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    political research/ data **files (3)** – ## DataandMethodsSection.docx – ## research1posc.docx – OUTPUT.docx **## DataandMethodsSection.docx** ## Data and Methods Section **Audience:** People who are interested in the details of the variables you use to test your hypotheses. Assume the audience has …

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    Assignment Prompt & Instructions

    political research/ data

    **files (3)**

    – ## DataandMethodsSection.docx

    – ## research1posc.docx

    – OUTPUT.docx

    **## DataandMethodsSection.docx**

    ## Data and Methods Section

    **Audience:** People who are interested in the details of the variables you use to test your hypotheses. Assume the audience has read your literature review and understands the basics of research design and measurement (e.g. they know what a sample size is and the definition of a median). Assume they are not familiar with your specific variables or research design and want to understand those details.

    **Purpose:** The goal of this section is to provide sufficient detail for the reader to be able to critically analyze the quality of your data. You must give details on the research design and the measurement of each variable to be transparent about your data. If you wrote specific concept definitions or details about measurement in your literature review, you should move that material to this section instead.

    **Style:** The writing should be formal, focused on explaining the sources of data, defining your variables, and explaining how they are measured. This section should be specific and have some technical language. Write to help your reader understand what each variable is and the distribution of the variable in your dataset. You may write in first person or third person based on your preference. Provide proper citations for the sources used, including for the variable definitions and sources of information on the research design and how variables are measured. Citations should be given in parenthetical form in your text and in full-length in a references page at the end of the document. I recommend using APA style citations, though any consistently used style is acceptable. You may use quotes from sources of the data to fill in parts of this but should explain as much as you can in your own words.
    **Any use of others’ language without quotes will result in grade deductions, up to a 0 on the assignment for egregious copying of text.** You may also NOT use AI to help you reword the text. Make sure you leave time to proofread and edit before submitting.

    The section should include 4 different components. First, describe the overall research design. Then, describe three components of each variable. Describe the measurement details of the variable, descriptive statistics, and validity and/or reliability for each variable. Put all the information for each variable together. Use the attached worksheets to see what information you need to include, as different content is needed for survey data vs. aggregate data.

    ## Research Design

    Describe the research design of the data you are using. This section will include more information for those using survey data than those using aggregate data. See worksheet for details.

    ## Variable Descriptions:

    You should include all variables included in your hypotheses, at least 4 variables total (3 IVs and 1 DV). For each variable, include the following details:

    ## A. Discuss your measurement plan

    For each variable, define the concept the variable is trying to measure, then describe the variable you are using to measure this concept, giving a detailed operational definition of the variable. This definition should be detailed enough so that if someone wanted to gather data for this variable themselves, they would have a decent idea of how to do so. The type of details needed varies between survey and aggregate data. Refer to the appropriate worksheet for what information is required for your project.

    ## B. Descriptive Statistics

    Provide descriptive statistics for each of your variables. Include a table (frequency distribution) or chart (histogram) for each variable and a table with the relevant statistics for central tendency (mean, median) and dispersion (standard deviation, range, shape of distribution). Describe the distribution of each variable, referring to the tables as needed. You can include the tables in the text or include them all at the end. Number each table or chart and refer to it in the text where you discuss each. Number each table (i.e. “Table 2”) and refer to it in the text where you discuss it (i.e. “According to table 2, the mean is 5.7).

    ## C. Reliability and Validity

    Evaluate each of your variables in terms of the major types of validity and reliability. Each variable should include analysis of validity or reliability in some way, referring specifically to face validity, content validity, criterion-based validity, and reliability as it is appropriate. You must analyze the content validity for at least one variable. You should also discuss reliability of at least one variable. Be honest and self-critical. It is okay and expected to have imperfect variables and include some criticism of the measurements.

    **## research1posc.docx**

    7

    ## Economic and Social Factors Influencing Health and Crime Outcomes Across U.S. States

    Sumaiya El-Amin

    Towson University

    Professor Oliver

    Political Research

    February 13th, 2026

    ## Topic 1: Economic and Policy Factors Influencing Health Outcomes Across U.S. States

    ## A. Topic Description

    Among the topics that I may use to write my research paper is the difference in the health outcomes across the U.S. states and what factors can be used to explain it. The United States has a high level of disparity in health outcomes based on the location of the individual (Crimmins, 2025). Certain states are ranked higher in life expectancy, lower rates of preventable deaths, and overall better public health indicators, whereas others have always been ranked lower (Crimmins, 2025). Access to healthcare may be affected by policy decisions, including the adoption of Medicaid expansion by the state as part of the Affordable Care Act (Guth et al., 2020). Other socioeconomic forces, such as income, education levels, and healthcare expenditure, among others, are also important. The subject matter will enable me to investigate the interaction between economic resources and the decisions made by the state policy to influence the health of the population on a state level.

    ## B. Research Question

    What factors explain variation in overall health outcomes across U.S. states?

    ## C. Why This is a Good Question

    This is a good research question in that it can have various competing explanations as opposed to one particular policy being the sole cause of health disparities. Although Medicaid expansion can enhance access to healthcare, income, education, and state investment in healthcare systems can also play a huge role in determining health outcomes. This question is of interest to me because health inequality is a significant American political and social concern. Knowledge about determinants of variations in health outcomes may assist policy-makers in developing more efficient interventions. The relevance of this question lies in that it concerns the priorities of public spending, social inequality, and the impact of the government on facilitating well-being. It also has practical consequences for millions of Americans since their life expectancy and quality of life vary according to the location.

    ## D. Variables

    Dependent Variable: The general health, which will be determined by such indicators as the expectancy of life or the level of preventable deaths. This is an indicator of the general health condition of people in every state.

    Independent Variable 1: Median household income, which is the economic resources of the households in a state. The increased income level can enable people to purchase quality, nutritious food, housing, and healthcare services.

    Independent Variable 2: Medicaid expansion status, which is an indicator of whether a state implemented Medicaid expansion based on the Affordable Care Act. Growth enhances the eligibility of low-income adults to public health insurance.

    Independent Variable 3: State healthcare spending per capita, which is the amount a state spends on healthcare services and public health systems for each resident.

    ## E. Hypothesis

    I suppose that the overall health outcomes of states with larger median household income will be better than those with lower median household income. The independent variable in this hypothesis is the median household income, and the dependent variable is the overall health outcomes. The cause and effect of this argument is that increased income level gives people more access to health-promoting resources, e.g., nutritious food, stable housing, preventive health care, and reduced stress levels. As much as the expansion of Medicaid could result in the rise of insurance coverage, income has an influence on a wider spectrum of social determinants of health. Economic resources will tend to affect overall health outcomes more directly and reliably than policy adoption itself.

    ## Topic 2: Income Inequality and Violent Crime Rates Across U.S. States

    ## A. Topic Description

    The second issue that I might discuss is the connection between the rates of violent crimes and income inequality in U.S. states. The rate of crime is a very diverse phenomenon that can be quite debated by policymakers who tend to discuss the reasons for diversity (Ulmer et al., 2012). Others have argued that crime is reduced by stronger enforcement of laws or increased police expenditure, whereas others have argued that stronger socioeconomic drivers like poverty and inequality play a stronger role. Income inequality is the way in which income is distributed unevenly within a state, which is commonly gauged by the Gini coefficient (Wagner et al., 2025). Higher inequality can lead states to have more social tension, less trust, and economic frustrations that might be a source of an increase in crime. This subject can enable me to discuss structural economic explanations of crime and not simply the policing strategies.

    ## B. Research Question

    What factors explain variation in violent crime rates across U.S. states?

    ## C. Why This is a Good Question

    This is a good research question since it tackles a significant public policy question, and it has more than one way of explanation. Crime is a very controversial political subject, and the causes of crime offer an implication on budgeting, social programs, and law enforcement policy. I am intrigued by this subject due to its linking of the economic disparity and the social security that often takes the center stage in political debates. This question is relevant, as crime influences the social stability of the community, its economic development, and the quality of life in general. This study can contribute to the wider discussion of the problem of whether social welfare policies or policing strategies are more effective in reducing crime by answering the research question of whether income inequality contributes to violent crime rates.

    ## D. Variables

    Dependent Variable: Violent crime rate: the rate of reported violent crimes per 100,000 persons in the respective state.

    Independent Variable 1: Income inequality (Gini coefficient), which is the measure of the unfairness of income distribution within the state.

    Independent Variable 2: Poverty rate, which is a measure of the percentage of people who live below the federal poverty line.

    Independent Variable 3: Police spending per capita, which is the measurement of the amount of money each state spends on law enforcement if this is in comparison with the population.

    ## E. Hypothesis

    I hypothesize that the more income inequality there is in the state, the more violent crimes there are in it. The independent variable in this hypothesis is income inequality, and the dependent variable is the violent crime rate. The causal process of this argument is that the inequality may contribute to the rise of relative deprivation and decrease social cohesion (Zhuang et al., 2025). When people feel that there are huge economic divergences between them and others, it can lead to frustration and resentment, and low confidence in institutions. These are conditions that may lead to criminal behavior or social instability. Police expenditure might prevent certain crime although structural inequality might be the source of some social strains that lead to increased rates of violent crime.

    ## References

    Crimmins, E. M. (2025). Life expectancy and health expectancy in the twenty-first century: The unthinkable, the inconceivable, and the unknowable.
    _Demography_. https://doi.org/10.1215/00703370-12185960

    Guth, M., Garfield, R., & Rudowitz, R. (2020).
    _The effects of Medicaid expansion under the ACA: Studies from January 2014 to January 2020 | KFF_. KFF. https://www.kff.org/medicaid/the-effects-of-medicaid-expansion-under-the-aca-updated-findings-from-a-literature-review/

    Ulmer, J. T., Harris, C. T., & Steffensmeier, D. (2012). Racial and ethnic disparities in structural disadvantage and crime: White, Black, and Hispanic comparisons*.
    _Social Science Quarterly_,
    _93_(3), 799–819. https://doi.org/10.1111/j.1540-6237.2012.00868.x

    Wagner, D. A., Nair, T., Thapa, A., & Kumar, A. (2025). The Gini learning index: A new framework to measure learning inequality across contexts.
    _International Journal of Educational Development_,
    _119_, 103433. https://doi.org/10.1016/j.ijedudev.2025.103433

    Zhuang, Z., Xie, X., Huang, L., Yan, J., Cheng, S., & Xu, A. (2025). The impact of relative deprivation on mental health among middle-aged and older adults in China: A multiple chain mediation model.
    _Scientific Reports_,
    _15_(1). https://doi.org/10.1038/s41598-025-20182-8

    **OUTPUT.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/output-docx-10525455)

    **OUTPUT.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/output-docx-10525455)

    **## DataandMethodsSection.docx**

    ## Data and Methods Section

    **Audience:** People who are interested in the details of the variables you use to test your hypotheses. Assume the audience has read your literature review and understands the basics of research design and measurement (e.g. they know what a sample size is and the definition of a median). Assume they are not familiar with your specific variables or research design and want to understand those details.

    **Purpose:** The goal of this section is to provide sufficient detail for the reader to be able to critically analyze the quality of your data. You must give details on the research design and the measurement of each variable to be transparent about your data. If you wrote specific concept definitions or details about measurement in your literature review, you should move that material to this section instead.

    **Style:** The writing should be formal, focused on explaining the sources of data, defining your variables, and explaining how they are measured. This section should be specific and have some technical language. Write to help your reader understand what each variable is and the distribution of the variable in your dataset. You may write in first person or third person based on your preference. Provide proper citations for the sources used, including for the variable definitions and sources of information on the research design and how variables are measured. Citations should be given in parenthetical form in your text and in full-length in a references page at the end of the document. I recommend using APA style citations, though any consistently used style is acceptable. You may use quotes from sources of the data to fill in parts of this but should explain as much as you can in your own words.
    **Any use of others’ language without quotes will result in grade deductions, up to a 0 on the assignment for egregious copying of text.** You may also NOT use AI to help you reword the text. Make sure you leave time to proofread and edit before submitting.

    The section should include 4 different components. First, describe the overall research design. Then, describe three components of each variable. Describe the measurement details of the variable, descriptive statistics, and validity and/or reliability for each variable. Put all the information for each variable together. Use the attached worksheets to see what information you need to include, as different content is needed for survey data vs. aggregate data.

    ## Research Design

    Describe the research design of the data you are using. This section will include more information for those using survey data than those using aggregate data. See worksheet for details.

    ## Variable Descriptions:

    You should include all variables included in your hypotheses, at least 4 variables total (3 IVs and 1 DV). For each variable, include the following details:

    ## A. Discuss your measurement plan

    For each variable, define the concept the variable is trying to measure, then describe the variable you are using to measure this concept, giving a detailed operational definition of the variable. This definition should be detailed enough so that if someone wanted to gather data for this variable themselves, they would have a decent idea of how to do so. The type of details needed varies between survey and aggregate data. Refer to the appropriate worksheet for what information is required for your project.

    ## B. Descriptive Statistics

    Provide descriptive statistics for each of your variables. Include a table (frequency distribution) or chart (histogram) for each variable and a table with the relevant statistics for central tendency (mean, median) and dispersion (standard deviation, range, shape of distribution). Describe the distribution of each variable, referring to the tables as needed. You can include the tables in the text or include them all at the end. Number each table or chart and refer to it in the text where you discuss each. Number each table (i.e. “Table 2”) and refer to it in the text where you discuss it (i.e. “According to table 2, the mean is 5.7).

