail, on what must be done to ensure its
success.
Examine a current issue or problem in criminal justice.
o Compare and contrast the selected issue or problem with past, present, and
potential future trends or solutions. (research study via secondary research), or
o Compare and contrast the experience of organizations affected by the trend or
who have developed solutions to the problem and conduct analysis of their
success or failure.
Topic Selection
Topic selection may be difficult. Typically, a capstone research candidate has a general idea of
an area within the discipline of criminal justice they wish to explore. Students are encouraged to
select a topic which they are interested in, but that also has applicability to their organization. In
this instance, personal enjoyment is coupled with the satisfaction of potentially improving the
security posture of your organization.
Research Topic
Conduct a review of previous studies: Begin your research with the tools and capable
librarian/archivists available to you in the APUS Online Library. Please utilize the many
security resources available in the APUS Online Library Criminal Justice Portal and the services
of our assigned librarian accessible from the Criminal Justice Portal.
Discuss with Criminal Justice Staff and Mentors: Faculty members have a wealth of practical
knowledge in the fields of law enforcement, security management, homeland security, military
security and law enforcement operations, and both governmental and private sector security
management challenges and solutions. Discussions with them may create in you a focus for a
particular topic which you wish to address in your capstone study.
Ensure the availability of ample research resources: Initially, conduct research to ensure your
proposed topic is one which benefits from ample research resources. These may be in many
forms including: books, papers, manuscripts, theses, doctoral dissertations, magazine and
professional, peer-reviewed journal articles, web-based resources, etc.
Feasibility assessment: Ensure the research study goal is attainable within the established
parameters. Typically, students initially decide on a capstone research topic which is too broad.
Conducting preliminary research should serve to narrow the focus considerably.
Topic Guidance
Criminal Justice focused: Ensure the topic is focused on some aspect of criminal justice in the
post-9/11 environment. The topic can be management focused. The topic may be focused on
rapidly-changing technologies. You have a high degree of flexibility bounded only by your
interest, enthusiasm, and the agreement between yourself and your capstone study advisor.
Take a multi-disciplinary approach: Convergence of many disciplines and approaches is a key
factor in the 21st Century criminal justice environment. You will find yourself incapable of
writing a capstone study on a criminal justice topic without some discussion of related
disciplines such as homeland security, counter-terrorism, intelligence analysis, law enforcement,
etc.
Seek Innovation and unorthodox solutions: It is normal, while researching a topic, to find “school
solutions” based on prevailing trends, thought processes, analysis, etc. The key to a great
capstone study is to apply your research outcome, your personal experiences and background,
and your analysis to create an innovative solution or outcome. This is the true essence of
exciting learning and the highest attainable goal in writing a great capstone study.
Research study statement: The research study statement is composed once you have selected a
topic and narrowed your focus to a useful degree. It is a clear and concise statement of the
purpose of the capstone study. It must be a statement capable of being proved or disproved
through your research and the capstone study process. It is, in effect, the path for your journey
through the capstone study experience.
Examples of Unacceptable Topics
•
•
•
•
Over-generalized topics such as “homeland security.” Of course, this topic is highly
relevant if not so generalized.
Topic conflict, for example a discussion of both Crime Prevention through
Environmental Design (CPTED) and Targeted Crime Reduction (TCR). They are not the
same, but similar enough that they are to be avoided (in tandem).
Small technical topics, for example, a comparison of the utility of the .40 S&W cartridge
with the .38 S&W Special cartridge for use by law enforcement and corrections
departments.
Topics which do not require challenging and innovative research, i.e., over-generalized.
For example, the history of law enforcement in America. In this instance, there is no
point to be proved or disproved.
Topic Selection Self-Quiz
Answer the following self-graded quiz questions to assist in focusing your thoughts on a topic
selection:
•
•
•
What are your one year, five year, and ten year professional career goals? What do you
require to achieve them in terms of experience, education, certifications, etc?
Write down your potential topics, topics of previous papers, organizational challenges in
your workplace, etc. Consider pros and cons of the listed topics. Eliminate those which
are irrelevant, that you have over-used, in which you are not interested, etc.
List your topic choices in order from most to least relevant. Assess them in terms of how
you believe they will be viewed by the capstone study advisor.
Proposal Preparation
A formal research study proposal is submitted to your advisor after initial planning and research
is accomplished. The following criteria apply:
1.
2.
3.
4.
5.
Title for your proposed research study and a brief descriptive statement.
A concise and spare capstone study problem statement.
A concise and spare capstone study purpose statement
Descriptive outline establishing the specific limits of the proposed research study.
A clear description of what your contribution to the project will be.
