Topic: ‘Restoring voting rights to convicted felons’ Overview: The final project for this course is the creation of a final research paper. The research paper must be on a topic relevant to class cont

Topic: ‘Restoring voting rights to convicted felons’ Overview: The final project for this course is the creation of a final research paper. The research paper must be on a topic relevant to class cont
POL 210 Final Project Guidelines and Rubric Overview The final project for this course is the creation of a final research p aper . The research paper must be on a topic relevant to class content. In the paper, students need to present research and also draw and support a conclusion about the topic. Research papers must be objective in the presentation of the content . The final product represents an aut hentic de monstration of competency because students select their own topics appropriate to the course content and objectives , conduct independent research with minimal supervision from their professor , and create finished papers that meet all of the established cri teria . The project is divided in to four milestones , which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two , F our , F ive , and S even. Guidelines The main e lements of the research paper will include: Topic Selection :  Research topics must be objective in their presentation of the material. A list of possible topic ideas found below can be used as a resource when choosing a topic. You will need to present and suppor t a conclusion about the topic.  If the topic is one on which people have differing views (examples: abortion, gun control, the death penalty), students will need to present at least two sides of the issue. If personal belief s about an issue are so strong that you cannot objectively present at least two sides of the issue, you may want to pursue a different topic that can be approached less passionately. Objective research is the framework . Outline: You will submit a research outline that may incorporate the use of cross -section of reference material s including but not limited to newspapers, magazines, journal articles, scholarly books, and even information gathered through the interviews of the individu als involved in the project. Final Research Paper: You will submit a final research p aper that will include:  Cover page  Abstract  Thesis statement  Body of paper between 5 and 7 pages in length  Citation/reference page, 4 to 5 scholarly references Topic Ideas The following list includes some possible topics for your final paper, but the actual topic choice is yours. You are certainly free to select a topic that is not on this list. This list is here to get you thinking and offer inspiration. If you wish to pick a topic not on the list, submit your t opic for approval with details about what exactly you wish to pursue in the Topic Selec tion d iscussion topic in Module Two . You need to submit a topic idea and some details about where you wish to take your research regardless of whether the desired topic is from the list or not.  A favorite amendment to the Constitution (First, Second, F ifth, and Fourteenth are especially popular)  Presidential impeachments/process: Andrew Johnson, Richard Nixon, and/or Bill Clinton  Presidential scandals: Watergate, Teapot Dome  Censorship of the press for national security or “morality”  The limits on free speech and expression placed upon members of the military  Gay marriage  History of abortion laws and pertinent court cases  Handling conflict of interest in the federal judiciary  Campaign finance rules/reform  Activist Supreme Courts, whether liberal or conse rvative  The evolution of the rights of the accused  Restoring voting rights to convicted felons  The death penalty  Juveniles in the criminal justice system  Leadership positions in the Congress and how leaders are chosen  The committee system in the Congress  The use and/or abuse of the filibuster over time in the Senate  The Electoral College and how it selects a president  Unpopularly elected presidents, the circumstances, and their ultimate success or failure  Presidential elections decided by the House of Repr esentatives  The presidency of someone you admire or love to hate ( cannot be merely biography)  The growth of the federal government since the 1930s  Affirmative action/equal opportunity Milestones Milestone One : Topic Selection In Module Two , you will submit your topic s election . The topic s election should be submitted as a post to the discussion topic . Upon the professor’s approval, you should begin your research. This milestone will be graded separately using the Discussion Rubric. You will be graded based upon your participation. Feedback from the instructor and your peers may be applied to how you develop the topic of your final project . Milestone T wo : Outline In Module Four , you will submit an outline of the final research p roject. This milestone will be graded separately using the Outline Rubric. Feedback should be applied to the final product . Milestone Three : Rough Draft of Final Product In Module Five , you will submit a rough draft of the final research p roject . The form at should follow that of the final p roduct itself. It should include an abstract, the body of the paper, a supported conclusion , and a listing of the s ources in an actual reference section . The submission of the rough draft will be graded using the Milestone Three Guidelines and Rubric document . Feedback will be provided using the Rough Draft Rubric . This is your opportunity to see how you are meeting the criteria in the critical elements. Apply the feedback to your final