CRJS 6391 – Transformative Change in a Shared-Power World* (5

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CRJS 6391 Week 5 Assignment Question (20 Questions)

1) How did the rise of the global drug trade lead to the development of transnational criminal organizations?

2) What are some of the major challenges that law enforcement agencies face when investigating and prosecuting transnational criminal organizations?

3) What are some of the major methods that transnational criminal organizations use to launder money?

4) What are some of the major methods that transnational criminal organizations use to smuggle people and contraband across borders?

5) What are some of the major methods that transnational criminal organizations use to evade detection and prosecution?

6) What are some of the major trends that have emerged in transnational organized crime in recent years?

7) How has the globalization of the world economy affected transnational organized crime?

8) What are some of the major challenges that law enforcement agencies face in combating transnational organized crime?

9) What are some of the major methods that transnational organized crime groups use to launder money?

10) What are some of the major methods that transnational organized crime groups use to smuggle people and contraband across borders?

CRJS 6391 Week 5 Discussion 1 (20 Questions)

The CRJS 6391 Course required texts are:• Walker, Samuel (2013). Sense and Nonsense About Crime, Drugs, and Communities. Oxford University Press. ISBN 978-0199915240.• Cullen, Francis T., Kathleen A. Ackermann, John Paul Wright, and Amy M. Bohm (2016). The American Prison in Historical Perspective (2nd edition). Routledge. ISBN 978-1138821213• Flanagan, Timothy J., James M. Byrne, and Robert P. Weiss (2017). Policing America: Challenges and Best Practices (8th edition). Pearson Education Inc.. ISBN 978-0134482671CRJS 6391 Course Learning Outcomes for Unit VUpon completion of this unit, students should be able to:1. Analyze how police policy is made and how these policies may cause transformative changes in policing in a shared-power world.2. Evaluate the efficacy of the leadership approaches employed by police leaders in a shared-power world.(COs 1 & 2)Unit V Discussion DirectionsIn Chapter 15 of your textbook, the authors discuss policies that have been implemented during the past two decades to reform policing in America in an effort to address problems such as racial discrimination, excessive force by officers, corruption within departments and agencies, public perceptions of police misconduct, as well as numerous other issues that have plagued law enforcement agencies nationwide throughout history.(UOP) In your initial post this week, explain why it is important for police leaders to make sound decisions regarding departmental policies with regard to community relations and the application of force against citizens by officers.(UOP) Then describe the process that should be followed by police leaders when making policy decisions related to policing behavior and procedures?(UOP) Finally share your thoughts on why it is critical for police leaders to involve all stakeholders – including rank-and-file officers – when making decisions about how police will interact with citizens during their everyday duties.(UOP) Be sure to support your position with specific examples based on your readings for this unit.(UOP)After you have completed your initial post addressing each of the above elements required for full credit for this discussion question assignment – which includes supporting your position with specific examples based on required readings for this unit — respond substantively (i.e., not just “I agree” or “good point”) to at least two posts by other students in this class who are assigned to complete the same unit V discussion question assignment as you are this week.*The CRJS 6391 Course required texts are:• Walker, Samuel (2013). Sense and Nonsense About Crime, Drugs, and Communities. Oxford University Press. ISBN 978-0199915240.• Cullen, Francis T., Kathleen A. Ackermann,…

CRJS 6391 Week 5 DQ 1 (20 Questions)

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Transforming the Criminal Justice System: A Shared-Power Approach

Our textbook describes a shared-power approach to transforming the criminal justice system, where it is recognized that multiple stakeholders can work together to create social change (Chen, 2015). In this approach, it is also recognized that the criminal justice system should not be viewed as a monolithic institution, but one that consists of many moving parts. For example, there are many different types of actors involved in the criminal justice system, including police officers, prosecutors, judges, and corrections officers. Each of these actors has their own set of values, beliefs, and goals.

1. What are some of the values, beliefs, and goals that you think are important for each type of actor in the criminal justice system?

2. How do you think these values, beliefs, and goals can be used to create social change within the criminal justice system?

3. What are some of the challenges you think would need to be addressed in order to implement a shared-power approach to transforming the criminal justice system?

CRJS 6391 Week 5 Discussion 2 (20 Questions)

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(48) CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391)

In CRJS 6391 Course, students examine how systems of shared power can shape, constrain and enable transformative change. Students will apply their learning to current social issues at the local, national and global levels. Particular attention is paid to race, class and gender in understanding the relationships between citizens, governments and communities.

CRJS 6391 Week 5 DQ 2 (20 Questions)

CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) CRJS 6391 Course will provide students with a comprehensive introduction to transformative change theory, practices and perspectives. The CRJS 6391 Course focuses on the impact of social injustice on individuals and communities, and the role of conflict resolution in facilitating individual and societal transformation. Through readings, case studies, lectures and experiential learning activities, students will develop an understanding of the impact of systemic oppression on individual and community well-being, as well as skills for addressing these challenges.

CRJS 6391 Week 5 Quiz (20 Questions)

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1. The concept of shared power means that:

A. leaders share their decision-making authority with others in order to increase the level of involvement and commitment.

B. there is no one leader, but instead a group of people who collectively make decisions about an organization or community.

C. different stakeholders have different levels of power, and these can change over time.

D. everyone has an equal say in decisions, regardless of their position or role in the organization or community.

2. Shared power can help organizations and communities to:

A. be more responsive to the needs of different groups.

B. make better decisions by considering a variety of perspectives.

C. reduce conflict by allowing different groups to have a say in decisions.

D. All of the above.

3. When using a shared-power approach, it is important to:

A. make sure that everyone has an equal say in decisions.

B. consider the different levels of power that different stakeholders have.

C. be aware of how power can change over time.

D. All of the above.

CRJS 6391 Week 5 MCQ’s (20 Multiple Choice Questions)

What are the three key factors that are necessary for transformational change?

1. A shared vision for change
2. A sense of urgency about the need for change
3. The ability to develop and implement a plan for change

Which of the following is not one of the four steps in John Kotter’s framework for leading change?

1. Establish a sense of urgency
2. Create a guiding coalition
3. Develop a vision and strategy
4. Communicate the change vision
5. Empower broad-based action
6. Generate short-term wins
7. Consolidate gains and produce more change
8. Institutionalize new approaches

CRJS 6391 Week 6 Description

CRJS 6391 Course introduces students to the principles of transformative change in a shared-power world. The CRJS 6391 Course is designed to help students understand the nature of change and how it can be used to create more just and equitable societies. The CRJS 6391 Course will explore the concept of power and how it is distributed in society. It will also examine the role of law in shaping social change. The CRJS 6391 Course will culminate with a discussion of the role of social movements in bringing about transformative change.

CRJS 6391 Week 6 Outline

Unit 1: Introduction to Transformative Change

In this unit, you will explore what it means to be an agent of transformative change. You will also examine your own personal journey as a social change agent. You will also have the opportunity to reflect on your own experiences with transformative change and explore ways that you can contribute to the process of transformative change in your community.

Unit 2: Power and Privilege in a Shared-Power World

In this unit, you will explore how power and privilege operate in our society. You will also examine how these concepts impact your work as a social change agent. You will have the opportunity to reflect on your own experiences with power and privilege and explore ways that you can use your privilege to create positive social change.

Unit 3: Theory and Practice of Transformative Change

In this unit, you will explore different theories of transformative change. You will also examine different approaches to implementing transformative change. You will have the opportunity to reflect on your own experiences with transformative change and explore ways that you can apply these theories and approaches in your work as a social change agent.

CRJS 6391 Week 6 Objectives

-Identify the three types of transformative change and discuss how they differ from one another
-Describe how the concept of transformative change can be applied to the field of criminal justice
-Identify the key actors involved in transformative change
-Explain how power is distributed among those actors
-Analyze the role of civil society in transformative change

CRJS 6391 Week 6 Pre-requisites

CRJS 6391 Course Description: CRJS 6391 Course will focus on the study of transformative change in a shared-power world. The class will explore how various systems of oppression have changed over time and how they continue to change in response to challenges from within and without. We will examine how different groups are using their power to effect change at different levels, including the personal, interpersonal, organizational, community, and societal levels.

CRJS 6391 Week 6 Duration

Week 6 will be devoted to exploring a variety of perspectives on the concept of transformative change in a shared-power world. We will begin by looking at the work of some of the key theorists in the field, including Jürgen Habermas, Hannah Arendt, and Sheldon Wolin. We will then turn to a consideration of the ways in which transformative change is being enacted in contemporary social movements, with a particular focus on the Occupy movement. Finally, we will explore the potential for transformative change within the criminal justice system itself.

CRJS 6391 Week 6 Learning Outcomes

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In CRJS 6391 Course, you will be introduced to the following concepts and ideas:• **The concept of transformative change and how it can help us to achieve a more just and peaceful world.** You will explore the theory and practice of transformative change, including the role of power in transformation. You will also learn about different approaches to transformative change and the challenges involved in implementing it.• **How to work collaboratively with others to create change.** You will learn about different models of collaboration and the importance of building relationships of trust. You will also explore ways to overcome conflict and build consensus.• **How to use your personal power to create change.** You will learn about the different sources of personal power and how to use them effectively. You will also explore ways to develop your own personal power and the power of others.

CRJS 6391 Week 6 Assessment & Grading

Assessment & Grading for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits)

What are the three primary types of assessments?

1. Summative assessments are used to evaluate student learning at the end of an instructional unit, program, or CRJS 6391 Course.

2. Formative assessments are used to provide feedback during the learning process to help students improve their understanding and performance.

3. Diagnostic assessments are used to identify students’ strengths and weaknesses in order to inform instruction and improve learning.

CRJS 6391 Week 6 Suggested Resources/Books

1. change management principles and practices

2. implementing organizational change

3. leading organizational change

4. resistance to change

CRJS 6391 Week 6 Assignment (20 Questions)

1. What is the main difference between an organization and a network?

2. What are some of the benefits of working in a networked organization?

3. How can you tell if an organization is truly networked?

4. What are some of the challenges of working in a networked organization?

5. How can you overcome these challenges and be successful in a networked organization?

6. What is the difference between a command-and-control organization and a networked organization?

7. Which type of organization do you think is better suited for transformative change? Why?

8. What are some of the advantages of working in a command-and-control organization?

9. What are some of the disadvantages of working in a command-and-control organization?

10. How can you tell if an organization is truly command and control?

CRJS 6391 Week 6 Assignment Question (20 Questions)

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Week 6 Assignment Question (20 Questions) for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391)**

1. How can transformative change be brought about in a shared-power world?

2. What are some of the key challenges that need to be addressed in order to bring about transformative change in a shared-power world?

3. How can we create shared power arrangements that are more effective at promoting transformative change?

4. What are some of the benefits of transformative change?

5. What are some of the risks associated with transformative change?

6. How can we increase the likelihood of successful transformative change?

7. What are some of the challenges associated with monitoring and evaluating transformative change?

8. What are some of the challenges associated with sustaining transformative change over the long term?

9. How can we build capacity for transformative change?

10. What role can leadership play in promoting transformative change?

CRJS 6391 Week 6 Discussion 1 (20 Questions)

CRJS 6391 Week 6 Discussion 1 (20 Questions) for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391)

https://quizlet.com/529814538/CRJS 6391 Course-week-6-discussion-1-20-questions-for-crjs-6391-flash-cards/

#crjs6391 #crjs63911 #crjs63910 #crjs63912 #crjs6391discussion

CRJS 6391 Week 6 DQ 1 (20 Questions)

Please post your responses to the following discussion questions by clicking on Reply. Remember to click Submit when you are finished typing your post.