6. Indicate your research strategy, the estimated number of sources used (both primary and
secondary. If you intend to conduct primary research with human subjects for
publication, you must indicate the scope of your proposed research, methodologies,
estimate of materials required for a successful effort, etc. Primary research with
human subjects for publication is not recommended (see comments in reference to the
IRB process below).
7. A short annotated bibliography representative of materials surveyed (five sources
minimum).
8. A preliminary, but detailed schedule of your plan to complete the research study. Details
are required in terms of tentative milestones, submission dates, etc.
9. The capstone study advisor, upon approval of the proposal, approves the form and provides
the student with a copy.
Note: There is a capstone proposal template located in Lessons section of the classroom.
Conducting Research
Once your topic is selected, you conduct research before proposal submission. Your starting
point is the APUS Online Library and the talented staff of librarians and archivists available to
assist you in your efforts (see above). Resources include:
•
•
•
•
•
Bibliographic resources
Web-based resources
Web search engines
Other resources
Databases
Your search strategy focuses your search efforts and makes efficient use of your time.
You must discuss search strategies first with your faculty advisor and secondly, with the
aforementioned experts in the APUS Online Library.
Research Sources
Primary research is accomplished by the researcher himself (or herself). The researcher must
adhere to a recognizable research construct. Surveys and case studies are representative
examples of acceptable research strategies. The capstone study program does not require
primary research with human subjects for publication although it is an option (pending
your faculty advisor’s approval). In the case of primary research with human subjects for
publication, the APUS/AMU Institutional Review Board (IRB) located at the following link
must approve your research plan prior to beginning any such research. As the Capstone is
only four months in length, this option is highly discouraged. Four months is not truly
commensurate with primary research with human subjects for publication which
traditionally requires a longer period of time for a successful study.
Secondary research consists of analysis of documents, sources, and information derived from
primary sources. It typically includes reports, case studies, and organizational documents, books,
professional journal articles, and trade publication materials.
Tertiary research resources are compilations or outlines of information contained in secondary
resources. Typically, they consist of newspaper articles, magazine articles, Web blogs, etc. A
research study based primarily on tertiary sources is unacceptable.
The capstone study process requires the student to consider two issues in reference to research
sources. First, the student considers the validity of the material and secondly, the quality of its
content.
Quality is of primary importance. Acceptable sources include professional peer-reviewed articles
and journals written by security and law enforcement professionals as well as scholarly articles
written by educators involved in research in the aforementioned areas of expertise. The capstone
study must add to the knowledge-base of the profession, enhance the critical thinking capacity of
the student, and utilize objectivity as well as analytical thinking in solving a problem. and/or
considering a particular construct. The materials used in writing the capstone study must reflect
the aforementioned attributes. A key resource in acquiring materials and writing the capstone
study are the materials and librarian/archivists of the APUS Online Library.
Quality assurance and a determination of appropriateness must be determined by the student. If a
question arises, the student should contact his or her faculty advisor for further guidance on the
issue. In short, the student must be prepared to defend the validity of all resource materials used
in the research study. The student defends the material from the viewpoints of objectivity,
appropriateness to the capstone study topic, reliability, or that the material is substantially
relevant to the research study topic in some other demonstrable manner.
Acceptable research requires careful citation and documentation of sources. The style used for
the capstone study is the American Psychological Association (APA) style as typified in the
Publication Manual of the American Psychological Association, 6th edition. Excerpts are
available in the APUS Online Library. Many additional aids are available online. I can
recommend the Purdue Online Writing Lab.
Writing and Style Guidance
Review the information in the APA style manual referenced above as an initial step before
beginning to write your capstone study draft.
Formatting Your Capstone
APUS/AMU requires a specific format for the capstone, which is discussed in the EOP Manual
(2014) and in the following:
Video: How to Write an MA Thesis for AMU & APU by Dr. Patricia Campbell, Dean of APUS
Graduate Studies.
Writing Thesis/Capstone Papers
Thesis Layout/Format
Writing the Abstract / Instructional Module
The capstone study is a formal document and must follow traditional conventions accepted
in formal writing including:
•
•
•
•
•
Do not use personal pronouns, such as I, us, you, etc. Use the third-person.
Do not use contractions such as don’t, shouldn’t, didn’t, etc.
Use abbreviations sparingly. Commonly-accepted abbreviations are Mr., Mrs., etc. You
may also abbreviate discipline-specific titles such as “The Global War on Terror”
(GWOT). The proper convention is to spell out the title completely on first use followed
by the appropriate abbreviation in parentheses. You may use the abbreviation alone and
sans parentheses thereafter.
Avoid clichés and colloquialisms, such as: crystal-clear, out-of-the-box, etc.