product. Milestone Four : Final Product In Module Seven , you will submit the final research p roject . It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of feedback gained throughout the course. Thi s milestone will be graded using the Final Project Rubric. Deliverable Milestones Milestone Deliverables Module Due Grading One Topic Selection Two Graded separately for participation and feedback to peers ; Discussion Rubric; feedback should be applied to the development of the topic Two Outline Four Graded separately; Outline Rubric Three Rough Draft of Final Product Five Graded separately using Milestone Three Rubric ; feedback should be applied to the final submission Four Final Product: Final Research Paper Seven Graded separately; Final Project Rubric Final Project Rubric Guidelines for Submission: Written components of the project must follow these formatting guidelines when applicable: double spacing, 12 -point Times New Roman font, one -inch margins, and discipline -appropriate citations . The final research p aper should be 5 to 7 pages in length, not including the cover page, abstract , and reference section. Critical Elements Exemplary (100% ) Proficient (85 %) Needs Improvement (55 %) Not Evident (0% ) Value Organization of Thought Includes consistent evidence of critical thinking, thorough research, sy nthesis , and disparate materials; summary and ideas are organized and communicated effectively within the research paper Includes evidence of critical thinking, research, sy nthesis , and disparate materials; summary and ideas are mostly organized and communicated within the research paper Includes some evidence of critical thinking, resea rch, synthesis , and disparate materials; lack of organization results in some communication of ideas , but some ideas are poorly communicated Does not include any evidence of critical thinking, research, synthesis , and disparate materials , and ideas are not communicated 20 Analyzes Various Perspectives Comprehensively a nalyzes many aspects of the formation , functionality , and/or structure of the chosen issue object ively from various perspectives Analyzes many aspects of the formation, functionality, and/or structure of the chosen issue object ively from various perspectives Analyzes minimal aspects of the formation, functionality, and/or structure of the chosen issue from various perspectives Does not analyze any aspects of the formation, functionality, and/or structure of the chosen issue f rom various perspectives 20 Policy -Making Process Extensively examines all of the roles of different players in the policy -making and electoral proces s as is appropriate to the topic selected Examines the roles of different players in the policy -making and electoral process as is appropriate to the topic selected Minimally examines the roles of different players in the policy -making and electoral process as is appropriate to the topic selected Does not examine the roles of different players in the policy – making and electoral process as is appropriate to the topic selected 20 Solving Political Challenges Skillfully a nalyzes varied efforts (more than three examples) of the Framers of the Constitution to solve political problems Analyzes the efforts (three examples) of the Framers of the Constituti on to solve political problems Analyzes some of the efforts (one to two examples) of the Framers of the Constituti on to solve political problems Does not analyze the efforts of the Framers of the Constituti on to solve political problems 20 Research Incorporates at least five scholarly resources effectively that reflect depth and breadth of research Incorporates at least four scholarly resources effectively that reflect depth and breadth of research Incorporates three scholarly resources that reflect depth and breadth of research Incorporates fewer than three scholarly resources that reflect depth and breadth of research 10 Writing (Mechanics/Citations) No errors related to organization, grammar and style, and citations Minor errors related to organization, grammar and style, and citations Some errors related to organization, grammar and style, and citations Major errors related to organization, grammar and style, and citations 10 Earned Total 100%
Topic: ‘Restoring voting rights to convicted felons’ Overview: The final project for this course is the creation of a final research paper. The research paper must be on a topic relevant to class cont
Running head: ‘RESTORING VOTING RIGHTS TO CONVICTED FELONS’ 12 ‘Restoring Voting Rights to Convicted Felons’ Satonga Brown POL-210 December 9, 2018 Southern New Hampshire University Abstract Though late 20th century was an era of policies that emphasized the retribution of felons, experiential indication shows that standards on rehabilitation of offenders remained part of the public’s aspirations for corrections and sentencing. This thoughtful perplexity about the intention of retribution is applicable to the criminal voting argue, in that the opinions for and against the depriving of felons is in fact embedded in a viewpoint of retribution. Assessment of recent literature shows that the study methodology, study subjects and sampling strategies differ extensively in the dimension of the view of offender deprivement of voting right. The methodologies used to study the offenders voting opinions of some public members consist of research on a survey. Techniques on sampling have incorporated unsystematic sampling of grownups in the whole country as well as ease samples of inmates, parolees, ex-felons and the civic in broad, faculty and college students. In spite of all researches all members