    ## C. Reliability and Validity

    Evaluate each of your variables in terms of the major types of validity and reliability. Each variable should include analysis of validity or reliability in some way, referring specifically to face validity, content validity, criterion-based validity, and reliability as it is appropriate. You must analyze the content validity for at least one variable. You should also discuss reliability of at least one variable. Be honest and self-critical. It is okay and expected to have imperfect variables and include some criticism of the measurements.

    **## research1posc.docx**

    7

    ## Economic and Social Factors Influencing Health and Crime Outcomes Across U.S. States

    Sumaiya El-Amin

    Towson University

    Professor Oliver

    Political Research

    February 13th, 2026

    ## Topic 1: Economic and Policy Factors Influencing Health Outcomes Across U.S. States

    ## A. Topic Description

    Among the topics that I may use to write my research paper is the difference in the health outcomes across the U.S. states and what factors can be used to explain it. The United States has a high level of disparity in health outcomes based on the location of the individual (Crimmins, 2025). Certain states are ranked higher in life expectancy, lower rates of preventable deaths, and overall better public health indicators, whereas others have always been ranked lower (Crimmins, 2025). Access to healthcare may be affected by policy decisions, including the adoption of Medicaid expansion by the state as part of the Affordable Care Act (Guth et al., 2020). Other socioeconomic forces, such as income, education levels, and healthcare expenditure, among others, are also important. The subject matter will enable me to investigate the interaction between economic resources and the decisions made by the state policy to influence the health of the population on a state level.

    ## B. Research Question

    What factors explain variation in overall health outcomes across U.S. states?

    ## C. Why This is a Good Question

    This is a good research question in that it can have various competing explanations as opposed to one particular policy being the sole cause of health disparities. Although Medicaid expansion can enhance access to healthcare, income, education, and state investment in healthcare systems can also play a huge role in determining health outcomes. This question is of interest to me because health inequality is a significant American political and social concern. Knowledge about determinants of variations in health outcomes may assist policy-makers in developing more efficient interventions. The relevance of this question lies in that it concerns the priorities of public spending, social inequality, and the impact of the government on facilitating well-being. It also has practical consequences for millions of Americans since their life expectancy and quality of life vary according to the location.

    ## D. Variables

    Dependent Variable: The general health, which will be determined by such indicators as the expectancy of life or the level of preventable deaths. This is an indicator of the general health condition of people in every state.

    Independent Variable 1: Median household income, which is the economic resources of the households in a state. The increased income level can enable people to purchase quality, nutritious food, housing, and healthcare services.

    Independent Variable 2: Medicaid expansion status, which is an indicator of whether a state implemented Medicaid expansion based on the Affordable Care Act. Growth enhances the eligibility of low-income adults to public health insurance.

    Independent Variable 3: State healthcare spending per capita, which is the amount a state spends on healthcare services and public health systems for each resident.

    ## E. Hypothesis

    I suppose that the overall health outcomes of states with larger median household income will be better than those with lower median household income. The independent variable in this hypothesis is the median household income, and the dependent variable is the overall health outcomes. The cause and effect of this argument is that increased income level gives people more access to health-promoting resources, e.g., nutritious food, stable housing, preventive health care, and reduced stress levels. As much as the expansion of Medicaid could result in the rise of insurance coverage, income has an influence on a wider spectrum of social determinants of health. Economic resources will tend to affect overall health outcomes more directly and reliably than policy adoption itself.

    ## Topic 2: Income Inequality and Violent Crime Rates Across U.S. States

    ## A. Topic Description

    The second issue that I might discuss is the connection between the rates of violent crimes and income inequality in U.S. states. The rate of crime is a very diverse phenomenon that can be quite debated by policymakers who tend to discuss the reasons for diversity (Ulmer et al., 2012). Others have argued that crime is reduced by stronger enforcement of laws or increased police expenditure, whereas others have argued that stronger socioeconomic drivers like poverty and inequality play a stronger role. Income inequality is the way in which income is distributed unevenly within a state, which is commonly gauged by the Gini coefficient (Wagner et al., 2025). Higher inequality can lead states to have more social tension, less trust, and economic frustrations that might be a source of an increase in crime. This subject can enable me to discuss structural economic explanations of crime and not simply the policing strategies.

    ## B. Research Question

    What factors explain variation in violent crime rates across U.S. states?

    ## C. Why This is a Good Question

    This is a good research question since it tackles a significant public policy question, and it has more than one way of explanation. Crime is a very controversial political subject, and the causes of crime offer an implication on budgeting, social programs, and law enforcement policy. I am intrigued by this subject due to its linking of the economic disparity and the social security that often takes the center stage in political debates. This question is relevant, as crime influences the social stability of the community, its economic development, and the quality of life in general. This study can contribute to the wider discussion of the problem of whether social welfare policies or policing strategies are more effective in reducing crime by answering the research question of whether income inequality contributes to violent crime rates.

    ## D. Variables

    Dependent Variable: Violent crime rate: the rate of reported violent crimes per 100,000 persons in the respective state.

    Independent Variable 1: Income inequality (Gini coefficient), which is the measure of the unfairness of income distribution within the state.

    Independent Variable 2: Poverty rate, which is a measure of the percentage of people who live below the federal poverty line.

    Independent Variable 3: Police spending per capita, which is the measurement of the amount of money each state spends on law enforcement if this is in comparison with the population.

    ## E. Hypothesis

    I hypothesize that the more income inequality there is in the state, the more violent crimes there are in it. The independent variable in this hypothesis is income inequality, and the dependent variable is the violent crime rate. The causal process of this argument is that the inequality may contribute to the rise of relative deprivation and decrease social cohesion (Zhuang et al., 2025). When people feel that there are huge economic divergences between them and others, it can lead to frustration and resentment, and low confidence in institutions. These are conditions that may lead to criminal behavior or social instability. Police expenditure might prevent certain crime although structural inequality might be the source of some social strains that lead to increased rates of violent crime.

    ## References

    Crimmins, E. M. (2025). Life expectancy and health expectancy in the twenty-first century: The unthinkable, the inconceivable, and the unknowable.
    _Demography_. https://doi.org/10.1215/00703370-12185960

    Guth, M., Garfield, R., & Rudowitz, R. (2020).
    _The effects of Medicaid expansion under the ACA: Studies from January 2014 to January 2020 | KFF_. KFF. https://www.kff.org/medicaid/the-effects-of-medicaid-expansion-under-the-aca-updated-findings-from-a-literature-review/

    Ulmer, J. T., Harris, C. T., & Steffensmeier, D. (2012). Racial and ethnic disparities in structural disadvantage and crime: White, Black, and Hispanic comparisons*.
    _Social Science Quarterly_,
    _93_(3), 799–819. https://doi.org/10.1111/j.1540-6237.2012.00868.x

    Wagner, D. A., Nair, T., Thapa, A., & Kumar, A. (2025). The Gini learning index: A new framework to measure learning inequality across contexts.
    _International Journal of Educational Development_,
    _119_, 103433. https://doi.org/10.1016/j.ijedudev.2025.103433

    Zhuang, Z., Xie, X., Huang, L., Yan, J., Cheng, S., & Xu, A. (2025). The impact of relative deprivation on mental health among middle-aged and older adults in China: A multiple chain mediation model.
    _Scientific Reports_,
    _15_(1). https://doi.org/10.1038/s41598-025-20182-8

    **OUTPUT.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/output-docx-10525455)

    **## DataandMethodsSection.docx**

    ## Data and Methods Section

    **Audience:** People who are interested in the details of the variables you use to test your hypotheses. Assume the audience has read your literature review and understands the basics of research design and measurement (e.g. they know what a sample size is and the definition of a median). Assume they are not familiar with your specific variables or research design and want to understand those details.

    **Purpose:** The goal of this section is to provide sufficient detail for the reader to be able to critically analyze the quality of your data. You must give details on the research design and the measurement of each variable to be transparent about your data. If you wrote specific concept definitions or details about measurement in your literature review, you should move that material to this section instead.

    **Style:** The writing should be formal, focused on explaining the sources of data, defining your variables, and explaining how they are measured. This section should be specific and have some technical language. Write to help your reader understand what each variable is and the distribution of the variable in your dataset. You may write in first person or third person based on your preference. Provide proper citations for the sources used, including for the variable definitions and sources of information on the research design and how variables are measured. Citations should be given in parenthetical form in your text and in full-length in a references page at the end of the document. I recommend using APA style citations, though any consistently used style is acceptable. You may use quotes from sources of the data to fill in parts of this but should explain as much as you can in your own words.
    **Any use of others’ language without quotes will result in grade deductions, up to a 0 on the assignment for egregious copying of text.** You may also NOT use AI to help you reword the text. Make sure you leave time to proofread and edit before submitting.

    The section should include 4 different components. First, describe the overall research design. Then, describe three components of each variable. Describe the measurement details of the variable, descriptive statistics, and validity and/or reliability for each variable. Put all the information for each variable together. Use the attached worksheets to see what information you need to include, as different content is needed for survey data vs. aggregate data.

    ## Research Design

    Describe the research design of the data you are using. This section will include more information for those using survey data than those using aggregate data. See worksheet for details.

    ## Variable Descriptions:

    You should include all variables included in your hypotheses, at least 4 variables total (3 IVs and 1 DV). For each variable, include the following details:

    ## A. Discuss your measurement plan

    For each variable, define the concept the variable is trying to measure, then describe the variable you are using to measure this concept, giving a detailed operational definition of the variable. This definition should be detailed enough so that if someone wanted to gather data for this variable themselves, they would have a decent idea of how to do so. The type of details needed varies between survey and aggregate data. Refer to the appropriate worksheet for what information is required for your project.

    ## B. Descriptive Statistics

    Provide descriptive statistics for each of your variables. Include a table (frequency distribution) or chart (histogram) for each variable and a table with the relevant statistics for central tendency (mean, median) and dispersion (standard deviation, range, shape of distribution). Describe the distribution of each variable, referring to the tables as needed. You can include the tables in the text or include them all at the end. Number each table or chart and refer to it in the text where you discuss each. Number each table (i.e. “Table 2”) and refer to it in the text where you discuss it (i.e. “According to table 2, the mean is 5.7).

    ## C. Reliability and Validity

    Evaluate each of your variables in terms of the major types of validity and reliability. Each variable should include analysis of validity or reliability in some way, referring specifically to face validity, content validity, criterion-based validity, and reliability as it is appropriate. You must analyze the content validity for at least one variable. You should also discuss reliability of at least one variable. Be honest and self-critical. It is okay and expected to have imperfect variables and include some criticism of the measurements.

    **## research1posc.docx**

    7

    ## Economic and Social Factors Influencing Health and Crime Outcomes Across U.S. States

    Sumaiya El-Amin

    Towson University

    Professor Oliver

    Political Research

    February 13th, 2026

    ## Topic 1: Economic and Policy Factors Influencing Health Outcomes Across U.S. States

    ## A. Topic Description

    Among the topics that I may use to write my research paper is the difference in the health outcomes across the U.S. states and what factors can be used to explain it. The United States has a high level of disparity in health outcomes based on the location of the individual (Crimmins, 2025). Certain states are ranked higher in life expectancy, lower rates of preventable deaths, and overall better public health indicators, whereas others have always been ranked lower (Crimmins, 2025). Access to healthcare may be affected by policy decisions, including the adoption of Medicaid expansion by the state as part of the Affordable Care Act (Guth et al., 2020). Other socioeconomic forces, such as income, education levels, and healthcare expenditure, among others, are also important. The subject matter will enable me to investigate the interaction between economic resources and the decisions made by the state policy to influence the health of the population on a state level.

    ## B. Research Question

    What factors explain variation in overall health outcomes across U.S. states?

    ## C. Why This is a Good Question

    This is a good research question in that it can have various competing explanations as opposed to one particular policy being the sole cause of health disparities. Although Medicaid expansion can enhance access to healthcare, income, education, and state investment in healthcare systems can also play a huge role in determining health outcomes. This question is of interest to me because health inequality is a significant American political and social concern. Knowledge about determinants of variations in health outcomes may assist policy-makers in developing more efficient interventions. The relevance of this question lies in that it concerns the priorities of public spending, social inequality, and the impact of the government on facilitating well-being. It also has practical consequences for millions of Americans since their life expectancy and quality of life vary according to the location.

    ## D. Variables

    Dependent Variable: The general health, which will be determined by such indicators as the expectancy of life or the level of preventable deaths. This is an indicator of the general health condition of people in every state.

    Independent Variable 1: Median household income, which is the economic resources of the households in a state. The increased income level can enable people to purchase quality, nutritious food, housing, and healthcare services.

    Independent Variable 2: Medicaid expansion status, which is an indicator of whether a state implemented Medicaid expansion based on the Affordable Care Act. Growth enhances the eligibility of low-income adults to public health insurance.

    Independent Variable 3: State healthcare spending per capita, which is the amount a state spends on healthcare services and public health systems for each resident.

    ## E. Hypothesis

    I suppose that the overall health outcomes of states with larger median household income will be better than those with lower median household income. The independent variable in this hypothesis is the median household income, and the dependent variable is the overall health outcomes. The cause and effect of this argument is that increased income level gives people more access to health-promoting resources, e.g., nutritious food, stable housing, preventive health care, and reduced stress levels. As much as the expansion of Medicaid could result in the rise of insurance coverage, income has an influence on a wider spectrum of social determinants of health. Economic resources will tend to affect overall health outcomes more directly and reliably than policy adoption itself.

