Assignment Instructions
The topic for your research paper can be anything pertaining to port security, the security of the maritime transportation system, threats to maritime critical infrastructure (including cyber or piracy) or ways that risk can be quantified within a port. You are to prepare your formal graduate research paper in a word document (Times New Roman, Font 12) using APA format. Your research paper should be 10-12 pages of content excluding your title page and bibliography page. A minimum of 10 outside references, 6 of which MUST be peer-reviewed is required.
Prepare your final draft for submission to include at a minimum the following components:
Introduction, Research Study Question, and Hypothesis (1-2 pages): This section shall provide an overview of the topic that you are writing about, a concise synopsis of the issues, and why the topic presents an area of study suitable for graduate study. Critical to this section is your hypothesis which should conclude the introduction section.
Literature Review (4-6 pages): All research projects include a literature review to set out for the reader what knowledge exists on the subject under study and helps the researcher develop the research strategy to use in the study. A good literature review is a thoughtful study of what has been written, a summary of the arguments that exist (whether you agree with them or not), and are arranged thematically. The literature review is not an annotated bibliography and should be written in coherent narrative style, grouped by subject area which provides a synthesis of the body of knowledge. At the end of the Lit Review summary, there should still be gaps in the literature that you intend to fill with your research.
Methodology (1-2 pages): This section provides the reader with a description of your research methodology. It is not enough to simply state that you are using “qualitative” methods. I want to know the SPECIFIC type of method employed….Case Study? ACH? etc. If you have any questions regarding this section seek additional reference support from the library. Constructing a solid academically rigorous methodology section will enhance the skills you will need to execute a successful thesis.
Analysis (2-3 pages): This section is not simply a summary of the references you developed nor is it the same as conclusions. In the analysis component of this section you identify how you analyzed the data.
The second part is the finding you got from your analysis of the data. The findings are the facts that you developed, not your interpretation of the facts. These actions are at the very core of graduate level research that interpretation is conducted in the conclusions and recommendations section of the paper. Findings will come from the prior research you examined and your analysis of those prior findings to create new findings for your paper. While there may be some facts that are such that they will stand and translate to your paper, the intent is to create new knowledge, so you will normally analyze the data to create your own findings of what facts that data represents.
Conclusions and Recommendations (2-3 pages): This section is where you give your interpretation of the data. Here you tell the reader what the findings mean. Often the conclusions and recommendations sections will mirror the findings in construct as the researcher tells the reader what that researcher sees as the meaning of that data, their conclusions. Then, drawing on those conclusions, the researcher tells the reader what they believe needs to be done to solve/answer the research question. This section may include recognition of any needs for further research and then finishes with a traditional conclusion to the paper as a whole.
References: This section will contain all references, cited in APA format and alphabetically arranged. Your paper must contain a minimum of 10 reference sources with at least 6 of them being peer-reviewed journals or products of Think Tanks such as RAND, Brookings or Heritage. Entitle this section as “References” following the parenthetical and reference citation format style within APA. You should be compiling sources and adding to them as you gone along throughout the semester. They should be error free!!!
Technical Requirements:
Length: 10-12 pages double spaced, 1″ margins, 12 pitch type in Times New Roman font left justified format.
Citations/References: You must use APA parenthetical style for this assignment. A minimum of 10 outside references, 6 of which MUST be peer-reviewed is required.
Submission: All work is to be submitted as an attachment to the assignment link by 11:55 pm on the due date. All work should be prepared in Microsoft Word format and submitted as an attachment.
Grading: All submissions will be graded using the attached rubric.
Supporting Materials
APUS Assignment Rubric Lower Level
Graduate 500-600 Courses
Updated: June 2012
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
Rubric categories are evenly distributed – 20 points per category.
Assignment settings equal 100 points for each assignment.
Grade book is set for weighted categories (not points).
Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
Standard forum discussion rubric for all levels.
Quick Table for REPLACEion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
Exemplary
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
_________________________________________________________________________
Application of Knowledge (Critical Thinking Skills)
[Graduate Learning Outcomes Assessment Objective 5]
Beginning
Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.
Developing
Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.
Accomplished
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
Exemplary
Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions that are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
____________________________________________________________________________
Organization of Ideas/Format
Beginning
Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms.
Developing
Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.
Accomplished
Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with few formatting errors.
Exemplary
Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence.
Writing and Research Skill[Graduate Learning Outcomes Assessment Objectives 1 and 2]
Beginning
Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise assignment.
Developing
Assignment reflects basic writing and grammar, but with more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter. Assignment provides a basic, but borderline perspective of student’s research abilities. Student has incorporated fewer source than required by the assignment and does not attempt to cover key elements of assignment.
Accomplished
Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and presents an above-average presentation of a given topic or issue. Assignment appears to be well-written with no more than three-five errors. Student provides a good final product that covers the above-minimal requirements. Student achieves an above average synthesis of research, but interpretation may be narrow in scope and description within assignment. Assignment contains the minimum resources and presents an average overview of key concepts.
Exemplary
Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. The work represents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well- planned research assignment. Assignment is error-free and reflects student’s ability to prepare graduate-level writing for possible publication in a peer-reviewed (refereed) journal. Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates more than the minimum quality references in the development of the overall thesis. Student incorporates a variety of research resources and methodology in the preparation of assignment.
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