1. The Power within Us: Appreciating Shared Power (pp. 115-116)

In this chapter, the author suggests that when we are feeling powerless, we need to look inside ourselves for the power to change. Please share a time when you have felt powerless and what you did to change that feeling. What did you discover about yourself? What did you learn about power?

2. The Choice Point: Making Change Happen (pp. 117-118)

The author provides four factors that contribute to making change happen: “the willingness to face reality, the courage to let go of the past, the capacity to hold tension in life-giving ways, and a spiritual grounding that gives us strength” (p. 118). Which of these factors do you think is most important in making change happen? Why? Give an example of a time when you have faced reality, let go of the past, held tension in life-giving ways, or been spiritually grounded that gave you strength. How did each of these factors contribute to making change happen for you?

3. The Power of Stories: Claiming Our Stories (pp. 119-120)

The author writes that “the ability to tell our stories is a source of great strength and power” (p. 120). Please share a story from your own life that has been empowering for you. What made this story so empowering? How did it help you make change happen in your life?

4. The Power of Relationships: Connecting with Others (pp. 121-122)

The author writes that “relationships are at the heart of effective community organizing” (p. 121). Please share an experience you have had working with others in a group setting – either in school, work, volunteering, etc. How did relationships contribute to the effectiveness of the group? What challenges arose due to relationships within the group? How were these challenges addressed?

5. The Power of Collective Action: Acting Together for Change (pp. 123-124)

The author describes collective action as “acting together with others for a common purpose” (p. 123). Please share an experience you have had working with others towards a common purpose – either in school, work, volunteering, etc. What was the common purpose? How did collective action help achieve this purpose? What challenges arose due to collective action within the group? How were these challenges addressed?

CRJS 6391 Week 6 Discussion 2 (20 Questions)

1. Which of the following are benefits of information sharing?

2. What is the most important factor to consider when sharing information?

3. How can information be shared effectively?

4. What are some of the challenges associated with information sharing?

5. How can these challenges be overcome?

CRJS 6391 Week 6 DQ 2 (20 Questions)

1. What are the main goals of transformative change?

The main goals of transformative change are to promote individual and social transformation, and to create a more just and equitable society.

2. What are some of the key strategies for promoting transformative change?

There are many key strategies for promoting transformative change, but some of the most important include education, organizing, and advocacy.

3. What role does education play in transformative change?

Education is critical to transformative change because it helps people to understand the issues at hand and to develop the skills and knowledge necessary to bring about change.

4. What role does organizing play in transformative change?

Organizing is important for transformative change because it helps to bring people together to work towards common goals. Organizing can take many different forms, such as community organizing, political organizing, or labor organizing.

5. What role does advocacy play in transformative change?

Advocacy is another key strategy for transformative change. Advocacy involves working to raise awareness about an issue and to mobilize people to take action on that issue. Advocacy can take many different forms, such as lobbying, media work, or direct action.

6. What are some of the challenges involved in promoting transformative change?

There are many challenges involved in promoting transformative change. Some of these challenges include dealing with resistance from those who benefit from the status quo, overcoming apathy and cynicism, and addressing structural barriers that block progress.

CRJS 6391 Week 6 Quiz (20 Questions)

1. What are the three main challenges in developing an effective policing agency?

a. Ensuring that all officers have the same level of training and experience
b. Maintaining high levels of public trust and legitimacy
c. Managing organizational change effectively

2. What is the “blue wall of silence”?

a. The tendency of police officers to protect each other from investigation and discipline
b. The tendency of police agencies to be resistant to change
c. The tendency of police officers to withhold information from the public

3. What is community policing?

a. A law enforcement strategy that emphasizes proactive problem solving and community partnerships to proactively address crime and disorder issues
b. A law enforcement strategy that emphasizes traditional methods of crime control, such as patrols and response to calls for service
c. A law enforcement strategy that emphasizes intelligence-led policing and predictive analytics

4. Which of the following is NOT a common challenge in implementing community policing?

a. ensuring that all officers buy into the philosophy
b. addressing community skepticism and fear
c. having adequate resources
d. maintaining officer safety
e. dealing with resistance from within the police department
f. measuring the effectiveness of community policing initiatives
g. obtaining buy-in from city officials

5. Problem-oriented policing is an example of ____________ policing.

a. traditional
b. community
c. intelligence-led
d. problem-solving
e. proactive
f. reactive
g. preventative

CRJS 6391 Week 6 MCQ’s (20 Multiple Choice Questions)

The University of Texas at Arlington offers a Master’s Degree in Criminal Justice Administration, which includes a class called “Transformative Change in a Shared-Power World.” CRJS 6391 Course deals with the ways that different organizations share power and work together to create change. In order to successfully complete CRJS 6391 Course, students must answer 20 multiple choice questions correctly. The questions are based on readings from the textbook, “The Power of Shared Leadership,” by Robert E. Quinn and David S. Glaser.

CRJS 6391 Week 7 Description

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CRJS 6391 Course is designed to introduce students to transformative change in a shared-power world. The CRJS 6391 Course will explore how to work with others to create lasting change in systems and organizations. Topics will include the role of power in creating change, working with diverse stakeholders, and using a systems approach to change. The CRJS 6391 Course will also explore how to develop a shared vision for change and create a plan for implementation.

CRJS 6391 Week 7 Outline

CRJS 6391 Course focuses on how to bring about transformative change in a shared-power world. The CRJS 6391 Course is organized around the following topics:

1. Introduction to Transformative Change
2. Shared Power
3. Agents of Change
4. Organizing for Change
5. Strategies for Change
6. Evaluating Change

CRJS 6391 Week 7 Objectives

• Examine the relationship between change and power.

• Understand the concept of transformative change.

• Explore different approaches to transformative change.

• Analyze the role of power in transformative change.

• Understand the challenges and opportunities of working for transformative change in a shared-power world.

CRJS 6391 Week 7 Pre-requisites

CRJS 6391 Course Description: CRJS 6391 Course introduces students to the various theories and models of transformative change. It covers how to work with power, how to facilitate organizational change, and how to lead large-scale transformation efforts. Students will learn about different approaches to change, the importance of stakeholder engagement, and the role of leadership in driving transformation. The CRJS 6391 Course will also cover the challenges and opportunities associated with working in a shared-power world.

*Prerequisites: CRJS 6391 – Introduction to Social Change (3 credits) and CRJS 6391 – Organizational Change (2 credits)

CRJS 6391 Week 7 Duration

Week 7 – Module 1: Applying Transformative Change in a Shared-Power World

In this module, students will learn about how to apply transformative change in a shared-power world. Students will explore the concept of transformative change and how it can be used to create positive social change. Additionally, students will learn about the importance of collaboration and communication when working to create change in a shared-power world. Finally, students will have the opportunity to apply what they have learned by developing a plan for how they would use transformative change to create positive social change in their own community.

Learning Outcomes

By the end of this module, students will be able to:

1. Define “transformative change” and explain how it can be used to create positive social change.

2. Understand the importance of collaboration and communication when working to create change in a shared-power world.

3. Develop a plan for how they would use transformative change to create positive social change in their own community.

CRJS 6391 Week 7 Learning Outcomes

1. Understand the processes and principles of change that are most effective in transforming individuals, organizations, and systems.

2. Understand how to create a shared vision for change within an organization or system.

3. Understand how to engage stakeholders in the change process.

4. Understand how to lead change in a way that builds buy-in and commitment from all involved.

5. Understand how to sustain change over time through continuous improvement.

CRJS 6391 Week 7 Assessment & Grading

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| Title of Assessment or Grading Activity | Week 7 Assignment Submission |
| Type of Assessment or Grading Activity | Individual, dropbox submission (100 points) |
| Date for Submission of Assessment or Grading Activity to Instructor for Feedback/Grading purposes | Before 5 p.m. on October 13th, 2018 (unless otherwise indicated by your instructor) |
| Criteria for grading the assessment or grading activity – if applicable. Include how many points each criterion is worth. If no specific criteria are provided in the assessment instructions, use these as a guideline. | Review the instruction on Canvas and make sure you complete all elements of the assignment. Your work will be graded on overall quality and clarity of content as well as following directions. You will also be expected to cite scholarly resources in APA format as appropriate to support your statements within the body of your paper (see syllabus). (5 points) An additional point will be deducted for each reference that is not formatted in APA style according to the APA 6th Edition Manual. In-text citations must match up with a corresponding entry in your reference list at the end of your paper, otherwise it is considered plagiarism and you may fail this class with a zero grade.(5 points) You will lose an additional point for each incorrect in-text citation.(5 points) At least 2 scholarly references must be included in addition to any required readings from class (i.e., textbook, lecture notes, PowerPoints, etc.).(10 points)|

CRJS 6391 Week 7 Suggested Resources/Books

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CRJS 6391 Week 7 Assignment (20 Questions)

*Fully online and asynchronous CRJS 6391 Course; no face-to-face class sessions required.

This assignment is due by 11:59 PM, Sunday, February 17th. Please submit your responses via Blackboard.

Answer each of the following questions with a few sentences. When responding, please be sure to address each question directly in your response.

1. Explain why it is important for justice organizations to have a clear vision of what justice means to them, their clients/customers/citizens, and their stakeholders. What are some common ways that organizations can develop and communicate this vision?

It is important for justice organizations to have a clear vision of what justice means to them because it allows the organization to maintain a sense of purpose and direction. Without a clear vision, an organization may become lost and confused about its goals. There are several ways that organizations can develop and communicate their vision, including holding community forums, conducting surveys, and holding focus groups.

2. Explain how an organization’s structure can influence its ability to achieve its vision. For example, how might a hierarchical structure make it difficult for an organization to be responsive to the needs of its clients/customers/citizens?

An organization’s structure can influence its ability to achieve its vision in several ways. For example, if an organization is hierarchical in nature, it may be difficult for the organization to be responsive to the needs of its clients/customers/citizens. This is because decisions often have to go through several levels of approval before they are implemented, which can slow down the decision-making process. Additionally, hierarchical structures can create silos within an organization, which can prevent information from flowing freely between departments and individuals.

3. Explain how an organization’s culture can influence its ability to achieve its vision. For example, how might a culture of fear make it difficult for an organization to be innovative?

An organization’s culture can influence its ability to achieve its vision in several ways. For example, if an organization has a culture of fear, it may be difficult for the organization to be innovative. This is because employees may be afraid to speak up or share new ideas, lest they be reprimanded or punished. Additionally, a culture of fear can lead to high turnover rates as employees leave the organization in search of a more supportive and positive work environment.

CRJS 6391 Week 7 Assignment Question (20 Questions)

1. What is the difference between an administrative search and a criminal investigation?

2. How does the exclusionary rule impact police officers during a criminal investigation?

3. Why is it important for police officers to obtain a search warrant before conducting a search?

4. What are some of the exceptions to the search warrant requirement?

5. How does the plain view doctrine impact police officers during a criminal investigation?

6. What are some of the exceptions to the plain view doctrine?

7. How does the knock and announce rule impact police officers during a criminal investigation?

8. What are some of the exceptions to the knock and announce rule?

9. How does the consent exception to the search warrant requirement impact police officers during a criminal investigation?