    ## Topic 2: Income Inequality and Violent Crime Rates Across U.S. States

    ## A. Topic Description

    The second issue that I might discuss is the connection between the rates of violent crimes and income inequality in U.S. states. The rate of crime is a very diverse phenomenon that can be quite debated by policymakers who tend to discuss the reasons for diversity (Ulmer et al., 2012). Others have argued that crime is reduced by stronger enforcement of laws or increased police expenditure, whereas others have argued that stronger socioeconomic drivers like poverty and inequality play a stronger role. Income inequality is the way in which income is distributed unevenly within a state, which is commonly gauged by the Gini coefficient (Wagner et al., 2025). Higher inequality can lead states to have more social tension, less trust, and economic frustrations that might be a source of an increase in crime. This subject can enable me to discuss structural economic explanations of crime and not simply the policing strategies.

    ## B. Research Question

    What factors explain variation in violent crime rates across U.S. states?

    ## C. Why This is a Good Question

    This is a good research question since it tackles a significant public policy question, and it has more than one way of explanation. Crime is a very controversial political subject, and the causes of crime offer an implication on budgeting, social programs, and law enforcement policy. I am intrigued by this subject due to its linking of the economic disparity and the social security that often takes the center stage in political debates. This question is relevant, as crime influences the social stability of the community, its economic development, and the quality of life in general. This study can contribute to the wider discussion of the problem of whether social welfare policies or policing strategies are more effective in reducing crime by answering the research question of whether income inequality contributes to violent crime rates.

    ## D. Variables

    Dependent Variable: Violent crime rate: the rate of reported violent crimes per 100,000 persons in the respective state.

    Independent Variable 1: Income inequality (Gini coefficient), which is the measure of the unfairness of income distribution within the state.

    Independent Variable 2: Poverty rate, which is a measure of the percentage of people who live below the federal poverty line.

    Independent Variable 3: Police spending per capita, which is the measurement of the amount of money each state spends on law enforcement if this is in comparison with the population.

    ## E. Hypothesis

    I hypothesize that the more income inequality there is in the state, the more violent crimes there are in it. The independent variable in this hypothesis is income inequality, and the dependent variable is the violent crime rate. The causal process of this argument is that the inequality may contribute to the rise of relative deprivation and decrease social cohesion (Zhuang et al., 2025). When people feel that there are huge economic divergences between them and others, it can lead to frustration and resentment, and low confidence in institutions. These are conditions that may lead to criminal behavior or social instability. Police expenditure might prevent certain crime although structural inequality might be the source of some social strains that lead to increased rates of violent crime.

    ## References

    Crimmins, E. M. (2025). Life expectancy and health expectancy in the twenty-first century: The unthinkable, the inconceivable, and the unknowable.
    _Demography_. https://doi.org/10.1215/00703370-12185960

    Guth, M., Garfield, R., & Rudowitz, R. (2020).
    _The effects of Medicaid expansion under the ACA: Studies from January 2014 to January 2020 | KFF_. KFF. https://www.kff.org/medicaid/the-effects-of-medicaid-expansion-under-the-aca-updated-findings-from-a-literature-review/

    Ulmer, J. T., Harris, C. T., & Steffensmeier, D. (2012). Racial and ethnic disparities in structural disadvantage and crime: White, Black, and Hispanic comparisons*.
    _Social Science Quarterly_,
    _93_(3), 799–819. https://doi.org/10.1111/j.1540-6237.2012.00868.x

    Wagner, D. A., Nair, T., Thapa, A., & Kumar, A. (2025). The Gini learning index: A new framework to measure learning inequality across contexts.
    _International Journal of Educational Development_,
    _119_, 103433. https://doi.org/10.1016/j.ijedudev.2025.103433

    Zhuang, Z., Xie, X., Huang, L., Yan, J., Cheng, S., & Xu, A. (2025). The impact of relative deprivation on mental health among middle-aged and older adults in China: A multiple chain mediation model.
    _Scientific Reports_,
    _15_(1). https://doi.org/10.1038/s41598-025-20182-8

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    template **files (2)** – ## template-EN.docx – finalthesis.pdf **## template-EN.docx** **The Historical Roots of Icons and Symbols Engraved on Coins in the Israeli Occupation State during the Years 1948-1958** **Abstract:** This research paper deals with the origins of the icons and symbols engraved…

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    template

    **files (2)**

    – ## template-EN.docx

    – finalthesis.pdf

    **## template-EN.docx**

    **The Historical Roots of Icons and Symbols Engraved on Coins in the Israeli Occupation State during the Years 1948-1958**

    **Abstract:**

    This research paper deals with the origins of the icons and symbols engraved on coins of the Israeli occupation government during 1948-1958. The Israeli government claims that these icons are related to Jewish culture in the Greek and Roman periods in Palestine more than 2000 years ago, when Jewish revolts took place against foreign occupation in Palestine. This included the Maccabean revolution against the rule of Greece, which turned into the Hashmonean Jewish state, the first Jewish revolt against the Romans in the period between 66 and 70 AD as well as the Jewish Barkukhba revolution against the Romans in the years 132 – 135 AD. In fact these icons are related to ancient civilizations and empires that controlled the region in that ancient time. In this case, its behavior was like robbing the civilizations of the old region and claiming that they owned that old heritage, exploiting the state of neglect and ignorance of the majority of the heritage and history of the region.

    **Keywords:**

    coins , Greece, Icons , Israeli Occupation, Palestine , Roman, 1948.

    ### Author Guidelines

    ​1- Authors should conform to the submission guidelines specified by UOS Journals and should be highly committed to responsible research conduct and ethical publication standards.

    2- Authors must confirm that they meet UOS Journals' criteria for authorship.

    3- Authors of original research work should present an accurate account of the work and an appropriate discussion of its significance.

    4- A submitted manuscript should contain sufficient details and references so as to allow others to cite the work.

    5- Authors must avoid all kinds of unethical behavior such as plagiarism, fabrication and falsification.

    6- Authors may be asked to provide the raw data of their work together with the paper for editorial review and should be ready to make the data publicly available if requested to do so.

    7- Authors shall submit only fully original works, and shall properly cite the work of others. Research works that have been influential in determining the nature of the submitted manuscript should equally be cited.

    8- Authors shall be asked to confirm that they have received a written authorization from all their co-authors who significantly contributed to the work.

    9- Submission of the same manuscript to more than one journal is an unethical publishing behavior.

    10- By submitting a manuscript, the author(s) retain the rights to the published material.

    11- Authors retain copyright of their work, and once the work has been accepted for publication, they are required to transfer copyright to the publisher. If the Journal wishes to reprint the article, prior permission must be obtained from the authors.

    12- Authors must disclose sources of funding and should disclose any financial or other conflicts of interest that may influence the evaluation of their manuscript.

    13- If an author discovers a serious error in his/her published work, it is his/her responsibility to notify the editor or publisher so as to withdraw or correct the error.

    ### **Submission Guidelines**

    1. Publishing is exclusive to following types of research:

    A.   Field Research (Applied Research): The researcher should include an introduction indicating the subject of the research and the need for it, identify the research method and the method of data analysis, present and discuss the conclusions and recommendations, and finally the bibliography.

    B.   Quality Research (Analytical Research): the researcher provides an introduction reviewing the research problem and questions. The introduction should reveal the importance of the research and its value to science and knowledge. The body of the research paper is divided into successive and related parts with some degree of independence. Each part shows a certain topic within the context of the whole subject. Such topic should have relation to the previous one and prepare the reader for the next. The research is concluded with a comprehensive summary and guidelines. The bibliography comes at the end.

    2. Manuscripts should not exceed 9000 words.

    3. Manuscripts must have the following sections: a one-page abstract in Arabic and English (about 200 words each); keywords; introduction; main body divided into the appropriate sections and sub-sections; conclusions; brief biographies of authors; and a list of references.

    4. Authors' full names and current affiliations must be given immediately below the title of the article.

    5. Manuscripts should be typed, double spaced, in Times New Roman, 14 points font for the main text. Only one side of the sheet should be used and line spacing should be double.

    6. The policy of the journal requires, as much as possible, that a research article be composed of the following parts (regarding the field or empirical research):

    · Introduction: this includes the theoretical framework of the research and related studies.  Don't make an independent title for previous studies.

    · The study's problem, objectives, and questions or hypotheses

    ·  Significance of the study

    ·  Limitations of the study (if any)

    ·  Definitions of variables (if any)

    · Study procedures which include:

    · The study population and sample

    · Study instruments

    ·  Instruments validity and reliability

    ·  Study instructions

    ·  The findings of the study

    ·  Discussion of the findings

    ·  Conclusions and recommendations

    7. Figures, graphs, and illustrations should be included in the text and should be in black and white. They should also be consecutively numbered and given titles and explanations beneath them.

    8.  Tables should be included within the text and consecutively numbered and given titles above them. Explanatory notes are written down beneath the tables.

    9.  Margins should be 2.5 cm in width on all sides of the page.

    10. Notes should be placed at the end of each page when necessary only.

    11. The Journal does not publish research instruments. However, they should be included within the presented transcript in order that the referees may review them. These should not be included in the research article when it is presented for final acceptance and printing.

    12. Citation in the text should be based on the APA style as shown in the following link (
    [https://www.mtroyal.ca/library/files/citation/apa.pdf](https://www.mtroyal.ca/library/files/citation/apa.pdf) )

    Cite all references used either at the beginning of a sentence or at the end of the sentence according to the last name of author/authors and year of publication, as shown below:

    At the beginning of the sentence: e.g. according to Jackson and Smith (2005), or at the end of the sentence (Smith, 2004).
    Page numbers are mentioned in the main text only in case of quotation. Footnotes may be used only when it is necessary and can be numbered or bulleted with an asterisk.
    13. Citation in "References list" should be listed alphabetically according to the author's/authors' last name/s (in accordance with APA style) as shown in the examples bellow:

    ·  Books: Arnheim, R. (1971). Art and visual perception (3rd ed.). Berkeley: University of California Press.

    · Article in journal: Sawyer, J. (1966). Measurement and prediction, clinical and statistical concepts. Psychological Bulletin, 66 (3), 178-200.

    · Chapter in a book: Rubenstein, J.P. (1967). The effect of television violence on small children. In B.F. Kane (Ed.), Television and juvenile psychological development (pp. 112-134). New York: American Psychological Society.

    · Paper in Conference: Deci, E.L., & Ryan, R.M. (1991). A motivational approach to self: Integration in personality. In Nebraska Symposium on Motivation: Perspectives on motivation (pp. 237-288). Lincoln: University of Nebraska Press.

    · Thesis or Dissertation: Ali, Yousef. (1992). Anxiety and Marihuana smoking behavior among college students. Unpublished Master Thesis, University of Southern Texas.

    ### **Required Submissions**

    · Copyrights transfer form.

    ### Privacy Statement

    The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.

    **عنوان البحث: الجذور التاريخية للأيقونات والرموز على العملة المعدنية في دولة الاحتلال الإسرائيلي**

    **ملخص البحث:**

    تدور فكرة هذا البحث حول الأصول الثقافية للأيقونات والرموز التي تصورها حكومة الاحتلال الإسرائيلي على عملتها المعدنية منذ تأسيس الكيان الصهيوني في عام 1948 وحتى عام 1958م. وتبين هذه الدراسة أن حكومة الاحتلال الإسرائيلية في هذه الفترة صورت على عملتها صورا وأيقونات ادعت أنها من أصول تاريخية وثقافية يهودية خلال فترة الاحتلال اليوناني والروماني لفلسطين قبل ما يقارب 2000 عام، حيث وقعت ثورات يهودية ضد الحكم الأجنبي على فلسطين منها الثورة المكابية ضد الحكم اليونان التي تحولت إلى الدولة الحشمونية اليهودية، إضافة إلى ثورة اليهود الأولى ضد الرومان 66 – 70 ميلادي، وثورة باركوخبا اليهودي ضد الرومان في الأعوام 132 – 135 ميلادي .

    ولكن الحقيقة في هذا الأمر هي أن هذه الصور والأيقونات منقولة من حضارات قديمة غير يهودية كانت تعيش في المنطقة قبل وبعد تلك الثورات، وكان سلوكها في هذه الحالة أشبه بالسطو على حضارات المنطقة القديمة والادعاء بأنهم يملكون ذلك الإرث القديم، مستغلين حالة إهمال وعدم معرفة الأغلبية بماضي المنطقة وتراثها.

    **الكلمات الدالة**

    : الأيقونات، الاحتلال الإسرائيلي، الرومان، فلسطين، العملة المعدنية، النقود، اليونان، 1948.

    **1**

    **finalthesis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/finalthesis-pdf)

    **finalthesis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/finalthesis-pdf)

    **## template-EN.docx**

    **The Historical Roots of Icons and Symbols Engraved on Coins in the Israeli Occupation State during the Years 1948-1958**

    **Abstract:**

    This research paper deals with the origins of the icons and symbols engraved on coins of the Israeli occupation government during 1948-1958. The Israeli government claims that these icons are related to Jewish culture in the Greek and Roman periods in Palestine more than 2000 years ago, when Jewish revolts took place against foreign occupation in Palestine. This included the Maccabean revolution against the rule of Greece, which turned into the Hashmonean Jewish state, the first Jewish revolt against the Romans in the period between 66 and 70 AD as well as the Jewish Barkukhba revolution against the Romans in the years 132 – 135 AD. In fact these icons are related to ancient civilizations and empires that controlled the region in that ancient time. In this case, its behavior was like robbing the civilizations of the old region and claiming that they owned that old heritage, exploiting the state of neglect and ignorance of the majority of the heritage and history of the region.

    **Keywords:**

    coins , Greece, Icons , Israeli Occupation, Palestine , Roman, 1948.

    ### Author Guidelines

    ​1- Authors should conform to the submission guidelines specified by UOS Journals and should be highly committed to responsible research conduct and ethical publication standards.

    2- Authors must confirm that they meet UOS Journals' criteria for authorship.

    3- Authors of original research work should present an accurate account of the work and an appropriate discussion of its significance.

