The book that has been a benchmark in evaluation has been further improved and updated. Relied on by over 90,000 readers as the text on how to design, implement and appraise the utility of social programmes, the Sixth Edition of Evaluation has been completely revised to include the latest techniques and approaches, as well as guidelines for how evaluations should be tailored to fit programmes and social contexts.

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lgli/Evaluation 0761908935 (SAGE Publications, Inc, 1998).pdf

lgrsnf/Evaluation 0761908935 (SAGE Publications, Inc, 1998).pdf

zlib/Society, Politics & Philosophy/Social Sciences/Peter H. (Henry) Rossi, Howard E. Freeman, Mark W. Lipsey/Evaluation: A Systematic Approach_2085383.pdf

Crime and Punishment (Signet Classics)

Преступление и наказание

Rossi, Peter Henry, Lipsey, Mark W., Freeman, Howard E., Peter H. (Henry) Rossi, Howard E. Freeman, Mark W. Lipsey

Rossi, Peter Henry.,Freeman, Howard E.,Lipsey, Mark W.

Rossi, Peter H., Freeman, Howard E., Lipsey, Mark W.

Fyodor Dostoyevsky; Michael R Katz

Фёдор Михайлович Достоевский

Dostoyevsky, Fyodor

Oliver Ready

SAGE Publications, Incorporated

Penguin Publishing Group

Liverlight Publishing

Obsidian Mysteries

SIGNET CLASSICS

AltaMira Press

Corwin Press

N A L

Sage Publications Inc., Thousand Oaks, Calif, 1999

6th ed., Thousand Oaks, Calif, California, 1999

Signet Classic, Unabridged ed, New York, ©2006

Penguin Random House LLC, New York, 2006

Sixth Edition edition, December 18, 1998

United States, United States of America

6th, 1998-12-18

New York, 2018

Reissue, 2006

March 7, 2006

2015., ©2014

0

lg931207

producers:
Adobe PDF Library 9.0.1

{"edition":"6","isbns":["0451530063","0761908935","9780451530066","9780761908937"],"last_page":512,"publisher":"SAGE Publications, Inc"}

Includes bibliographical references (p. 451-475) and index.