Write in the active voice (see “Web Resources” in your classroom for a PowerPoint
presentation on this topic).
Common Writing Concerns
Restrictive/Non-restrictive
Non-restrictive modifiers require commas. Non-restrictive modifiers do not change the meaning
of a sentence if they are omitted. The opposite holds true for a restrictive modifier.
Restrictive: All the books that were stolen in the night were never accounted for. (Implies some
books remained in-stock).
Nonrestrictive: All of the books, stolen that night, were never accounted for. (Implies no books
remained on-hand).
For a more detailed discussion of grammar and punctuation, click on this link. (150 + pp)
Spelling Errors and Proof-reading
Remember that while Microsoft Word and most other major word-processing programs contain a
spell-checking function and a function which identifies, and can correct, some grammatical
errors, they do not identify all such errors. If a word is incorrect within a sentence but is spelled
correctly, it will not be identified as a problem. For example, consider the words, “not and
knot.” You must proofread your work manually as well as electronically in order to ensure a
quality product.
A free utility you may find useful for proofing is “ReadPlease.” This is a software program into
which you upload a document. ReadPlease then reads it back to you as you listen. The free
version of the software is available by clicking on this link.
Tips for Developing a Research Idea and Writing the Thesis Paper
1) Transitioning from coursework to the master's capstone paper is a big jump, and some stress
can be expected. The thesis paper is different than anything you have likely written before, the
process of writing it is likely different as well, and it is okay if that makes you nervous or unsure.
Stress like that is healthy, as it shows that the task is important. The trick is not to let healthy
stress, turn into a "shutdown."
2) A master's student is unable to write the capstone paper the moment the course starts, but
students who graduate are able to write the paper at the end of the course, because they just did.
Everything in between is a process of not knowing how to write the paper, trying to write it but
not quite getting things right, and then through effort on your part and through feedback from the
course professor across a series of iterations, you learn what the paper is supposed to be, and
how to write it. Knowing how the process works up front and not being surprised if your first
effort or two does not quite hit the mark, should help alleviate unnecessary stress. There will be
some necessary stress, but that is manageable by breaking the writing of the paper into smaller
pieces, writing it a little at a time, submitting the components for review and comment from the
professor several times.
3) The master's capstone thesis paper is a research paper that follows the scientific method of
your academic discipline, and likely has some application to a part of the field of criminal justice
that interests you. Is important to distinguish the reasons for why you want to do the research
from the purpose of research, and it helps up front to think of the research process as having
distinct parts. Here we will focus on four (1) Practitioner observation or practitioner problem. (2)
Research problem and research design. (3) Results of your research. (4) Application of your
results to practitioners.
Most of us who are practitioners probably have ideas every now and then on how to fix
something that seems broken, or perhaps we simply have ideas of better ways to do things.
Thinking about those things during the academic journey is terrific. It likely plays a large role as
to why you are getting your master's degree in the first place. The challenge, though, is to turn
your idea into something that is research, rather than something that is simply a position or
pinion paper, or something that is just a review of what others already know on the topic. Taking
an idea and finding journal articles that discuss the topic is not research; rather that is a search.
Research is taking your initial practitioner idea, finding out what scholars know about it
(literature review), articulating what they do not know but want to know (research problem), and
devising a study that will address one of the things researchers do not know but want to know
(research question, research design, and analytic technique). Once you have done that, you
conduct the study and report the results to a scholarly audience. After explaining what the results
mean in a scholarly way (findings), you then take those results and show how they might apply
to practitioners (practical application), bringing you right back to the place you originally started,
wanting to have a better understanding of some criminal justice topic that interested you
personally or professionally.
4) Students writing the master capstone thesis sometimes do not know how to turn the initial
practitioner idea into a research idea that moves beyond a position paper or a literature review
paper. One way to do that is to search for a few journal articles on your topic that relate broadly,
reading them each, regardless if they relate to the specific aspect you are initially interested in. If
you start with your interest precisely, and screen out all of the articles that do not address your
topic specifically, you are essentially starting at the end of the process, beginning with the
answer instead of the question. A reason that is not likely to be successful is because if there
were an exact answer in the body of science of what you are precisely interested in, then there
would be nothing to research. Your idea would successfully wrap itself up at the search stage, as
you would be provided with the answer. Alternatively, finding nothing in the body of science
about your topic in the precise way you envision it does not automatically mean that such is a
research problem, rather the absence of literature may mean that researchers are not interested in
that topic. Instead, you want to look for articles that are just a little bit more broad than your idea,
and in that way you will read about the things in the body of science that are known about your
topic in an umbrella way, and you will find out about the types of things that researchers do not
yet know, but want to know. That is where you will turn your practitioner idea into a research
problem that is suitable for a master's capstone thesis paper, and can be situated in a body of
science.