    4- A submitted manuscript should contain sufficient details and references so as to allow others to cite the work.

    5- Authors must avoid all kinds of unethical behavior such as plagiarism, fabrication and falsification.

    6- Authors may be asked to provide the raw data of their work together with the paper for editorial review and should be ready to make the data publicly available if requested to do so.

    7- Authors shall submit only fully original works, and shall properly cite the work of others. Research works that have been influential in determining the nature of the submitted manuscript should equally be cited.

    8- Authors shall be asked to confirm that they have received a written authorization from all their co-authors who significantly contributed to the work.

    9- Submission of the same manuscript to more than one journal is an unethical publishing behavior.

    10- By submitting a manuscript, the author(s) retain the rights to the published material.

    11- Authors retain copyright of their work, and once the work has been accepted for publication, they are required to transfer copyright to the publisher. If the Journal wishes to reprint the article, prior permission must be obtained from the authors.

    12- Authors must disclose sources of funding and should disclose any financial or other conflicts of interest that may influence the evaluation of their manuscript.

    13- If an author discovers a serious error in his/her published work, it is his/her responsibility to notify the editor or publisher so as to withdraw or correct the error.

    ### **Submission Guidelines**

    1. Publishing is exclusive to following types of research:

    A.   Field Research (Applied Research): The researcher should include an introduction indicating the subject of the research and the need for it, identify the research method and the method of data analysis, present and discuss the conclusions and recommendations, and finally the bibliography.

    B.   Quality Research (Analytical Research): the researcher provides an introduction reviewing the research problem and questions. The introduction should reveal the importance of the research and its value to science and knowledge. The body of the research paper is divided into successive and related parts with some degree of independence. Each part shows a certain topic within the context of the whole subject. Such topic should have relation to the previous one and prepare the reader for the next. The research is concluded with a comprehensive summary and guidelines. The bibliography comes at the end.

    2. Manuscripts should not exceed 9000 words.

    3. Manuscripts must have the following sections: a one-page abstract in Arabic and English (about 200 words each); keywords; introduction; main body divided into the appropriate sections and sub-sections; conclusions; brief biographies of authors; and a list of references.

    4. Authors' full names and current affiliations must be given immediately below the title of the article.

    5. Manuscripts should be typed, double spaced, in Times New Roman, 14 points font for the main text. Only one side of the sheet should be used and line spacing should be double.

    6. The policy of the journal requires, as much as possible, that a research article be composed of the following parts (regarding the field or empirical research):

    · Introduction: this includes the theoretical framework of the research and related studies.  Don't make an independent title for previous studies.

    · The study's problem, objectives, and questions or hypotheses

    ·  Significance of the study

    ·  Limitations of the study (if any)

    ·  Definitions of variables (if any)

    · Study procedures which include:

    · The study population and sample

    · Study instruments

    ·  Instruments validity and reliability

    ·  Study instructions

    ·  The findings of the study

    ·  Discussion of the findings

    ·  Conclusions and recommendations

    7. Figures, graphs, and illustrations should be included in the text and should be in black and white. They should also be consecutively numbered and given titles and explanations beneath them.

    8.  Tables should be included within the text and consecutively numbered and given titles above them. Explanatory notes are written down beneath the tables.

    9.  Margins should be 2.5 cm in width on all sides of the page.

    10. Notes should be placed at the end of each page when necessary only.

    11. The Journal does not publish research instruments. However, they should be included within the presented transcript in order that the referees may review them. These should not be included in the research article when it is presented for final acceptance and printing.

    12. Citation in the text should be based on the APA style as shown in the following link (
    [https://www.mtroyal.ca/library/files/citation/apa.pdf](https://www.mtroyal.ca/library/files/citation/apa.pdf) )

    Cite all references used either at the beginning of a sentence or at the end of the sentence according to the last name of author/authors and year of publication, as shown below:

    At the beginning of the sentence: e.g. according to Jackson and Smith (2005), or at the end of the sentence (Smith, 2004).
    Page numbers are mentioned in the main text only in case of quotation. Footnotes may be used only when it is necessary and can be numbered or bulleted with an asterisk.
    13. Citation in "References list" should be listed alphabetically according to the author's/authors' last name/s (in accordance with APA style) as shown in the examples bellow:

    ·  Books: Arnheim, R. (1971). Art and visual perception (3rd ed.). Berkeley: University of California Press.

    · Article in journal: Sawyer, J. (1966). Measurement and prediction, clinical and statistical concepts. Psychological Bulletin, 66 (3), 178-200.

    · Chapter in a book: Rubenstein, J.P. (1967). The effect of television violence on small children. In B.F. Kane (Ed.), Television and juvenile psychological development (pp. 112-134). New York: American Psychological Society.

    · Paper in Conference: Deci, E.L., & Ryan, R.M. (1991). A motivational approach to self: Integration in personality. In Nebraska Symposium on Motivation: Perspectives on motivation (pp. 237-288). Lincoln: University of Nebraska Press.

    · Thesis or Dissertation: Ali, Yousef. (1992). Anxiety and Marihuana smoking behavior among college students. Unpublished Master Thesis, University of Southern Texas.

    ### **Required Submissions**

    · Copyrights transfer form.

    ### Privacy Statement

    The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.

    **عنوان البحث: الجذور التاريخية للأيقونات والرموز على العملة المعدنية في دولة الاحتلال الإسرائيلي**

    **ملخص البحث:**

    تدور فكرة هذا البحث حول الأصول الثقافية للأيقونات والرموز التي تصورها حكومة الاحتلال الإسرائيلي على عملتها المعدنية منذ تأسيس الكيان الصهيوني في عام 1948 وحتى عام 1958م. وتبين هذه الدراسة أن حكومة الاحتلال الإسرائيلية في هذه الفترة صورت على عملتها صورا وأيقونات ادعت أنها من أصول تاريخية وثقافية يهودية خلال فترة الاحتلال اليوناني والروماني لفلسطين قبل ما يقارب 2000 عام، حيث وقعت ثورات يهودية ضد الحكم الأجنبي على فلسطين منها الثورة المكابية ضد الحكم اليونان التي تحولت إلى الدولة الحشمونية اليهودية، إضافة إلى ثورة اليهود الأولى ضد الرومان 66 – 70 ميلادي، وثورة باركوخبا اليهودي ضد الرومان في الأعوام 132 – 135 ميلادي .

    ولكن الحقيقة في هذا الأمر هي أن هذه الصور والأيقونات منقولة من حضارات قديمة غير يهودية كانت تعيش في المنطقة قبل وبعد تلك الثورات، وكان سلوكها في هذه الحالة أشبه بالسطو على حضارات المنطقة القديمة والادعاء بأنهم يملكون ذلك الإرث القديم، مستغلين حالة إهمال وعدم معرفة الأغلبية بماضي المنطقة وتراثها.

    **الكلمات الدالة**

    : الأيقونات، الاحتلال الإسرائيلي، الرومان، فلسطين، العملة المعدنية، النقود، اليونان، 1948.

    **1**

    **finalthesis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/finalthesis-pdf)

    **## template-EN.docx**

    **The Historical Roots of Icons and Symbols Engraved on Coins in the Israeli Occupation State during the Years 1948-1958**

    **Abstract:**

    This research paper deals with the origins of the icons and symbols engraved on coins of the Israeli occupation government during 1948-1958. The Israeli government claims that these icons are related to Jewish culture in the Greek and Roman periods in Palestine more than 2000 years ago, when Jewish revolts took place against foreign occupation in Palestine. This included the Maccabean revolution against the rule of Greece, which turned into the Hashmonean Jewish state, the first Jewish revolt against the Romans in the period between 66 and 70 AD as well as the Jewish Barkukhba revolution against the Romans in the years 132 – 135 AD. In fact these icons are related to ancient civilizations and empires that controlled the region in that ancient time. In this case, its behavior was like robbing the civilizations of the old region and claiming that they owned that old heritage, exploiting the state of neglect and ignorance of the majority of the heritage and history of the region.

    **Keywords:**

    coins , Greece, Icons , Israeli Occupation, Palestine , Roman, 1948.

    ### Author Guidelines

    ​1- Authors should conform to the submission guidelines specified by UOS Journals and should be highly committed to responsible research conduct and ethical publication standards.

    2- Authors must confirm that they meet UOS Journals' criteria for authorship.

    3- Authors of original research work should present an accurate account of the work and an appropriate discussion of its significance.

    4- A submitted manuscript should contain sufficient details and references so as to allow others to cite the work.

    5- Authors must avoid all kinds of unethical behavior such as plagiarism, fabrication and falsification.

    6- Authors may be asked to provide the raw data of their work together with the paper for editorial review and should be ready to make the data publicly available if requested to do so.

    7- Authors shall submit only fully original works, and shall properly cite the work of others. Research works that have been influential in determining the nature of the submitted manuscript should equally be cited.

    8- Authors shall be asked to confirm that they have received a written authorization from all their co-authors who significantly contributed to the work.

    9- Submission of the same manuscript to more than one journal is an unethical publishing behavior.

    10- By submitting a manuscript, the author(s) retain the rights to the published material.

    11- Authors retain copyright of their work, and once the work has been accepted for publication, they are required to transfer copyright to the publisher. If the Journal wishes to reprint the article, prior permission must be obtained from the authors.

    12- Authors must disclose sources of funding and should disclose any financial or other conflicts of interest that may influence the evaluation of their manuscript.

    13- If an author discovers a serious error in his/her published work, it is his/her responsibility to notify the editor or publisher so as to withdraw or correct the error.

    ### **Submission Guidelines**

    1. Publishing is exclusive to following types of research:

    A.   Field Research (Applied Research): The researcher should include an introduction indicating the subject of the research and the need for it, identify the research method and the method of data analysis, present and discuss the conclusions and recommendations, and finally the bibliography.

    B.   Quality Research (Analytical Research): the researcher provides an introduction reviewing the research problem and questions. The introduction should reveal the importance of the research and its value to science and knowledge. The body of the research paper is divided into successive and related parts with some degree of independence. Each part shows a certain topic within the context of the whole subject. Such topic should have relation to the previous one and prepare the reader for the next. The research is concluded with a comprehensive summary and guidelines. The bibliography comes at the end.

    2. Manuscripts should not exceed 9000 words.

    3. Manuscripts must have the following sections: a one-page abstract in Arabic and English (about 200 words each); keywords; introduction; main body divided into the appropriate sections and sub-sections; conclusions; brief biographies of authors; and a list of references.

    4. Authors' full names and current affiliations must be given immediately below the title of the article.

    5. Manuscripts should be typed, double spaced, in Times New Roman, 14 points font for the main text. Only one side of the sheet should be used and line spacing should be double.

    6. The policy of the journal requires, as much as possible, that a research article be composed of the following parts (regarding the field or empirical research):

    · Introduction: this includes the theoretical framework of the research and related studies.  Don't make an independent title for previous studies.

    · The study's problem, objectives, and questions or hypotheses

    ·  Significance of the study

    ·  Limitations of the study (if any)

    ·  Definitions of variables (if any)

    · Study procedures which include:

    · The study population and sample

    · Study instruments

    ·  Instruments validity and reliability

    ·  Study instructions

    ·  The findings of the study

    ·  Discussion of the findings

    ·  Conclusions and recommendations

    7. Figures, graphs, and illustrations should be included in the text and should be in black and white. They should also be consecutively numbered and given titles and explanations beneath them.

    8.  Tables should be included within the text and consecutively numbered and given titles above them. Explanatory notes are written down beneath the tables.

    9.  Margins should be 2.5 cm in width on all sides of the page.

    10. Notes should be placed at the end of each page when necessary only.

    11. The Journal does not publish research instruments. However, they should be included within the presented transcript in order that the referees may review them. These should not be included in the research article when it is presented for final acceptance and printing.

    12. Citation in the text should be based on the APA style as shown in the following link (
    [https://www.mtroyal.ca/library/files/citation/apa.pdf](https://www.mtroyal.ca/library/files/citation/apa.pdf) )

    Cite all references used either at the beginning of a sentence or at the end of the sentence according to the last name of author/authors and year of publication, as shown below:

    At the beginning of the sentence: e.g. according to Jackson and Smith (2005), or at the end of the sentence (Smith, 2004).
    Page numbers are mentioned in the main text only in case of quotation. Footnotes may be used only when it is necessary and can be numbered or bulleted with an asterisk.
    13. Citation in "References list" should be listed alphabetically according to the author's/authors' last name/s (in accordance with APA style) as shown in the examples bellow:

    ·  Books: Arnheim, R. (1971). Art and visual perception (3rd ed.). Berkeley: University of California Press.

    · Article in journal: Sawyer, J. (1966). Measurement and prediction, clinical and statistical concepts. Psychological Bulletin, 66 (3), 178-200.

    · Chapter in a book: Rubenstein, J.P. (1967). The effect of television violence on small children. In B.F. Kane (Ed.), Television and juvenile psychological development (pp. 112-134). New York: American Psychological Society.

    · Paper in Conference: Deci, E.L., & Ryan, R.M. (1991). A motivational approach to self: Integration in personality. In Nebraska Symposium on Motivation: Perspectives on motivation (pp. 237-288). Lincoln: University of Nebraska Press.

    · Thesis or Dissertation: Ali, Yousef. (1992). Anxiety and Marihuana smoking behavior among college students. Unpublished Master Thesis, University of Southern Texas.

    ### **Required Submissions**

    · Copyrights transfer form.

    ### Privacy Statement

    The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.

