In your initial post, attach your Milestone Two submission. Make sure that it includes the “Analysis” section of the final project and incorporates feedback on the “Introduction” section (submitted for Milestone One).
In response to your peers, be sure to give them substantive feedback that will help them improve their final paper. Note that your grade for this milestone assignment will be determined based on both the quality of your initial post and the quality of your engagement in the peer review process.
To complete this assignment, review the Milestone Two Guidelines and Rubric document.

MAT 133 Milestone Two Guidelines and Rubric

Overview: The final project for this course is the creation of a research study report. Using your work from Milestone One, you will now add a draft of the
second section of your report. It is recommended that you use the extra help resource to assist you in organizing and developing your thoughts.

Prompt: Draft the “Analysis” section of your final project. Address the following critical elements:

 Analyze the research methods of the study. In other words, how did the researchers test their hypotheses related to the research questions? What, if
any, assumptions did the researchers make in order to conduct their research?

 Examine the outcomes of those tests. What were the major findings (i.e., did they reject or fail to reject the hypotheses and why)? Were the findings
statistically significant (i.e., what was the p-value)?

 Evaluate the conclusions drawn by the researchers. Do you think the conclusions are valid based on the data and hypothesis test results? Is there
sufficient data to support the researchers’ generalizations? Why or why not?

Finally, be sure to incorporate any feedback that you received from your first milestone into the “Introduction” section and submit it along with the “Analysis”
section.

Post your Milestone Two submission to the graded discussion in Module Four to receive peer and instructor feedback. Your grade will be based on the timeliness
and quality of your initial post and the quality of the feedback that you provide to your peers. For tips on how to effectively engage in the peer review process,
review these guidelines.

For your initial post, you must do the following:

 Attach your Milestone Two submission by Thursday at 11:59 p.m. of your local time zone.

For your response posts, you must do the following:

 Reply to at least two different classmates outside of your own initial post thread by Sunday at 11:59 p.m. of your local time zone.

 Demonstrate more depth and thought than simply stating that “I agree” or “You are wrong.”

Rubric

Guidelines for Submission: Overall, your “Introduction” and “Analysis” sections should be 2 to 3 pages in length (plus a cover page and references) and must be
written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Cite all references in APA format.

Note: This rubric is tailored to this assignment and awards full points for “Proficient.” For the final project, you will need to demonstrate “Exemplary”
achievement to earn full points. To see how you will be graded on your final project, review the Final Project Guidelines and Rubric document (in the Assignment
Guidelines and Rubrics section of the course).

https://learn.snhu.edu/content/enforced/660897-MASTER-MAT-133-CEMAT-OL-TRAD.21EW4/Course%20Documents/MAT%20133%20Final%20Project%20Extra%20Help.pdf?_&d2lSessionVal=wUPEBLAMxVbnqen7eZntFbF9T&ou=660897

https://learn.snhu.edu/d2l/lor/vi

“Genetics and crime: Integrating new genomic discoveries Into psychological research about antisocial behavior” 2

“Genetics and crime: Integrating new genomic discoveries Into psychological research about antisocial behavior”
Sabrina Middleton
Southern New Hampshire University

Introduction
Focus
The aim of the study was to investigate if genetic tests might predict criminal conduct utilizing GPSs, which help predict hereditary illness risks and mental problems. The researchers start their investigation by saying that low academic achievement and truancy are indicators of antisocial conduct and may lead to criminal behavior. They get to come up with different ways of how one can end up engaging in crime activities which may end up leading them in trouble. It is evident that most of the crime taking place in the society is caused by some underlying factors. It is in this case where by the research seeks to unfold some of these factors that causes someone to engage in crime activities within the society. The best thing is to come up with different ways on how one can get to understand how academic can get to impact one into engaging in criminal activities. Th study will focus much in this area and come up with factors that makes one to engage in most of these activities.

Population
The study included two cohorts, as outlined in the paper. The first group evaluated environmental risk (E-risk), consisting of E-Risk Longitudinal Twin Study participants. The research comprised of 1,116 households with twins aged 5 years. Between 1999 and 2000, all the families lived in England or Wales, which was the course of the research. 56% of the twins were the same and the sex was even (49 percent male). There has been different socioeconomic status: 25.3% of families live in affluent suburbs, 5.3% in more urban locations, 13.4% in intermediate neighbourhoods and 20.7% in poor regions.

Research Questions
The study was performed by J. Wertz et al. to investigate whether genetic testing and GPSs might provide young children insights about their psyche. The hypothesis established at the beginning of the study was that polygenes that help to create phenotypes are indications of a criminal crime and therefore polygenic influences to educational achievement. The law enforcement together with the teachers have the mandate and role of ensuring that they raise better children who will not use their education to engage in any form of crime.

Reference
Feldman, D. B., & Crandall, C. S. (2007). Dimensions of mental illness stigma: What about mental illness causes social rejection?. Journal of social and clinical psychology, 26(2), 137-154.
Malanchini, M., Rimfeld, K., Allegrini, A. G., Ritchie, S. J., & Plomin, R. (2020). Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association. Neuroscience & Biobehavioral Reviews, 111, 229-245.
Smith-Woolley, E. (2018). Exploring individual diffe




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