For, example, let's suppose that as a police officer I want to better understand police abuse of
force, perhaps thinking that I know a couple of things through my experiences that would help
officers in the future. The first step is to find out what scholars know about police abuse of force
but I do not want to type police abuse of force into my literature search, not right away at any
rate. Instead, I want to give some thought to some broader umbrella topics. The first broad topic
of police abuse of force that comes to mind is police use of force. Police officers are allowed to
use force, and they are allowed to win. Abuse of force only occurs when too much force is used
when some is justified, or when some force is used when none is justified. Looking for journal
articles on police use of force will likely provide me with a well-rounded understanding of that,
and before I can research the narrow aspect of abuse of force, I have to properly identify for the
reader all aspects of what is already known about the issue. Another broad topic that comes to
mind is police misconduct. Police abuse of force can be an isolated occurrence, or it can be a
systematic or systemic attribute of police misconduct. These are just a couple of broad topics.
You can probably think of a few more on your own.
By applying the strategy of looking for the broad articles first, you will be working from broad to
narrow, starting a little bit above your interest and writing down to your idea. In that way, by not
starting at the bottom, you both have someplace to go in your literature review, and you have a
better opportunity of understanding what is known in the body of science about your topic, and
what is not known, but desirous to be known. As far as specifically coming up with a way to
research your interest, one place to look for ideas is at the end of the journal article, usually in
recommendations or implications for future research section. A scholarly body of science is
simply a collection of information on a substantive issue where understanding grows over time.
Each time someone conducts a study and publishes their results, a little more is known about the
topic. Each time something more is known, other questions arise, and the researchers often
identify the new questions for you. For purposes of the course and the master's capstone thesis
paper, the next step from there is to decided which questions interest you, and which ones are
feasible to do within the parameters of your skill level, your time deadlines, and your resources.
5) You will likely notice that by now you have done a lot of thinking about your topic and a lot
of searching for articles and a lot of reading articles, but there are still quite a few things about
the process you are unlikely unsure about, and you may not even know where to start in writing
the paper. The course assignments break things into small segments, and the first thing to do is
write up your research proposal. You will actually write this twice. There is a list of things in the
syllabus that need to be covered, and the End of Program Manual provides instruction and
guidance. Beyond that, it might be helpful to think of what it is you are trying to accomplish in a
research proposal, or the thesis paper itself. The master's thesis as a paper, presents the results of
scholarly research to a scholarly audience, and it likely shows how the results might assist
practitioners in some way. That is what that paper does. There are a lot of nuances to it, and there
are some technical things you have to do to present those research results in an acceptable way,
but the paper itself is simply showing scholarly readers what you learned through scholarly
research on a substantive issue of shared interest. That is the purpose of the thesis paper. A
purpose of the thesis proposal is to communicate your research idea in a way that allows your
course professor to conclude that you have an idea that is likely to result in an acceptable thesis
paper. Keeping that in mind as you write the various sections should be helpful, for if you know
where the road goes, you have a better chance of getting there.
6) The last focus of attention in this quick tip sheet is on APA style, and in-text citation and
references more generally. In scholarly writing, in-text citations are needed both to credit an
author with an idea and when stating a refutable fact in order to provide evidence to the reader
that such is true. Suppose you say something in your paper introduction like, "Society hates
crime and devises laws in order to protect citizens." This type of sentence is what scholars call a
refutable or testable statement. There is a truth to the statement that can be tested and
determined. How do we know society hates crime, or how do we know why laws are written? In
writing a sentence like that, you would need to cite either an author in the body of science who
stated something like that (attribution citation), or you would have to cite some articles that
provided findings that allow you to draw that conclusion (evidence citation). There can be no
unsubstantiated statements of fact in a scholarly writing. Scholars readers do not generally "give
the writer" refutable or testable statements as assumption. The writer must demonstrate the
accuracy of such statements by showing who researched such in the literature and found such to
be the case. The source of all sentence statements of fact must be clear. Students sometimes
violate the substantiation of statements requirement in introductory paragraphs; in transition
sentences; and prior to, in-between, or following in-text citations that are meant to cover the
statement but for a variety of reasons that is unclear to the reader. Not every sentence needs a
citation, but the source of every sentence needs to be accounted for and clear. The APA 6th
Publication Manual may provide additional clarity on this issue.