    **عنوان البحث: الجذور التاريخية للأيقونات والرموز على العملة المعدنية في دولة الاحتلال الإسرائيلي**

    **ملخص البحث:**

    تدور فكرة هذا البحث حول الأصول الثقافية للأيقونات والرموز التي تصورها حكومة الاحتلال الإسرائيلي على عملتها المعدنية منذ تأسيس الكيان الصهيوني في عام 1948 وحتى عام 1958م. وتبين هذه الدراسة أن حكومة الاحتلال الإسرائيلية في هذه الفترة صورت على عملتها صورا وأيقونات ادعت أنها من أصول تاريخية وثقافية يهودية خلال فترة الاحتلال اليوناني والروماني لفلسطين قبل ما يقارب 2000 عام، حيث وقعت ثورات يهودية ضد الحكم الأجنبي على فلسطين منها الثورة المكابية ضد الحكم اليونان التي تحولت إلى الدولة الحشمونية اليهودية، إضافة إلى ثورة اليهود الأولى ضد الرومان 66 – 70 ميلادي، وثورة باركوخبا اليهودي ضد الرومان في الأعوام 132 – 135 ميلادي .

    ولكن الحقيقة في هذا الأمر هي أن هذه الصور والأيقونات منقولة من حضارات قديمة غير يهودية كانت تعيش في المنطقة قبل وبعد تلك الثورات، وكان سلوكها في هذه الحالة أشبه بالسطو على حضارات المنطقة القديمة والادعاء بأنهم يملكون ذلك الإرث القديم، مستغلين حالة إهمال وعدم معرفة الأغلبية بماضي المنطقة وتراثها.

    **الكلمات الدالة**

    : الأيقونات، الاحتلال الإسرائيلي، الرومان، فلسطين، العملة المعدنية، النقود، اليونان، 1948.

    **1**

    **finalthesis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/finalthesis-pdf)

  • [Solved] American politics211

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    Then, please answer the following questions in your response : 1) What is the One Big Beautiful Bill Act? 2) What are some of the programs that received investment? 3) What are some of the federal programs that were cut? 4) Make the connection between the industry of "Big Energy" and/or "Big Tech" a…

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    Then, please answer the following questions in your response : 1) What is the One Big Beautiful Bill Act?  2) What are some of the programs that received investment? 3) What are some of the federal programs that were cut? 4) Make the connection between the industry of "Big Energy" and/or "Big Tech" and the One Big Beautiful Bill Act. Feel free to use the sources above and if necessary,  please feel free to use other sources to support your resp .Please respond in a 600-900 word statement and please make sure that your response is organized with a clear introduction (with thesis statement), body, and conclusion.

  • [Solved] intro to posc

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    Machiavelli’s ideas about governance **files (1)** – ## S26POSC101AnalyticalPaperInformationSheet.pdf **## S26POSC101AnalyticalPaperInformationSheet.pdf** 1 POSC101: Introduction to Political Science Analytical Paper Information and Grading Criteria Purpose: The purpose of this assignment is to enga…

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    Machiavelli’s ideas about governance

    **files (1)**

    – ## S26POSC101AnalyticalPaperInformationSheet.pdf

    **## S26POSC101AnalyticalPaperInformationSheet.pdf**

    1

    POSC101: Introduction to Political Science
    Analytical Paper Information and Grading Criteria

    Purpose: The purpose of this assignment is to engage in critical thinking and analysis to produce a
    scholarly argument addressing the connection between key thinkers in this course and contemporary
    political concerns.
    Each student is required to write a paper of 6 pages that discusses the relationship between key
    thinkers and ideas from this class and contemporary political concerns. Suggested prompts are
    included below. You are expected to choose only ONE of the prompts listed. Don’t like what you see?
    Email me with your own idea so we can discuss if it is appropriate for this assignment. If you are
    planning on using an alternative topic you must email me for approval prior to starting your paper.

    Paper Prompt Suggestions:
    – Examine the development of the notion of government by social contract in the writings of

    Hobbes, Locke, and Rousseau. What differences exist between the ways these thinkers conceive
    of the social contract? Does the notion of government by social contract make sense in today’s
    world, and if so, what is the best social contract that can be achieved? Be sure to include
    contemporary examples in your discussion.

    – Philosophers since Plato have pointed out problems with democracy. What are the problems
    facing democracy and how might these problems be overcome? What are the keys to democracy?
    Be sure to include specific examples from philosophers as well as contemporary examples in your
    discussion.

    – Political philosophers throughout history have explored the purpose and function of government,
    offering various perspectives on its role in society. Select two influential political philosophers
    from this course with different theories (ex. Machiavelli and Locke, Plato and Rousseau, Marx and
    Hayek, etc.) and examine their ideas regarding the purpose and function of government. Then
    compare these ideas through a current political concern. How do their theories help us
    understand the nature of this issue and formulate potential solutions?

    – Machiavelli’s ideas about governance are arguably some of the most famous, and most
    misunderstood, in political philosophy. Analyze Machiavelli's concept of political power,
    ethics, and the role of the ruler in maintaining stability and order, and compare his ideas with
    another political philosopher (e.g. Rousseau, Locke, etc.) who has a different interpretation
    of the nature of authority and the relationship between ruler and citizen. How are their ideas
    reflected in governance today? Be sure to include contemporary examples in your discussion.

    Your paper should include a discussion of the basic concepts and understanding of the particular
    thinkers and issue(s) being addressed in the prompt, a connection to contemporary example(s), and
    your own thoughtful analysis. You should not incorporate thinkers and/or readings that we have not
    discussed in class.

    2

    Audience: Non-expert peers in the academic community. This audience requires a formal tone; write
    as though you were going to submit this paper to an academic journal for publishing.

    – A formal tone is polite, but impersonal, objective, organized, and logical.
    – A formal tone does not use colloquialisms, contractions, hyperbole, adjectives and

    expressive language, or first and second person pronouns such as ‘I’, ‘we’, and ‘you’.

    Format and Criteria: You must adhere to the format of the paper as described below. Failure to do
    so will result in point deductions.
    – 6 pages (increasing the length of your paper will not increase the grade of your paper)

    o Double spaced, Times New Roman 12pt font, one-inch margins, page numbers
    o Footnotes, bibliography, illustrations, graphs, charts, and tables do not count towards the

    overall page count
    – Minimum of 6 sources – 3 MUST be academic sources; You MUST use AT LEAST 1 primary source

    for EACH philosopher you discuss
    o Academic sources have been vetted by other peers in the field, provide data AND analysis,

    contain citations, and are published in an academic journal, or by a University’s publisher
     Cook Library should be your premiere destination for academic sources. Limit

    your search criteria to peer reviewed results to easily find academic sources
    o Primary sources of the thinker(s) you choose are accessible on our Blackboard page
    o Other valuable sources include:

     reputable news sites that have an established commitment to journalistic
    standards (e.g. New York Times, Wall Street Journal, NPR, etc.)

    • avoid pop media news sources (e.g. Buzzfeed, Vox, etc.)
     government websites that end with .gov or .org

    o Avoid Wikipedia, encyclopedia websites, dictionary websites, personal blogs, opinion
    pieces, and any sources that are recreational rather than educational

    – Chicago Style: Notes-Bibliography format is required. This format uses footnotes throughout your
    paper and an alphabetical bibliography of your sources at the end

    o There are a number of resources about Chicago Style on our Blackboard page in the
    Chicago Style Resources Folder in the Syllabus/Course Documents section

    o Cook Library also has a wealth of resources to help with proper citing in this format:
    https://towson.libguides.com/chicagonotesbibliography

    o Failure to properly cite others’ work, assigned or otherwise, constitutes plagiarism.
    o For detailed explanations of plagiarism and its penalties for this course, see the Citations

    and Plagiarism Guide in the Syllabus/Course Documents section of our Blackboard page

     All students should make use of the Writing Center (located on the 5th floor of our building). It is
    an excellent resource, and offers a variety of different appointment experiences. For more
    information, visit their website: https://www.towson.edu/cla/centers/writing/

    Grading Rubric: You will earn a grade for the following components. The average of all 5 will
    determine the overall grade for this assignment.

    1. Organization
    2. Quality of evidence used (sources)
    3. Quality of connection between contemporary issue and thinker
    4. Quality of analysis (claims/analysis/evidence)
    5. Clarity/quality of writing

    [https://towson.libguides.com/chicagonotesbibliography](https://towson.libguides.com/chicagonotesbibliography)

    [https://www.towson.edu/cla/centers/writing/](https://www.towson.edu/cla/centers/writing/)

    3

    Important Due Dates:

    – February 27 – 1st Scaffold Assignment for Paper (complete the online assignment by end
    of day)

    – March 13 – 2nd Scaffold Assignment for Paper (complete the online assignment by end
    of day)

    – April 10 – 3rd Scaffold Assignment for Paper (complete the online assignment by end of
    day)

    – April 24 – Analytical Paper Due (Upload to Blackboard by the end of the day)

    Late papers are subject to a penalty of 10 points per day. See the Syllabus for a detailed
    explanation of the late policy.

    **## S26POSC101AnalyticalPaperInformationSheet.pdf**

    1

    POSC101: Introduction to Political Science
    Analytical Paper Information and Grading Criteria

    Purpose: The purpose of this assignment is to engage in critical thinking and analysis to produce a
    scholarly argument addressing the connection between key thinkers in this course and contemporary
    political concerns.
    Each student is required to write a paper of 6 pages that discusses the relationship between key
    thinkers and ideas from this class and contemporary political concerns. Suggested prompts are
    included below. You are expected to choose only ONE of the prompts listed. Don’t like what you see?
    Email me with your own idea so we can discuss if it is appropriate for this assignment. If you are
    planning on using an alternative topic you must email me for approval prior to starting your paper.

    Paper Prompt Suggestions:
    – Examine the development of the notion of government by social contract in the writings of

    Hobbes, Locke, and Rousseau. What differences exist between the ways these thinkers conceive
    of the social contract? Does the notion of government by social contract make sense in today’s
    world, and if so, what is the best social contract that can be achieved? Be sure to include
    contemporary examples in your discussion.

    – Philosophers since Plato have pointed out problems with democracy. What are the problems
    facing democracy and how might these problems be overcome? What are the keys to democracy?
    Be sure to include specific examples from philosophers as well as contemporary examples in your
    discussion.

    – Political philosophers throughout history have explored the purpose and function of government,
    offering various perspectives on its role in society. Select two influential political philosophers
    from this course with different theories (ex. Machiavelli and Locke, Plato and Rousseau, Marx and
    Hayek, etc.) and examine their ideas regarding the purpose and function of government. Then
    compare these ideas through a current political concern. How do their theories help us
    understand the nature of this issue and formulate potential solutions?

    – Machiavelli’s ideas about governance are arguably some of the most famous, and most
    misunderstood, in political philosophy. Analyze Machiavelli's concept of political power,
    ethics, and the role of the ruler in maintaining stability and order, and compare his ideas with
    another political philosopher (e.g. Rousseau, Locke, etc.) who has a different interpretation
    of the nature of authority and the relationship between ruler and citizen. How are their ideas
    reflected in governance today? Be sure to include contemporary examples in your discussion.

    Your paper should include a discussion of the basic concepts and understanding of the particular
    thinkers and issue(s) being addressed in the prompt, a connection to contemporary example(s), and
    your own thoughtful analysis. You should not incorporate thinkers and/or readings that we have not
    discussed in class.

    2

    Audience: Non-expert peers in the academic community. This audience requires a formal tone; write
    as though you were going to submit this paper to an academic journal for publishing.

    – A formal tone is polite, but impersonal, objective, organized, and logical.
    – A formal tone does not use colloquialisms, contractions, hyperbole, adjectives and

    expressive language, or first and second person pronouns such as ‘I’, ‘we’, and ‘you’.

    Format and Criteria: You must adhere to the format of the paper as described below. Failure to do
    so will result in point deductions.
    – 6 pages (increasing the length of your paper will not increase the grade of your paper)

    o Double spaced, Times New Roman 12pt font, one-inch margins, page numbers
    o Footnotes, bibliography, illustrations, graphs, charts, and tables do not count towards the

    overall page count
    – Minimum of 6 sources – 3 MUST be academic sources; You MUST use AT LEAST 1 primary source

    for EACH philosopher you discuss
    o Academic sources have been vetted by other peers in the field, provide data AND analysis,

    contain citations, and are published in an academic journal, or by a University’s publisher
     Cook Library should be your premiere destination for academic sources. Limit

    your search criteria to peer reviewed results to easily find academic sources
    o Primary sources of the thinker(s) you choose are accessible on our Blackboard page
    o Other valuable sources include:

     reputable news sites that have an established commitment to journalistic
    standards (e.g. New York Times, Wall Street Journal, NPR, etc.)

    • avoid pop media news sources (e.g. Buzzfeed, Vox, etc.)
     government websites that end with .gov or .org

    o Avoid Wikipedia, encyclopedia websites, dictionary websites, personal blogs, opinion
    pieces, and any sources that are recreational rather than educational

    – Chicago Style: Notes-Bibliography format is required. This format uses footnotes throughout your
    paper and an alphabetical bibliography of your sources at the end

    o There are a number of resources about Chicago Style on our Blackboard page in the
    Chicago Style Resources Folder in the Syllabus/Course Documents section

    o Cook Library also has a wealth of resources to help with proper citing in this format:
    https://towson.libguides.com/chicagonotesbibliography

    o Failure to properly cite others’ work, assigned or otherwise, constitutes plagiarism.
    o For detailed explanations of plagiarism and its penalties for this course, see the Citations

    and Plagiarism Guide in the Syllabus/Course Documents section of our Blackboard page

     All students should make use of the Writing Center (located on the 5th floor of our building). It is
    an excellent resource, and offers a variety of different appointment experiences. For more
    information, visit their website: https://www.towson.edu/cla/centers/writing/

    Grading Rubric: You will earn a grade for the following components. The average of all 5 will
    determine the overall grade for this assignment.

