HLSS 699 APUS The Rise in Lone Wolf Terrorism in The Us and Mental Health Issues You selected to do a case study, you are actually writing three chapters:
HLSS 699 APUS The Rise in Lone Wolf Terrorism in The Us and Mental Health Issues You selected to do a case study, you are actually writing three chapters: Chapter IV: Case Subjects, Chapter V: Case Comparison, and Chapter VI: Conclusions and Recommendations. If anyone is doing a single subject case study, your chapters are Chapter IV: Case Subject, Chapter V: Case Analysis, and Chapter VI: Conclusion and Recommendations. Chapter IV is where you tell me all about your subject(s). You want to be very in-depth here. Chapter V is where you do your analysis (single-subject study) or comparison and identify any findings. The last Chapter is where you clearly state your conclusions and make recommendations. The recommendations are to close any gaps you identify or to identify future research. You will want to cite all sources in your case subject chapter. When you do the analysis or comparison, you will want to cite the example but can use your words to identify the analysis, commonality or difference. Your conclusions are you own words – and they must be supported by what you say in the previous chapter.This is a good time for you to review the End of Program Manual. I am attaching it for your reference.I have attached examples of a case study for you. Research Design
Mark Velasquez
American Military University
8 July 2020
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RESEARCH DESIGN
Research Design
Methodology- Description, Benefit, and Limitations
The research method used will be a case study. A qualitative case study is an important
tool for research in terrorism for developing theory, evaluating policies, and creating intervention
(Baxter, & Jack, 2008). In general, a case study analysis is useful in the analysis of how and
why certain situations take place and when it is important to define the contextual conditions for
research (Baxter, & Jack, 2008). In this research, the concern is why lone wolf terrorism is on the
increase, and the context is US policy. Unlike a quantitative analysis design, which would only
define a relationship between the US policy as an independent variable and lone-wolf terrorism
as the dependent variable, this design provides more detailed information on the phenomenon.
One advantage of a qualitative case study is providing a holistic view of the problem through the
use of multiple sources (Berg & Lune, 2012). This approach provides data on lone wolf events
that have already occurred with a specific context of the US policies to determine whether the
existence of those policies can fuel a lone wolf terrorism attack. The case study provides insight
into the nature of grudges held by the perpetrators and their reflection on the US policy
framework. This is an important advantage since US policies on terrorism are constantly
changing very fast, depending on the threat of attack (Noor, 2008). The qualitative case studies
design also allowed finding and understanding multiple facets of lone-wolf terrorism and the US
policy (Berg, & Lune, 2012).
This research design’s overall objective is to provide a detailed analysis of US policy
different effects on the propagation of lone-wolf terrorism. This objective lies within postpositivism as the nature of the problem to be explored. Hence, the design is best focused on
RESEARCH DESIGN
3
measuring the meaning and construction of people in their experiences with US policy on
terrorism (Noor, 2008). This justifies the rationale of using a qualitative research design in
addressing the research problem. The major limitation in the use of qualitative case study design
is limited reliability since it cannot be replicated to provide identical results by different
researchers in other contexts.
Research Plan/ Approach/ Application
This research objective was to utilize cases that are rich in information on lone-wolf
terrorism to understand the dynamics in great depth. The case studies provided evidence of the
incidences related to the lone wolf terrorist attack on the US policy. In each case study,
qualitative data provide the view of the attackers on the US policy as the foundation for grudges
and the motivation to complete a terror attack. Three major cases are selected in the study
Timothy McVeigh, Nidal Hasan, and Eric Robert Rudolph. Timothy McVeigh carried out the
Oklahoma bombing in 1995, killing 168 people, injuring 680 others, and leaving significant
property damage. Nidal Hasan was responsible for the Fort Hood Mass Shooting that killed 13
people and left more than 30 injured. Eric Robert Rudolph is an American terrorist convicted for
anti-gay and anti-abortion bombing in Southern US in 1996 and 1998, killing three people and
injuring 150 others. In the selection of the cases, the major factor used is the unit of analysis.
In this case, the primary unit of analysis is the lone wolf attackers and the US policy.
