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    Please see the attachment – ## lecturenotesonfollowership.docx **## lecturenotesonfollowership.docx** In the lecture notes we explored the concept of followership. Pick one of the topics covered, offer your thoughts, supported by cited evidence, that support or refute the idea that we should not be …

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    Please see the attachment

    – ## lecturenotesonfollowership.docx

    **## lecturenotesonfollowership.docx**

    In the lecture notes we explored the concept of followership. Pick one of the topics covered, offer your thoughts, supported by cited evidence, that support or refute the idea that we should not be studying leadership
    [http://youtu.be/CaddcG6ehMY](http://youtu.be/CaddcG6ehMY)

    Let’s take about 30 minutes and look at some examples of followership from the
    University of Washington. I use this statement a lot especially in a bureaucratic
    organization. I don’t have to be the leader all the time but I sure as heck won’t sit
    back and be dominated by those who simply want to slow the process to a halt in
    order to get their own way.

    Doug Williamson – President & C.E.O. of The Beacon Group speaks to business students about Leadership
    and Management at Wilfred Laurier University School of Business & Economics in 2012.
    http://youtu.be/KM2XM7kRKgQ

    FOLLOWERSHIP: THE OTHER SIDE OF LEADERSHIP, Ivey Business Journal,
    (
    [http://iveybusinessjournal.com/topics/leadership/followership-the-other-side-of-leadership#.UxFlGPRdXpU](http://iveybusinessjournal.com/topics/leadership/followership-the-other-side-of-leadership#.UxFlGPRdXpU)

    **Followership Qualities**
    Judgment, Work Ethic, Competence, Honesty, Courage, Discretion, Loyalty Ego, Management.

    Take a look at each of these followership qualities. Do some of them seem familiar?
    Yeah, we see the same qualities in leadership as well. Does this start to sound like
    there are more connections between leadership and followership than you might
    have expected?

    Competence is another important quality. You have to know how to do what is asked
    of you. If you don’t it doesn’t mean that you are a bad follower, but lying or not
    speaking up and letting the leader know you need help is harmful to the whole team
    effort and to the organization.

    Along with that honesty quality you also have to have courage. If you are afraid of the
    leader or your security on the team you won’t be a good follower. Likewise it can also
    take courage to be loyal to your leader when the going gets rough. Now that doesn’t
    mean that you have to sacrifice your principles or ethical foundation if the leader is
    doing something wrong, but you owe it to that leader to be honest with them if you
    cannot agree and tell them why.

    This is an area of followership that is often hard when you don’t agree with what a
    leader is doing or when you are really close to your team members. Not everything
    we know or learn as a follower needs to be shared with everyone. Now I don’t agree
    with the leader who likes to parcel out information to individuals and then see who
    has the ability to keep the confidence but that does happen. I like to think of myself
    as “Switzerland”. I try to be neutral as a follower and not join factions because that
    doesn’t help the team function. One important thing to remember is that once on
    the Internet either through email or social media it is no longer private so keep that
    in mind as you communicate and share information.

    Another note on loyalty is that you have to remember that your followership extends
    first to the organization so this is the compass when you see a leader who is doing
    something that you believe violates the organizational mission or rules. Now this
    doesn’t give you license to be the team tattletale however, I have experienced too
    many times when a leader pits themselves against the organization and that can lead
    the whole team down the rabbit hole. Be aware that this is a possibility so it doesn’t
    blindside you.

    Not only is this the funniest picture, it represents that we are followers and that
    means that we all have to work together and not be a prima donna even if we are the
    ones carrying the heavy load. Remember that diversity means that we compliment
    one another’s strengths so you may be the bomb at one aspect of the work but you
    need the others for their strengths. This is one area in which I consistently hear team
    members dislike their fellow followers. And don’t think you are hiding it because if
    you are leading with your ego and think you are stealth, the rest of the team will
    figure it out really quickly.

    **## lecturenotesonfollowership.docx**

    In the lecture notes we explored the concept of followership. Pick one of the topics covered, offer your thoughts, supported by cited evidence, that support or refute the idea that we should not be studying leadership
    [http://youtu.be/CaddcG6ehMY](http://youtu.be/CaddcG6ehMY)

    Let’s take about 30 minutes and look at some examples of followership from the
    University of Washington. I use this statement a lot especially in a bureaucratic
    organization. I don’t have to be the leader all the time but I sure as heck won’t sit
    back and be dominated by those who simply want to slow the process to a halt in
    order to get their own way.