Cover......Page 1
EVALUATION......Page 2
CONTENTS......Page 6
PREFACE......Page 10
KEY CONCEPTS FOR CHAPTER 1......Page 13
CHAPTER 1 PROGRAMS, POLICIES, AND EVALUATIONS......Page 14
WHAT IS EVALUATION RESEARCH?......Page 15
A BRIEF HISTORY OF EVALUATION RESEARCH......Page 20
Evaluation Research as a Social Science Activity......Page 21
The Boom Period in Evaluation Research......Page 22
The Emergence of Government Programs......Page 24
The Development of Policy and Public Administration Specialists......Page 25
The Great Society and Its Aftermath: Political Ideology and the Evaluation Enterprise......Page 26
The Evaluation Field in the 1990s......Page 30
Application of Social Research Procedures......Page 31
The Effectiveness of Social Intervention Programs......Page 33
Adapting Evaluation to the Political and Organizational Context of the Program......Page 35
Informing Social Action to Improve Social Conditions......Page 36
EVALUATION RESEARCH IN PRACTICE......Page 38
Evaluation and the Volatility of Social Programs......Page 39
Scientific Versus Pragmatic Evaluation Postures......Page 40
Diversity in Evaluation Outlooks and Approaches......Page 43
WHO CAN DO EVALUATIONS?......Page 44
SUMMARY......Page 46
KEY CONCEPTS FOR CHAPTER 2......Page 47
CHAPTER 2 TAILORING EVALUATIONS......Page 48
WHAT ASPECTS OF THE EVALUATION PLAN MUST BE TAILORED?......Page 49
The Purposes of the Evaluation......Page 50
The Program Structure and Circumstances......Page 54
The Stage of Program Development......Page 55
The Administrative and Political Context of the Program......Page 58
The Conceptual and Organizational Structure of the Program......Page 61
The Resources Available for the Evaluation......Page 63
THE NATURE OF THE EVALUATOR-STAKEHOLDER RELATIONSHIP......Page 65
EVALUATION QUESTIONS AND EVALUATION METHODS......Page 73
Assessment of Program Theory......Page 75
Assessment of Program Process......Page 78
Impact Assessment......Page 81
Efficiency Assessment......Page 83
STITCHING IT ALL TOGETHER......Page 85
SUMMARY......Page 87
KEY CONCEPTS FOR CHAPTER 3......Page 89
CHAPTER 3 IDENTIFYING ISSUES AND FORMULATING QUESTIONS......Page 90
WHAT MAKES A GOOD EVALUATION QUESTION?......Page 92
Evaluation Questions Must Be Reasonable and Appropriate......Page 93
Evaluation Questions Must Be Answerable......Page 94
Criteria for Program Performance......Page 95
Typical Evaluation Questions......Page 98
DETERMINING THE QUESTIONS ON WHICH THE EVALUATION SHOULD FOCUS......Page 99
Representing the Concerns of the Evaluation Sponsor and Major Stakeholders......Page 101
Obtaining Input From Stakeholders......Page 103
Topics for Discussion With Stakeholders......Page 105
Analysis of Program Assumptions and Theory......Page 109
The Program Impact Theory......Page 113
The Program Service Utilization Plan......Page 120
The Program's Organizational Plan......Page 122
How to Articulate Program Theory......Page 124
COLLATING EVALUATION QUESTIONS AND SETTING PRIORITIES......Page 126
SUMMARY......Page 127
KEY CONCEPTS FOR CHAPTER 4......Page 129
CHAPTER 4 ASSESSING THE NEED FOR A PROGRAM......Page 130
THE ROLE OF EVALUATORS IN DIAGNOSING SOCIAL CONDITIONS AND SERVICE NEEDS......Page 131
DEFINING SOCIAL PROBLEMS......Page 136
SPECIFYING THE EXTENT OF THE PROBLEM: WHEN, WHERE, AND HOW BIG?......Page 137
Using Existing Data Sources to Develop Estimates......Page 138
Using Social Indicators to Identify Trends......Page 141
Estimating Problem Parameters Through Social Research......Page 142
Surveys and Censuses......Page 143
Forecasting Needs......Page 146
DEFINING AND IDENTIFYING THE TARGETS OF INTERVENTIONS......Page 148
Direct and Indirect Targets......Page 149
Target Boundaries......Page 150
Varying Perspectives on Target Specification......Page 153
Incidence and Prevalence......Page 154
Need and Demand......Page 155
Rates......Page 156
DESCRIBING THE NATURE OF SERVICE NEEDS......Page 157
Qualitative Methods for Describing Needs......Page 158
SUMMARY......Page 162
KEY CONCEPTS FOR CHAPTER 5......Page 165
CHAPTER 5 EXPRESSING AND ASSESSING PROGRAM THEORY......Page 166
THE EVALUABILITY ASSESSMENT PERSPECTIVE......Page 168
ELICITING AND EXPRESSING PROGRAM THEORY......Page 171
What Is a Program for Purposes of Program Theory?......Page 172
The Implicit Theory of Program Personnel and Other Stakeholders......Page 173
Topics for Attention During Document Review, Interviews, and Observations......Page 177
Frameworks for Assessing Program Theory......Page 184
Assessment in Relation to Social Needs......Page 185
Assessment of Logic and Plausibility......Page 188
Assessment Through Comparison With Research and Practice......Page 191
Assessment Via Preliminary Observation......Page 194
Outcomes and Responses to the Results of Program Theory Assessment......Page 197
SUMMARY......Page 198
KEY CONCEPTS FOR CHAPTER 6......Page 201
CHAPTER 6 MONITORING PROGRAM PROCESS AND PERFORMANCE......Page 202
WHAT IS PROGRAM MONITORING?......Page 203
Process or Implementation Evaluation......Page 208
Routine Program Monitoring and Management Information Systems......Page 210
Performance Measurement and Monitoring......Page 212
Monitoring From the Evaluator's Perspective......Page 214
Monitoring From an Accountability Perspective......Page 215
Monitoring From a Management Perspective......Page 216
MONITORING SERVICE UTILIZATION......Page 218
Coverage and Bias......Page 219
Measuring and Monitoring Coverage......Page 220
Program Records......Page 222
Surveys......Page 224
MONITORING ORGANIZATIONAL FUNCTIONS......Page 225
"Nonprograms" and Incomplete Intervention......Page 226
Unstandardized Intervention......Page 228
Specification of Services......Page 229
Program Support Functions......Page 230
MONITORING PROGRAM OUTCOMES......Page 231
Guidelines for Outcome Indicators......Page 233
Pitfalls in Outcome Monitoring......Page 234
Data Collected by the Evaluator......Page 236
