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CJUS 630 Liberty University The Use of Lethal Force by Police Research Paper

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Liberty University

Description

Research Paper: Topic Selection Assignment Instructions

Crisis intervention in law enforcement can take many forms. Police are called to respond to potential suicide, individuals with mental illness, unruly children, armed citizens, fights, and many other potentially dangerous situations. In recent year, law enforcement officers have been criticized for their response to many of these crises. Whether or not this criticism is warranted, it is imperative that law enforcement agencies follow evidence-based practice when establishing policy. The only way to ensure this happens is to conduct empirical research that identifies crisis intervention problems and offers potential solutions to help inform the law enforcement response. This assignment offers you the opportunity to identify a problem in the area of crisis intervention and propose research that would study the issue. The criminal justice field typically operates under theoretical approaches from the social sciences as well as leadership and organizational management disciplines. You will consider this as you choose a topic and develop the research proposal.

Instructions

You will submit a research paper topic in the form of a paragraph, exploring a specific problem in Crisis Intervention. You will clearly identify a problem within crisis intervention in law enforcement and consider the following question: What is it I am researching? What is the current problem? What is the solution? What do critics say about the problem and possible solutions? What does the literature say about the problem? What gaps in the literature will my solution address? If successful, what are the implications of my research? Add a brief conclusion to the assignment as well. Suggested topics include but are not limited to: Crisis response to active shooter situations, suicide response, police training for hostage taking crisis, police officer stress, and use of force. A thesis statement would include a statement of the problem along with statistics or some other method for expressing the depth of the issue. For example, if you were discussing suicide among law enforcement, you would want to include suicide statistics to illustrate how significant this problem is and why it needs to be addressed. This assignment should be one-half to one page in length, written in APA format, and include at least one properly formatted reference. Acceptable sources for references are the textbook, the Bible, and peer reviewed journals that have been published within the past five years. These journals are available from the Liberty University library.

Explanation & Answer

View attached explanation and answer. Let me know if you have any questions. Running head: RESEARCH PAPER: TOPIC SELECTION Research Paper Student's Name Institutional Affiliation Date 1 RESEARCH PAPER: TOPIC SELECTION 2 The Use of Lethal Force by Police During Crisis Response The research will focus on the problem of the use of lethal force by police officers. The use of lethal force has become a huge concern that has drawn a lot of attention from the media, investigators, protestors, and even...

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• University of Memphis Libraries
• Research Guides

Criminal and Social Justice

• CJUS 3130: Research Methods
• Intro to Research
• Books & eBooks
• CJUS 3540: Criminology
• SOCI 4420: Racial Inequality
• CJUS 4110 Advance Application
• CJUS 4533: Juvenile Delinquency Theory Process
• Writing & Citation Help

Course Description

Techniques commonly utilized in criminal justice research, emphasis on research design, methods of data collection, measurement of variables, analytical strategies for describing and making decisions using data, and threats to validity and reliability. PREREQUISITE:  CJUS 1100  and either  CJUS 2226  or  CJUS 2326  or  CJUS 2426 .

Syllabus and Topical Outline

• CJUS 3130 Research Methods (Fall 2020) Course Syllabus and Topical Outline The University of Memphis, Lambuth Campus (CRN: 81475)
• Student Agreement

Professor Contact Information

• Tuesday 2:30 p.m. - 4:30 p.m.
• Thursday 2:30 p.m. - 4:30 p.m. 

 The Professor's preferred method of contact is via email:  [email protected]

Emails will be returned within 24 hours on weekdays and 48 hours on weekends. 

Required Reading/Textbooks

• Maxfield, M. G., & Babbie, E. R. (2018).  Research Methods for Criminal Justice and Criminology . Boston, MA: Cengage.  ISBN: 978-1-337-09182-4
• Cronk, B. C. (2018).  How to use SPSS: A step-by-step guide to analysis and interpretation. (10th ed).  New York: Routledge.  ISBN: 978-1-138-30853-4

Topic Selection Guide

Process of Narrowing a Topic 

• Read the Assignment – You’ll need to narrow your topic in order to do research effectively. Without specific areas of focus, it will be hard to even know where to begin, so read your assignment carefully. 
• Think About What Interests You – After you have honed in on topics that meet the purpose of your assignment, begin thinking about what’s interesting to you. One way to get ideas is to read background information in a source like Wikipedia.
• Explore Library Databases – It’s wise to do some more reading about your topic to learn more about it, and learn specialized terms used by professionals and scholars who study it. Check the library databases to make sure that your topic is not too broad or too narrow. This may take some time, but will save you time later. Your goal should be to to get just the right amount of information so it is not too overwhelming. 
• Develop Your Research Question – After you narrow your topic think about exactly what you are trying to find out. Identifying a topic research questions will influence most of the steps you take to conduct the research.