of community trust that convicted offenders depending on their rectification status or crime ought to be entitled to cast their votes. This opinion is predominantly well-built for no imprisoned probationers, ex-felons and parolees. Governmental changes that reflect this position tied with public view study cited in this document propose that depriving the voting rights of criminal may no longer be tolerable to nearly all citizens. Thesis statement Return of voting rights to convicted criminals means giving back the right to vote to people who have committed a severe felony. These crimes may include acts such as murder, kidnapping, armed robbery and manslaughter. Even though several states trust that voting is a freedom that can be taken away after unendurable deed convicted criminals ought to be given voting rights. This research paper discusses the restoration of voting rights to convicted criminals. Literature review Offender disenfranchisement laws have a lengthy record. The history is separated into revolutionary and Jacksonian period, civil rights era, post -pre-revolutionary era, post-civil war phase, and the current time. Pre-revolutionary times include colonial, medieval and very old periods. Very old philosophers viewed social equality as a crowd regulation. Therefore though very old Athens was taken as a social equality slaves and citizens with less material goods were prevented from voting. Medieval community involved civil death which was more severe than criminal disenfranchisement. Civil death led to the loss of every residency rights. The problem with criminal disenfranchisement in both very old and medieval groups was that the communities were not at all famous for enhancing social equality. In colonies and common law, the law to cast a vote was restricted to males in possession of the property (Abramovitz, 2017). In Revolution and Jacksonian Era from 1830 to 1865 as white males got the right to cast their vote, black males lost the right straight all the way through government laws that clearly expelled blacks from exercising their voting rights or that constrained the black vote to just those in possession of property or capable of paying a high price to cast a vote. At the same time, they approved extra extensive up to date offender disenfranchising laws. During the reconstruction and redeemer period, the right to vote was extended to black males. After civil time’s murderer disenfranchisement laws and regulations emerged as a unique and solemn crisis due to absolute amount and size of citizens who lost the right to cast a vote. This problem was created by the exponential rise in the number of citizens with lawbreaking convictions, leading to an imprisonment predicament. Lawful law theories are separated over the matter of the constitutionality of criminals’ disenfranchisements. Those defending the laws uphold that these laws are well established in constitutional terms whereas the opponents’ conflict. Also, political theories are separated over offender enfranchisement regulations. Those promoting the law say that they are grounded well in current liberal democratic theory. The 21st century has opened an era of social equality among urbanized countries. Nowadays nearly all urbanized independent states observe vote as a citizenship right. The disenfranchisement of blacks nowadays as in the post-Reconstruction era benefits a party over another. Methods I have used various methods to study the subject of giving back the rights to vote to convicted criminals. The sampling frame explains the populace under research and provides the justification for the significance of exploring the suggestions of diverse groups in the population. The sample is explained based on its distinctiveness and distributions. Lastly, the development of the survey device is discussed as well as the construction of scales and the transformation, coding of the variables and the measures used. Sampling frame Population The research population comprised of university students. The students are from State University which is considered to have the uppermost ethnically varied advanced education. The university was started in 1885 with intention of educating teachers. Utilize of university students as the area under discussion in felon research is a comparatively current trend but in ancient times using them was taken as a convincing technique in felon justice (Walton, et AL 2017). The assortment of this population is supported by two rationales. First and foremost, a huge amount of investigative studies in felon justice are carried out by university staff members who always have direct entrance to the learner’s population at their particular institutions. This contact enables students to take part in several ways other than only being investigated subjects. For instance, they may be skilled to enlist other participants and help in analyzing the data. The next rationale is that education is supposed to produce communal critics who examine societal tribulations which must result in directing required changes in humanity for the universal good. Sample I used a non-random sampling technique to obtain a sample of 210 students. Table 1 below shows the demographic uniqueness of the learners who took part in the study. Table 1: n = 210 Variable Code self-determining variables Age 1=22-25 2=26 and older 72 39 33.0 17.9 Gender 0=male 1=female 105 113 48.2 51.8 Origin 0=American who is not an African 1=American who is an African 161 57 73.7 26.1 Correctional status 0=Not recently 1=Yes, recently 190 28 87 13 Political preferences 1=Independent 2=Republican 64 12 29.4 5.5 Reliant variables Probe