Service Record Data......Page 237
Management Information Systems......Page 239
ANALYSIS OF MONITORING DATA......Page 240
Conformity of the Program to Its Design......Page 241
SUMMARY......Page 242
KEY CONCEPTS FOR CHAPTER 7......Page 245
CHAPTER 7 STRATEGIES FOR IMPACT ASSESSMENT......Page 246
The Experimental Model......Page 247
Linking Interventions to Outcomes......Page 249
"Perfect" Versus "Good Enough" Impact Assessments......Page 250
Gross Versus Net Outcomes......Page 251
Uncontrolled Selection......Page 252
Endogenous Change......Page 253
Maturational Trends......Page 254
Stochastic Effects......Page 255
Measurement Reliability......Page 258
Measurement Validity......Page 260
Choice of Outcome Measures......Page 261
The Hawthorne Effect and Other Delivery System Contaminants......Page 265
Missing Information......Page 266
DESIGN STRATEGIES FOR ISOLATING THE EFFECTS OF EXTRANEOUS FACTORS......Page 268
Full- Versus Partial-Coverage Programs......Page 269
Design IA: Randomized Experiments......Page 271
Design IB: Quasi-Experiments......Page 274
Design IIA: Simple Before-and-After Studies......Page 277
Design IID: Time-Series Analyses (many repeated measures)......Page 278
JUDGMENTAL APPROACHES TO IMPACT ASSESSMENT......Page 279
QUANTITATIVE VERSUS QUALITATIVE DATA IN IMPACT ASSESSMENTS......Page 280
Reproducibility......Page 282
Generalizability......Page 283
Pooling Evaluations: Meta-Analysis......Page 284
CHOOSING THE RIGHT IMPACT ASSESSMENT STRATEGY......Page 285
SUMMARY......Page 286
KEY CONCEPTS FOR CHAPTER 8......Page 289
UNITS OF ANALYSIS......Page 290
The Concept of Control and Experimental Groups......Page 291
Implementing Control Group Evaluations......Page 292
Using Randomization to Establish Comparability......Page 294
The Logic of Randomized Experiments......Page 295
Examples of Randomized Experiments in Impact Assessment......Page 296
Near Experiments: Conditions of "Ignorability"......Page 301
Simple Randomized Experiments......Page 303
Complex Randomized Experiments......Page 304
Programs in Early Stages of Implementation......Page 308
Ethical Considerations......Page 312
Differences Between Experimental and Actual Intervention Delivery......Page 313
Integrity of Experiments......Page 314
SUMMARY......Page 316
KEY CONCEPTS FOR CHAPTER 9......Page 319
QUASI-EXPERIMENTAL IMPACT ASSESSMENT......Page 320
Measuring Impacts in Quasi-Experimental Evaluations......Page 322
Ex Post Quasi-Experiments......Page 323
Constructing Control Groups by Matching......Page 324
Identifying Characteristics for Matching......Page 326
Matching Procedures......Page 328
The Logic Behind Statistical Controls......Page 331
Similarities Between Matching and Statistical Procedures......Page 333
Multivariate Statistical Models......Page 334
Regression-Discontinuity Designs......Page 340
Generic Controls......Page 342
SOME CAUTIONS IN USING CONSTRUCTED CONTROLS......Page 343
Ex Ante Versus Ex Post Designs......Page 345
An Illustrative Ex Post Quasi-Experiment......Page 346
Using Existing Data Sources......Page 347
Using Cross-Sectional Sample Surveys in Ex Post Quasi-Experiments......Page 348
Limitations on the Use of Cross-Sectional Surveys......Page 350
SUMMARY......Page 351
KEY CONCEPTS FOR CHAPTER 10......Page 353
CHAPTER 10 ASSESSMENT OF FULL-COVERAGE PROGRAMS......Page 354
NONUNIFORM FULL-COVERAGE PROGRAMS......Page 355
REFLEXIVE CONTROLS......Page 358
Simple Pre-Post Studies......Page 359
Complex Repeated Measures Reflexive Designs......Page 360
Time-Series Evaluations......Page 363
SHADOW CONTROLS......Page 367
Connoisseurial Assessments......Page 369
Program Administrator Judgments......Page 371
Participant Judgments......Page 372
SUMMARY......Page 374
KEY CONCEPTS FOR CHAPTER 11......Page 375
CHAPTER 11 MEASURING EFFICIENCY......Page 376
KEY CONCEPTS IN EFFICIENCY ANALYSIS......Page 378
Timing of Efficiency Analyses......Page 380
The Concepts of Cost-Benefit and Cost-Effectiveness Analyses......Page 382
Accounting Perspectives......Page 385
Measuring Costs and Benefits......Page 391
Monetizing Outcomes......Page 392
Secondary Effects (Externalities)......Page 394
Distributional Considerations......Page 395
Discounting......Page 396
Ethical Issues in Setting Values......Page 397
Comparing Costs to Benefits......Page 398
When to Do Ex Post Cost-Benefit Analysis......Page 399
COST-EFFECTIVENESS ANALYSIS......Page 401
SUMMARY......Page 405
KEY CONCEPTS FOR CHAPTER 12......Page 407
CHAPTER 12 THE SOCIAL CONTEXT OF EVALUATION......Page 408
THE PURPOSEFULNESS OF EVALUATION ACTIVITIES......Page 409
The Range of Stakeholders......Page 411
Consequences of Multiple Stakeholders......Page 412
Disseminating Evaluation Results......Page 414
Evaluation as a Political Process......Page 417
Political Time and Evaluation Time......Page 418
Policy Relevance and Policy Space......Page 422
Basic Science Models Versus Policy-Oriented Models......Page 425
The Missing Engineering Tradition......Page 426
Evaluating Evaluations......Page 427
THE PROFESSION OF EVALUATION......Page 428
Intellectual Diversity and Its Consequences......Page 429
The Education of Evaluators......Page 430
Consequences of Diversity in Origins......Page 431
Orientations Toward Primary Stakeholders......Page 432
The Qualitative-Quantitative Division......Page 433
Diversity in Working Arrangements......Page 434
Inside Versus Outside Evaluations......Page 435
EVALUATION STANDARDS, GUIDELINES, AND ETHICS......Page 436
The Leadership Role of Evaluation "Elite" Organizations......Page 437
UTILIZATION OF EVALUATION RESULTS......Page 442
Do Evaluations Have Direct Utility?......Page 443
Conceptual Use of Evaluations......Page 444
Variables Affecting Utilization......Page 445
EPILOGUE......Page 447
SUMMARY......Page 450
GLOSSARY......Page 452
REFERENCES......Page 462
AUTHOR INDEX......Page 488
SUBJECT INDEX......Page 494
ABOUT THE AUTHORS......Page 510