    1. Organization
    2. Quality of evidence used (sources)
    3. Quality of connection between contemporary issue and thinker
    4. Quality of analysis (claims/analysis/evidence)
    5. Clarity/quality of writing

    [https://towson.libguides.com/chicagonotesbibliography](https://towson.libguides.com/chicagonotesbibliography)

    [https://www.towson.edu/cla/centers/writing/](https://www.towson.edu/cla/centers/writing/)

    3

    Important Due Dates:

    – February 27 – 1st Scaffold Assignment for Paper (complete the online assignment by end
    of day)

    – March 13 – 2nd Scaffold Assignment for Paper (complete the online assignment by end
    of day)

    – April 10 – 3rd Scaffold Assignment for Paper (complete the online assignment by end of
    day)

    – April 24 – Analytical Paper Due (Upload to Blackboard by the end of the day)

    Late papers are subject to a penalty of 10 points per day. See the Syllabus for a detailed
    explanation of the late policy.

  • [Solved] Home Work Help

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  • [Solved] Political Science Homework Help

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  • [Solved] POSC Research 1

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    Hypothesis results **files (3)** – ## Document1.pdf – ## _IncomeInequalityandViolentCrimeRatesAcrossU.pdf – ## ResultsSection.pdf **## Document1.pdf** Results Results **## _IncomeInequalityandViolentCrimeRatesAcrossU.pdf** Topic 2: Income Inequality and Violent Crime Rates Across U.S. States A. To…

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    Hypothesis results

    **files (3)**

    – ## Document1.pdf

    – ## _IncomeInequalityandViolentCrimeRatesAcrossU.pdf

    – ## ResultsSection.pdf

    **## Document1.pdf**

    Results

    Results

    **## _IncomeInequalityandViolentCrimeRatesAcrossU.pdf**

    Topic 2: Income Inequality and Violent Crime Rates Across U.S. States

    A. Topic Description
    The second issue that I might discuss is the connection between the rates of violent
    crimes and income inequality in U.S. states. The rate of crime is a very diverse phenomenon
    that can be quite debated by policymakers who tend to discuss the reasons for diversity (Ulmer
    et al., 2012). Others have argued that crime is reduced by stronger enforcement of laws or
    increased
    police expenditure, whereas others have argued that stronger socioeconomic drivers like
    poverty and inequality play a stronger role. Income inequality is the way in which income is
    distributed
    unevenly within a state, which is commonly gauged by the Gini coefficient (Wagner et al.,
    2025). Higher inequality can lead states to have more social tension, less trust, and economic
    frustrations that might be a source of an increase in crime. This subject can enable me to
    discuss
    structural economic explanations of crime and not simply the policing strategies.

    B. Research Question
    What factors explain variation in violent crime rates across U.S. states?

    C. Why This is a Good Question
    This is a good research question since it tackles a significant public policy question, and
    it has more than one way of explanation. Crime is a very controversial political subject, and the
    causes of crime offer an implication on budgeting, social programs, and law enforcement policy.
    I am intrigued by this subject due to its linking of the economic disparity and the social security
    that often takes the center stage in political debates. This question is relevant, as crime
    influences the social stability of the community, its economic development, and the quality of life
    in general. This study can contribute to the wider discussion of the problem of whether social
    welfare policies or policing strategies are more effective in reducing crime by answering the
    research question of whether income inequality contributes to violent crime rates.

    D. Variables
    Dependent Variable: Violent crime rate: the rate of reported violent crimes per 100,000
    persons in the respective state.

    Independent Variable 1: Income inequality (Gini coefficient), which is the measure of
    the unfairness of income distribution within the state.

    Independent Variable 2: Poverty rate, which is a measure of the percentage of people
    who live below the federal poverty line.

    Independent Variable 3: Police spending per capita, which is the measurement of the
    amount of money each state spends on law enforcement if this is in comparison with the
    population.

    E. Hypothesis
    I hypothesize that the more income inequality there is in the state, the more violent
    crimes there are in it. The independent variable in this hypothesis is income inequality, and the
    dependent variable is the violent crime rate. The causal process of this argument is that the
    inequality may contribute to the rise of relative deprivation and decrease social cohesion
    (Zhuang et al., 2025). When people feel that there are huge economic divergences between
    them and others, it can lead to frustration and resentment, and low confidence in institutions.
    These are conditions that may lead to criminal behavior or social instability. Police expenditure
    might prevent certain crime although structural inequality might be the source of some social
    strains that lead to increased rates of violent crime.

    **## ResultsSection.pdf**

    Results Section (Analysis and Assessment)

    Audience: People who are interested in the results of your hypothesis tests. Assume the audience has

    read the previous sections of your paper. Assume they only know as much about your topic as you

    have explained so far, including what your hypotheses are and what variables you are using. Consider

    two distinct types of readers: one type that understands all the material on statistics and data analysis,

    and another who does not know what all the technical details mean but wants to understand the

    basics of your results. The first type of reader should get a detailed picture of your analyses, while the

    second type should be able to decipher the basics of whether your hypotheses were supported and

    why.

    Purpose: The goal of this section is to provide sufficient detail for the reader to be able to understand

    the results of your data analyses. Most readers use this section to determine what your findings are

    and see if you found support for your hypotheses. A few will use it to critically examine whether you

    used appropriate tests and found valid results.

    Style: The writing should be formal, focused on explaining the results of hypothesis tests. This section

    should be specific and have some technical language. Write to help your reader understand how you

    tested each hypothesis and what you found. You may write in first person or third person based on

    your preference. It is natural for the writing in this section to be repetitive, as you will be giving similar

    information for each of your hypotheses. You do not need to revise your content or paragraph

    structure to avoid repetition. This section does not usually use any sources, but if you refer to any

    information from a source, make sure you properly cite it. Make sure you leave time to proofread and

    edit before submitting.

    What to include: Summarize and interpret the results of your data analysis in paragraph form. Include

    the following components.

    1. Report the result of each of your bivariate analyses. Each of your three (or more) hypotheses

    should have a test of the bivariate relationship (with one IV and one DV only). Depending on your

    variables, you can use: a correlation without; an independent-samples t-test; or a bivariate linear

    regression analysis. You can use a different type of analysis for different hypotheses, as

    appropriate, or use the same method for all three (if the variables fit that method). The details you

    should include for each type of analysis are explained below in the worksheet portion of the

    assignment. Each analysis should include the SPSS tables and describe the results in a paragraph for

    each hypothesis.

    2. Report the result from your multiple regression. In one or more paragraphs, explain the results of

    all three hypotheses tested simultaneously. In your response, include the following: Report the

    intercept (a) of the regression line and interpret it in the context of the regression model as a

    whole. Interpret the effect of each IV in the context of the variables, including the value of the

    slope (b) in the sentence. Explain whether each relationship is significant based on the t-score

    and/or p-value for each slope. Based on the direction of the slope and the significance, indicate

    whether each hypothesis is supported based on these results. Finally, state the R2 of the model and

    describe how well the model predicts the dependent variable. *Remember: each hypothesis can be

    supported even if there are also significant relationships involving the other independent variables.

    Even a weak relationship supports a hypothesis if it is in the direction expected and is significant.

    3. Findings: Summarize your findings overall in minimally technical language: In a paragraph, analyze

    whether each hypothesis was supported based on the data analysis in both bivariate and

    multivariate tests for all three hypotheses, including the results from both the bivariate and

    multivariate tests. *Here, you do not need to include the specific values of the slopes or

    significance tests.* In your explanation, include whether the results were in the direction you

    expected and if the results were significant. Clarify whether the results were consistent in all tests,

    or if the results differed in the bivariate and the multivariate tests. Was there stronger support for

    one hypothesis over the others, based on the strength and magnitude of each relationship?

    Hypothesis Testing Worksheet

    You should test each hypothesis with one of the methods provided: correlation, independent samples

    t-test, OR bivariate regression. Then, everyone will use multiple regression to test all the hypotheses

    together. Use this worksheet to decide which test will work and put together the information needed

    for that test.

    Correlation: Each analysis should include only one independent variable and your dependent variable.

    Use this worksheet to write down the specific details you will then write into a paragraph. Variables:

    should be used when the variables are ordinal or interval level and none of the variables are dummy

    variables.

    A. Include the SPSS output in your assignment labeled “Correlations”

    B. What is the correlation value?

    C. What is the p-value for the correlation?

    D. Was your hypothesis supported based on these results?

    Independent Samples T-Test: Each analysis should include only one independent variable and your

    dependent variable. Use this worksheet to write down the specific details you will then write into a

    paragraph. Variables: should be used when the IV is a dummy variable and the DV is an ordinal or

    interval variable.

    A. Include the SPSS output in your assignment, including the box labeled “Group Statistics”

    AND the table for “Independent Samples Test”

    B. What is the mean value of the DV for each category of the IV?

    C. What is the mean difference, “Mean Diff”?

    D. What is the t-score, “t”?

    E. What is the p-value, “Sig. (2-tailed)”?

    F. Was your hypothesis supported based on these results?

    Bivariate Regression: Each analysis should include only one independent variable and your dependent

    variable. Use this worksheet to write down the specific details you will then write into a paragraph.

    Video tutorial: running the regression: https://youtu.be/ubZT2Fl2UkQ Part 2, interpreting the results:

    https://youtu.be/altU9ZVb49s. Variables: should be used when the variables are ordinal or interval

    level and none of the variables are dummy variables.

    A. Include the SPSS output in your assignment, including the box labeled “Coefficients” and the

    box labeled “Model Summary.”

    B. What is the value of the intercept (a) (indicated in SPSS as the Constant)?

    C. What is the slope coefficient (b)?

    D. What is the t-score for the slope coefficient (b)?

    E. What is the p-value for the slope coefficient (b)?

    F. What is the R2 of this regression line?

    G. Was your hypothesis supported based on these results?

    Multiple Regression: Run a multiple regression with all three independent variables included and the

    same DV. Use this worksheet to write down the specific details you will then write into a paragraph.

    A. Include the SPSS output in your assignment, including the box labeled “Coefficients” and the

    box labeled “Model Summary.”

    B. What is the value of the intercept (a) of the regression line?

    C. What is the slope coefficient (b) for each IV?

    a. IV1:

    b. IV2:

    c. IV3:

    D. Is each slope significant? Provide the t-score and p-value for the slope of each IV.

    a. IV1:

    b. IV2:

    c. IV3:

    E. What is the R2 of this regression line?

    [https://youtu.be/altU9ZVb49s](https://youtu.be/altU9ZVb49s)

    Criteria Excellent
    90 – 100%

    Satisfactory
    75 – 90%

    Unsatisfactory
    60 – 75%

    Poor
    0 – 60%

    Bivariate
    Hypothesis
    Tests
    30% of total
    grade

    Complete and understandable
    description of the results of a test
    for each hypothesis. Includes
    relevant statistics (correlation,
    regression coefficients,
    significance)

    Includes some details but is
    incomplete or unclear in
    places. Uses an
    inappropriate test or issues
    with interpretation.

    Major issues with missing
    key information for
    hypotheses tests or missing
    one or more hypotheses.
    Major misunderstanding of
    results

    Incomplete or
    lacking an
    understanding

    Multivariate
    Regression
    30% of total
    grade

    Complete and understandable
    description of the results of a
    multiple regression. Includes
    relevant statistics (intercept,
    slopes, significance, r-squared)

    Some missing details.
    Mostly complete but some
    areas of unclear
    description or
    misinterpretation.

    Major issues describing the
    results or setup of the
    regression. Needs
    substantial revision or
    missing important
    information.

    Incomplete or
    lacking an
    understanding

    Tables
    20% of total
    grade

    Includes all tables/charts. All
    tables are properly done.

    Mostly complete tables
    with minor errors or
    missing parts

    Missing tables or major
    issues with some tables

    Does not meet
    the requirements
    of the
    assignment

    Findings
    20% of total
    grade

    Clear, complete, and accurate
    summary of results. All hypotheses
    included.

    Good summary of results
    with minor errors or
    missing details.

    Incomplete or confusing
    summary of findings. Major
    errors or missing
    information.

    Missing section
    or multiple major
    errors.

    **## ResultsSection.pdf**

    Results Section (Analysis and Assessment)

    Audience: People who are interested in the results of your hypothesis tests. Assume the audience has

    read the previous sections of your paper. Assume they only know as much about your topic as you

    have explained so far, including what your hypotheses are and what variables you are using. Consider

    two distinct types of readers: one type that understands all the material on statistics and data analysis,

    and another who does not know what all the technical details mean but wants to understand the

    basics of your results. The first type of reader should get a detailed picture of your analyses, while the

    second type should be able to decipher the basics of whether your hypotheses were supported and

    why.

    Purpose: The goal of this section is to provide sufficient detail for the reader to be able to understand

    the results of your data analyses. Most readers use this section to determine what your findings are

    and see if you found support for your hypotheses. A few will use it to critically examine whether you

    used appropriate tests and found valid results.

    Style: The writing should be formal, focused on explaining the results of hypothesis tests. This section

    should be specific and have some technical language. Write to help your reader understand how you

    tested each hypothesis and what you found. You may write in first person or third person based on

    your preference. It is natural for the writing in this section to be repetitive, as you will be giving similar

    information for each of your hypotheses. You do not need to revise your content or paragraph

    structure to avoid repetition. This section does not usually use any sources, but if you refer to any

    information from a source, make sure you properly cite it. Make sure you leave time to proofread and

    edit before submitting.