10. What are some of the exceptions to the consent exception to the search warrant requirement?

CRJS 6391 Week 7 Discussion 1 (20 Questions)

**

Description: CRJS 6391 Course examines shared-power relationships among various actors, institutions, and groups in the public arena and how these relationships shape the process of transformative change. It focuses on understanding how the various stakeholders involved in a given issue come to understand and construct their interests, relationships, and objectives as well as how they interact with each other. Students will also be introduced to transformative mediation models and practices for conducting effective public policy dialogues.

The objective of CRJS 6391 Course is to provide students with an understanding of shared-power relationships among various actors, institutions, and groups in the public arena and how these relationships shape the process of transformative change.

1. What are some of the advantages and disadvantages of mediation?
2. How can stakeholders be empowered to bring about transformative change?
3. What are some of the challenges associated with conducting public policy dialogues?
4. What is the role of trust in shared-power relationships?
5. How can stakeholders effectively communicate with each other to resolve conflicts?

CRJS 6391 Week 7 DQ 1 (20 Questions)

1. What did you find most interesting in the readings?
2. What were some of the key ideas in the readings?
3. How can you apply these ideas to your work or personal life?
4. What other questions do you have about the topic?
5. What are your thoughts about the role of government in a shared-power world?
6. How can we create a more shared-power world?
7. What are some of the challenges to creating a more shared-power world?

CRJS 6391 Week 7 Discussion 2 (20 Questions)

Note that CRJS 6391 Course is not currently offered. It may be offered again in the future.

CRJS 6391 Week 7 Discussion 2 (20 Questions) for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391)

1. How can we improve government transparency? Please provide specific examples.

2. How can we increase citizen engagement with their government? Please provide specific examples.

3. What are some of the barriers to effective communication between government and citizens? Please provide specific examples.

4. How can we increase government accountability? Please provide specific examples.

5. What are some of the challenges associated with implementing shared power arrangements? Please provide specific examples.

CRJS 6391 Week 7 DQ 2 (20 Questions)

1. What is the difference between a functional and structural perspective of organizations? Which perspective do you think is more useful for understanding organizational change? Why?
2. What is the difference between an open and closed system? Which type of system do you think is more effective at promoting organizational change? Why?
3. What are some of the advantages and disadvantages of using a participatory approach to organizational change?
4. What are some of the advantages and disadvantages of using a top-down approach to organizational change?
5. What are some of the advantages and disadvantages of using a bottom-up approach to organizational change?
6. What are some of the key factors that need to be considered when designing an effective organizational change intervention?
7. What are some of the challenges that need to be addressed when implementing an organizational change intervention?
8. What are some of the common pitfalls that can occur during an organizational change initiative?
9. What are some of the best practices for managing organizational change effectively?
10. How can resistance to change be overcome?

CRJS 6391 Week 7 Quiz (20 Questions)

1. Question 1
5 points

What is the name of the class that you are taking?

CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits)

CRJS 6391 Week 7 MCQ’s (20 Multiple Choice Questions)

(Summer I, 2020)

1. What is the difference between “police” and “policing”?

A. Police are sworn officers who have the authority to make arrests, while policing refers to the proactive and reactive strategies and tactics used by police to maintain public order.

B. Policing refers to the proactive and reactive strategies and tactics used by police to maintain public order, while police are sworn officers who have the authority to make arrests.

C. There is no difference between “police” and “policing.”

D. Police are sworn officers who have the authority to make arrests, while policing refers to the process of investigating crimes and apprehending suspects.

2. Which of the following is NOT a function of police in the United States?

A. To protect life and property
B. To enforce laws and ordinances
C. To prevent crime and disorder
D. To provide social services

3. Which of the following statements about community policing is FALSE?

A. It is a philosophy that guides police-citizen interactions.
B. It involves police working with citizens to identify and solve problems in their neighborhoods.
C. It is a strategy for organizing and deploying police resources.
D. It is a style of policing that relies heavily on traditional law enforcement techniques, such as arrest and use of force.

4. What is the difference between problem-oriented policing and community policing?

A. Problem-oriented policing is focused on identifying and solving specific crime problems, while community policing is focused on building relationships with citizens and addressing social disorder issues.
B. Community policing is focused on identifying and solving specific crime problems, while problem-oriented policing is focused on building relationships with citizens and addressing social disorder issues.
C. There is no difference between problem-oriented policing and community policing.
D. Problem-oriented policing is a style of policing that relies heavily on traditional law enforcement techniques, such as arrest and use of force, while community policing is a philosophy that guides police-citizen interactions.

5. The ___________ model of policing emphasizes aggressive law enforcement tactics, such as stop-and-frisk searches and Broken Windows enforcement, to prevent crime and maintain order in high-crime areas.

A. community policing
B.. problem-oriented policing
C.. intelligence-led policing
D.. zero-tolerance policing

6 Which of the following statements about Broken Windows enforcement is FALSE? Broken Windows enforcement is a proactively oriented police strategy that focuses on minor offenses in order to prevent more serious crime from happening.. Broken Windows enforcement has been shown to be an effective strategy for reducing crime.. Broken Windows enforcement has been criticized for disproportionately targeting minority groups.. Broken Windows enforcement relies heavily on traditional law enforcement techniques, such as arrest and use of force 7 Which of the following statements about stop-and-frisk searches is TRUE? Stop-and-frisk searches are a type of Terry stop.. Stop-and-frisk searches allow police to frisk individuals for weapons without probable cause or reasonable suspicion.. Stop-and-frisk searches have been ruled unconstitutional by several courts.. Stop-and-frisk searches have been shown to be an effective strategy for reducing crime 8 Which of the following statements about predictive policing is TRUE? Predictive policing involves using data analytics to identify where crimes are likely to occur so that police can deploy resources accordingly.. Predictive policing has been shown to be an effective strategy for reducing crime.. Predictive policing has been criticized for disproportionately targeting minority groups.. Predictive policing relies heavily on traditional law enforcement techniques, such as arrest and use of force 9 Which of the following statements about intelligence-led policing is FALSE? Intelligence-led policing involves using data analytics to identify where crimes are likely to occur so that police can deploy resources accordingly.. Intelligence-led policing has been shown to be an effective strategy for reducing crime.. Intelligence-led policing has been criticized for disproportionately targeting minority groups.. Intelligence-led policing relies heavily on traditional law enforcement techniques, such as arrest 10 Which of the following best describes civil asset forfeiture? Civil asset forfeiture is a legal process whereby law enforcement can seize property suspected of being involved in criminal activity without having to first obtain a conviction.. Civil asset forfeiture has been shown to be an effective strategy for reducing crime.. Civil asset forfeiture has been criticized for disproportionately targeting minority groups.. Civil asset forfeiture allows law 11 Which of the following best describes community courts? Community courts are specialized courts that focus on quality-of-life offenses committed in specific geographic areas.. Community courts have been shown to be an effective strategy for reducing crime.. Community courts have been criticized for disproportionately targeting minority groups.. Community courts allow 12 Which statement best describes restorative justice? Restorative justice is a process whereby those who have been harmed by crime are brought together with those responsible for the harm in order to address the harm and find a resolution.. Restorative justice has been shown to be an effective strategy for reducing crime.. Restorative justice has been criticized for disproportionately targeting minority groups.. Restorative justice allows 13 What are some potential benefits of body cameras for police? Body cameras may increase transparency and accountability among police officers, leading to improved relations with communities.. Body cameras may decrease complaints against police officers and use of force incidents… Body cameras may give citizens a false sense of security when it comes to police misconduct… Body cameras may invade the privacy 14 What are some potential drawbacks of body cameras for police? Body cameras may give citizens a false sense of security when it comes to police misconduct… Body cameras may invade the privacy of both citizens and officers… Body cameras may be expensive for agencies to implement and maintain… Body cameras 15 What does it mean when we say that something is “legal but unjust?” It means that while something may be within the letter of the law, it goes against the spirit or intent of the law… It means that while something may be within the spirit or intent of the law, it goes against the letter of the law… It means 16 How can we balance individual rights with public safety concerns? One way to balance individual rights with public safety concerns is through proactive community engagement initiatives like community meetings or surveys… Another way to balance individual rights with public safety concerns 17 Is it possible for there to be too much transparency when it comes to police misconduct? Yes, too much transparency when it comes 18 Who should have access to body camera footage? There is no one answer to this question as there are pros 19 What factors should be considered when making decisions about release 20

CRJS 6391 Week 8 Description

In CRJS 6391 Course we will explore how people are using their power to create transformative change in a shared-power world. We will explore the concept of power and how it is used in various contexts, including interpersonal relationships, organizations, and social movements. We will also explore how power is used to create change at different levels, from individual change to large-scale social change. CRJS 6391 Course is designed for students who are interested in exploring how they can use their power to create positive change in the world.

CRJS 6391 Week 8 Outline

**Note: This is a draft outline of the CRJS 6391 Course and is subject to change.**

# Module 1: Introduction to Transformative Change in a Shared-Power World

In this module, we will explore what it means to live in a world of shared power, and how that affects our ability to create transformative change. We will also explore how our personal beliefs, values, and experiences shape our understanding of the world around us.

## Learning Outcomes

By the end of this module, you will be able to:

– Define “shared power” and explain how it affects our ability to create change
– Explain how our personal beliefs, values, and experiences shape our understanding of the world around us
– Describe the difference between surface-level and deep-level change
– Explain why it is important to understand both individual and systemic factors when trying to create transformative change
– Describe some common obstacles to creating transformative change in a shared-power world

## Activities and Assignments

### Getting Started Discussion Board Forum (Week 1)

Introduction thread due Thursday (post by 11:59pm CT): In this forum, you will introduce yourself to your classmates and instructor. Tell us about your background, your experience with social justice work (if any), and your goals for CRJS 6391 Course. Feel free to also share anything else you think would be helpful for us to know about you. Be sure to respond to at least two of your classmates’ introductions by Sunday (11:59pm CT). Please review the [Forum Rubric](https://docs.google.com/document/d/1TZrF80YWoC2VYEuCAeQ7wzfCrZaJnOTNpsrz0zMxV8/edit) for guidance on how your discussion posts will be evaluated.

– [CRJS 6391 Course Introduction Slides](https://drive.google.com/file/d/1IY7L-GjaJ_5hgTX3Aq3P6iW9Xvx–J4u/view?usp=sharing)

– [Video Introduction](https://youtu.be/-gMP8X4IHfk)

– Chapter 1 from _From Charity to Social Change: An Introduction to Community Organizing_ ([PDF](https://baylor-ir.tdl.org/baylor-ir/bitstream/handle/2104/11200/Pauly_Caroline_Dissertation_2015.pdf?sequence=1&isAllowed=y))

– “Introduction” from _The New Jim Crow: Mass Incarceration in the Age of Colorblindness_ ([PDF](https://drive.google.com/file/d/14qiVKcn3qyammeTXUBFGsSPFKSKoHGtO/view?usp=sharing))

– “Shared Power” from _The Power Paradox: How We Gain and Lose Influence_ ([PDF](https://www.goodreads.com/book/show/23279321-the-power-paradox))

– “Understanding Power” from _The Work of Art in the World: Civic Agency and Public Humanities_ ([PDF](http://www.publichumanitiesalliance.org/_literature_135548//The%20Work%20of%20Art%20in%20the%20World%20Reader(1).pdf))

– Optional Reading: “What is Social Change?” from _Organizing for Social Change, Fourth Edition_ ([PDF](https://www.organicconsumers.org//sites//default//files//Organizing%20for%20Social%20Change,%20Fourth%20Edition2_0.pdf)) (You may find this reading helpful as we discuss surface-level vs deep-level change later in the CRJS 6391 Course.)