From [wikipedia][1]:
Crime and Punishment (Russian: Преступлéние и наказáние, tr. Prestupleniye i nakazaniye; IPA: [prjɪstʊˈpljenjə ɪ nəkɐˈzanjə]) is a novel by the Russian author Fyodor Dostoyevsky. It was first published in the literary journal The Russian Messenger in twelve monthly installments during 1866.[1] It was later published in a single volume. It is the second of Dostoyevsky's full-length novels following his return from ten years of exile in Siberia. Crime and Punishment is considered the first great novel of his "mature" period of writing.[2]
Crime and Punishment focuses on the mental anguish and moral dilemmas of Rodion Raskolnikov, an impoverished ex-student in St. Petersburg who formulates and executes a plan to kill an unscrupulous pawnbroker for her cash. Raskolnikov argues that with the pawnbroker's money he can perform good deeds to counterbalance the crime, while ridding the world of a worthless vermin. He also commits this murder to test his own hypothesis that some people are naturally capable of such things, and even have the right to do them. Several times throughout the novel, Raskolnikov justifies his actions by comparing himself with Napoleon Bonaparte, believing that murder is permissible in pursuit of a higher purpose.
----------
See also:
- [Преступлéние и наказáние: 1/2](https://openlibrary.org/works/OL7998899W/Prestuplenie_i_nakazanie._1_2)
[1]: https://en.wikipedia.org/wiki/Crime_and_Punishment