    What to include: Summarize and interpret the results of your data analysis in paragraph form. Include

    the following components.

    1. Report the result of each of your bivariate analyses. Each of your three (or more) hypotheses

    should have a test of the bivariate relationship (with one IV and one DV only). Depending on your

    variables, you can use: a correlation without; an independent-samples t-test; or a bivariate linear

    regression analysis. You can use a different type of analysis for different hypotheses, as

    appropriate, or use the same method for all three (if the variables fit that method). The details you

    should include for each type of analysis are explained below in the worksheet portion of the

    assignment. Each analysis should include the SPSS tables and describe the results in a paragraph for

    each hypothesis.

    2. Report the result from your multiple regression. In one or more paragraphs, explain the results of

    all three hypotheses tested simultaneously. In your response, include the following: Report the

    intercept (a) of the regression line and interpret it in the context of the regression model as a

    whole. Interpret the effect of each IV in the context of the variables, including the value of the

    slope (b) in the sentence. Explain whether each relationship is significant based on the t-score

    and/or p-value for each slope. Based on the direction of the slope and the significance, indicate

    whether each hypothesis is supported based on these results. Finally, state the R2 of the model and

    describe how well the model predicts the dependent variable. *Remember: each hypothesis can be

    supported even if there are also significant relationships involving the other independent variables.

    Even a weak relationship supports a hypothesis if it is in the direction expected and is significant.

    3. Findings: Summarize your findings overall in minimally technical language: In a paragraph, analyze

    whether each hypothesis was supported based on the data analysis in both bivariate and

    multivariate tests for all three hypotheses, including the results from both the bivariate and

    multivariate tests. *Here, you do not need to include the specific values of the slopes or

    significance tests.* In your explanation, include whether the results were in the direction you

    expected and if the results were significant. Clarify whether the results were consistent in all tests,

    or if the results differed in the bivariate and the multivariate tests. Was there stronger support for

    one hypothesis over the others, based on the strength and magnitude of each relationship?

    Hypothesis Testing Worksheet

    You should test each hypothesis with one of the methods provided: correlation, independent samples

    t-test, OR bivariate regression. Then, everyone will use multiple regression to test all the hypotheses

    together. Use this worksheet to decide which test will work and put together the information needed

    for that test.

    Correlation: Each analysis should include only one independent variable and your dependent variable.

    Use this worksheet to write down the specific details you will then write into a paragraph. Variables:

    should be used when the variables are ordinal or interval level and none of the variables are dummy

    variables.

    A. Include the SPSS output in your assignment labeled “Correlations”

    B. What is the correlation value?

    C. What is the p-value for the correlation?

    D. Was your hypothesis supported based on these results?

    Independent Samples T-Test: Each analysis should include only one independent variable and your

    dependent variable. Use this worksheet to write down the specific details you will then write into a

    paragraph. Variables: should be used when the IV is a dummy variable and the DV is an ordinal or

    interval variable.

    A. Include the SPSS output in your assignment, including the box labeled “Group Statistics”

    AND the table for “Independent Samples Test”

    B. What is the mean value of the DV for each category of the IV?

    C. What is the mean difference, “Mean Diff”?

    D. What is the t-score, “t”?

    E. What is the p-value, “Sig. (2-tailed)”?

    F. Was your hypothesis supported based on these results?

    Bivariate Regression: Each analysis should include only one independent variable and your dependent

    variable. Use this worksheet to write down the specific details you will then write into a paragraph.

    Video tutorial: running the regression: https://youtu.be/ubZT2Fl2UkQ Part 2, interpreting the results:

    https://youtu.be/altU9ZVb49s. Variables: should be used when the variables are ordinal or interval

    level and none of the variables are dummy variables.

    A. Include the SPSS output in your assignment, including the box labeled “Coefficients” and the

    box labeled “Model Summary.”

    B. What is the value of the intercept (a) (indicated in SPSS as the Constant)?

    C. What is the slope coefficient (b)?

    D. What is the t-score for the slope coefficient (b)?

    E. What is the p-value for the slope coefficient (b)?

    F. What is the R2 of this regression line?

    G. Was your hypothesis supported based on these results?

    Multiple Regression: Run a multiple regression with all three independent variables included and the

    same DV. Use this worksheet to write down the specific details you will then write into a paragraph.

    A. Include the SPSS output in your assignment, including the box labeled “Coefficients” and the

    box labeled “Model Summary.”

    B. What is the value of the intercept (a) of the regression line?

    C. What is the slope coefficient (b) for each IV?

    a. IV1:

    b. IV2:

    c. IV3:

    D. Is each slope significant? Provide the t-score and p-value for the slope of each IV.

    a. IV1:

    b. IV2:

    c. IV3:

    E. What is the R2 of this regression line?

    [https://youtu.be/altU9ZVb49s](https://youtu.be/altU9ZVb49s)

    Criteria Excellent
    90 – 100%

    Satisfactory
    75 – 90%

    Unsatisfactory
    60 – 75%

    Poor
    0 – 60%

    Bivariate
    Hypothesis
    Tests
    30% of total
    grade

    Complete and understandable
    description of the results of a test
    for each hypothesis. Includes
    relevant statistics (correlation,
    regression coefficients,
    significance)

    Includes some details but is
    incomplete or unclear in
    places. Uses an
    inappropriate test or issues
    with interpretation.

    Major issues with missing
    key information for
    hypotheses tests or missing
    one or more hypotheses.
    Major misunderstanding of
    results

    Incomplete or
    lacking an
    understanding

    Multivariate
    Regression
    30% of total
    grade

    Complete and understandable
    description of the results of a
    multiple regression. Includes
    relevant statistics (intercept,
    slopes, significance, r-squared)

    Some missing details.
    Mostly complete but some
    areas of unclear
    description or
    misinterpretation.

    Major issues describing the
    results or setup of the
    regression. Needs
    substantial revision or
    missing important
    information.

    Incomplete or
    lacking an
    understanding

    Tables
    20% of total
    grade

    Includes all tables/charts. All
    tables are properly done.

    Mostly complete tables
    with minor errors or
    missing parts

    Missing tables or major
    issues with some tables

    Does not meet
    the requirements
    of the
    assignment

    Findings
    20% of total
    grade

    Clear, complete, and accurate
    summary of results. All hypotheses
    included.

    Good summary of results
    with minor errors or
    missing details.

    Incomplete or confusing
    summary of findings. Major
    errors or missing
    information.

    Missing section
    or multiple major
    errors.

    **## Document1.pdf**

    Results

    Results

    **## _IncomeInequalityandViolentCrimeRatesAcrossU.pdf**

    Topic 2: Income Inequality and Violent Crime Rates Across U.S. States

    A. Topic Description
    The second issue that I might discuss is the connection between the rates of violent
    crimes and income inequality in U.S. states. The rate of crime is a very diverse phenomenon
    that can be quite debated by policymakers who tend to discuss the reasons for diversity (Ulmer
    et al., 2012). Others have argued that crime is reduced by stronger enforcement of laws or
    increased
    police expenditure, whereas others have argued that stronger socioeconomic drivers like
    poverty and inequality play a stronger role. Income inequality is the way in which income is
    distributed
    unevenly within a state, which is commonly gauged by the Gini coefficient (Wagner et al.,
    2025). Higher inequality can lead states to have more social tension, less trust, and economic
    frustrations that might be a source of an increase in crime. This subject can enable me to
    discuss
    structural economic explanations of crime and not simply the policing strategies.

    B. Research Question
    What factors explain variation in violent crime rates across U.S. states?

    C. Why This is a Good Question
    This is a good research question since it tackles a significant public policy question, and
    it has more than one way of explanation. Crime is a very controversial political subject, and the
    causes of crime offer an implication on budgeting, social programs, and law enforcement policy.
    I am intrigued by this subject due to its linking of the economic disparity and the social security
    that often takes the center stage in political debates. This question is relevant, as crime
    influences the social stability of the community, its economic development, and the quality of life
    in general. This study can contribute to the wider discussion of the problem of whether social
    welfare policies or policing strategies are more effective in reducing crime by answering the
    research question of whether income inequality contributes to violent crime rates.

    D. Variables
    Dependent Variable: Violent crime rate: the rate of reported violent crimes per 100,000
    persons in the respective state.

    Independent Variable 1: Income inequality (Gini coefficient), which is the measure of
    the unfairness of income distribution within the state.

    Independent Variable 2: Poverty rate, which is a measure of the percentage of people
    who live below the federal poverty line.

    Independent Variable 3: Police spending per capita, which is the measurement of the
    amount of money each state spends on law enforcement if this is in comparison with the
    population.

    E. Hypothesis
    I hypothesize that the more income inequality there is in the state, the more violent
    crimes there are in it. The independent variable in this hypothesis is income inequality, and the
    dependent variable is the violent crime rate. The causal process of this argument is that the
    inequality may contribute to the rise of relative deprivation and decrease social cohesion
    (Zhuang et al., 2025). When people feel that there are huge economic divergences between
    them and others, it can lead to frustration and resentment, and low confidence in institutions.
    These are conditions that may lead to criminal behavior or social instability. Police expenditure
    might prevent certain crime although structural inequality might be the source of some social
    strains that lead to increased rates of violent crime.

    **## ResultsSection.pdf**

    Results Section (Analysis and Assessment)

    Audience: People who are interested in the results of your hypothesis tests. Assume the audience has

    read the previous sections of your paper. Assume they only know as much about your topic as you

    have explained so far, including what your hypotheses are and what variables you are using. Consider

    two distinct types of readers: one type that understands all the material on statistics and data analysis,

    and another who does not know what all the technical details mean but wants to understand the

    basics of your results. The first type of reader should get a detailed picture of your analyses, while the

    second type should be able to decipher the basics of whether your hypotheses were supported and

    why.

    Purpose: The goal of this section is to provide sufficient detail for the reader to be able to understand

    the results of your data analyses. Most readers use this section to determine what your findings are

    and see if you found support for your hypotheses. A few will use it to critically examine whether you

    used appropriate tests and found valid results.

    Style: The writing should be formal, focused on explaining the results of hypothesis tests. This section

    should be specific and have some technical language. Write to help your reader understand how you

    tested each hypothesis and what you found. You may write in first person or third person based on

    your preference. It is natural for the writing in this section to be repetitive, as you will be giving similar

    information for each of your hypotheses. You do not need to revise your content or paragraph

    structure to avoid repetition. This section does not usually use any sources, but if you refer to any

    information from a source, make sure you properly cite it. Make sure you leave time to proofread and

    edit before submitting.

    What to include: Summarize and interpret the results of your data analysis in paragraph form. Include

    the following components.

    1. Report the result of each of your bivariate analyses. Each of your three (or more) hypotheses

    should have a test of the bivariate relationship (with one IV and one DV only). Depending on your

    variables, you can use: a correlation without; an independent-samples t-test; or a bivariate linear

    regression analysis. You can use a different type of analysis for different hypotheses, as

    appropriate, or use the same method for all three (if the variables fit that method). The details you

    should include for each type of analysis are explained below in the worksheet portion of the

    assignment. Each analysis should include the SPSS tables and describe the results in a paragraph for

    each hypothesis.

    2. Report the result from your multiple regression. In one or more paragraphs, explain the results of

    all three hypotheses tested simultaneously. In your response, include the following: Report the

    intercept (a) of the regression line and interpret it in the context of the regression model as a

    whole. Interpret the effect of each IV in the context of the variables, including the value of the

    slope (b) in the sentence. Explain whether each relationship is significant based on the t-score

    and/or p-value for each slope. Based on the direction of the slope and the significance, indicate

    whether each hypothesis is supported based on these results. Finally, state the R2 of the model and

    describe how well the model predicts the dependent variable. *Remember: each hypothesis can be

    supported even if there are also significant relationships involving the other independent variables.

    Even a weak relationship supports a hypothesis if it is in the direction expected and is significant.

    3. Findings: Summarize your findings overall in minimally technical language: In a paragraph, analyze

    whether each hypothesis was supported based on the data analysis in both bivariate and

    multivariate tests for all three hypotheses, including the results from both the bivariate and

    multivariate tests. *Here, you do not need to include the specific values of the slopes or

    significance tests.* In your explanation, include whether the results were in the direction you

    expected and if the results were significant. Clarify whether the results were consistent in all tests,

    or if the results differed in the bivariate and the multivariate tests. Was there stronger support for

    one hypothesis over the others, based on the strength and magnitude of each relationship?

    Hypothesis Testing Worksheet

    You should test each hypothesis with one of the methods provided: correlation, independent samples

    t-test, OR bivariate regression. Then, everyone will use multiple regression to test all the hypotheses

    together. Use this worksheet to decide which test will work and put together the information needed

    for that test.

    Correlation: Each analysis should include only one independent variable and your dependent variable.

    Use this worksheet to write down the specific details you will then write into a paragraph. Variables:

    should be used when the variables are ordinal or interval level and none of the variables are dummy

    variables.

    A. Include the SPSS output in your assignment labeled “Correlations”

    B. What is the correlation value?

    C. What is the p-value for the correlation?

    D. Was your hypothesis supported based on these results?

    Independent Samples T-Test: Each analysis should include only one independent variable and your

    dependent variable. Use this worksheet to write down the specific details you will then write into a

    paragraph. Variables: should be used when the IV is a dummy variable and the DV is an ordinal or

    interval variable.

    A. Include the SPSS output in your assignment, including the box labeled “Group Statistics”

    AND the table for “Independent Samples Test”

    B. What is the mean value of the DV for each category of the IV?

    C. What is the mean difference, “Mean Diff”?

    D. What is the t-score, “t”?

    E. What is the p-value, “Sig. (2-tailed)”?

    F. Was your hypothesis supported based on these results?

    Bivariate Regression: Each analysis should include only one independent variable and your dependent

    variable. Use this worksheet to write down the specific details you will then write into a paragraph.