**Discussion Questions**

– What did you find most interesting or surprising in these readings? Why? What questions do you still have? How might these readings inform your work as a social justice advocate? Be specific.

– What are some examples of surface-level vs deep-level change that you have seen in your own life or in the world around you? How might an understanding of these concepts help you create more effective social change? Be specific.

– Do you agree with the author’s definition of shared power? Why or why not? What are some other ways you could define shared power? How does an understanding of shared power affect your view of social change? Be specific.

– Do you agree with the author’s statement that our personal beliefs, values, and experiences shape our understanding of the world around us? Why or why not? What are some examples of how your personal beliefs, values, and experiences have shaped your understanding of the world around you? How might an understanding of this concept help you create more effective social change? Be specific.

CRJS 6391 Week 8 Objectives

1. To examine the societal structures and practices that perpetuate social inequality and to develop a critical understanding of how those structures and practices can be transformed.

2. To explore how social movements, community organizing, and other forms of civic engagement can create the conditions for transformative change.

3. To critically examine the role of law and other forms of state power in perpetuating or challenging social inequality.

4. To develop an understanding of the concept of “shared power” and its potential to promote more just and equitable societies.

5. To gain skills in analyzing real-world problems and designing solutions that are informed by an understanding of social inequality and the potential for transformative change.

CRJS 6391 Week 8 Pre-requisites

CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits)

CRJS 6391 Course is about how we create transformative change in the face of structural violence and oppression. We will explore how people with privilege can work alongside people with less privilege to dismantle systems of oppression. We will focus on how to build relationships of trust and solidarity, how to have difficult conversations about race and other forms of oppression, and how to design and carry out effective organizing campaigns.

CRJS 6391 Week 8 Duration

**

CRJS 6391 Course explores the transformative change that is occurring in America’s shared-power world. Through readings, videos, discussion, and writing, we will examine how the country is being transformed by demographic change, globalization, and technological advances. We will also explore how the country is responding to these changes, and what the implications are for the future.

CRJS 6391 Week 8 Learning Outcomes

**
+
+1. Evaluate how ideas, values, and institutions that shape social order can be affected by social movements.
+2. Understand the different approaches to change within a society and how they interact.
+3. Analyze how social change happens and the various obstacles that impede or accelerate it.
+4. Describe how conflict is an inherent part of social change and how it can lead to both positive and negative outcomes.
+5. Explain how power is distributed within a society and how this affects the ability of individuals and groups to bring about change.

CRJS 6391 Week 8 Assessment & Grading

**Assessment**

For CRJS 6391 Course, you will be asked to complete a portfolio that will include the following:

– A 1,000-1,250-word paper on an issue related to transformative change in a shared-power world (worth 40% of your grade).

– A 750-1,000-word paper on an application of transformative change in a shared-power world (worth 30% of your grade).

– A 500-750-word paper on an evaluation of a transformative change initiative in a shared-power world (worth 30% of your grade).

CRJS 6391 Week 8 Suggested Resources/Books

Week 8 – Conflict and Change in Criminal Justice

Introduction to Theory and Application (pp. 195-225)

Rosenbaum, M. P. (2013). Transformative change in a shared-power world: A conflict management guide for law enforcement, judges, prosecutors, and defenders. Washington, DC: National Institute of Justice.

CRJS 6391 Week 8 Assignment (20 Questions)

1. What are some of the challenges and benefits of developing a “shared-power world”?

2. How can we create more equitable societies?

3. What is the relationship between individual and collective change?

4. How can we build more democratic institutions?

5. What is the role of social movements in creating transformative change?

6. How can we create more inclusive economies?

7. What is the role of technology in creating transformative change?

8. How can we create more sustainable societies?

9. What is the role of education in creating transformative change?

10. How can we create more just societies?

CRJS 6391 Week 8 Assignment Question (20 Questions)

**

**Please Note: This is not a graded assignment, but an opportunity for you to get feedback on your work. Please submit your responses to this Question Set in the Main forum by 11:59 pm ET on Sunday of Week 8. Then, review at least two of your classmates’ submissions and provide feedback to them by 11:59 pm ET on Wednesday of Week 8. Your instructor will also provide feedback on your submission during the week.**

1. Based on what you have learned in CRJS 6391 Course, how do you define transformative change? Give one example of a transformative change that has occurred in your personal or professional life, or that you have witnessed in society.
2. What are some of the challenges you face when it comes to making transformative change in your personal or professional life? In what ways do you think these challenges could be addressed?
3. Reflect on a time when you were part of a team or organization that was trying to make a significant change. What role did you play in this effort? What went well? What challenges were encountered? How might things have gone differently if different approaches had been taken?
4. Imagine that you are working with a team to develop a plan for addressing a problem or opportunity within your organization or community. What steps would you take to ensure that everyone on the team is able to contribute their ideas and perspectives? How would you deal with conflict within the team?
5. What are some of the ways in which power is distributed within your organization or community? How do these distribution patterns impact the ability of individuals and groups to make change?
6. Who are the key stakeholders in your organization or community who need to be involved in any transformative change effort? Why are they important? How would you go about engaging them in the process?
7. What are some of the risks associated with making transformative change? How can these risks be mitigated?
8. What are some of the possible benefits of making transformative change? Why are these benefits important?
9. What are some of the challenges you anticipate when it comes to implementing a plan for transformative change? How can these challenges be addressed?
10. What role do you think leadership should play in a transformative change effort? What kind of leader do you think is most effective in this type of situation? Why?
11. What role does communication play in a transformative change effort? What are some of the challenges associated with communicating about change? How can these challenges be addressed?
12. What role does relationships play in a transformative change effort? What are some of the challenges associated with building and maintaining relationships during times of change? How can these challenges be addressed

CRJS 6391 Week 8 Discussion 1 (20 Questions)

CRJS 6391 Week 8 Discussion 1 (20 Questions) for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391)

CRJS 6391 Week 8 DQ 1 (20 Questions)

Week 8 DQ 1 (20 Questions) for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) Please answer each of the following 20 questions in a 100- to 200-word post. In your answers, be sure to discuss the overall themes of this week’s readings, as well as the specific insights that you found most useful or meaningful. You are not required to respond directly to any of your classmates’ posts.

1. How would you define transformative change? What are some of the main factors that contribute to whether or not such change will be successful?

2. What do you think is the single most important driver of transformative change? Why?

3. How do you think about and define power? How do you think power influences the likelihood of success for transformative change?

4. In what ways do you think our current system of shared-power governance contributes to or detracts from transformative change?

5. What are some of the main challenges associated with implementing transformative change within a shared-power system?

6. How can those who seek to bring about transformative change better navigate and influence the shared-power system in which they operate?

7. What do you think are the most effective strategies for bringing about transformative change within a shared-power system? Why?

8. Are there any circumstances under which you believe it may be necessary or advisable to bypass or work outside of the shared-power system in order to achieve transformative change? Explain your answer.

9. How do you think about and define justice? What role does justice play in transformative change?

10. What are some of the main ethical considerations associated with working toward transformative change within a shared-power system?

CRJS 6391 Week 8 Discussion 2 (20 Questions)

The functionalist and conflict perspectives are two of the major theoretical perspectives in sociology. In this discussion, you will have an opportunity to apply these perspectives to the issue of crime and deviance. To prepare for this Discussion: Read Chapters 6 and 7 in your CRJS 6391 Course text. Consider how functionalism and conflict theory would explain crime and deviance. Consider how functionalism and conflict theory might differ in their approach to dealing with crime and deviance. Post by Day 3 a brief description of a specific crime or type of deviant behavior. Then, explain how functionalism and conflict theory would view that specific crime or type of deviant behavior. Be sure to use specific examples to illustrate your points. Guided Response: Review several of your classmates’ posts and respond to at least two of your peers by Day 5. Your initial post should be at least 200 words, and your response posts should be at least 100 words each, in order to earn full credit for this Discussion activity. Respond to each peer by asking questions about their example, or by elaborating on how you would apply each perspective to the same example.

CRJS 6391 Week 8 DQ 2 (20 Questions)

What are some of the things that we know about how policing has changed?

1. Policing has become more militarized.

2. Policing has become more focused on surveillance and control.

3. Policing has become more aggressive and violent.

4. Policing has become more secretive and unaccountable.

5. Policing has become more unequal, with different communities being policed differently.

CRJS 6391 Week 8 Quiz (20 Questions)

| Dr. Evelyn Washington-Savage | Liberty University

CRJS 6391 Week 8 MCQ’s (20 Multiple Choice Questions)

1. What is an important characteristic of a transformative leader?

A. The ability to articulate a clear and concise vision for the future.
B. The ability to develop and implement an effective strategy for change.
C. The ability to inspire and motivate others to achieve common goals.
D. All of the above.

2. Which of the following is NOT an attribute of a good change agent?

A. Being able to work effectively with people at all levels of an organization
B. Being able to see the “big picture” and identify patterns and relationships
C. Being able to think creatively and come up with new ideas
D. Having a strong need for control and wanting everything to be done according to their own standards

3. What is one of the most important skills for a change agent?

A. Being able to articulate a clear and concise vision for the future.
B. Being able to develop and implement an effective strategy for change.
C. Being able to inspire and motivate others to achieve common goals.
D. All of the above.

4. A key attribute of successful change agents is _____ .

A. being results-oriented
B. being detail-oriented
C. being process-oriented
D. having a strong need for control

5. Which of the following is NOT an attribute of a successful change agent?

A. Being able to work effectively with people at all levels of an organization
B. Being able to see the “big picture” and identify patterns and relationships
C. Being able to think creatively and come up with new ideas
D Having a strong need for control and wanting everything to be done according their own standards

6. What is one of the most important skills for a change agent?

A) Being able to articulate a clear and concise vision for the future
B) Being able to develop and implement an effective strategy for change
C) Being able to inspire and motivate others to achieve common goals
D) All of the above

7) A key attribute of successful change agents is ______ .
A) being results-oriented B) being detail-oriented C) being process-oriented D) having a strong need for control

8) Which of the following is NOT an attribute of a successful change agent?

A) Being able to work effectively with people at all levels of an organization B) Being able to see the “big picture” and identify patterns and relationships C) Being able to think creatively and come up with new ideas D) Having a strong need for control and wanting everything to be done according their own standards

CRJS 6391 Week 9 Description

In CRJS 6391 Course, we explore how people can bring about transformative change in a shared-power world. We begin by examining the concept of power and how it is distributed in society. We then explore how different groups of people can use their power to bring about change. Finally, we examine the role of the media in promoting or hindering transformative change.

CRJS 6391 Week 9 Outline

Week 1:

Introduction to Transformative Change in a Shared-Power World.

In this first module, we’ll explore the concept of transformative change, and how it is being used to address some of the world’s most pressing challenges. We’ll also introduce the Shared-Power Model, which provides a framework for understanding and managing power dynamics in relationships.