    Doug Williamson – President & C.E.O. of The Beacon Group speaks to business students about Leadership
    and Management at Wilfred Laurier University School of Business & Economics in 2012.
    http://youtu.be/KM2XM7kRKgQ

    FOLLOWERSHIP: THE OTHER SIDE OF LEADERSHIP, Ivey Business Journal,
    (
    [http://iveybusinessjournal.com/topics/leadership/followership-the-other-side-of-leadership#.UxFlGPRdXpU](http://iveybusinessjournal.com/topics/leadership/followership-the-other-side-of-leadership#.UxFlGPRdXpU)

    **Followership Qualities**
    Judgment, Work Ethic, Competence, Honesty, Courage, Discretion, Loyalty Ego, Management.

    Take a look at each of these followership qualities. Do some of them seem familiar?
    Yeah, we see the same qualities in leadership as well. Does this start to sound like
    there are more connections between leadership and followership than you might
    have expected?

    Competence is another important quality. You have to know how to do what is asked
    of you. If you don’t it doesn’t mean that you are a bad follower, but lying or not
    speaking up and letting the leader know you need help is harmful to the whole team
    effort and to the organization.

    Along with that honesty quality you also have to have courage. If you are afraid of the
    leader or your security on the team you won’t be a good follower. Likewise it can also
    take courage to be loyal to your leader when the going gets rough. Now that doesn’t
    mean that you have to sacrifice your principles or ethical foundation if the leader is
    doing something wrong, but you owe it to that leader to be honest with them if you
    cannot agree and tell them why.

    This is an area of followership that is often hard when you don’t agree with what a
    leader is doing or when you are really close to your team members. Not everything
    we know or learn as a follower needs to be shared with everyone. Now I don’t agree
    with the leader who likes to parcel out information to individuals and then see who
    has the ability to keep the confidence but that does happen. I like to think of myself
    as “Switzerland”. I try to be neutral as a follower and not join factions because that
    doesn’t help the team function. One important thing to remember is that once on
    the Internet either through email or social media it is no longer private so keep that
    in mind as you communicate and share information.

    Another note on loyalty is that you have to remember that your followership extends
    first to the organization so this is the compass when you see a leader who is doing
    something that you believe violates the organizational mission or rules. Now this
    doesn’t give you license to be the team tattletale however, I have experienced too
    many times when a leader pits themselves against the organization and that can lead
    the whole team down the rabbit hole. Be aware that this is a possibility so it doesn’t
    blindside you.

    Not only is this the funniest picture, it represents that we are followers and that
    means that we all have to work together and not be a prima donna even if we are the
    ones carrying the heavy load. Remember that diversity means that we compliment
    one another’s strengths so you may be the bomb at one aspect of the work but you
    need the others for their strengths. This is one area in which I consistently hear team
    members dislike their fellow followers. And don’t think you are hiding it because if
    you are leading with your ego and think you are stealth, the rest of the team will
    figure it out really quickly.

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    Please see the attachment – ## LeadershipObservationAssignment.doc **## LeadershipObservationAssignment.doc** [removed] **## LeadershipObservationAssignment.doc** [removed]

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    Please see the attachment

    – ## LeadershipObservationAssignment.doc

    **## LeadershipObservationAssignment.doc**

    [removed]

    **## LeadershipObservationAssignment.doc**

    [removed]

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    – ## DEVLOPMENTYOUNGYEARSASGIRL.docx – ## DEVLOPMENTYOUNGYEARSASGIRL.docx **## DEVLOPMENTYOUNGYEARSASGIRL.docx** **Read and Follow The Instructions Below Carefully:** **STEP 1**: Consider the following questions as you reflect on your developmental experiences. 1. Think back to your elementary and …

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    – ## DEVLOPMENTYOUNGYEARSASGIRL.docx

    – ## DEVLOPMENTYOUNGYEARSASGIRL.docx

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    – 1
    – 2

  • [Solved] Project

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    i want you to compile and summarize all this different points and discussions from the document using the same reference . Summarize key points related to the topic and expalin. I would attach an example and a rubric . Leave the clinical scenario part empty but make a slide with a heading. \ Disscu…

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    Assignment Prompt & Instructions

    i want you to compile and summarize all this different points and discussions from the document using the same reference . Summarize key points related to the topic and expalin. I would attach an example and a rubric . Leave the clinical scenario part empty but make a slide with a heading.
    \
    Disscusions.docx](https://www.sweetstudy.com/files/disscusions-docx-10455277 "Disscusions.docx")
    \
    Rubric.docx](https://www.sweetstudy.com/files/rubric-docx-10455279 "Rubric.docx")
    \
    IMG_0479.png](https://www.sweetstudy.com/files/img-0479-png-10455281 "IMG_0479.png")

  • [Solved] quay

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    Visit the following website and follow the directions on screen to complete the [The Reaction Time Test | JustPark](https://www.justpark.com/creative/reaction-time-test/). Time tends to depend on the speed of the computer and whether the mouse or keyboard is used. Also, times are usually faster whe…

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    Assignment Prompt & Instructions