The APA publication manual also shows how to precisely write an in-text citation and it shows
exactly how to write the reference. Getting APA style correct is mainly a matter of matching
your references up against the relevant example in the APA Publication Manual. That is a book
that is the official depiction of the style. It is available to master's students in an online version
through the library. APA also has its own website dedicated to teaching APA style. In APA
style, every punctuation, capitalization, or not, italics, or not, font color, font size, underlining, or
not, and indentation matters. If your reference does not look exactly like the example given in the
book, your reference is not correct. A meticulous process is required to check all that, but that is
what you have to do as a researcher. You just go through each reference and check them one at a
time. There are some quick visual aids, though, that can be used in your reference section. If you
have two references in your paper that are the same type of reference yet they are not an exact
match of one another, you know at least one of them is wrong. If you have blue font,
underlining with hypertext or if your URLs or DOIs end with a period, you know that entry is
wrong. If the title of your journal is written in Title case rather than Sentence case, then you
know that entry is wrong. If you have entries that say the same things as one another but do not
look the same, you know at least one of them is not correct.
In sum, writing the capstone thesis paper is hard work that requires a lot of attention, but it is
also a manageable task when having an idea of what is expected, and when approaching
everything a little at a time. You can expect to make mistakes here and there, and that is okay.
You can also expect when done to know more about a topic that interests you, and to have a
piece of writing you will likely be proud to have accomplished.
Table of Contents
16– Week Course Outline
Week
Week 1
Assignment
Introduction Forum
Assignment 1 – Draft
Thesis Proposal
Activities
Consult with
professor as needed
Week 2
Assignment 2 –
Research Design,
Instrumentation and
Data Analysis
Week 3
Assignment 3 – Final
Thesis Proposal
Schedule conference
call with course
professor (Not
mandatory, but highly
recommended)
Consult with
professor as needed
Week 4
Assignment 4 –
Formal Third Person
Style
Assignment 5 –
Avoiding Plagiarism
Week 5
Week 6
Consult with
professor as needed
Consult with
professor as needed
Consult with
Comments
For reference see the
Capstone Manual
Submit in assignments
section one page
See Capstone Manual
Appendix
Make corrections to
the Draft Thesis
Proposal for the Final
Proposal
See APUS Library
Graduate Studies
Center
See APUS Library
Graduate Studies
Center
Week 7
Assignment 6 –
Literature Review
Week 8
Week 9
Week 10
Assignment 7 – Draft
Outline of Thesis (5 –
7 pages)
Week 11
Week 12
Week 13
Assignment 8 –
Abstract Submission
Assignment 9 – Final
Draft of Thesis
Week 14
Week 15
Week 16
Submit Final Thesis
(Assignment 10) by
last day of course;
Complete Peregrine
Testing
professor as needed
Consult with
professor as needed
Please review all of
the material in the
AMU library
including videos on
the elements and
construction of a
Literature Review
Consult with
professor as needed
Consult with
professor as needed
Consult with
professor as needed
Consult with
professor
Consult with
professor as needed
Consult with
professor as needed
Consult with
professor as needed
Consult with
professor as needed
Consult with
professor as needed
Review APUS
Capstone/Thesis
Manual to confirm all
required elements of
Thesis are included
Review APUS
Capstone/Thesis
Manual to confirm all
required elements of
Thesis are included
Table of Contents
Policies
Please see the Student Handbook to reference all University policies. Quick links to frequently
asked question about policies are listed below.
Drop/Withdrawal Policy
Plagiarism Policy
Extension Process and Policy
Disability Accommodations
Writing Expectations
All written submissions should be submitted in a font and page set-up that is readable and neat. It
is recommended that students try to adhere to a consistent format, which is described below.
• Typewritten in double-spaced format with a readable style and font and submitted inside
the electronic classroom (unless classroom access is not possible and other arrangements
have been approved by the professor).
• Times New Roman 12-point font.
• Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable
accommodation being made for special situations and online submission variances.
Citation and Reference Style
Attention Please: Students will follow the Publication Manual of the American Psychological
Association (6th ed.) as the sole citation and reference style used in written work submitted as
part of coursework to the University. Assignments completed in a narrative essay or composition
format must follow the citation style cited in the aforementioned.
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, D.C.: American Psychological Association.
Late Assignments
Students are expected to submit classroom assignments by the posted due date and to complete
the course according to the published class schedule. As adults, students, and working
professionals, I understand you must manage competing demands on your time. Should you need
additional time to complete an assignment, please contact me before the due date so we can
discuss the situation and determine an acceptable resolution. Routine submission of late
assignments is unacceptable and may result in points deducted from your final course grade.