Week 2:

The Shared-Power Model.

In this second module, we’ll take a closer look at the Shared-Power Model, and how it can be used to foster more effective relationships and achieve transformative change. We’ll also explore the role of trust in relationships, and how it can be used to build bridges across difference.

Week 3:

The Power of Voice.

In this third module, we’ll explore how voice – the ability to speak up and be heard – is essential for transformative change. We’ll also discuss the importance of self-awareness and emotional intelligence in effective communication, and how they can help us navigate difficult conversations.

CRJS 6391 Week 9 Objectives

**

*This is a 5 credit CRJS 6391 Course

**CRJS 6391 is a required CRJS 6391 Course for students in the MS in Conflict Resolution program

CRJS 6391 Week 9 Pre-requisites

Week 9 Pre-requisites for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391)

In order to enroll in CRJS 6391, you must first successfully complete the following CRJS 6391 Courses:

CRJS 5301 – Social Psychology of Criminal Justice

CRJS 5302 – Theory and Research in Criminology

CRJS 5303 – Psychology of Crime and Delinquency

In addition, you must have a GPA of 2.5 or higher in your major and overall.

CRJS 6391 Week 9 Duration

**

-July 8, 2019 to August 18, 2019 (six weeks)

*CRJS 6391 Course is only offered in the summer session. It is recommended that you complete CRJS 6391 Course during your first summer session.

**CRJS 6391 Course meets face-to-face once per week on Mondays from 6:00pm to 8:50pm. Meeting location will be determined prior to the start of the class.

CRJS 6391 Week 9 Learning Outcomes

**
*(CRJS 6391 Course uses an online learning platform. As such, there are no scheduled class times.)*

>**Note:** CRJS 6391 Course information is subject to change at any time. Please refer to the SPCM website at https://spcm.coloradomesa.edu/ for the most up-to-date CRJS 6391 Course information and schedule.

###CRJS 6391 Course Description
In this 5 credit, upper-division CRJS 6391 Course, students learn how to utilize the principles of transformative justice in their practice as leaders within a shared-power world. Through weekly readings, discussions, exercises and projects related to specific topics (see below), students learn how to apply transformative justice principles in their leadership roles within organizations, communities, families and social movements to achieve their goals through non-violent means. The principles of transformative justice require that we address the root causes of conflict; take collective responsibility for repairing harm; provide opportunities for those who have been harmed by abuse or oppression to be involved in shaping solutions; and work together towards a more just future for all members of our community.

###CRJS 6391 Course Objectives / Learning Outcomes (LOs) – Students will:
1. Understand and be able to articulate key concepts in Transformative Justice (TJ) theory including but not limited to: structural violence; victimization; perpetrator vs offender; trauma vs healing; survivor vs thriver; restorative vs retributive justice; personal vs systemic healing; internalized oppression; oppression & privilege; trust building & conflict transformation as opposed to conflict resolution & mediation. **LO 1** [Week 1](https://github.com/kaeilah/CRJS6391_TransformativeChange/blob/master/Week%201%20Learning%20Outcomes) | [Week 2](https://github.com/kaeilah/CRJS6391_TransformativeChange/blob/master/Week%202%20Learning%20Outcomes) | [Week 3](https://github.com/kaeilah/CRJS6391_TransformativeChange/blob/master/Week%203%20Learning%20Outcomes) | [Week 4](https://github.com/kaeilah/CRJS6391_TransformativeChange/) | [Week 5](https://github.com/kaeilah/CRJS6391_TransformativeChange/) | [Week 6](https://github.com/kaeilah/CRJS6391_TransformativeChange/) | [Final Project]()
2. Understand how power operates structurally and personally within systems of oppression and privilege including but not limited to: gender identity, race & ethnicity, sexual orientation, class status, age, ability status & religion / spirituality . **LO 2** [Week 1](https://github.com/kaeilah/CRJS6391_TransformativeChange/) | [Week 2](https://github.com/kaeilah/CRJS6391_TransformativeChange/) | [Week 3](https://github.com/kaeilah) | [Week 4]() | [Week 5]() | [Week 6]() |[Final Project]()
3. Understand how racism & sexism operate specifically as structures of oppression within systems that promote individualism and competition instead of cooperation and community building including but not limited to: colorism, patriarchy and heterosexual hegemony . **LO 3** *See items above.*

~or~

4a) Develop a framework for analyzing conflict across multiple dimensions including personal factors such as race & gender identity as well as systemic factors such as economic inequality & structural racism.

4b) Apply TJ principles in resolving conflicts that occur in organizations including but not limited to: peer relationships, family dynamics & professional interactions.

4c) Provide examples of effective TJ interventions that consider personal as well as systemic factors using models from diverse communities.

4d) Develop recommendations for community based interventions that seek to prevent or reduce violence while promoting cultural healing.

~or~

5a) Explore the relationship between TJ theory and actual practice in diverse communities.

5b) Examine case studies where TJ processes were used or failed.

5c) Evaluate community based prevention strategies used by social movements engaged in addressing power imbalances.

5d) Identify ways in which YOU can incorporate TJ principles into your own leadership role with organizations, families or social movements. BR<

CRJS 6391 Week 9 Assessment & Grading

The purpose of CRJS 6391 Course is to provide you with a critical understanding of the relationship between law and social change. You will be introduced to a range of perspectives on the role of law in social transformation, including feminist, critical race, postcolonial, queer, and disability studies perspectives. You will examine how the law can be used as a tool for social change, as well as how it can be used to maintain existing social hierarchies. You will also consider the impact of globalization on the ability of the law to bring about social change.

CRJS 6391 Course will assess your understanding of the relationship between law and social change through a variety of assessment methods. These methods include examinations, essays, presentations, and class participation.

Examinations: There will be two examinations in CRJS 6391 Course, each worth 25% of your final grade. The first examination will take place in Week 5 and will cover material from Weeks 1-4. The second examination will take place in Week 10 and will cover material from Weeks 6-9.

Essays: You will be required to write two essays in CRJS 6391 Course, each worth 15% of your final grade. The first essay is due in Week 6 and will focus on your analysis of a case study related to law and social change. The second essay is due in Week 10 and will focus on your synthesis of the material covered in the CRJS 6391 Course.

Presentations: You will be required to give two presentations in CRJS 6391 Course, each worth 10% of your final grade. The first presentation is due in Week 4 and will focus on your analysis of a chosen legal case. The second presentation is due in Week 8 and will focus on your synthesis of the material covered in the CRJS 6391 Course.

Class Participation: Class participation is worth 5% of your final grade and includes contributions made during class discussion, small group work, and other activities throughout the semester.

CRJS 6391 Week 9 Suggested Resources/Books

Week 9 Reading:

The following readings are provided by CJS faculty. Students are not expected to purchase these books, but may wish to access them through the online library or their local library.

CRJS 6391 Week 9 Assignment (20 Questions)

**CRJS 6391 Course Instructor: T.R. Smith**

**CRJS 6391 Course Description:** This class will examine the major transformations that have occurred in the American criminal justice system since its inception and explore various ways to bring about transformative change to the system in the future. Class discussion will focus on topics such as mass incarceration, police reform, and social justice movements. Students will gain an understanding of shared-power dynamics in the context of contemporary criminal justice issues. They will also learn how to develop strategic action plans to implement transformative change at a systemic level.

1. What are some of the major transformations that have occurred in the American criminal justice system since its inception?

2. What are some of the various ways to bring about transformative change to the system in the future?

3. How can an understanding of shared-power dynamics help us address contemporary criminal justice issues?

4. What are some strategies for developing action plans to implement transformative change at a systemic level?

CRJS 6391 Week 9 Assignment Question (20 Questions)

1. How has the relationship between government and the people changed since 9/11?
2. What is the relationship between government and business?
3. How has the relationship between government and the media changed since 9/11?
4. What is the relationship between the government and the military?
5. How has the role of the government changed since 9/11?
6. What is the relationship between the government and religion?
7. How has the relationship between the government and education changed since 9/11?
8. What is the relationship between the government and families?
9. How has the relationship between the government and health care changed since 9/11?
10. What is the relationship between the government and crime?

CRJS 6391 Week 9 Discussion 1 (20 Questions)

| Strayer University

Week 9 Discussion 1

“Crime and Punishment, Part 2: The Importance of Corrections” Please respond to the following:

The correctional system is primarily designed to punish offenders who have been found guilty of a crime. However, it can also be viewed as an opportunity to rehabilitate those individuals by providing them with necessary skills to become productive citizens upon their release. Based on the lecture and Webtext materials, address the following:

CRJS 6391 Week 9 DQ 1 (20 Questions)

| DeVry University |

DeVry University | CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) Question 1: This is the first of four discussions that we will be having over the next several weeks. The purpose of this discussion is to introduce you to some of the main themes of CRJS 6391 Course and to provide you with an opportunity to begin thinking about how they apply to your own work. Please read the assigned readings and watch the video lecture for this week. Then, respond to the following questions: (1) What are some of the most important lessons that you have learned about transformative change? (2) What are some of the challenges that you have faced when trying to bring about transformative change? (3) What are some of the things that you have found to be helpful in bringing about transformative change? Question 2: After reading Chapter 1 of Transforming Power and watching the video lecture for this week, please respond to the following questions: (1) What are some of the most important ideas in this chapter? (2) What are some of the challenges that you see in trying to implement these ideas? (3) What are some possible solutions to these challenges? Question 3: After reading Chapter 2 of Transforming Power and watching the video lecture for this week, please respond to the following questions: (1) What are some of the most important ideas in this chapter? (2) What are some of the challenges that you see in trying to implement these ideas? (3) What are some possible solutions to these challenges? Question 4: After reading Chapter 3 of Transforming Power and watching the video lecture for this week, please respond to the following questions: (1) What are some of the most important ideas in this chapter? (2) What are some of the challenges that you see in trying to implement these ideas?

CRJS 6391 Week 9 Discussion 2 (20 Questions)

1. What types of power do you think are most likely to bring about transformative change in the modern world?
2. Which type of power is most likely to be effective in bringing about change in a particular country or region?
3. How can the use of force be justified in the pursuit of transformative change?
4. What are some of the risks associated with using force to bring about transformative change?
5. What are some of the challenges involved in using economic power to bring about transformative change?
6. What are some of the challenges involved in using political power to bring about transformative change?
7. What are some of the challenges involved in using social power to bring about transformative change?
8. How can the use of soft power be effectively combined with hard power in the pursuit of transformative change?
9. What are some of the risks associated with using soft power to bring about transformative change?
10. How can the use of information and communication technologies (ICTs) be used to support the pursuit of transformative change?
11. What are some of the risks associated with using ICTs to bring about transformative change?
12. What role do you think international organizations can play in supporting the pursuit of transformative change?
13. What are some of the challenges involved in working with international organizations to bring about transformative change?
14. What role do you think nongovernmental organizations can play in supporting the pursuit of transformative change?
15. What are some of the challenges involved in working with nongovernmental organizations to bring about transformative change?
16. What role do you think civil society organizations can play in supporting the pursuit of transformative change?
17. What are some of the challenges involved in working with civil society organizations to bring about transformative change?
18. What role do you think business and industry can play in supporting the pursuit of transforma

CRJS 6391 Week 9 DQ 2 (20 Questions)

1. What is transformative change? How can it be used to bring about positive social change?

2. What are some of the key principles of transformative change? How can they be used to create positive social change?

3. What are some of the challenges associated with implementing transformative change? How can these challenges be overcome?