    Visit the following website and follow the directions on screen to complete the [The Reaction Time Test | JustPark](https://www.justpark.com/creative/reaction-time-test/).  Time tends to depend on the speed of the computer and whether the mouse  or keyboard is used. Also, times are usually faster when using the  keyboard. Record your times for each trial, as well as your ending  average time.
    Next,  ask two other people to complete the exercise and record their times.  This can include spouses, family members, friends, co-workers, or  whomever you wish. However, make every attempt to ensure that these  people differ from you in age. Preferably attempt to recruit people who  are 10 years (or more) apart from you in age (either older or younger).  Doing so will help you to better answer the required questions.
    Complete  the worksheet in the attached document and submit your completed  worksheet here in the Week 2 Assignment: Developmental Changes in  Reaction Time area in the Assignments link in the classroom no later  than 11:55 pm EST Sunday. Include any references used on a separate  reference page at the end of the worksheet. References should be  formatted in APA format (7th edition), both in-text and on your  reference page
    \
    Week2Exercise-DevelopmentalChangesinReactionTime2.docx](https://www.sweetstudy.com/files/week2exercise-developmentalchangesinreactiontime2-docx "Week2Exercise-DevelopmentalChangesinReactionTime2.docx")

  • [Solved] Literature

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    ## "The Devil and Tom Walker" by Washington Irving

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    ## "The Devil and Tom Walker" by Washington Irving

  • [Solved] quiita

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    please see attachment – ## quiitajo.docx **## quiitajo.docx** The assignment for week six will help you develop your critical eye when it comes to reading the literature. The goal is for you to use this as an opportunity to identify the research design and methods that are being carried out by the a…

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    Assignment Prompt & Instructions

    please see attachment

    – ## quiitajo.docx

    **## quiitajo.docx**

    The assignment for week six will help you develop your critical eye when it comes to reading the literature. The goal is for you to use this as an opportunity to identify the research design and methods that are being carried out by the authors. This skill will serve you moving forward as it will allow you to draw from the literature for your own research moving forward. Looking to the literature for clues can be helpful when it comes to designing your own research as you move forward in the program.

    Select two articles from the list below—ONE FROM THE QUALITATIVE LIST AND ONE FROM THE QUANTITATIVE LIST and in two pages double-spaced (per article) address the following:

    1. Include the full reference for the article using the writing style specific to your program on the title page.

    a. Criminal Justice = APA

    b. International Relations, National Security, Military Studies, and Intelligence Studies = Chicago.

    c.
    **Since multiple writing styles are in use within this course, on your title page, please note which style you are using within your assignment. This will help me cater my comments to the style you are using. The style you use needs to be the one that is used within your program of study.**

    2. State the main goal(s) of the study

    3. Summarize the research design, and discuss the research method(s) used to answer the research question or assess the hypothesis.

    4. Summarize the results of the study.

    5. Discuss the advantages and disadvantages of the study's research design.

    6. Provide a discussion on how the study can be moved forward. For example, how can the methods be used in your own research proposal? In what other research might these methods apply? Include two well-phrased research questions that could be used in follow-on studies to the one reviewed.

    **Format:** You should have one-inch margins on all four sides of your papers; your title page should include your name and date; you should use 12-point times new roman font throughout.

    **Things to keep in mind:**

    Avoid using the first person in formal writing and instead, write with an academic voice throughout. Academic voice is usually written in the third person (he, she, it), not the first person (I, we) or second person (you). Be consistent in voice and person. See Grammar Girl,
    ["First, Second, and Third Person,](https://www.quickanddirtytips.com/articles/first-second-and-third-person/)" Quick and Dirty Tips for Better Writing, January 20, 2011. Furthermore, the academic voice avoids abbreviations, contractions, jargon, and slang. Even informal academic discussions are more formal than casual chats among friends.

    The body of your work should be made up of no more than 20% direct quotes.

    **Note: In the case of a broken link each of these articles can be found either within the APUS online library or on the open web.**

    **QUALITATIVE ARTICLES**

    **Criminal Justice Articles**

    Galanek, Joseph D, Janelle Duda, Daniel J. Flannery, Jeff Kretschmar, and Frederick Butcher. 2016. "Fugitive Safe Surrender: A Qualitative Analysis of Participants' Reasons for Surrender and Anticipated Outcomes to Inform Program Evaluation."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 161-187.

    Staton, Monte D. and Arthur J. Lurigio. 2016. "Explaining Similarities and Variations in Program Structures and Professional Roles in Midwestern Mental Health Courts."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 188-216.

    Dittman, Layne, and Jurg Gerber. 2016. "Framing Legitimacy: A Qualitative Analysis Examining Local Print-Media Portrayals of an Immigrant Family Detention Center in Texas."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 217-243.

    Martinez-Prather, Kathy, Joseph M. McKenna, and Scott W. Bowman. 2016. "The School-to-Prison Pipeline: How Roles of School-Based Law Enforcement Officers May Impact Disciplinary Actions."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 244-272.