Deductions:
Late forum posts can be penalized up to 5 points per day
Late assignments can be penalized up to 5 points per day
Netiquette
Online universities promote the advancement of knowledge through positive and constructive
debate – both inside and outside the classroom. Forums on the Internet, however, can
occasionally degenerate into needless insults and “flaming.” Such activity and the loss of good
manners are not acceptable in a university setting – basic academic rules of good behavior and
proper “Netiquette” must persist. Remember that you are in a place for the rewards and
excitement of learning which does not include descent to personal attacks or student attempts to
stifle the Forum of others.
•
Technology Limitations: While you should feel free to explore the full-range of creative
composition in your formal papers, keep e-mail layouts simple. The Sakai classroom may
•
not fully support MIME or HTML encoded messages, which means that bold face, italics,
underlining, and a variety of color-coding or other visual effects will not translate in your
e-mail messages.
Humor Note: Despite the best of intentions, jokes and especially satire can easily get lost
or taken seriously. If you feel the need for humor, you may wish to add “emoticons” to
help alert your readers: ;-), : ), ☺
Disclaimer Statement
Course content may vary from the outline to meet the needs of this particular group.
Table of Contents
Online Library
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Table of Contents
Running Head: HOW THE LEGALIZATION OF MARIJUANA IMPACTS DRUG CRIME
How the Legalization of Marijuana Impacts Drug Crimes in the State of Colorado
Research Proposal
Sahra Hooks
American Military University
CMRJ699 Master’s Capstone Seminar in Criminal Justice
Dr. Stephen Verrill
May 20, 2017
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HOW THE LEGALIZATION OF MARIJUANA IMPACTS DRUG CRIME
Background information
In the fall of November 2012, in the state of Colorado and Washington, voters approved
ballot initiative that permitted and legalized the use of marijuana for recreational purposes (Dills,
Goffard & Miron, 2016). Two years later, other states including Oregon and Alaska approved the
bill that legalized the use of marijuana for recreational purposes. Currently there are over 11
states that have considered similar measure through legislative action or ballot initiatives that
have legalized the use of marijuana for recreation purposes (Dills, Goffard & Miron, 2016).
Numerous claims have been raised by both the opponents of the legalization initiatives and those
in the support of state level marijuana legalization. Those in support of the state level marijuana
legalization initiatives argue that the legalization of marijuana reduces criminal activities,
improves public safety, boost the economy and above all minimizes criminal justice expenditure
(Dills, Goffard & Miron, 2016). The critics of this initiative on the other hand argue that such
initiatives generally harm public health, spur the use of other drugs, fuels crime and above all
lowers the urge for education and educational achievement among teenagers (Dills, Goffard &
Miron, 2016).
Purpose of the research
This research proposal therefore seeks to determine whether legalization and
decriminalization of the use of marijuana for recreational purposes influenced drug crimes with
specific attention to the state of Colorado. The research will focus on comprehensive review of
literatures on ascertaining the evidence the initiative of legalization of marijuana has influenced
drug crimes within state of Colorado.
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HOW THE LEGALIZATION OF MARIJUANA IMPACTS DRUG CRIME
Problem statement
Drug and substance abuse has been one of the major public health problems around the
world. It has affected many people and has resulted to the loss of lives of millions of people in
many parts of the world. People acting under the influence of drugs have no sense or ability to
reason morally or think critically. Many road accidents occur as result of drivers driving under
the influence of drugs. The use of marijuana affects the brain especially parts of the brain
responsible for memory, coordination, decision making, learning and attention. Drugs have
affected many societies around the world by ruining the lives of young people rendering such
societies vulnerable. In this case, it becomes imperative to ask whether it is justified for the state
to legalize the use of marijuana despite its overarching effects on the society. Drugs also
influence criminal activities and this creates a society where there is no rule of law (Dragone et
al., 2017). In summary, there is a need for better understanding of whether the legalization of
marijuana in the state of Colorado has influenced drug crimes. More specifically, the following
research questions needs to be addressed:
Research Questions
For the purpose of this study, this research proposal focuses on answering the following
questions:
1. Has the legalization of marijuana in the state of Colorado influenced drug crimes?
2. Has the number of drug related crime cases increased or decreased since the state
legalized the use of marijuana?
3. Has the legalization of marijuana influenced the use of other related drugs?
Literature review
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HOW THE LEGALIZATION OF MARIJUANA IMPACTS DRUG CRIME
Several scholars have published their opinion regarding the controversial issue of
legalization of marijuana in some states. Although the move by some states such as Colorado and
Washington to legalize and decriminalize the use of marijuana for recreational purposes has been
welcome by some scholars, some are to the opinion that such moves are in contrary to the
societal expectations.