4. What are some of the benefits of implementing transformative change? Why is it important to bring about positive social change?

5. What are some of the key strategies for implementing transformative change? How can they be used to create positive social change?

CRJS 6391 Week 9 Quiz (20 Questions)

1. In the Shared Power Model of Conflict Transformation, what is the first step in transforming conflict?

A. Understanding your own conflict style and that of others
B. Identifying the key stakeholders and their interests
C. Articulating the goals of the transformation process
D. Developing a shared understanding of the conflict

2. Which of the following is NOT one of the four key assumptions of the Shared Power Model of Conflict Transformation?

A. That relationships are more important than positions
B. That there is always room for growth and change
C. That conflict is an opportunity for learning and transformation
D. That people are rational and act in their own self-interest

3. In order to be an effective transformative change agent, which of the following do you need to have?

A. A clear understanding of your role in the transformation process
B. The ability to see both sides of the conflict and understand their interests
C. A shared vision for the future with the stakeholders involved in the conflict
D. All of the above

4. In order for a Shared Power Model of Conflict Transformation to be successful, which of the following needs to be present?

A. A clear understanding of roles and responsibilities among those involved in the transformation process B. A willingness on behalf of all parties to learn new skills and ways of interacting with each other C. A commitment to working collaboratively towards a common goal D. All of the above

5. When engaging in a Shared Power Model of Conflict Transformation, it is important to remember that:

A. There is always room for growth and change B. People are rational and act in their own self-interest C. Change takes time D. All of the above

6. What is NOT one of William Ury’s three golden rules for managing difficult conversations?

A. Don’t fight over who is right or wrong B. Separate people from the problem C. Focus on interests, not positions D. Make sure everyone leaves happy

7. According to Ury’s three golden rules for managing difficult conversations, which rule should you focus on when you are first starting a conversation?

A. Don’t fight over who is right or wrong B. Separate people from the problem C. Focus on interests, not positions D. Make sure everyone leaves happy

8. Which of the following statements about active listening is NOT true?

A. It involves being fully present with the speaker and giving them your undivided attention B. It involves paraphrasing and reflecting back what you have heard C. It is a way to build rapport and trust with the speaker D. It is a way to control the conversation by steering it in the direction you want it to go

9

CRJS 6391 Week 9 MCQ’s (20 Multiple Choice Questions)

Note: These are not intended to be difficult questions. They are designed to check for basic understanding of the material, so you should be able to answer all of them without difficulty. These are not essay questions; they are multiple choice questions. Please circle the answer that you think is correct. If more than one answer is circled, I will mark the question wrong.

1) According to Dr. John Aagaard, which of the following is NOT an attribute of a transformative leader?

A) A focus on relationships over tasks
B) An appreciation for the need for diversity and inclusion
C) A deep understanding of human behavior and motivation
D) A belief in the importance of hierarchy and order

C) A deep understanding of human behavior and motivation

CRJS 6391 Week 10 Description

CRJS 6391 Course will examine how different communities and organizations are striving to bring about transformative change in a shared-power world. We will explore how various actors are working to create more just, equitable, and democratic societies through a variety of methods including community organizing, grassroots activism, policy advocacy, and social entrepreneurship. The CRJS 6391 Course will focus on the United States, but will also touch on efforts in other countries.

CRJS 6391 Week 10 Outline

Week 10: Final Exam

Final Exam:

The final exam will be an essay format and will cover the following topics:

1. Theories of transformative change
2. Applying transformative change to the criminal justice system
3. The role of power in transformative change
4. Challenges to implementing transformative change in the criminal justice system

CRJS 6391 Week 10 Objectives

**
+
+*Note: Objectives are listed by week, but CRJS 6391 Course is designed to be taken as a whole. You are welcome to work ahead, but please also take time to review previous weeks as new concepts build upon previous learning.*
+
+**CRJS 6391 Course Description:** CRJS 6391 Course focuses on the topic of transformative change and democracy in the face of threats, violence and authoritarianism. The CRJS 6391 Course will provide an overview of various approaches to democracy and rights, including human rights and the rule of law. It will focus on how different societies have responded to political violence, terrorism and other challenges and how these responses have contributed to the development of democratic institutions. The CRJS 6391 Course will also explore how different societies have coped with different forms of authoritarianism, dictatorship and military rule. The CRJS 6391 Course will conclude with a discussion of the role of civil society in promoting democracy and protecting human rights.
+
+## Week 10 Learning Objectives
+
+By the end of this week, students will be able to:
+- Understand how transformative change can occur in a shared-power world.
+- Understand the concept of resilience and its importance in times of crisis.
+- Understand how civil society can promote democracy and protect human rights.

CRJS 6391 Week 10 Pre-requisites

CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391)

CRJS 6391 Week 10 Duration

Week 10 will cover the following topics:
– Final exam
– CRJS 6391 Course review

CRJS 6391 Week 10 Learning Outcomes

Students in CRJS 6391 will be expected to:

1. Understand the role of transformative change in a shared-power world.

2. Analyze the impact of transformative change on individuals, organizations, and communities.

3. Evaluate the effectiveness of transformative change strategies.

4. Develop a plan for implementing transformative change in a shared-power world.

5. Assess the challenges and opportunities associated with transformative change in a shared-power world.

CRJS 6391 Week 10 Assessment & Grading

1. Assessing Student Learning:

The primary purpose of assessment is to improve student learning. Assessment provides educators with information about student progress and performance, and it can be used to identify areas in which students need additional support or challenge. In CRJS 6391 Course, assessment will take place through a combination of individual and group work, as well as formal and informal assessment activities.

2. Grading Student Work:

The instructor will use a variety of methods to grade student work in CRJS 6391 Course. These methods may include, but are not limited to, exams, papers, presentations, and class participation. The instructor will use the following scale to assign grades for student work:
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 0-59%

CRJS 6391 Week 10 Suggested Resources/Books

The following books and resources are suggested as helpful guides for learning more about the topic of Transformative Change in a Shared-Power World.

Introduction to Community Psychology: Promoting the Public’s Health (5th Edition) by Robert A. Roberts, Julie W. Miller, Edward P. Mulvey, and Wendy S. Slife https://www.amazon.com/Introduction-Community-Psychology-Promoting-Publics/dp/1452240914/ref=sr_1_1?dchild=1&keywords=introduction+to+community+psychology&qid=1585753888&quartzVehicle=87-1831&replacementKeywords=introduction+to+community+psychology&sr=8-1

Communities That Care: Action for Drug Abuse Prevention by Jerald G. Bachman, Patrick T. McMahon, Lloyd D. Johnston, and John E. Schulenberg https://www.amazon.com/Communities-That-Care-Action-Prevention/dp/0803936813/ref=pd_sim_14_3?ie=UTF8&pd_rd_wg=FJHbN&pd_rd_r=4P79M9E7D6PN5G5Z5PF6&pd_rd_w=hC2Qz

A Place at the Table: Struggles for Equality in America by Patricia Sullivan https://www.amazon.com/Place-Table-Struggles-Equality-America/dp/1469612226/ref=pd_sim_14_2?ie=UTF8&pd_rd_wg=yRjAC&pd_rd_r=0Y3Y3ZBV7FCGJKM56V50&pd_rd_w

CRJS 6391 Week 10 Assignment (20 Questions)

*Seth Cooper*

### Description
This week we are to answer 20 questions on the following topics:
– Cybersecurity Strategy and Threats (1-3)
– Cybersecurity Operations and Management (4-6)
– Cybersecurity Governance, Policy and Compliance (7-9)
– Cybersecurity Economics (10-12)
– Legal, Ethical and Social Issues in Cybersecurity (13-15)
– Advanced Topics in Cybersecurity (16-20)

### Question 1 – What is the role of offense in a defense strategy? Include an example. How do they work together?
Offense is used as part of a defense strategy to prevent and mitigate attacks by identifying potential weaknesses before they can be exploited. The goal is to find and fix vulnerabilities before they can be exploited. For example, a company may use offensive security measures such as penetration testing to find weaknesses in their systems so that they can be fixed before attackers have a chance to exploit them.

### Question 2 – What are some of the major types of threats?
Some major types of threats include: viruses, worms, Trojan horses, spyware, adware, ransomware, and phishing.

### Question 3 – How do you think about risk when it comes to cybersecurity?
When thinking about risk in cybersecurity, it is important to consider the potential impact of an attack as well as the likelihood of it happening. For example, a company may be more concerned about a data breach that would result in the loss of customer data than a Denial of Service (DoS) attack that would only temporarily disrupt their services.

CRJS 6391 Week 10 Assignment Question (20 Questions)

Complete the following questions and submit to your instructor. Please use complete sentences, proper grammar and spelling. Your work will be graded on content as well as form.

1. How have the concepts of “police” and “law enforcement” changed over time?

The concept of police and law enforcement has changed dramatically over time. In the past, police were seen as a necessary evil, something that was needed to keep the peace but was not necessarily liked or respected by the public. Today, however, police are seen as an important part of keeping communities safe and as an essential part of the justice system. Police have also become more diverse, with women and minorities now making up a significant portion of the force.

2. What is community policing?

Community policing is a philosophy that emphasizes building relationships between police and the community in order to improve public safety. Community policing requires officers to proactively engage with residents, business owners, and other members of the community in order to identify and solve problems. This approach has been shown to be effective in reducing crime and improving relations between police and the public.

3. What is problem-oriented policing?

Problem-oriented policing is an approach that focuses on identifying and addressing specific problems within a community in order to prevent crime. This type of policing requires officers to work closely with residents and other stakeholders in order to identify problems and develop solutions that address those problems. Problem-oriented policing has been shown to be an effective way to reduce crime and improve relations between police and the community.

4. What are some of the benefits of community policing?

Some of the benefits of community policing include improved relations between police and the community, increased public trust in police, improved communication between police and the community, and increased cooperation between police and the community. Additionally, community policing has been shown to be an effective way to reduce crime.

5. What are some of the challenges of community policing?

Some of the challenges of community policing include the need for additional training for officers, the need for additional resources, and resistance from some members of the community who may view police as occupying forces rather than partners. Additionally, some communities may be reluctant to engage with police due to mistrust or fear.

CRJS 6391 Week 10 Discussion 1 (20 Questions)

Transformative Change in a Shared-Power World is an online graduate class that explores the ways in which we can work together to bring about social change. In this class, we will examine the concept of power and how it is distributed in society. We will also explore the ways in which social change can be brought about through collective action.

CRJS 6391 Week 10 DQ 1 (20 Questions)

1. What is a stakeholder?

A stakeholder is an individual or organization that has a vested interest in an enterprise or project. Stakeholders can be either positive or negative, and their interests may be directly or indirectly affected by the enterprise or project.

2. What are the different types of stakeholders?

There are four main types of stakeholders: shareholders, creditors, employees, and customers. Shareholders are the owners of a company and have a vested interest in its success or failure. Creditors are lenders who provide financing to a company and stand to lose money if the company fails. Employees have a vested interest in the success of their employer because their livelihoods depend on it. Customers are the users of a company’s products or services and can be negatively affected if the quality of those products or services declines.