Annotated Bibliography Guide/Rubric

• What is an annotated bibliography?
• The Process of Creating an Annotated Bibliography
• Sample Annotated Bibliography Entry for a Journal Article
• Critically Appraising the Book, Article, or Document
• Initial Appraisal
• Content Analysis

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief,  usually about 150 words,  descriptive and evaluative paragraph; the annotation.

The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

Creating an annotated bibliography calls for the application of a variety of intellectual skills; concise exposition, succinct analysis, and informed library research.

• First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic.
• Briefly examine and review the actual items.
• Then choose those works that provide a variety of perspectives on your topic.
• Cite the book, article, or document using the appropriate APA style.

Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that:

• (a) evaluate the authority or background of the author,
• (b) comment on the intended audience,
• (c) compare or contrast this work with another you have cited, or
• (d) explain how this work illuminates your bibliography topic.

The following example uses the APA format for the journal citation.

NOTE: APA requires double spacing within citations.

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and

the erosion of traditional family orientations among young adults.  American Sociological Review, 51, 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

You can begin evaluating a physical information source; a book or an article for instance, even before you have the physical item in hand. Appraise a source by first examining the bibliographic citation. The bibliographic citation is the written description of a book, journal article, essay, or some other published material that appears in a catalog or index. Bibliographic citations characteristically have three main components: author, title, and publication information. These components can help you determine the usefulness of this source for your paper. (In the same way, you can appraise a Web site by examining the home page carefully.)

• What are the author's credentials--institutional affiliation? Where does he or she works? What are their educational background, past writings, or experience? Is the book or article written on a topic in the author's area of expertise? You can use the various Who's Who publications for the U.S. and other countries and for specific subjects and the biographical information located in the publication itself to help determine the author's affiliation and credentials.
• Has your instructor mentioned this author? Have you seen the author's name cited in other sources or bibliographies? Respected authors are cited frequently by other scholars. For this reason, always note those names that appear in many different sources.
• Is the author associated with a reputable institution or organization? What are the basic values or goals of the organization or institution?

Date of Publication

• When was the source published? This date is often located on the face of the title page below the name of the publisher. If it is not there, look for the copyright date on the reverse of the title page. On Web pages, the date of the last revision is usually at the bottom of the home page, sometimes every page.
• Is the source current or out-of-date for your topic? Topic areas of continuing and rapid development, such as the sciences, demand more current information. On the other hand, topics in the humanities often require material that was written many years ago. At the other extreme, some news sources on the Web now note the hour and minute that articles are posted on their site.

Edition or Revision

Is this a first edition of this publication or not? Further editions indicate a source has been revised and updated to reflect changes in knowledge, include omissions, and harmonize with its intended reader's needs. Also, many printings or editions may indicate that the work has become a standard source in the area and is reliable. If you are using a Web source, do the pages indicate revision dates?

Note the publisher. If the source is published by a university press, it is likely to be scholarly. Although the fact that the publisher is reputable does not necessarily guarantee quality, it does show that the publisher may have high regard for the source being published.

Title of Journal

Is this a scholarly or a popular journal? This distinction is important because it indicates different levels of complexity in conveying ideas.

Having made an initial appraisal, you should now examine the body of the source. Read the preface to determine the author's intentions for the book. Scan the table of contents and the index to get a broad overview of the material it covers. Note whether bibliographies are included. Read the chapters that specifically address your topic. Scanning the table of contents of a journal or magazine issue is also useful. As with books, the presence and quality of a bibliography at the end of the article may reflect the care with which the authors have prepared their work.

What type of audience is the author addressing? Is the publication aimed at a specialized or a general audience? Is this source too elementary, too technical, too advanced, or just right for your needs?