Particularly the focus is to explore the characteristics of each of the lone-wolf attackers,
including their race, ethnic characteristics, religion, profession, and ideological factors,
influencing their actions. An analysis of the lone wolf characteristics also included the year the
attack was completed and the US policies in effect during the attack. This analysis’s focus was to
RESEARCH DESIGN
4
generate an in-depth understanding of the social elements likely to fuel the attack against the
lone-wolf attackers. For the US policy, the major concerns include ethnic bias, interest groups
proposing or opposing the policy, the advocacy group, its overall implication on special groups,
etc. In each case study sampled, the data collection method used is secondary reports on the case
and policies from government reports, scholarly articles, news articles, and citizens’ responses on
the websites concerning the incidences. The approach utilizes different sources to gain insight
into the individuals’ reactions to the lone wolf incidents. The
The second unit of analysis is the lone wolf attack. In this case, a cross-case analysis was
performed to identify the similarities and differences in the attacks’ incidences. A cross-case was
the last operation in the research to identify the trends in the nature of the attacks, the policies,
and how each of the occurrences contributed to a lone wolf attack (Noor, 2008). The rationale is
a prediction that there is a replication of contexts or policies in each of the incidences leading to
an attack. The conclusion drawn from the cross-case analyses were focused on establishing a
theoretical framework in the analysis of the increased incidences of a lone wolf attack. This will
help to increase insight on the applicability of leaderless defiance theory that informs the
research by concluding the incidences of betrayal or conspiration on the US policies, which the
lone wolf attacker aggressively opposed.
Limitation of the Study
The research design used in the analysis of the research problem includes different forms
of biases. First, the study includes researcher bias in the selection of the case subjects. According
to Chenail (2011), bias management is one of the key challenges facing qualitative researchers
since there is the threat of testing the methodology on particular cases to determine particular
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RESEARCH DESIGN
outcomes. Also, while the study’s information is scholarly, there are risks of researcher bias in
the analysis of lone-wolf attacks based on its adverse outcomes on the general population.
However, all the data included in the research is reliable and would only represent a collective
bias on the subject and not on the data. Finally, the study is restricted to cases from 1995 to 2010,
leaving out previous and recent incidences that perhaps represent different constructions.
References
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and
implementation for novice researchers. The Qualitativerreport, 13(4), 544-559.
Berg, B. & Lune, H. (2012). Qualitative Research Methods for the Social Sciences. 8th ed.
Pearson.
Chenail, R. J. (2011). Interviewing the investigator: Strategies for addressing instrumentation
and researcher bias concerns in qualitative research. Qualitative Report, 16(1), 255-262.
Noor, K. B. M. (2008). Case study: A strategic research methodology. American Journal of
Applied Sciences, 5(11), 1602-1604.
Theoretical Framework
Mark Velasquez
American Military University
28 June 2020
A major gap is the lack of sufficient studies on mental health as a contributor to lone-wolf
terrorist tendencies. Most of the time, the authorities cite mental illness as a cause of the suspects
engaging in these activities, such as school shootings (Gold & Simon, 2016), yet there is not a lot
of research on the role of mental illness in lone wolf terrorists. Previous researchers have not
explored association between lone-wolf terrorism and psychiatric disorders. Further research and
studies are required in order to determine the how much of a contributing factor mental health
plays in the actions of terrorists.
References
Gold, L. H., & Simon, R. I. (2016). Gun violence and mental illness. Arlington, Virginia:
American Psychiatric Association Publishing
End of Program
Assessment Manual for
Masters Programs
Graduate Studies and Research
American Public University System
Charles Town, West Virginia, January 2020 Edition
TABLE OF CONTENTS
Contents
TABLE OF CONTENTS ……………………………………………………………………………………………………………….. i
Introduction …………………………………………………………………………………………………………………………… 1
EOP Assessment Alternatives …………………………………………………………………………………………………. 1
Grades ………………………………………………………………………………………………………………………………….. 2
Important Notes ……………………………………………………………………………………………………………………. 2
Chapter I: Master of Arts Comprehensive Final Examination …………………………………………………….. 4
Beginning the Comprehensive Exam ………………………………………………………………………………………. 4
Comprehensive Exam Course …………………………………………………………………………………………………. 4
Taking the Exam ………………………………………………………………………………………………………………… 5
Notes: ……………………………………………………………………………………………………………………………….. 6
Proctoring ……………………………………………………………………………………………………………………………… 7
Chapter II: Master’s Capstone: Thesis Option …………………………………………………………………………… 9
Beginning the Thesis Project ………………………………………………………………………………………………….. 9