    Video tutorial: running the regression: https://youtu.be/ubZT2Fl2UkQ Part 2, interpreting the results:

    https://youtu.be/altU9ZVb49s. Variables: should be used when the variables are ordinal or interval

    level and none of the variables are dummy variables.

    A. Include the SPSS output in your assignment, including the box labeled “Coefficients” and the

    box labeled “Model Summary.”

    B. What is the value of the intercept (a) (indicated in SPSS as the Constant)?

    C. What is the slope coefficient (b)?

    D. What is the t-score for the slope coefficient (b)?

    E. What is the p-value for the slope coefficient (b)?

    F. What is the R2 of this regression line?

    G. Was your hypothesis supported based on these results?

    Multiple Regression: Run a multiple regression with all three independent variables included and the

    same DV. Use this worksheet to write down the specific details you will then write into a paragraph.

    A. Include the SPSS output in your assignment, including the box labeled “Coefficients” and the

    box labeled “Model Summary.”

    B. What is the value of the intercept (a) of the regression line?

    C. What is the slope coefficient (b) for each IV?

    a. IV1:

    b. IV2:

    c. IV3:

    D. Is each slope significant? Provide the t-score and p-value for the slope of each IV.

    a. IV1:

    b. IV2:

    c. IV3:

    E. What is the R2 of this regression line?

    [https://youtu.be/altU9ZVb49s](https://youtu.be/altU9ZVb49s)

    Criteria Excellent
    90 – 100%

    Satisfactory
    75 – 90%

    Unsatisfactory
    60 – 75%

    Poor
    0 – 60%

    Bivariate
    Hypothesis
    Tests
    30% of total
    grade

    Complete and understandable
    description of the results of a test
    for each hypothesis. Includes
    relevant statistics (correlation,
    regression coefficients,
    significance)

    Includes some details but is
    incomplete or unclear in
    places. Uses an
    inappropriate test or issues
    with interpretation.

    Major issues with missing
    key information for
    hypotheses tests or missing
    one or more hypotheses.
    Major misunderstanding of
    results

    Incomplete or
    lacking an
    understanding

    Multivariate
    Regression
    30% of total
    grade

    Complete and understandable
    description of the results of a
    multiple regression. Includes
    relevant statistics (intercept,
    slopes, significance, r-squared)

    Some missing details.
    Mostly complete but some
    areas of unclear
    description or
    misinterpretation.

    Major issues describing the
    results or setup of the
    regression. Needs
    substantial revision or
    missing important
    information.

    Incomplete or
    lacking an
    understanding

    Tables
    20% of total
    grade

    Includes all tables/charts. All
    tables are properly done.

    Mostly complete tables
    with minor errors or
    missing parts

    Missing tables or major
    issues with some tables

    Does not meet
    the requirements
    of the
    assignment

    Findings
    20% of total
    grade

    Clear, complete, and accurate
    summary of results. All hypotheses
    included.

    Good summary of results
    with minor errors or
    missing details.

    Incomplete or confusing
    summary of findings. Major
    errors or missing
    information.

    Missing section
    or multiple major
    errors.

    **## Document1.pdf**

    Results

    Results

    **## _IncomeInequalityandViolentCrimeRatesAcrossU.pdf**

    Topic 2: Income Inequality and Violent Crime Rates Across U.S. States

    A. Topic Description
    The second issue that I might discuss is the connection between the rates of violent
    crimes and income inequality in U.S. states. The rate of crime is a very diverse phenomenon
    that can be quite debated by policymakers who tend to discuss the reasons for diversity (Ulmer
    et al., 2012). Others have argued that crime is reduced by stronger enforcement of laws or
    increased
    police expenditure, whereas others have argued that stronger socioeconomic drivers like
    poverty and inequality play a stronger role. Income inequality is the way in which income is
    distributed
    unevenly within a state, which is commonly gauged by the Gini coefficient (Wagner et al.,
    2025). Higher inequality can lead states to have more social tension, less trust, and economic
    frustrations that might be a source of an increase in crime. This subject can enable me to
    discuss
    structural economic explanations of crime and not simply the policing strategies.

    B. Research Question
    What factors explain variation in violent crime rates across U.S. states?

    C. Why This is a Good Question
    This is a good research question since it tackles a significant public policy question, and
    it has more than one way of explanation. Crime is a very controversial political subject, and the
    causes of crime offer an implication on budgeting, social programs, and law enforcement policy.
    I am intrigued by this subject due to its linking of the economic disparity and the social security
    that often takes the center stage in political debates. This question is relevant, as crime
    influences the social stability of the community, its economic development, and the quality of life
    in general. This study can contribute to the wider discussion of the problem of whether social
    welfare policies or policing strategies are more effective in reducing crime by answering the
    research question of whether income inequality contributes to violent crime rates.

    D. Variables
    Dependent Variable: Violent crime rate: the rate of reported violent crimes per 100,000
    persons in the respective state.

    Independent Variable 1: Income inequality (Gini coefficient), which is the measure of
    the unfairness of income distribution within the state.

    Independent Variable 2: Poverty rate, which is a measure of the percentage of people
    who live below the federal poverty line.

    Independent Variable 3: Police spending per capita, which is the measurement of the
    amount of money each state spends on law enforcement if this is in comparison with the
    population.

    E. Hypothesis
    I hypothesize that the more income inequality there is in the state, the more violent
    crimes there are in it. The independent variable in this hypothesis is income inequality, and the
    dependent variable is the violent crime rate. The causal process of this argument is that the
    inequality may contribute to the rise of relative deprivation and decrease social cohesion
    (Zhuang et al., 2025). When people feel that there are huge economic divergences between
    them and others, it can lead to frustration and resentment, and low confidence in institutions.
    These are conditions that may lead to criminal behavior or social instability. Police expenditure
    might prevent certain crime although structural inequality might be the source of some social
    strains that lead to increased rates of violent crime.

    **## ResultsSection.pdf**

    Results Section (Analysis and Assessment)

    Audience: People who are interested in the results of your hypothesis tests. Assume the audience has

    read the previous sections of your paper. Assume they only know as much about your topic as you

    have explained so far, including what your hypotheses are and what variables you are using. Consider

    two distinct types of readers: one type that understands all the material on statistics and data analysis,

    and another who does not know what all the technical details mean but wants to understand the

    basics of your results. The first type of reader should get a detailed picture of your analyses, while the

    second type should be able to decipher the basics of whether your hypotheses were supported and

    why.

    Purpose: The goal of this section is to provide sufficient detail for the reader to be able to understand

    the results of your data analyses. Most readers use this section to determine what your findings are

    and see if you found support for your hypotheses. A few will use it to critically examine whether you

    used appropriate tests and found valid results.

    Style: The writing should be formal, focused on explaining the results of hypothesis tests. This section

    should be specific and have some technical language. Write to help your reader understand how you

    tested each hypothesis and what you found. You may write in first person or third person based on

    your preference. It is natural for the writing in this section to be repetitive, as you will be giving similar

    information for each of your hypotheses. You do not need to revise your content or paragraph

    structure to avoid repetition. This section does not usually use any sources, but if you refer to any

    information from a source, make sure you properly cite it. Make sure you leave time to proofread and

    edit before submitting.

    What to include: Summarize and interpret the results of your data analysis in paragraph form. Include

    the following components.

    1. Report the result of each of your bivariate analyses. Each of your three (or more) hypotheses

    should have a test of the bivariate relationship (with one IV and one DV only). Depending on your

    variables, you can use: a correlation without; an independent-samples t-test; or a bivariate linear

    regression analysis. You can use a different type of analysis for different hypotheses, as

    appropriate, or use the same method for all three (if the variables fit that method). The details you

    should include for each type of analysis are explained below in the worksheet portion of the

    assignment. Each analysis should include the SPSS tables and describe the results in a paragraph for

    each hypothesis.

    2. Report the result from your multiple regression. In one or more paragraphs, explain the results of

    all three hypotheses tested simultaneously. In your response, include the following: Report the

    intercept (a) of the regression line and interpret it in the context of the regression model as a

    whole. Interpret the effect of each IV in the context of the variables, including the value of the

    slope (b) in the sentence. Explain whether each relationship is significant based on the t-score

    and/or p-value for each slope. Based on the direction of the slope and the significance, indicate

    whether each hypothesis is supported based on these results. Finally, state the R2 of the model and

    describe how well the model predicts the dependent variable. *Remember: each hypothesis can be

    supported even if there are also significant relationships involving the other independent variables.

    Even a weak relationship supports a hypothesis if it is in the direction expected and is significant.

    3. Findings: Summarize your findings overall in minimally technical language: In a paragraph, analyze

    whether each hypothesis was supported based on the data analysis in both bivariate and

    multivariate tests for all three hypotheses, including the results from both the bivariate and

    multivariate tests. *Here, you do not need to include the specific values of the slopes or

    significance tests.* In your explanation, include whether the results were in the direction you

    expected and if the results were significant. Clarify whether the results were consistent in all tests,

    or if the results differed in the bivariate and the multivariate tests. Was there stronger support for

    one hypothesis over the others, based on the strength and magnitude of each relationship?

    Hypothesis Testing Worksheet

    You should test each hypothesis with one of the methods provided: correlation, independent samples

    t-test, OR bivariate regression. Then, everyone will use multiple regression to test all the hypotheses

    together. Use this worksheet to decide which test will work and put together the information needed

    for that test.

    Correlation: Each analysis should include only one independent variable and your dependent variable.

    Use this worksheet to write down the specific details you will then write into a paragraph. Variables:

    should be used when the variables are ordinal or interval level and none of the variables are dummy

    variables.

    A. Include the SPSS output in your assignment labeled “Correlations”

    B. What is the correlation value?

    C. What is the p-value for the correlation?

    D. Was your hypothesis supported based on these results?

    Independent Samples T-Test: Each analysis should include only one independent variable and your

    dependent variable. Use this worksheet to write down the specific details you will then write into a

    paragraph. Variables: should be used when the IV is a dummy variable and the DV is an ordinal or

    interval variable.

    A. Include the SPSS output in your assignment, including the box labeled “Group Statistics”

    AND the table for “Independent Samples Test”

    B. What is the mean value of the DV for each category of the IV?

    C. What is the mean difference, “Mean Diff”?

    D. What is the t-score, “t”?

    E. What is the p-value, “Sig. (2-tailed)”?

    F. Was your hypothesis supported based on these results?

    Bivariate Regression: Each analysis should include only one independent variable and your dependent

    variable. Use this worksheet to write down the specific details you will then write into a paragraph.

    Video tutorial: running the regression: https://youtu.be/ubZT2Fl2UkQ Part 2, interpreting the results:

    https://youtu.be/altU9ZVb49s. Variables: should be used when the variables are ordinal or interval

    level and none of the variables are dummy variables.

    A. Include the SPSS output in your assignment, including the box labeled “Coefficients” and the

    box labeled “Model Summary.”

    B. What is the value of the intercept (a) (indicated in SPSS as the Constant)?

    C. What is the slope coefficient (b)?

    D. What is the t-score for the slope coefficient (b)?

    E. What is the p-value for the slope coefficient (b)?

    F. What is the R2 of this regression line?

    G. Was your hypothesis supported based on these results?

    Multiple Regression: Run a multiple regression with all three independent variables included and the

    same DV. Use this worksheet to write down the specific details you will then write into a paragraph.

    A. Include the SPSS output in your assignment, including the box labeled “Coefficients” and the

    box labeled “Model Summary.”

    B. What is the value of the intercept (a) of the regression line?

    C. What is the slope coefficient (b) for each IV?

    a. IV1:

    b. IV2:

    c. IV3:

    D. Is each slope significant? Provide the t-score and p-value for the slope of each IV.

    a. IV1:

    b. IV2:

    c. IV3:

    E. What is the R2 of this regression line?

    [https://youtu.be/altU9ZVb49s](https://youtu.be/altU9ZVb49s)

    Criteria Excellent
    90 – 100%

    Satisfactory
    75 – 90%

    Unsatisfactory
    60 – 75%

    Poor
    0 – 60%

    Bivariate
    Hypothesis
    Tests
    30% of total
    grade

    Complete and understandable
    description of the results of a test
    for each hypothesis. Includes
    relevant statistics (correlation,
    regression coefficients,
    significance)

    Includes some details but is
    incomplete or unclear in
    places. Uses an
    inappropriate test or issues
    with interpretation.

    Major issues with missing
    key information for
    hypotheses tests or missing
    one or more hypotheses.
    Major misunderstanding of
    results

    Incomplete or
    lacking an
    understanding

    Multivariate
    Regression
    30% of total
    grade

    Complete and understandable
    description of the results of a
    multiple regression. Includes
    relevant statistics (intercept,
    slopes, significance, r-squared)

    Some missing details.
    Mostly complete but some
    areas of unclear
    description or
    misinterpretation.

    Major issues describing the
    results or setup of the
    regression. Needs
    substantial revision or
    missing important
    information.

    Incomplete or
    lacking an
    understanding

    Tables
    20% of total
    grade

    Includes all tables/charts. All
    tables are properly done.

    Mostly complete tables
    with minor errors or
    missing parts

    Missing tables or major
    issues with some tables

    Does not meet
    the requirements
    of the
    assignment

    Findings
    20% of total
    grade

    Clear, complete, and accurate
    summary of results. All hypotheses
    included.

    Good summary of results
    with minor errors or
    missing details.

    Incomplete or confusing
    summary of findings. Major
    errors or missing
    information.

    Missing section
    or multiple major
    errors.