Objective Reasoning

• Is the information covered fact, opinion, or propaganda? It is not always easy to separate fact from opinion. Facts can usually be verified; opinions, though they may be based on factual information, evolve from the interpretation of facts. Skilled writers can make you think their interpretations are facts.
• Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence? Assumptions should be reasonable. Note errors or omissions.
• Are the ideas and arguments advanced more or less in line with other works you have read on the same topic? The more radically an author departs from the views of others in the same field, the more carefully and critically you should scrutinize his or her ideas.
• Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
• Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic? You should explore enough sources to obtain a variety of viewpoints.
• Is the material primary or secondary in nature? Primary sources are the raw material of the research process. Secondary sources are based on primary sources.

For example:

If you were researching Konrad Adenauer's role in rebuilding West Germany after World War II, Adenauer's own writings would be one of many primary sources available on this topic. Others might include relevant government documents and contemporary German newspaper articles. Scholars use this primary material to help generate historical interpretations--a secondary source. Books, encyclopedia articles, and scholarly journal articles about Adenauer's role are considered secondary sources. In the sciences, journal articles and conference proceedings written by experimenters reporting the results of their research are primary documents. Choose both primary and secondary sources when you have the opportunity.

Writing Style

Is the publication organized logically? Are the main points clearly presented? Do you find the text easy to read, or is it stilted or choppy? Is the author's argument repetitive?

Evaluative Reviews

• Locate critical reviews of books in a reviewing source, such as Book Review Index, Book Review Digest, OR Periodical Abstracts. Is the review positive? Is the book under review considered a valuable contribution to the field? Does the reviewer mention other books that might be better? If so, locate these sources for more information on your topic.
• Do the various reviewers agree on the value or attributes of the book or has it aroused controversy among the critics?
• For Web sites, consider consulting one of the evaluation and reviewing sources on the Internet.

Thesis Statement Guide/Rubric

A thesis statement guides your essay by identifying both your  subject  and your  attitude  toward it. A thesis statement:

• is potentially  interesting  to the intended reader.
• is  specific .
• limits the topic so that it is  manageable .
• evolves  as your thinking about the subject evolves.

Construct a working thesis.

Test the working thesis.

• Try substituting other words—if the same statement can be made about another subject, the thesis needs to be more specific.
• Ask “so what?”
• Ask “why?” and “how?” 
• Try filling in the  “Magic Thesis Sentence” :

By looking at __________________, we can see ____________________, which most readers/viewers/observers don’t see; this is important because ___________________.

Revise the working thesis.

• Add information that responds to the “so what?” question to explain relevance.
• in order to
• Use active verbs
• Avoid abstract terms (e.g.  issue, aspect, society,  etc.)
• Avoid empty modifiers ( very, important,  etc.)

Use a Seed Sentence

Another way to construct a working thesis is to start with a paradigm in the form of a “seed sentence.” These are patterns that reflect common ways of thinking about topics that are open to different perspectives. While anything constructed using one of these seeds will almost certainly need to be revised before the paper’s final version, they can provide a helpful starting point. If you choose to use sentence-paradigms to help you construct a thesis, try out several to find the best fit for your topic, idea, and assignment.

“Once I was _______________, but now I am _______________.”

“They say that _____________, but my experience [or closer examination] shows that ____________.”

Once I thought vulgar language was unforgivable, but now I feel sorry for those who express hatred by using it.

They say that people can learn from their mistakes, but my experience shows that once they learn prejudice, few people change their behavior.

“When I saw ____________, I saw ____________ instead of ______________.”

When I saw that I could fight the bullies or ignore them, I saw that fighting would be degrading while nonviolence would maintain my self-respect.

Cause and Effect:

“If _________________, then ________________."

“Because ______________, ________________." 

If we look at the way teens view bullying, then we see that current interventions devised by adults are not likely to be effective. Because I learned to ignore bullies when I was young, I can now find ways to encourage people with differing points of view to work together.

Compare/Contrast:

“Because of ____________similarities [or differences], ___________.”

Because adults and teenagers define bullying differently, the typical adult approaches to combatting the behaviors will not be effective.

Difference/Likeness (or Likeness/Difference):

“However ______________, ______________.”