Dills, Goffard & Miron (2016) argue that the legalization of marijuana has had very
minimal impact on the use of marijuana and its related outcomes. In their study, “Dose of reality:
the effect of state marijuana legalization” Dill, Goffard & Miron (2016) examines the impact
decriminalization of the use of marijuana in the states of Colorado, Washington, Alaska and
Oregon. They argue that although the opponents and supporters of the state legislation regarding
legalization of marijuana have different opinions regarding such initiatives, there is little
evidence to prove any claim by either of the opponents.
Dragone et al., (2017) examines the existing evidence on the legalization of marijuana
market across many states in the United States and its corresponding impact on crime. In their
analysis, Dragone et al., (2017) argues that there has been a considerable drop in crime as a result
of the legalization of marijuana. In their study in the states of Washington and Oregon, they
found that legalization of recreational marijuana resulted into a significant reduction in crimes
such as robbery with violence and rape. They also found that the legalization of the use
marijuana reduced the consumption of other drugs across the two states.
Rogers & Moss (2016) on the other hand, argues that legalization of marijuana has had
beneficial impacts on the states of Colorado. In their argument, they cite that according to the
Colorado Bureau of investigation, the state of Colorado has experienced a significant decrease in
4
HOW THE LEGALIZATION OF MARIJUANA IMPACTS DRUG CRIME
the number of reported crimes since the state legalized the recreational use of marijuana. From
their findings, Colorado experienced about 3.1 percent drop in property related crimes. On the
same note, their study indicates that the two years after the state legalized the use of marijuana,
there has been a 12. 8% decrease in homicide.
Research Methodology
The primary research method that will be used for this study is literature review in which
previous studies done on the same will be reviewed. Several literatures exist with reliable data
regarding whether the legalization of the use of marijuana has influenced drug crimes and other
related crimes in the state of Colorado. In this case, these studies will be reviewed so as to
ascertain whether the state initiative to legalize and decriminalize the use of marijuana has
basically resulted into drug crimes as well as other related crimes.
Data Collection
The data the research study aim to collect is predominantly quantitative data specifically
looking to identify the relationship between the legalization of marijuana and perceived decrease
or increase in drug crime. The data will also enable us identify how decriminalization of the use
of marijuana corresponds to the changes in legality and retrograde pardons for drug crimes that
have seized be considered as crime from the fact that they have been decriminalized (Creswell,
2003).
Data Analysis
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HOW THE LEGALIZATION OF MARIJUANA IMPACTS DRUG CRIME
The data analysis in this study will follow a sequential paradigm since the quantitative
data is the dominant data in the study. Once the quantitative data has been collected through case
studies, the preexisting quantitative data from Colorado Bureau of investigation will be
triangulated in the analysis. Quantitative comparative analysis will then be used to analyze the
data. This is aimed at increasing the understanding of any noted trends or phenomena within the
study. Moreover, the analysis will enable the research study come up with evidence to either
support or contradict the stated hypothesis.
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HOW THE LEGALIZATION OF MARIJUANA IMPACTS DRUG CRIME
Reference
Creswell, J. W. (2003). A framework for design. Research design: Qualitative, quantitative, and
mixed methods approaches (pp. 3-26). Thousand Oaks, CA: Sage.
Dills, A., Goffard, S., & Miron, J. (2016). Dose of Reality: The Effect of State Marijuana
Legalizations.
Dragone, D., Prarolo, G., Vanin, P., & Zanella, G. (2017). Crime and the legalization of
recreational marijuana.
Moss, R. (2017). Two Years Later: Has the Legalization of Marijuana Affected Crime in
Colorado?. Rogersandmoss.com.
Retrieved
7
May
2017,
from
http://www.rogersandmoss.com/blog/14-criminal-law-articles/56-two-years-later-has-thelegalization-of-marijuana-affected-crime-in-colorado
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HOW THE LEGALIZATION OF MARIJUANA IMPACTS DRUG CRIME
Criteria
Excellent
Above
Average
Below
Average
Fail
Average
78
CONTENT (40%)
Relevance of Study
Topic
RESEARCH (25%)
Quality of Literature
The work
illustrates
exemplary
understanding
of the relevant
material by
thoroughly and
correctly
addressing the
relevant
content;
identifying and
explaining all of
the key
concepts/ideas;
using correct
terminology
explaining the
reasoning
behind key
points/claims
and
substantiating,
as
necessary/usef
ul, points with
several
accurate and
illuminating
examples. No
aspects are
missing.
Student utilized
credible
scholarly
The work
illustrates solid
understanding
of the relevant
material by
correctly
addressing
most of the
relevant
content;
identifying and
explaining most
of the key
concepts/ideas;
using correct
terminology;
explaining the
reasoning
behind most of
the key
points/claims;
and/or where
necessary or
useful,
substantiating
some points
with accurate
examples. The
work is
complete.