vote 0=no, should not vote 1=yes should vote 44 174 20.2 79.8 ExFelVote 0=no, should not vote 1=yes, should vote 23 195 10.6 89.4 WhiteColVote 0=no, should not vote 1=yes should vote 47 117 21.6 78.4 Indices Opindexrest Attitude toward restoration M=2.8030 Standard deviation=3 Range = 0 Opindexrest Thoughts to retention Mean=3 Standard deviation=1 Range =0 According to univariate evaluation, the plenty age was from 17- 52 having a medium value of 22 .74% of the respondents were Americans who were Africans because n is equal to 161. The sample consisted of 48% male respondents and 52% female respondents. The procedure of data collection I administered a questionnaire in classrooms hoping to obtain a sufficient section of total students. The questionnaire consisted of five categories of question types. The categories incorporated; conduct expectations, beliefs, knowledge and characteristics. Only three of the question types were of significance to this study. Assessing altitude was the ultimate aim of the study. The reliant variable of restoring voting rights of a convicted criminal is based on how respondents think about the matter presentment. I collected the respondent’s characteristics to decipher any determinant of certain opinions. Lastly, I composed the respondent’s familiarity with criminal voting to determine how much this section of the public has on offender right to cast a vote. Questionnaire distribution I distributed the surveys during class sessions and made links in form of mobile phone calls, electronic mail and office visits with the tutor for every course in order to ask for support in my study. Once I was given permission I made a schedule on class visits based on what was suitable for the course tutor. Preceding administration of the survey I sought consent and was given by State University Human Subjects Review Board. Owing to the subject issue, low threat of harm and discretion there was call for an expedited appraisal. According to State University, the study fitted in the expedited appraisal strategy. My study received final approval at last from my institution. Upon endorsement, I organized a package which contained the entire necessities essential for the survey for each class which was surveyed which consisted of the survey instrument. During survey dissemination, respondents finished merely one survey instrument. State University is a small university and a lot of student stakes courses in all disciplines. Proceeding to distribute the survey, I requested that any undergraduate who earlier finished the survey to abstain from partaking and due to petite class sizes it was easy to differentiate which students were in earlier surveyed classes. I administered the questionnaire in the commencement of class. The survey took roughly 12 minutes to finish and I instantly collected. Only two students refused to complete the survey (Uggen, et AL 2016). Results The results from the survey showed that the types of offence committed by criminals played a role in the decision to restore felons voting right. Three items are used to appraise the opinion. Two are derived from ex-felon and white collar ex-felon. The third item on child sex ex-felon will be added to tap into communal approval or ruling disapproval. The response category for each question was coded: 0=no and 1=yes (Gerber, et AL 2015). Data preparation and transformation I entered the information I collected into SPSS and then cleared the data to validate that the arithmetical codes rightfully corresponded the values of the variables I was taking the study on. The data clearing procedure comprised running of frequency distributions to look for codes outer of the probable values. I detected a number of coding errors and fixed them subsequently. Once I fixed, none of the coding mistakes had a major influence on the analysis of the data. I altered the data to make it more suitable for the present analysis using SPSS. First, I observed demographic factors and afterwards made a record on all but sex. Age (0=17-21 through 25, 2=26 years old and older), Correctional status (0=not currently, 1=yes, currently/recently) and origin (0=American who are not African, 1=American who are African). Political preference was condensed to three categories from seven (1=Independent, 0=Democrat and 2=Republican) for logistic regression. Then I pooled the three items of restoring voting rights for criminals to make the maintenance catalogue. This combined all types of criminals into one gauge. This means all felons voting rights are affected by the type of offences they commit. Conclusion The opinion from the study being that offences committed varies the restoration rights of felons, the government should come up with strategies which eliminate the variations and give convicted felons equal right regarding restoring of voting rights. The public generally demands highly for the restoration of voting rights to convicted felons despite the opposition from governments. References Walton, H., Smith, R. C., & Wallace, S. L. (2017). American politics and the African American quest for universal freedom. Taylor & Francis. Uggen, C., Larson, R., & Shannon, S. (6). million lost voters: State-level estimates of felony disenfranchisement, 2016. Research and advocacy for reform. Gerber, A. S., Huber, G. A., Meredith, M., Biggers, D. R., & Hendry, D. J. (2015). Can incarcerated felons be (Re) integrated into the political system? Results from a field experiment. American Journal of Political Science, 59(4), 912-926. Abramovitz, M. (2017). Regulating the lives of women: Social welfare policy from colonial times to the present. Routledge.