Research Paper Instructions Congratulations! You have just been hired by Governor Kemp to serve on a special correctional board of experts who are to provide a recommendation to the state of Georgia for the prevention, treatment, and punishment of violent serial offenders. Your role on the committee is to write up a proposal for Governor Kemp summarizing the various strategies that the state should use to address violent serial offenders/offending. There are some important things you need to know about Governor Kemp before you write your recommendation: First, he is not interested in your opinion but an educated perspective that is based on what is known about the prevention, treatment, and punishment of offenders. This means, that you will need to back-up your recommendations with scientific research findings and in-text citations from academic sources. Second, Governor Kemp will want a recommendation document that balances both the need to hold offenders accountable and keep the public safe, while also considering budgetary restraints and the possibility for rehabilitation, change, and desistance. Third, Governor Kemp is looking for a proposal that addresses violence across the life-course (i.e., from childhood through adulthood) and includes multiple different treatment/punishment options (i.e., not a “one-size fits all” policy). After reading your paper, Governor Kemp should have a detailed understanding of the serial violent offender and the various ways that the state can control and prevent this type of offending among youth and adults. You must incorporate at least 4 of the required course readings and 4 outside sources.
Recruitment took place at the beginning of a class period after permission had been granted by the instructor. The researcher then explained the goals of the study and distributed individual sign-up sheet to preserve the anonymity of the participants. Any student who wished to participate was welcome. The researcher hoped to recruit at least 15 participants in each section of the French phonetics course to meet the requirement for representativeness, but due to lack of enrollment, there were only 7 participants per group. The qualitative data from the participants provided rich enough data to obtain a credible picture and ensure saturation. Thus the requirements for the representativeness/saturation trade-off was met. Both groups received the same instruction in French phonetics and pronunciation. The phonetics course was held every Monday, Wednesday, and Friday for fifty minutes. Fridays were dedicated to lab work, while Mondays and Wednesdays were lectures. At the University of Illinois, French pronunciation is taught following an explicit methodology. Each phonological feature is explained in detail according to the manner of pronunciation: tongue position, jaw position, lips, etc. Data Collection Before the first phonological feature was taught, the participants completed the pre-test (Time 1). The post-test (Time 2) was completed after the instruction of the features. Both pre-test and post-test included two types of reading/recording exercises: a short text and short sentences (created by the researcher), targeting specific phonological features of French: /y/ vs. /u/, or the “silent e” (or schwa). While reading the texts and sentences, each participant was required to record themselves at Time 1 and at Time 2. The recordings took place in the phonetics laboratory at the University of Illinois, where participants can be monitored. The researcher asked the students to record themselves only once to control for repeated recordings, which may allow the students to modify their pronunciation.>GET ANSWER