However much both adults and teenagers agree that bullying behaviors damage relationships, this problem will persist until both groups begin using the same language to label the undesirable actions.

“Not only ___________________, but also _________________.”

Not only do adults want to blame technology for the problem of bullying, but they also tend to rely on ineffective solutions such as school assemblies.

Shift of Focus:

“Instead of [even though, because, etc.] _______________, we should direct attention to ________________.”

Even though these attempts to stop bullying are well-meaning, they will not be effective until they address the roots of the problem: lack of empathy and the desire for attention. 

Research writing Assignment Rubric

These rubric standards should be met to receive an excellent rating in each category.

• Idea Development (worth 20 points)  - Ideas supported by strong specific details
• Elaboration (worth 15 points)  -  Well-written; fully elaborates points addressed with clear, accurate, and detailed information supporting thesis
• Organizations/Paragraphing (worth 5 points)  - Clearly organized and paragraphed
• Spelling and Grammar (worth 5 points)  - No spelling or grammatical errors
• Citation and References (worth 5 points)  - Makes comprehensive (numerous) references and citations to text, external sources, and classroom materials

For more details on other grading levels refer to the downloadable file below.

• Effective Writing in Criminal Justice Downloadable file used for the evaluation of writing in Criminal Justice.

Critical Book Review Guide/Rubric

Preliminary considerations.

First, one must understand that a critical book review is not a book report (a summary of the contents of a book). A critical book review is a vehicle for examining and discussing issues the book itself raises or fails to raise. One writes a critical book review for the benefit of those who might not presently have time to read the book but who nevertheless need to learn more about its basic approach should they desire to read or study it at a future time. The job of the book reviewer is to inform these readers concerning any merits and/or shortcomings the book may have. From information based on a well-written review, the reader may conclude that this book is either indispensable or inconsequential.

Components of a Critical Book Review

A. Give complete bibliographical information at the top of the page (title, author, publisher, place of publication, date of publication, number of pages, and name of reviewer).

Use the following format:

Toward Rediscovering the Old Testament , by Walter C. Kaiser, Jr. Grand Rapids: Zondervan, l987. 250 pages. Reviewed by Randy C. Slocum.

B. Briefly state the reason this book was chosen for review. State the author's credentials (education, place of employment, previous achievements, etc.) as a preface to giving the book a serious hearing. Biographical information about the author should be included only as it demonstrates the author’s competency to write the book. Within the context of the paper, do not use titles (Dr., Rev., etc.). In most brief reviews, you will likely need to limit the introduction to one or two paragraphs.

C. Briefly (in one or two well-written sentences) summarize the thesis of the book. This is a crucial step because the thesis contains the reason why the author produced this particular book (there may be dozens on the market with similar subject matter). The thesis will state the author's basic presuppositions and approach. The critical nature of the book review will then grow from the reviewer's conclusion that the book does or does not achieve the author's stated purpose.

D. The main body of a critical book review will be concerned with "thesis development." That is, did the author achieve the stated purpose? In this section the reviewer will inspect each of the chapters of the book to see how the thesis is (or is not) developed. If the author makes progress and develops the thesis convincingly, providing adequate information and statistical data, the reviewer says so, providing concrete examples and citing their page numbers in the text.

Given the limited amount of space in a brief book review, footnotes should not be utilized. Quotations or ideas taken directly from the text should be followed parenthetically by the page number of the quotation. The abbreviation for page(s) (p./pp.) should not be used.

Rainer argues that evangelistic churches should focus on reaching youth (20). Indeed, he writes, “Many churches fail to recognize that adolescence is a critical time of receptivity to the gospel” (21).

If the thesis is poorly developed or if the examples are inadequate to support the assertions of the author, the reviewer will point this out as well. Most critical book reviews will contain both praise and criticism, carefully weighed and balanced against one another.

Remember the purpose of a critical book review is not to provide a summary of the book. You may assume that the professor and the grader know the contents of the book.