<p>Through the story of the brilliant but conflicted young Raskolnikov and the murder he commits, Fyodor Dostoevsky explores the theme of redemption through suffering. <i>Crime and Punishment</i> put Dostoevsky at the forefront of Russian writers when it appeared in 1866 and is now one of the most famous and influential novels in world literature.<br><br>The poverty-stricken Raskolnikov, a talented student, devises a theory about extraordinary men being above the law, since in their brilliance they think new thoughts and so contribute to society. He then sets out to prove his theory by murdering a vile, cynical old pawnbroker and her sister. The act brings Raskolnikov into contact with his own buried conscience and with two characters the deeply religious Sonia, who has endured great suffering, and Porfiry, the intelligent and discerning official who is charged with investigating the murder both of whom compel Raskolnikov to feel the split in his nature. Dostoevsky provides readers with a suspenseful, penetrating psychological analysis that goes beyond the crime which in the course of the novel demands drastic punishment to reveal something about the human condition: The more we intellectualize, the more imprisoned we become.</p>

Dostoyevsky's epic masterpiece, unabridged, with an afterword by Robin Feuer MillerOne of the world's greatest novels, Crime and Punishment is the story of a murder and its consequences—an unparalleled tale of suspense set in the midst of nineteenth-century Russia's troubled transition to the modern age. In the slums of czarist St. Petersburg lives young Raskolnikov, a sensitive, intellectual student. The poverty he has always known drives him to believe that he is exempt from moral law. But when he puts this belief to the test, he suffers unbearably. Crime and punishment, the novel reminds us, grow from the same seed. “No other novelist,” wrote Irving Howe of Dostoyevsky, “has dramatized so powerfully the values and dangers, the uses and corruptions of systematized thought.” And Friedrich Nietzsche called him “the only psychologist I have anything to learn from.”With an Introduction by Leonard J. Stanton and James D. Hardy Jr.and an Afterword by Robin Feuer Miller

Determined to overreach his humanity and assert his untrammelled individual will, Raskolnikov, an impoverished student living in the St. Petersburg of the Tsars, commits an act of murder and theft and sets into motion a story which, for its excrutiating suspense, its atmospheric vividness, and its profundity of characterization and vision, is almost unequaled in the literatures of the world. The best known of Dostoevsky's masterpieces, Crime and Punishment can bear any amount of rereading without losing a drop of its power over our imagination

2013-06-24