Credible
scholarly
sources are
The work
illustrates a
rudimentary
understanding
of the relevant
material by
mentioning but
not full
explaining the
relevant
content;
identifying
some of the key
concepts/ideas
though failing
to fully or
accurately
explain many of
them; using
terminology,
though
sometimes
inaccurately or
inappropriately;
and/or
incorporating
some key
claims/points
but failing to
explain the
reasoning
behind them or
doing so
inaccurately.
Elements of the
work may also
be lacking.
The work
illustrates poor
understanding
of the relevant
material by
failing to
address or
incorrectly
addressing the
relevant
content; failing
to identify or
inaccurately
explaining/defin
ing key
concepts/ideas;
ignoring or
incorrectly
explaining key
points/claims
and the
reasoning
behind them;
and/or
incorrectly or
inappropriately
using
terminology;
and elements of
the work are
lacking.
References to
scholarly
sources are
Sources are
seldom cited to
support
Student failed
to submit the
work.
26
Student failed
to include
citations and/or
9
HOW THE LEGALIZATION OF MARIJUANA IMPACTS DRUG CRIME
Review
Quality of Research
Design
Methodology/Proce
dure
sources. They
are used to give
compelling
evidence to
support claims
and are clearly
and fairly
represented.
APA 6th Edition
format is used
accurately and
consistently.
The student
uses above the
maximum
required
references in
the
development of
the assignment.
used effectively
support claims
and are, for the
most part, clear
and fairly
represented.
APA 6th Edition
is used with
only a few
minor errors.
There are minor
errors in
reference
and/or
citations.
And/or there is
some use of
questionable
sources.
22
COMPOSITION
(10%)
Clarity of Work
Writing Abilities
(Style/Composition)
The work is
clear, concise,
presents no
vagueness and
is efficient in
representing
expression as a
result of
appropriate and
precise use of
terminology;
total coherence
of thoughts and
presentation
and logical
organization;
and the essay is
composition
error free.
The work is
mostly clear as
a result of
appropriate use
of terminology
and minimal
vagueness; no
tangents and no
repetition; fairly
good
organization;
almost perfect
grammar,
spelling,
punctuation,
and word
usage.
occasionally
given; many
statements
seem
unsubstantiated
. Frequent
errors in APA
6th Edition
format, leaving
the reader
confused about
the source of
the
information.
There are
significant
errors of the
formation in
the references
and citations.
And/or there is
a significant use
of highly
questionable
sources.
statements
and/or format
of citations are
not
recognizable as
APA 6th Edition
format. There
are major
errors in the
formation of
the references
and citations.
And/or there is
a major reliance
on highly
questionable.
The Student
fails to provide
an adequate
synthesis of
research
collected for
the work.
references or
the student
failed to submit
a final paper.
The work is
often unclear
and difficult to
follow due to
some
inappropriate
terminology
and/or vague
language; ideas
may be
fragmented,
wandering
and/or
repetitive; poor
organization;
and/or some
grammatical,
punctuation,
spelling errors.
The work does
not
communicate
ideas/points
clearly due to
inappropriate
use of
terminology
and vague
language;
thoughts and
sentences are
disjointed or
incomprehensib
le; organization
lacking; and/or
numerous
grammatical,
spelling/punctu
Student failed
to submit work.
10
HOW THE LEGALIZATION OF MARIJUANA IMPACTS DRUG CRIME
8
OUTCOME/RESULTS
(25%)
Relevance of Results
Student
provides highcaliber work..
This includes an
APA 6th edition
cover page,
abstract, page
number,
headers and is
double spaced
in 12’ Times
Roman Font.
Additionally,
the work
exceeds the
expected length
of the paper.
The work
presents an
above-average
use of
formatting
skills. The work
has slight
errors. This can
include small
errors or
omissions with
the cover page,
abstract, page
number, and
headers. There
could be also
slight
formatting
issues with the
document
spacing or the
font
Additionally,
the work meets
the expected
length of the
paper.
22
ation errors.
Appearance of
work
demonstrates
the student’s
limited ability
to format the
paper. There
are significant
errors in
formatting
and/or the total
omission of
major
components of
an APA 6th
edition work.
The can include
the omission of
the cover page,
abstract, and
page numbers.
Additionally,
the work has
major
formatting
issues with
spacing or
paragraph
formation. Font
size might not
conform with
size
requirements.
Additionally the
work fails to
meet the
expected length
of the paper.
Student needs
to develop
better
formatting
skills. The work
omits
significant
structural
elements
required for an
APA 6th edition
work.
Formatting of
the paper has
major flaws.
The work does
not conform to
APA 6th edition
requirements
whatsoever.
Student failed
to submit work.
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