Questions the reviewer will seek to answer in this section might include:

• Is there an adequate, consistent development of the author's stated thesis? Why or why not?
• What is the author’s purpose, i.e., what does he/she hope to accomplish through this book? Does the author accomplish the purpose? If so, how does he/she do so? If not, why not?
• Does the author approach the subject with any biases, i.e., do the author’s theological, experiential, philosophical, denominational, or cultural perspectives influence his/her conclusions?
• Does the author properly support his/her thesis? Does the author adequately consider and refute opposing viewpoints? Is the book limited in application to specific types of churches? Is the book relevant to contemporary culture?
• Does the author have to resort to suppression of contrary evidence in order to make the thesis credible (slanting)? If so, what additional evidence would weaken the case? • Is the thesis sound but marred by a flawed procedure?
• Is the author's case proved, or would another thesis have been more appropriately chosen?

E. Finally, a summary section should be attached. How does this book differ from other treatments of the same subject matter? What is unique and valuable about this approach as opposed to the others? Would the reviewer recommend this book above others? Why or why not?

This final summary should include the major strengths and weaknesses of the book and evaluate its value for readers who may be interested in that particular field of inquiry. Your primary purpose in this section is to respond both positively and negatively to the book’s contents and presentation. Needless to say, this response should be more in-depth than, “This book is a good book that should be recommended reading for everyone.” On the other hand, “This book is a lousy book not worth reading” is also inadequate. Central to this is the basic question of whether or not the author has achieved the book's stated purpose.

Answer questions such as:

• What are the strengths of the book, i.e., what contributions does the book make?
• Why should a person read this book?
• What did you learn from this book?
• How might you apply the lessons of this book in your ministry context?
• Would you recommend the book to other ministers? to seminary students? to laypersons? Why, or why not?

Do not allow your response to this question to become lengthy (for this paper is not primarily an evaluation of your ministry), but do make some application.

Throughout your critique, be specific in your evaluations. Do not just tell the reader about the book; tell and show the reader with concrete examples from the book. As previously suggested, include page numbers when making specific reference to the book.

F. The length of the review should be between five and seven pages, double-spaced.

Style Issues for a Critical Book Review

The following guidelines are included to counter common style errors:

A. Utilize this suggested outline to guide your book review, but do not include the specific subheadings (“Bibliographical Entry,” “Summary of the Book,” etc.) in the essay. The brevity of the review demands a smooth flow from one section to another without including the subheadings.

B. Use first-person sparingly; however, you may use “I” when referring to your opinion of a text.

C. Avoid contractions in formal writing.

D. Use active voice as much as possible.

E. Be clear and concise. A brief review allows no room for wandering from your objective.

F. Use your spell-checker, but do not trust it. A spell-check will not catch the error in such sentences as, “The whole church voted too pass the amendment.” Use your eyes as well as your spell-checker.

G. Proofread your paper. Finish the paper, and proof it. Lay it aside, and proof it again at a later time. If you do not catch your errors, someone else will. 

Interlibrary Loan

• Lambuth Interlibrary Loan
• Interlibrary Loan Instructions

Facts About UofM Lambuth Campus Interlibrary Loan

• University of Memphis students, faculty, and staff at the Lambuth campus may use interlibrary loan to request library materials from the McWherter Library at the Memphis campus or from other participating libraries.
• Books will be delivered to the Lambuth Library or mailed to the user's address. Journal articles, book chapters, and similar materials will be delivered electronically though your ILL account.
• Receiving books through Interlibrary Loan may take a week or more.
• Lambuth library patrons may return materials at the Lambuth Library.

Remember to choose Lambuth for your location when registering for ILL services.

UofM InterLibrary Loan

1. Go to the University of Memphis Libraries homepage  memphis.edu/libraries/  and click on Interlibrary Loan.  This link may also be found on the Lambuth Library website found at  memphis.edu/libraries/lambuthlibrary/ .

2. Log in to ILLiad (our Interlibrary Loan system) using your University of Memphis username & password:

3. If you are a new ILLiad user, you will be asked to register by providing your contact information.

 After registering, click on the appropriate item under the New Request menu (Article, Loan/Book, Book Chapter, etc.).  NOTE: Textbooks cannot be requested through Interlibrary Loan.

5. Fill in the required information about the item (red starred fields).

Login to your account at any time to monitor your requests.

Borrowers will receive an email when your item is available at the Library Checkout desk (print materials) or in your account electronically (article or book chapters).

Go to  ILL FAQs  for more information.

