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    Lit review sample

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    Part one

    Research Proposal Assignment

    Assignment Instructions
    This is the first installment of a two-part assignment, (Part one due date is November 12, 2015), with the second part being a 10-page research paper due by the end of Week 4 (by November 30, 2015) (Please see Part two attachment). In this research paper, you will be expected to assess the relative merits of two IR theories in explaining the outcome of a case study of your choice. In this preliminary assignment you will present a research proposal for this research paper. The proposal will consist of:
    1. A brief description of the specific case-study that you are interested in examining, and an explanation for why this is an important case to study (for example: the Cold War, the Israeli-Arab conflict, the Kyoto Treaty, the Landmine Ban treaty, European integration, the rise of China, America's potential decline. In short, there are many different topics that you can choose from. Just make sure that the topic that you choose is directly related to international relations).
    2. A clear and concise research question (for example: why didn't the Cold War escalate into an actual war between the United States and the Soviet Union? What explains the failure of the Kyoto Treaty? What explains the passage of the Landmine Ban treaty? Why did the United States and the Soviet cooperate during WWII? Why did the League of Nations fail?). Note that a good research question is analytical in nature, and can be answered within the time and space available. In other words, it is not merely descriptive, and should not take a book-length manuscript to answer. A descriptive question is one that seeks to describe an event (i.e. what happened? Example: what did Germany do in September 1939?), an analytical question focuses on why, or how, things happened (see the examples above).
    3. A preliminary literature review, of no less than 10 peer-reviewed sources, related to your topic. You must watch this video before doing the literature review. It explains how to do a literature review as opposed to an annotated bibliography. Do NOT provide an annotated bibliography. https://www.youtube.com/watch?v=t2d7y_r65HU

    General Instructions for Assignments and Rubric:

    All assignments should be written in Word document. Use 12 pt. font and double-space. Insert page numbers. Assignments will be graded using a rubric appropriate for your class level.
    Graduate Rubric 500-600 Level (See the attachment named: SSGS+Assignment+Rubric+500-600+Level)

    Submission:
    Originality of attachments will be verified by Turnitin.

    Please read this post and give me your suggestions and opinions on the topic/content of this post.

    Part two:
    Assignment Instructions
    The research paper is your answer to the research question that you submitted in Part one. The paper should include:
    1. An introduction, which clearly outlines the topic of the paper, its importance in the context of IR theory, the research question, and a brief overview of the paper (main argument, and an outline of the different sections).
    2. A theoretical section that identifies and discusses the theories that you have chosen, and outlines their main causal arguments as they pertain to your particular topic/question.
    3. A methods section that outlines the hypotheses, their observable implications, and the way you have tested them.
    4. An analysis section that presents your findings.
    5. A conclusion that summarizes your findings, and suggests avenues for future research.

    General Instructions for Assignments and Rubrics

    All assignments should be written in Word document. The paper should be no more, and no less, then 10 pages long (double-spaced, 12-point font), not including the cover page, references, and any appendices. References must be in Turabian format. For more tips on writing a good research paper, see the resources here. http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html

    Graduate Rubric 500-600 Level (See the attachment named: SSGS+Assignment+Rubric+500-600+Level)
    Submission:
    Originality of attachments will be verified by Turnitin.

    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 Insertion 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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    Attachments

    Solution Preview

    This is the information for part one. I have attached the instructions page and included answers to the requirements. I will review and if needed update the lit review in a few days. I included the articles as needed, but there are more articles than used, which will be useful for updating the lit review and use in the paper itself. The transferring of interest and techniques from disaster efforts to other international diplomacy is not a well researched topic. There is a lot of information about the techniques in disaster efforts however and the literature review is based on what we know of those. There is a lot more pages that could be used for this. Review the articles and the lit review to see where you think it is lacking. There will be a thesis or dissertation to be written at the end of this coursework overall and it would be a good idea to get familiar with how and why some things work and others do not. And the processes involved. When you get to those thesis and other capstone papers or dissertation, there will not be a way to get help in providing the writing and research for you. it is too large a project and too closely watched. Now is the time to learn about the processes.

    That said, I am also copying some of the notes I started in conjunction with the articles, the information that was seen throughout and that which came from a different direction as you can see in the notes. Review them as well. They might yield some information you want to include in the lit review.

    Heeun: Primary factors influencing inter-agency cooperation are reputation, interaction and learning, reviews, and directives. All of these are internal and external and they are specific to the copperation between the agencies. Interagency cooperation is dependent on both the rules and reciptorcity that happens when government and NGO's participate in disaster recovery and relief. Disaster management techniques work, even when the participation is multi regional. Disaster relief comes in many forms, state and federal government, private companies, NGO's and all have different strategies, tools, styles and yet they come together to provide aid in natural disasters. The emergency cooperation is not always quick and effective though. Agency goals and belief in social welfare goals can hamper efforts. Additionally, no one wants to be blamed for problems or perceptions that might include human value, control of ...

    Solution Summary

    A sample literature review including notes from articles that can be used to synthesize materals.

    $2.19