    **Emergency Management and Disaster Preparedness Articles**

    Khan, Yasmin, Tracey O’Sullivan, Adalsteinn Brown, Tracey Shannon, Jennifer Gibson, Mélissa Généreux, Bonnie Henry, and Brian Schwartz. "Public Health Emergency Preparedness: A Framework to Promote Resilience."
    _BMC Public Health_ 18, (2018). doi:https://doi.org/10.1186/s12889-018-6250-7.
    [http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fpublic-health-emergency-preparedness-framework%2Fdocview%2F2158579777%2Fse-2](http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fpublic-health-emergency-preparedness-framework%2Fdocview%2F2158579777%2Fse-2).

    Sumarno, S., T. Nainggolan, R. Murni, R. G. Erwinsyah, and L. Andriyani. "Synergy between Disaster Preparedness Area Program with Local Institutions for Community Disaster Preparedness."
    _IOP Conference Series.Earth and Environmental Science_ 1027, no. 1 (05, 2022): 012018. doi:https://doi.org/10.1088/1755-1315/1027/1/012018.
    [http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fsynergy-between-disaster-preparedness-area%2Fdocview%2F2669583508%2Fse-2](http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fsynergy-between-disaster-preparedness-area%2Fdocview%2F2669583508%2Fse-2).

    **Intelligence Studies Articles**

    Stime, Britta. 2017. "Counterinsurgency Agent Networks and Noncombatant-Targeted Violence."
    [_Intelligence and National Security_ 32, no. 1](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2016.1210770): 107-125.

    Thomson, James. 2016. "Governance Costs and Defense Intelligence Provision in the UK: A Case-Study in Microeconomic Theory."
    [_Intelligence and National Security_ 31, no. 6](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2015.1115239): 844-857.

    Nussio, Enzo and Kimberly Howe. 2016. "When Protection Collapses: Post-Demobilization Trajectories of Violence."
    [_Terrorism and Political Violence_ 28, no. 5](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.955916): 848-867.

    Rabinowitz Or and Nicholas L. Miller. 2015. "Keeping the Bombs in the Basement: U.S. Nonproliferation Policy toward Israel, South Africa, and Pakistan."
    [_International Security_ 40, no. 1](http://search.ebscohost.com.ezproxy1.apus.edu/login.aspx?direct=true&db=tsh&AN=108957715&site=ehost-live&scope=site): 47-86.

    **International Relations and Conflict Resolution Articles**

    Ide, Tobias. 2015. Why do conflicts over scarce renewable resources turn violent? A qualitative comparative analysis.
    _Global Environmental Change_ 33 : 61-70.
    [http://http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.gloenvcha.2015.04.008](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.gloenvcha.2015.04.008)

    Abdulkadir, Rahma, and Caroline Ackley. 2014. "The Role of Shari'a-Based Restorative Justice in the Transition from Armed Conflict to Peacebuilding: Do Somalis Hold the View That the Restorative Justice Aspects within Qisas Offer a Solution?."
    _Northeast African Studies_ 14, no. 2: 111-131.
    _International Security & Counter Terrorism Reference Center_, EBSCO
    _host_ (accessed January 3, 2017).
    [http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=98799055&site=ehost-live&scope=site](http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=98799055&site=ehost-live&scope=site)

    Oyewole, Samuel. 2016. The fate of hostages: Nigeria's conflict theatres in comparative perspective.
    _African Security Review_ 25 (2): 193-207.
    [http://www.tandfonline.com.ezproxy2.apus.edu/doi/full/10.1080/10246029.2016.1155466](http://www.tandfonline.com.ezproxy2.apus.edu/doi/full/10.1080/10246029.2016.1155466)

    **National Security/Military Studies Articles**

    Jones, David and M.L.R. Smith. 2010. "Beyond Belief: Islamist Strategic Thinking and International Relations Theory."
    [_Terrorism and Political Violence_ 22, no. 2:](http://ezproxy.apus.edu/login?url=http://dx.doi.org/10.1080/09546550903472286) 242-266.

    Kaldor, Mary. 2013. "In Defense of New Wars."
    [_Stability: International Journal of Security & Development_ 2, no. 1.](http://www.stabilityjournal.org/articles/10.5334/sta.at/)

    Kilcullen, David J. 2012. "The City as a System: Future Conflict and Urban Resilience."
    [_The Fletcher Forum of World Affairs_ 36, no. 2 (Summer):](http://ezproxy.apus.edu/login?url=http://search.proquest.com/docview/1350918818?accountid=8289) 19-39.

    Hafez, Mohammed and Creighton Mullins. 2015. "The Radicalization Puzzle: A Theoretical Synthesis of Empirical Approaches to Homegrown Terrorism."
    [_Studies in Conflict & Terrorism_ 38, no. 11:](http://ezproxy.apus.edu/login?url=http://dx.doi.org/10.1080/1057610X.2015.1051375) 958-975.