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How I Can Help

Conducting research and writing research papers is hard work. We are here to help you!

I can help you:

identify which University of Memphis database(s) will work best for your research paper, project, literature review, or Masters thesis

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suggest ways to incorporate your sources into your paper, thesis, or dissertation

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Topics and Trends in Criminal Justice – CJUS 550

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 09/05/2023

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Course Description

This course focuses upon contemporary topics and trends in the criminal justice arena. Topics will include: substantive and procedural changes in criminal law from a federal perspective utilizing case law, professional law enforcement organization reviews, and law review articles. Additionally, the course will identify and evaluate research trends of the National Institute of Justice, i.e., corrections, technology development, homeland security, and white collar/financial crime.

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

The specialization in Criminal Justice Administration will prepare this student who has been immersed in a Christian worldview throughout his/her MBA or Human Services program to work in the Criminal Justice Administration field, perform strategic planning, and make informed Criminal Justice Administration decisions. This aligns with the mission of Liberty University; “To develop Christ-centered men and women with the values, knowledge, and skills essential to impact tomorrow’s world.”

This course, CJUS 550, Topics and Trends in Criminal Justice, is intended to provide the student with the opportunity to identify recurring topics and developing trends in the criminal justice arena. Thereafter, the student will be required to evaluate the relevancy, practicality, cost, sustainability, and longevity of proposed solutions for the selected subfield.

Course Assignment

Textbook readings, lecture presentations, and articles

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.

Discussions (4)

Students will participate in four (4) Discussions. Discussions are collaborative learning experiences. Therefore, the student will post an original thread of 400 words or more. Three (3) sources are required for the original thread. Then, the student must reply to at least two (2) peers’ threads in 250 words or more. Two (2) additional sources are required for each reply.

Research Paper: Thesis Statement and Annotated Bibliography Assignment

During this course, the student will compose an original 10–12-page Research Paper: Literature Analysis Assignment on a current topic or trend in criminal justice closely associated with a certain or specific problem in the profession or discipline today. In preparation for this paper, each student will submit a Research Paper: Thesis Statement and Annotated Bibliography Assignment . This paper must cite at least six (6) scholarly resources that are significant to the topic (current, relevant, credible, and each carries its weight) with a clear and meaningful connection between all the resources.

Research Paper: Biblical Worldview Assignment

For the Research Paper: Biblical Worldview Assignment , the student will write a short essay that critically examines the literature review and constructively identifies the gaps and omissions in the literature where a biblical worldview should be internalized and expressed in the life of the criminal justice professional. The paper must be at least four pages. The student make the distinction of where and on what grounds the literature comes up short as it relates to what the research states versus what God has for his people. The student must demonstrate how he/she might integrate the biblical worldview into the problem that he/she is studying. The paper must properly follow current APA style. If a student is struggling with current APA format, please refer to the LUO Writing Center for assistance.

Research Paper: Literature Analysis Assignment

The student will write a 10–12-page Research Paper: Literature Analysis Assignment on a specific problem in criminal justice. It should not be a descriptive paper but one that critically examines the problems and the competing solutions. The student should make an argument if need be. The paper must utilize at least 12 significant, scholarly resources that are significant to the topic (current, relevant, credible, and each carries its weight) with a clear and meaningful connection between all the resources. The student may not cut and paste portions of previously submitted material from the first two assignments. The paper must properly follow current APA style. If a student is struggling with current APA format, please refer to the LUO Writing Center for assistance.

Quizzes (3)

The student will have three (3) tests during this course. Each quiz will be composed of 25 true/false, multiple-choice, and essay questions and will have a 1-hour time limit.

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CJUS 640 Topic Research Papers

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CJUS 640 Topic Research Papers Liberty

*2 research papers are included

The student will write two (2) topic research papers The student will be given some flexibility to write a research paper focused on the topic indicated for the week the Topic Research Paper is due. The research paper shall be a minimum of 8 to 10 pages and must follow current APA guidelines. The page count does not include the title page, abstract, or reference section. It must include 10–15 sources with at least 1 source being the Holy Bible and no more than two (2) books.  The student should have a specific section in the paper dedicated to a synthesis of Christian Worldview and their topic. See the assignment instructions and grading rubric for additional instructions and guidance.

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