3. What is stakeholder management?

Stakeholder management is the process of identifying, assessing, and managing the interests of stakeholders in an enterprise or project. The goal of stakeholder management is to ensure that all stakeholders are satisfied with the outcome of the enterprise or project.

4. What are some best practices for stakeholder management?

Some best practices for stakeholder management include engaging stakeholders early and often, being transparent about decision-making, setting clear expectations, and managing expectations throughout the project lifecycle.

5. Why is stakeholder management important?

Stakeholder management is important because it helps to ensure that all stakeholders are satisfied with the outcome of an enterprise or project. When stakeholders are happy with the results, they are more likely to support the project and promote it to others.

CRJS 6391 Week 10 Discussion 2 (20 Questions)

*This is an online, accelerated, 8-week class.

1) In what ways did this week’s reading provide you with new insights about the topic of transformative change?
2) Reflect on a time in your personal or professional life when you experienced some form of transformative change. What factors contributed to this change? How did you respond to it?
3) The reading this week mentions that some people are more resistant to change than others. Do you consider yourself to be resistant or receptive to change? Why do you think this is?
4) Have you ever been in a situation where you had to lead or facilitate a transformative change process for others? If so, what was that experience like? If not, what do you think it would be like?
5) The author of this week’s reading mentions that one of the challenges of transformative change is that it can be difficult to maintain momentum once the initial excitement wears off. What do you think are some strategies that can be used to sustain momentum during a transformative change process?
6) What do you think are some of the biggest obstacles to achieving transformative change in today’s world?
7) The reading this week discusses the role of power in facilitating or hindering transformative change. Do you think power is necessary for transformative change to occur? Why or why not?
8) The author of this week’s reading mentions that one of the goals of transformative change is to create “shared power” between those who are typically marginalized and those who hold institutional power. Do you think this is possible? Why or why not?
9) Do you think there are certain types of changes that are more likely to be successful if they are initiated from the bottom up, as opposed to the top down? Can you give an example of a bottom-up change that was successful?
10) What do you think are some of the key ingredients necessary for a bottom-up change initiative to be successful?
11) The reading this week discusses the concept of “prefigurative politics,” which is defined as “the creation of alternative social relations and institutions in the present that anticipate future societal changes.” Can you think of an example of prefigurative politics in action?
12) Do you think prefigurative politics is an effective strategy for achieving transformative change? Why or why not?
13) The author of this week’s reading mentions that one of the challenges facing those who are working for transformative change is that they often need to operate within existing structures and institutions that were not designed with transformation in mind. Can you think of an example of this from your own experience?
14) What do you think are some strategies that can be used to navigate and work within these existing structures and institutions while still working towards transformative change?
15) The reading this week discusses the concept of “allyship,” which is defined as “a lifelong process of building relationships based on trust, empathy, and mutual respect with people who share similar values but come from different backgrounds and experiences.” What does ally ship mean to you?
16) Why do you think it is important for those who want to effect transformative change to build relationships with others who may not share their exact same values and experiences?
17) What do you think are some strategies for building relationships based on trust, empathy, and mutual respect with others who may not share your exact same values and experiences?
18) This week’s reading mentions that one of the goals of transformative change is to create “systemic change,” which is defined as “change that goes beyond simply altering isolated parts of a system and instead overhauls the system itself.” Can you give an example of systemic change?
19) Do you think systemic change is possible? Why or why not?
20) What do you think needs to happen in order for systemic change to occur?

CRJS 6391 Week 10 DQ 2 (20 Questions)

1. What are some of the major approaches to conflict resolution?
2. How can we identify the type of conflict we are dealing with?
3. How can we effectively communicate with someone with whom we are in conflict?
4. What are some effective strategies for managing and resolving conflict?
5. How can we prevent or resolve conflict within our families?
6. How can we prevent or resolve conflict within our workplace?
7. What is the role of mediation in conflict resolution?
8. What is the role of arbitration in conflict resolution?
9. What is the role of negotiation in conflict resolution?
10. What is the role of education in conflict resolution?

CRJS 6391 Week 10 Quiz (20 Questions)

1. Which of the following is an important reason why groups may resist change?

a. Change may be disruptive to the status quo.
b. Change may be associated with something that the group dislikes or fears.
c. Change may require the group to develop new skills or knowledge.
d. All of the above are important reasons why groups may resist change.
d. All of the above are important reasons why groups may resist change.
2. According to Lewin’s model of change, which of the following occurs during the unfreezing stage?

a. People become aware of the need for change and begin to develop a shared vision for what they want to achieve.
b. People develop a plan for how they will implement the changes that are needed.
c. People take action to implement the changes that are needed.
d. People evaluate the results of their efforts and make adjustments as necessary.
a. People become aware of the need for change and begin to develop a shared vision for what they want to achieve.

CRJS 6391 Week 10 MCQ’s (20 Multiple Choice Questions)

1) Which of the following is true about transformative change?
A) It is a form of change that aims to create fundamental improvements in systems.
B) It is a form of change that aims to create superficial improvements in systems.
C) It can only be accomplished by those with formal authority over a system.
D) It can only be accomplished by those who are knowledgeable about the system.
2) Transformative change is __________.
A) always good
B) always bad
C) good or bad depending on the circumstances
D) impossible to determine without further information
3) Which of the following is NOT an example of a transformative change?
A) A new company policy is implemented in response to customer complaints.
B) A new product is released that completely changes the way customers interact with the company.
C) The company’s organizational structure is changed to improve communication between departments.
D) The company goes bankrupt and is bought out by another company.
4) Transformative change can be difficult because __________.
A) it often requires those in charge to give up some of their power
B) it can be disruptive to those who are used to the status quo
C) it can be difficult to get everyone on board with the changes
D) All of the above.
5) True or false: In order for transformative change to occur, everyone involved must be on board with the changes from the start.
A) True
B) False

CRJS 6391 Week 11 Description

CRJS 6391 Course is an overview of the American criminal justice system with a focus on its ability to bring about transformative change in a shared-power world. The CRJS 6391 Course begins with an examination of the historical roots of the American criminal justice system and its evolution into the modern day system. It then explores the structure and function of the various components of the criminal justice system, including police, courts, and corrections. The CRJS 6391 Course then turns to a consideration of the role of the criminal justice system in society, with a focus on its ability to promote social change. The CRJS 6391 Course ends with a discussion of the challenges faced by the criminal justice system in a shared-power world and the potential for transformative change.