    **QUANTITATIVE ARTICLES**

    **Criminal Justice Articles**

    Parker, Karen F., Richard Stansfield, and Patricia L. McCall. 2016. "Temporal Changes in Racial Violence, 1980 to 2006: A Latent Trajectory Approach."
    [_Journal of Criminal Justice_ 47 (December), 1-11](http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.001).

    Nix, Justin and Scott E. Wolfe. 2016. "Sensitivity to the Ferguson Effect: The Role of Managerial Organizational Justice."
    [_Journal of Criminal Justice_ 47 (December):](http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.002) 12-20.

    Collins, Rachael E. 2016. "Addressing the Inconsistencies in Fear of Crime Research: A Meta-Analytic Review."
    [_Journal of Criminal Justice_ 47 (December):](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.004) 21-31.

    Mitchell, Meghan M., Kallee Spooner, Di Jia, and Yan Zhang. 2016. "The Effect of Prison Visitation on Reentry Success: A Meta-Analysis."
    [_Journal of Criminal Justice_ 47 (December):](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.07.006) 74-83.

    **Emergency Management and Disaster Preparedness Articles**

    Beesley, L. J., Patelli, P., Kaufeld, K., Schwenk, J., Martinez, K. M., Pitts, T., Barnard, M., McMahon, B., & Del Valle, S. Y. (2023). Multi-dimensional resilience: A quantitative exploration of disease outcomes and economic, political, and social resilience to the COVID-19 pandemic in six countries.
    _PloS One_,
    _18_(1), e0279894–e0279894.
    [https://doi.org/10.1371/journal.pone.0279894](https://doi.org/10.1371/journal.pone.0279894)

    Sharma, U. C., Attwood, K., & Pokharel, S. (2022). Quantitative analysis of International Health Regulations Annual Reports to identify global disparities in the preparedness for radiation emergencies.
    _BMJ Open_,
    _12_(9), e052670–e052670.
    [https://doi.org/10.1136/bmjopen-2021-052670](https://doi.org/10.1136/bmjopen-2021-052670)

    **Intelligence Studies Articles**

    Phillips, Matthew D. 2016. "Time Series Applications to Intelligence Analysis: A Case Study of Homicides in Mexico."
    [_Intelligence and National Security_ 31, no. 5](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2015.1093292): 729-745.

    Piazza, James A. 2017. "Repression and Terrorism: A Cross-National Empirical Analysis of Types of Repression and Domestic Terrorism."
    [_Terrorism and Political Violence_ 29, no. 1](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.994061): 102-118.

    Marsden, Sarah V. 2016. "A Social Movement Theory Typology of Militant Organisations: Contextualising Terrorism."
    [_Terrorism and Political Violence_ 28, no. 4](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.954039): 750-773.

    Agroskin, Dmitrij, Eva Jonas, and Eva Traut-Mattausch. 2015. "When Suspicious Minds Go Political: Distrusting and Justifying the System at the Same Time."
    [_Political Psychology_ 36, no. 6](http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=111948214&site=ehost-live&scope=site): 613-629.

    **International Relations and Conflict Resolution Articles**

    Horowitz, M. C., & Stam, A. C. (2014). How prior military experience influences the future militarized behavior of leaders.
    _International Organization, 68_(3), 527-559. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1017/S0020818314000046
    [http://search.proquest.com.ezproxy2.apus.edu/docview/1690481493?pq-origsite=summon](http://search.proquest.com.ezproxy2.apus.edu/docview/1690481493?pq-origsite=summon)

    Peksen, Dursun. 2016. Economic sanctions and official ethnic discrimination in target countries, 1950-2003.
    _Defence and Peace Economics_ 27 (4): 480-502.
    [http://dx.doi.org.ezproxy2.apus.edu/10.1080/10242694.2014.920219](http://dx.doi.org.ezproxy2.apus.edu/10.1080/10242694.2014.920219)

    Tarzi, S. M., & Emami, A. (2014). Developed vs. developing countries and international trade liberalization: A comparative analysis.
    _The Journal of Social, Political, and Economic Studies, 39_(1), 24-51. Retrieved from http://search.proquest.com.ezproxy2.apus.edu/docview/1526125955?accountid=8289

    **National Security and Military Studies Articles**

    Kalyvas, Stathis N. 1999. "Wanton and Senseless: The Logic of Massacres in Algeria."
    [_Rationality and Society_ 11, no. 3:](http://ezproxy.apus.edu/login?url=http://journals.sagepub.com/doi/abs/10.1177/104346399011003001) 243-285.

    Bueno de Mesquita, Bruce, Randolph M. Siverson, and Gary Woller. 1992. "War and the Fate of Regimes: A Comparative Analysis."
    [_The American Political Science Review_ 86, no. 3 (September):](http://ezproxy.apus.edu/login?url=http://www.jstor.org/stable/1964127) 638-646.