Thesis Proposal ………………………………………………………………………………………………………………… 10
Preparing the Thesis ……………………………………………………………………………………………………………. 11
Notes: ……………………………………………………………………………………………………………………………… 11
Approval of Thesis…………………………………………………………………………………………………………….. 12
Submission of Final Thesis ……………………………………………………………………………………………….. 12
Unsuccessful Capstone Attempts …………………………………………………………………………………………. 13
Second Readers……………………………………………………………………………………………………………….. 13
Chapter III: Master’s Capstone: Creative/Applied Project ………………………………………………………… 15
Beginning the Creative/Applied Project …………………………………………………………………………………. 15
i
Creative/Applied Project Proposal ……………………………………………………………………………………… 15
Completing the Creative/Applied Project……………………………………………………………………………….. 16
Notes: ……………………………………………………………………………………………………………………………… 16
Approval of Creative/Applied Project………………………………………………………………………………….. 17
Submission of Creative/Applied Project Report ………………………………………………………………….. 18
Unsuccessful Capstone Attempts …………………………………………………………………………………………. 18
Second Readers ………………………………………………………………………………………………………………….. 19
Chapter IV: Master’s Capstone: Practicum and Critical Reflection Paper Note: Please check your
academic plan to see if this option is available in your program. …………………………………………….. 20
Beginning the Practicum and Critical Reflection Paper …………………………………………………………… 20
Practicum Proposal…………………………………………………………………………………………………………… 20
Completing the Practicum ……………………………………………………………………………………………………. 21
Notes: ……………………………………………………………………………………………………………………………… 22
Approval of the Practicum and Critical Reflection Paper ……………………………………………………… 23
Submission of Critical Reflection Paper ……………………………………………………………………………… 23
Unsuccessful Capstone Attempts …………………………………………………………………………………………. 23
Second Readers……………………………………………………………………………………………………………….. 24
Chapter V: Master’s Capstone: Portfolio and Critical Reflection Paper Option …………………………… 25
Beginning the Portfolio Option ………………………………………………………………………………………………. 25
Portfolio and Critical Reflection Paper ……………………………………………………………………………….. 25
Completing the Capstone …………………………………………………………………………………………………….. 26
Notes: ……………………………………………………………………………………………………………………………… 26
Approval of the Portfolio and Critical Reflection Paper ………………………………………………………… 27
Submission of Critical Reflection Paper ……………………………………………………………………………… 27
Unsuccessful Capstone Attempts …………………………………………………………………………………………. 28
Second Readers……………………………………………………………………………………………………………….. 28
ii
Chapter VI: Program Director Role in the End of Program Assessment …………………………………….. 30
Comprehensive Exam ………………………………………………………………………………………………………….. 30
Capstones (this includes all varieties: thesis, practicum, creative/applied project and portfolio) . 30
Chapter VII: Faculty Role in the End of Program Assessment ………………………………………………….. 32
Comprehensive Exam ………………………………………………………………………………………………………….. 32
Capstones (this includes all varieties: thesis, practicum, creative/applied project and portfolio) . 32
Chapter VIII: The Responsible Conduct of Research ……………………………………………………………….. 34
Academic Dishonesty …………………………………………………………………………………………………………… 34
For Comprehensive Exam Assessments …………………………………………………………………………….. 34
For Capstone and Portfolio Assessments …………………………………………………………………………… 34
Institutional Review Board ……………………………………………………………………………………………………. 35
Failure to Secure IRB approval ………………………………………………………………………………………….. 35
Chapter IX: University Declarations and Archiving …………………………………………………………………… 36
1. Declarations ……………………………………………………………………………………………………………………. 36
2. Textual Components ………………………………………………………………………………………………………… 37
Academic Style Manual Conformity ……………………………………………………………………………………. 37
3. Images and Tables …………………………………………………………………………………………………………… 38
Image Insert/Formats……………………………………………………………………………………………………….. 38
4. Video or Audio …………………………………………………………………………………………………………………. 39
5. URLs/Web Addresses ………………………………………………………………………………………………………. 39
6. Submission to the Archive ………………………………………………………………………………………………… 39
7. Passed with Distinction (a.k.a. PWD) …………………………………………………………………………………. 40
Chapter X: Scholarly Research/Copyright Conduct …………………………………………………………………. 41
1. Copyright …………………………………………………………………………………………………………………………. 41
Copyrighting Your Research ………………………………………………………………………………………………. 41
Fair Use Exemptions and Citation Responsibility ………………………………………………………………… 42
iii
Copyright Permission ………………………………………………………………………………………………………… 42
2. University Research Policies …………………………………………………………………………………………….. 43
3. Institutional Review Board………………………………………………………………………………………………… 44
Appendix 1: Title Page …………………………………………………………………………………………………………….. i
Appendix 2: Sample of Copyright Page ……………………………………………………………………………………… i
Appendix 3: Sample of Dedication Page (Optional) …………………………………………………………………… ii
Appendix 4: Sample of Acknowledgments Page (Optional) ……………………………………………………….. iii
Appendix 5: Sample of the Abstract ………………………………………………………………………………………… iv
Appendix 6: Sample of a Table of Contents ……………………………………………………………………………… v
Appendix 7: Sample of List of Tables ……………………………………………………………………………………… vii
Appendix 8: Sample of List of Figures ……………………………………………………………………………………. viii
Appendix 9: Sample of Permission to Quote or Reproduce Copyrighted Material Letter ……………..
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