    Tversky, Amos and Daniel Kahneman. 1992. "Advances in Prospect Theory: Cumulative Representation of Uncertainty."
    [_Journal of Risk & Uncertainty_ 5, no. 4:](http://ezproxy.apus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eih&AN=16619060&site=ehost-live&scope=site) 297-323.

    Sprecher, Christopher. 2004. "Alliance Formation and the Timing of War Involvement."
    [_International Interactions_ 30, no. 4:](http://ezproxy.apus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tsh&AN=15565873&site=ehost-live&scope=site) 331-347.

    Morgan, T. Clifton. 1990. "Issue Linkages in International Crisis Bargaining."
    [_American Journal of Political Science_ 34, no. 2 (May):](http://ezproxy.apus.edu/login?url=http://www.jstor.org/stable/2111449) 311-333.

    **## quiitajo.docx**

    The assignment for week six will help you develop your critical eye when it comes to reading the literature. The goal is for you to use this as an opportunity to identify the research design and methods that are being carried out by the authors. This skill will serve you moving forward as it will allow you to draw from the literature for your own research moving forward. Looking to the literature for clues can be helpful when it comes to designing your own research as you move forward in the program.

    Select two articles from the list below—ONE FROM THE QUALITATIVE LIST AND ONE FROM THE QUANTITATIVE LIST and in two pages double-spaced (per article) address the following:

    1. Include the full reference for the article using the writing style specific to your program on the title page.

    a. Criminal Justice = APA

    b. International Relations, National Security, Military Studies, and Intelligence Studies = Chicago.

    c.
    **Since multiple writing styles are in use within this course, on your title page, please note which style you are using within your assignment. This will help me cater my comments to the style you are using. The style you use needs to be the one that is used within your program of study.**

    2. State the main goal(s) of the study

    3. Summarize the research design, and discuss the research method(s) used to answer the research question or assess the hypothesis.

    4. Summarize the results of the study.

    5. Discuss the advantages and disadvantages of the study's research design.

    6. Provide a discussion on how the study can be moved forward. For example, how can the methods be used in your own research proposal? In what other research might these methods apply? Include two well-phrased research questions that could be used in follow-on studies to the one reviewed.

    **Format:** You should have one-inch margins on all four sides of your papers; your title page should include your name and date; you should use 12-point times new roman font throughout.

    **Things to keep in mind:**

    Avoid using the first person in formal writing and instead, write with an academic voice throughout. Academic voice is usually written in the third person (he, she, it), not the first person (I, we) or second person (you). Be consistent in voice and person. See Grammar Girl,
    ["First, Second, and Third Person,](https://www.quickanddirtytips.com/articles/first-second-and-third-person/)" Quick and Dirty Tips for Better Writing, January 20, 2011. Furthermore, the academic voice avoids abbreviations, contractions, jargon, and slang. Even informal academic discussions are more formal than casual chats among friends.

    The body of your work should be made up of no more than 20% direct quotes.

    **Note: In the case of a broken link each of these articles can be found either within the APUS online library or on the open web.**

    **QUALITATIVE ARTICLES**

    **Criminal Justice Articles**

    Galanek, Joseph D, Janelle Duda, Daniel J. Flannery, Jeff Kretschmar, and Frederick Butcher. 2016. "Fugitive Safe Surrender: A Qualitative Analysis of Participants' Reasons for Surrender and Anticipated Outcomes to Inform Program Evaluation."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 161-187.

    Staton, Monte D. and Arthur J. Lurigio. 2016. "Explaining Similarities and Variations in Program Structures and Professional Roles in Midwestern Mental Health Courts."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 188-216.

    Dittman, Layne, and Jurg Gerber. 2016. "Framing Legitimacy: A Qualitative Analysis Examining Local Print-Media Portrayals of an Immigrant Family Detention Center in Texas."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 217-243.

    Martinez-Prather, Kathy, Joseph M. McKenna, and Scott W. Bowman. 2016. "The School-to-Prison Pipeline: How Roles of School-Based Law Enforcement Officers May Impact Disciplinary Actions."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 244-272.

    **Emergency Management and Disaster Preparedness Articles**

    Khan, Yasmin, Tracey O’Sullivan, Adalsteinn Brown, Tracey Shannon, Jennifer Gibson, Mélissa Généreux, Bonnie Henry, and Brian Schwartz. "Public Health Emergency Preparedness: A Framework to Promote Resilience."
    _BMC Public Health_ 18, (2018). doi:https://doi.org/10.1186/s12889-018-6250-7.
    [http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fpublic-health-emergency-preparedness-framework%2Fdocview%2F2158579777%2Fse-2](http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fpublic-health-emergency-preparedness-framework%2Fdocview%2F2158579777%2Fse-2).

    Sumarno, S., T. Nainggolan, R. Murni, R. G. Erwinsyah, and L. Andriyani. "Synergy between Disaster Preparedness Area Program with Local Institutions for Community Disaster Preparedness."
    _IOP Conference Series.Earth and Environmental Science_ 1027, no. 1 (05, 2022): 012018. doi:https://doi.org/10.1088/1755-1315/1027/1/012018.
    [http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fsynergy-between-disaster-preparedness-area%2Fdocview%2F2669583508%2Fse-2](http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fsynergy-between-disaster-preparedness-area%2Fdocview%2F2669583508%2Fse-2).

    **Intelligence Studies Articles**

    Stime, Britta. 2017. "Counterinsurgency Agent Networks and Noncombatant-Targeted Violence."
    [_Intelligence and National Security_ 32, no. 1](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2016.1210770): 107-125.

    Thomson, James. 2016. "Governance Costs and Defense Intelligence Provision in the UK: A Case-Study in Microeconomic Theory."
    [_Intelligence and National Security_ 31, no. 6](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2015.1115239): 844-857.

    Nussio, Enzo and Kimberly Howe. 2016. "When Protection Collapses: Post-Demobilization Trajectories of Violence."
    [_Terrorism and Political Violence_ 28, no. 5](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.955916): 848-867.

    Rabinowitz Or and Nicholas L. Miller. 2015. "Keeping the Bombs in the Basement: U.S. Nonproliferation Policy toward Israel, South Africa, and Pakistan."
    [_International Security_ 40, no. 1](http://search.ebscohost.com.ezproxy1.apus.edu/login.aspx?direct=true&db=tsh&AN=108957715&site=ehost-live&scope=site): 47-86.

    **International Relations and Conflict Resolution Articles**

    Ide, Tobias. 2015. Why do conflicts over scarce renewable resources turn violent? A qualitative comparative analysis.
    _Global Environmental Change_ 33 : 61-70.
    [http://http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.gloenvcha.2015.04.008](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.gloenvcha.2015.04.008)

    Abdulkadir, Rahma, and Caroline Ackley. 2014. "The Role of Shari'a-Based Restorative Justice in the Transition from Armed Conflict to Peacebuilding: Do Somalis Hold the View That the Restorative Justice Aspects within Qisas Offer a Solution?."
    _Northeast African Studies_ 14, no. 2: 111-131.
    _International Security & Counter Terrorism Reference Center_, EBSCO
    _host_ (accessed January 3, 2017).
    [http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=98799055&site=ehost-live&scope=site](http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=98799055&site=ehost-live&scope=site)

    Oyewole, Samuel. 2016. The fate of hostages: Nigeria's conflict theatres in comparative perspective.
    _African Security Review_ 25 (2): 193-207.
    [http://www.tandfonline.com.ezproxy2.apus.edu/doi/full/10.1080/10246029.2016.1155466](http://www.tandfonline.com.ezproxy2.apus.edu/doi/full/10.1080/10246029.2016.1155466)

    **National Security/Military Studies Articles**

    Jones, David and M.L.R. Smith. 2010. "Beyond Belief: Islamist Strategic Thinking and International Relations Theory."
    [_Terrorism and Political Violence_ 22, no. 2:](http://ezproxy.apus.edu/login?url=http://dx.doi.org/10.1080/09546550903472286) 242-266.

    Kaldor, Mary. 2013. "In Defense of New Wars."
    [_Stability: International Journal of Security & Development_ 2, no. 1.](http://www.stabilityjournal.org/articles/10.5334/sta.at/)

    Kilcullen, David J. 2012. "The City as a System: Future Conflict and Urban Resilience."
    [_The Fletcher Forum of World Affairs_ 36, no. 2 (Summer):](http://ezproxy.apus.edu/login?url=http://search.proquest.com/docview/1350918818?accountid=8289) 19-39.

    Hafez, Mohammed and Creighton Mullins. 2015. "The Radicalization Puzzle: A Theoretical Synthesis of Empirical Approaches to Homegrown Terrorism."
    [_Studies in Conflict & Terrorism_ 38, no. 11:](http://ezproxy.apus.edu/login?url=http://dx.doi.org/10.1080/1057610X.2015.1051375) 958-975.

    **QUANTITATIVE ARTICLES**

    **Criminal Justice Articles**

    Parker, Karen F., Richard Stansfield, and Patricia L. McCall. 2016. "Temporal Changes in Racial Violence, 1980 to 2006: A Latent Trajectory Approach."
    [_Journal of Criminal Justice_ 47 (December), 1-11](http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.001).

    Nix, Justin and Scott E. Wolfe. 2016. "Sensitivity to the Ferguson Effect: The Role of Managerial Organizational Justice."
    [_Journal of Criminal Justice_ 47 (December):](http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.002) 12-20.

    Collins, Rachael E. 2016. "Addressing the Inconsistencies in Fear of Crime Research: A Meta-Analytic Review."
    [_Journal of Criminal Justice_ 47 (December):](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.004) 21-31.

    Mitchell, Meghan M., Kallee Spooner, Di Jia, and Yan Zhang. 2016. "The Effect of Prison Visitation on Reentry Success: A Meta-Analysis."
    [_Journal of Criminal Justice_ 47 (December):](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.07.006) 74-83.

    **Emergency Management and Disaster Preparedness Articles**

    Beesley, L. J., Patelli, P., Kaufeld, K., Schwenk, J., Martinez, K. M., Pitts, T., Barnard, M., McMahon, B., & Del Valle, S. Y. (2023). Multi-dimensional resilience: A quantitative exploration of disease outcomes and economic, political, and social resilience to the COVID-19 pandemic in six countries.
    _PloS One_,
    _18_(1), e0279894–e0279894.
    [https://doi.org/10.1371/journal.pone.0279894](https://doi.org/10.1371/journal.pone.0279894)

    Sharma, U. C., Attwood, K., & Pokharel, S. (2022). Quantitative analysis of International Health Regulations Annual Reports to identify global disparities in the preparedness for radiation emergencies.
    _BMJ Open_,
    _12_(9), e052670–e052670.
    [https://doi.org/10.1136/bmjopen-2021-052670](https://doi.org/10.1136/bmjopen-2021-052670)

    **Intelligence Studies Articles**

    Phillips, Matthew D. 2016. "Time Series Applications to Intelligence Analysis: A Case Study of Homicides in Mexico."
    [_Intelligence and National Security_ 31, no. 5](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2015.1093292): 729-745.

    Piazza, James A. 2017. "Repression and Terrorism: A Cross-National Empirical Analysis of Types of Repression and Domestic Terrorism."
    [_Terrorism and Political Violence_ 29, no. 1](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.994061): 102-118.

    Marsden, Sarah V. 2016. "A Social Movement Theory Typology of Militant Organisations: Contextualising Terrorism."
    [_Terrorism and Political Violence_ 28, no. 4](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.954039): 750-773.

    Agroskin, Dmitrij, Eva Jonas, and Eva Traut-Mattausch. 2015. "When Suspicious Minds Go Political: Distrusting and Justifying the System at the Same Time."
    [_Political Psychology_ 36, no. 6](http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=111948214&site=ehost-live&scope=site): 613-629.

    **International Relations and Conflict Resolution Articles**

    Horowitz, M. C., & Stam, A. C. (2014). How prior military experience influences the future militarized behavior of leaders.
    _International Organization, 68_(3), 527-559. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1017/S0020818314000046
    [http://search.proquest.com.ezproxy2.apus.edu/docview/1690481493?pq-origsite=summon](http://search.proquest.com.ezproxy2.apus.edu/docview/1690481493?pq-origsite=summon)

    Peksen, Dursun. 2016. Economic sanctions and official ethnic discrimination in target countries, 1950-2003.
    _Defence and Peace Economics_ 27 (4): 480-502.
    [http://dx.doi.org.ezproxy2.apus.edu/10.1080/10242694.2014.920219](http://dx.doi.org.ezproxy2.apus.edu/10.1080/10242694.2014.920219)

    Tarzi, S. M., & Emami, A. (2014). Developed vs. developing countries and international trade liberalization: A comparative analysis.
    _The Journal of Social, Political, and Economic Studies, 39_(1), 24-51. Retrieved from http://search.proquest.com.ezproxy2.apus.edu/docview/1526125955?accountid=8289

    **National Security and Military Studies Articles**

    Kalyvas, Stathis N. 1999. "Wanton and Senseless: The Logic of Massacres in Algeria."
    [_Rationality and Society_ 11, no. 3:](http://ezproxy.apus.edu/login?url=http://journals.sagepub.com/doi/abs/10.1177/104346399011003001) 243-285.

    Bueno de Mesquita, Bruce, Randolph M. Siverson, and Gary Woller. 1992. "War and the Fate of Regimes: A Comparative Analysis."
    [_The American Political Science Review_ 86, no. 3 (September):](http://ezproxy.apus.edu/login?url=http://www.jstor.org/stable/1964127) 638-646.

    Tversky, Amos and Daniel Kahneman. 1992. "Advances in Prospect Theory: Cumulative Representation of Uncertainty."
    [_Journal of Risk & Uncertainty_ 5, no. 4:](http://ezproxy.apus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eih&AN=16619060&site=ehost-live&scope=site) 297-323.

    Sprecher, Christopher. 2004. "Alliance Formation and the Timing of War Involvement."
    [_International Interactions_ 30, no. 4:](http://ezproxy.apus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tsh&AN=15565873&site=ehost-live&scope=site) 331-347.

    Morgan, T. Clifton. 1990. "Issue Linkages in International Crisis Bargaining."
    [_American Journal of Political Science_ 34, no. 2 (May):](http://ezproxy.apus.edu/login?url=http://www.jstor.org/stable/2111449) 311-333.