CRJS 6391 Week 11 Outline

**
+
+Week 11 | Transformative Change in a Shared-Power World | 5 credits
+
+Instructor: TBD | (TBD) | tbd@university.edu
+
+Office Hours: TBD | (TBD)
+
+Required Texts (available for purchase via the university bookstore):
+Title of text 1. Author(s), Edition, Publisher, Year, ISBN
+Title of text 2. Author(s), Edition, Publisher, Year, ISBN
+Title of text 3. Author(s), Edition, Publisher, Year, ISBN *Note that CRJS 6391 Course is a discussion-based CRJS 6391 Course with no required texts; however, if you would like to read more about the topics being discussed in class and/or participate more fully in discussions you may find these texts helpful. **Please note that each student will be responsible for paying his or her own travel expenses associated with the field trip** CRJS 6391 Course Description In CRJS 6391 Course we will examine the critical role of transformative change in a shared-power world. We will examine how an understanding of power can be used to bring about social transformation at individual, organizational and societal levels by examining cases from around the globe. We will explore how transformative change principles can be applied across cultures by understanding social structures and their impact on human behavior as well as exploring ways to promote positive human development at individual and organizational levels through awareness of patterns of oppression and resistance at local, national and global levels. Additionally we will explore how community organizing principles can be used to bring about transformative change within our own communities. CRJS 6391 Course Learning Objectives Upon successful completion of CRJS 6391 Course students will be able to: • Understand concepts related to power including types of power, use and abuse of power as well as mechanisms for shifting power relations • Understand theories related to change including concept related to transformative change • Analyze case studies related to power and change using theories learned in class • Understand principles related to community organizing including identifying stakeholder interests and developing strategies for constructive conflict resolution • Develop strategies for personal transformation using reflective practices learned during the CRJS 6391 Course CRJS 6391 Course Structure This is an online graduate CRJS 6391 Course delivered over 12 weeks with weekly readings and discussions based on readings as well as weekly assignments designed to help students think critically about transformative change in their own lives as well as in their work lives whether they are working individually or part of organizations seeking social transformation at local, national or global levels. The weekly schedule is provided below: Week 1 Introduction – What does it mean to work for social transformation? In this first week we will discuss what it means to work towards social transformation at individual level; organizational level; institutional level; societal level; cultural level; spiritual level Assignment #1 – Self Assessment Week 2 Defining Power – How do I define my personal power? In this second week we will discuss what it means when we talk about power including how it differs from influence; types of personal power; types of organizational power Readings: 1) Max Weber “Politics as a Vocation” http://www2.iue.it/ciu/documents/weber_politics_as_a_vocation1919_.pdf 2) Michael Albert “Parecon: Life after Capitalism” https://zcomm.org/zparecon/parecon-life-after-capitalism-by-michael-albert/?pg=1 Assignment #2 – Personal Power Map Week 3 Using Power – How do I use my personal power effectively? In this third week we will discuss how people use both personal power and organizational power Readings: 1) Fiske et al “The Structural Basis of Social Interactions” http://isites.harvard.edu/fs/docs/icb.topic300469.files/Social%20Exchange%20and%20Interpersonal%20Influence%201992%20Fiske%20et%20al..pdf 2) Frey & Osterloh “Behavioral Aspects Of Motivation And Performance Management” http://isites.harvard.edu/fs/docs/icb.topic825842.files/Frey%26Osterloh2000BehavioralMotivationPerformanceManagement3_3_00PMREVIEWERVERSION2_.pdf Assignment #3 – Organizational Power Map Week 4 Understanding Change – How do I understand different kinds of change? In this fourth week we will discuss different kinds stages or cycles associated with transformational changes Readings: 1) Lewin “Force Field Analysis” http://isites.harvard.edu/fs/docs/icb.topic825830._files/_lewinforcefieldanalysisofsocialchange1951_.pdf 2) Kanter “When Giants Learn To Dance” Chapter 3 http://isites.harvard.edu/fs/docs/icb… 3) Kanter “When Giants Learn To Dance” Chapter 4 http://isites…. 4) Kotter “Leading Change” Chapter 6 http://isites…. 5) Kotter “Leading Change” Chapter 7 http://isites…. Assignment #4 – Case Study Analysis Week 5 Applying Change Principles At Individual Level – How do I apply transformational change principles at an individual level? In this fifth week we will discuss how individuals can use self-reflection practices such as journaling; meditation etc., coaching activities such as visualization exercises etc., action research practices such as leadership projects etc., problem solving practices such as brainstorming etc., communication strategies such Readings: 1) Pascale et al “On Becoming A Leader” Chapters 9 & 10 https://www… 2) O’Neill et al “Coaching For Change” Chapters 8 & 9 https://www… Assignment #5 – Individual Transformation Plan Week 6 Applying Change Principles At Organizational Level – How do I apply transformational change principles at an organizational level? In this sixth week we will discuss how organizations can use collaborative problem solving processes such as Action Research Methods which include stakeholder participation throughout the process instead traditional decision making models involving single leaders making decisions in isolation without involvement from other stakeholders i Readings: 1) Anderson & Adamski “Action Research For Organizational Transformation” Chapters 3 & 4 https://www… 2) Reason & Bradbury “Handbook Of Action Research” Chapter 15 https://www… Assignment #6 – Organizational Transformation Plan Week 7 Applying Change Principles At Institutional Level – How do I apply transformational change principles at an institutional level? In this seventh week we will discuss how institutions can create opportunities for individuals representing various perspectives within institutions – who might otherwise see themselves as being in conflict with one another – come together in facilitated dialogue sessions so that they can understand each others perspectives more deeply leading them towards developing new relationships with one another based on trust instead f Readings: 1) Heron &Reason “Facilitative Inquiry” Chapter 8 http://sites…. 2) Fisher et al “Dialogue The Art Of Thinking Together” Chapters 9 & 10 http:/ Readings: 1.) Fisher et al “Dialogue The Art Of Thinking Together” Chapters 9 & 10 http:/ /sites…. /sites…. Assignment #7 – Institutional Transformation Plan Week 8 Applying Change Principles At Societal Level – How do I apply transformational change principles at a societal level? In this eighth week we will discuss systemic changes needed in societies where people are experiencing oppression because they are part of disadvantaged groups because they belong to specific minority communities including those based on race or ethnicity; religion or belief system; national origin; gender identity or sexual orientation etc., due to economic status because they belong to lower socio economic classes because they are refugees or immigrants b Readings: 1.) Freire “Pedagogy Of The Oppressed” Chapter 5http://sites…. Assignment #8 – Societal Transformation Plan Week 9 Applying Change Principles At Cultural Level – How do I apply transformational change principles at a cultural level? In this ninth week we will discuss cultural changes needed within societies where people are experiencing oppression because they are part of disadvantaged groups because they belong to specific minority communities including those based on race or ethnicity; religion or belief system; national origin; gender identity or sexual orientation etc., due to economic status because they belong to lower socio economic classes because they ar Readings: 1.) Thompson et al “”Cultural Transformation Tools””http://sites…. Assignments There are eight assignments that must be completed prior taking final exam every assignment has a grade value ranging between 10 points each totaling 80 points 30%. The details regarding each assignment is provided below Individual Assessment (10%) Personal Power Map Instructions Draw two maps showing your current perception regarding your current situation regarding your personal power relative others you interact regularly e g family members friends co workers peers customers clients employees supervisors managers classmates fellow students group mates project team members contractors suppliers vendors members your professional organization voluntary organization religious organization political organization social club educational institution youth group business network sports club fitness club book club service group hobby group fraternal group special interest group support group interest group community group e tc , one map should show what you believe your current situation looks like after completing read assigned readings during class period which relate your chosen topic area identifying strengths weaknesses any other important elements along way .submit both maps either typed electronically faxed handwritten photocopied format format instructor prefers may hand delivered person instructor requests .time allotted minutes Due Date End class period Organizational Power Map Instructions Draw two maps showing your current perception regarding situation within organization institution work place company agency corporation network enterprise e tc , relative others you interact regularly work place company agency corporation network enterprise e tc , one map should show what you believe your current situation looks like after completing read assigned readings during class period which relate your chosen topic area identifying strengths weaknesses any other important elements along way .submit both maps either typed electronically faxed handwritten photocopied format format instructor prefers may hand delivered person instructor requests time allotted minutes Due Date End class period Case Study Analysis Instructions Examine closely case study presented selected reading write narrative describing actions taken individuals organizations institutions societies cultures towards achieving goals objectives identified case study identify lessons learned shared provide recommendations present similar situations might occur future avoid merely repeating information already contained case study itself instead choose focus narrower perspective encourage additional analysis reflection Due Date End class period Individual Transformation Plan Instructions Select least one strategy identified during lesson set goals objectives according strategy incorporate goal setting techniques learned previous lessons develop realistic plan follow complete strategy using one approach next time encounter challenge opportunity head off potential problem implement strategy encourage additional analysis reflection Due Date End class period Organizational Transformation Plan Instructions Select least two strategies identified during lesson set goals objectives according strategy incorporate goal setting techniques learned previous lessons develop realistic plan follow complete strategy using one approach next time encounter challenge opportunity head off potential problem implement strategy encourage additional analysis reflection Due Date End class period Institutional Transformation Plan Instructions Select least two strategies identified during lesson set goals objectives according strategy incorporate goal setting techniques learned previous lessons develop realistic plan follow complete strategy using one approach next time encounter challenge opportunity head off potential problem implement strategy encourage additional analysis reflection Due Date End class period Societal Transformation Plan Instructions Develop realistic plan based least three approaches model hope theory present example hope theory order demonstrate effectiveness ability increase access hope effective application theory could lead increased health happiness peace justice equality prosperity democracy education employment security physical safety belonging belongingness compassion cooperation empathy forgiveness growth healing inspiration justice kindness love understanding respect self worth satisfaction spirituality trust wisdom success empowerment meaningful life authentic living emotional intelligence emotional wellness enhanced quality life experience freedom fulfillment harmony healing inner peace inner strength knowledge maturity personal growth progress psychological healing psychological resilience psychological well being psychological wellness psychological wisdom serenity strength trust vision self actualization happiness flourishing hedonism life satisfaction meaning purpose eudaimonia mental health contentment flourishing joy peacefulness psychological resiliency psychological wellbeing reinforcement reinforcement learning reinforcement sensitivity reinforcement sensitization resilience satisfaction stress tolerance self acceptance self efficacy self esteem self regulation transcendence victory willingness connectedness engagement interdependence interpersonal bonding interpersonal closeness interpersonal relationship interpersonal relations mutuality connectedness engagement interdependence interpersonal bonding interpersonal closeness interpersonal relationship interpersonal relations mutuality positive affect positive attitude positive emotions positive evaluation positive expectations positive feedback positive judgment positive mood positive outlook positivity proactivity responsibility sense control sense efficacy sense mastery trust turnarounds vision affirmative behavior affirmation altruism appreciation benevolence cheerfulness compliance compassion courage delight detachment devotion elation faith friendliness forgiveness generosity gratitude happiness hope humility inspiration interest leniency liberality liveliness loyalty modesty passion positivity pride punctuality reliability responsiveness reverence sincerity spirituality sweetness sympathy tenderness thankfulness trustworthiness truthfulness vitality zeal enthusiasm affection amusement art awe beauty bliss calm charity cheerfulness companionship comfort contentment courage creativity delight ecstasy encouragement euphoria faith forgiveness friendship gentleness gladness gratitude harmony hope humor inspiration interest joy kindness laughter liberty love loyalty meekness mildness mortality optimism passion peace pleasure pleasure principle progress recreation refreshment relaxation religion resolution rest revenge satisfaction security serenity sleep sociability solitude spirit spontaneity sublimity surprise tranquility trust truth usefulness utility warmth wish Due Date End class period Societal Transformation Plan Instructions Develop realistic plan based least three approaches model hope theory present example hope theory order demonstrate effectiveness ability increase access hope effective application theory could lead increased health happiness peace justice equality prosperity democracy education employment security physical safety belonging belongingness compassion cooperation empathy forgiveness growth healing inspiration justice kindness love understanding respect self worth satisfaction spirituality trust wisdom success empowerment meaningful life authentic living emotional intelligence emotional wellness enhanced quality life experience freedom fulfillment harmony healing inner peace inner strength knowledge maturity personal growth progress psychological healing psychological resilience psychological well being psychological wisdom serenity strength trust vision self actualization happiness flourishing hedonism life satisfaction meaning purpose eudaimonia mental health contentment flourishing joy peacefulness psychological resiliency psychological wellbeing reinforcement reinforcement learning reinforcement sensitivity reinforcement sensitization resilience satisfaction stress tolerance self acceptance self efficacy self esteem self regulation transcendence victory willingness connectedness engagement interdependence interpersonal bonding interpersonal closeness interpersonal relationship interpersonal relations mutuality connectedness engagement interdependence interpersonal bonding interpersonal closeness interpersonal relationship interpersonal relations mutuality positive affect positive attitude positive emotions positive evaluation positive expectations positive feedback positive judgment positive mood positive outlook positivity proactivity responsibility sense control sense efficacy sense mastery trust turnarounds vision affirmative behavior affirmation altruism appreciation benevolence cheerfulness compliance compassion courage delight detachment devotion elation faith friendliness forgiveness generosity gratitude happiness hope humility inspiration interest leniency liberality liveliness loyalty modesty passion positivity pride punctuality reliability responsiveness reverence sincerity spirituality sweetness sympathy tenderness thankfulness trustworthiness truthfulness vitality zeal enthusiasm affection amusement art awe beauty bliss calm charity cheerfulness companionship comfort contentment courage creativity delight ecstasy encouragement euphoria faith forgiveness friendship gentleness gladness

CRJS 6391 Week 11 Objectives

CRJS 6391 Course Description: CRJS 6391 – Transformative Change in a Shared-Power World is an examination of social change in America from the perspective of transformative justice. It explores how communities can respond to crime and conflict through healing, restoration, and prevention rather than through punishment. The CRJS 6391 Course draws upon knowledge from the disciplines of criminology, sociology, psychology, political science, anthropology, and history. Through readings, discussions, lectures, writing assignments, and experiential learning opportunities, students will explore the history of transformative justice in America; examine its application to various social issues (e.g., violence against women, police misconduct); consider its strengths and limitations; and develop skills in applying it to real-world problems.

CRJS 6391 Course Objectives: By the end of CRJS 6391 Course students should be able to:

1. Understand the historical roots of transformative justice in America.

2. Understand the key concepts and principles of transformative justice.

3. Analyze how transformative justice can be applied to various social issues.

4. Critically evaluate the strengths and limitations of transformative justice.

5. Develop skills in applying transformative justice to real-world problems.

CRJS 6391 Week 11 Pre-requisites

CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391) CRJS 6392 – Comparative Perspectives on Organized Crime, Violence and Corruption* (5 credits) (CRJS 6392)

CRJS 6391 Week 11 Duration

Week 11 will cover the following topics:
– Theories of social change
– Factors that promote or inhibit social change
– How to create and sustain social change
– The role of conflict in social change
– The role of collaboration in social change
– The role of power in social change
– The role of communication in social change
– Strategies for creating social change
– Examples of successful social change efforts

CRJS 6391 Week 11 Learning Outcomes

*Note: CRJS 6391 Course is a required CRJS 6391 Course for all students in the Shared-Power Leadership Program (SPLP).

CRJS 6391 Course is designed to introduce students to the principles and practices of transformative change in a shared-power world. In CRJS 6391 Course, students will examine the theory and practice of transformative change with an emphasis on how individuals and groups can work together to create social change. Students will explore the role of power in creating and sustaining social change and will learn about the principles and practices of community organizing. CRJS 6391 Course will also provide students with an opportunity to apply the concepts learned in class to a real-world problem or issue.

By the end of CRJS 6391 Course, students will be able to:

1. Understand the principles and practices of transformative change.

2. Analyze the role of power in creating and sustaining social change.

3. Understand the principles and practices of community organizing.

4. Apply the concepts learned in class to a real-world problem or issue.

CRJS 6391 Week 11 Assessment & Grading

*The content for CRJS 6391 Course is drawn from a mix of resources, including OER.

CRJS 6391 Course explores the impact of global dynamics on local communities and organizations. It examines how community-based organizations and grassroots efforts are using innovative approaches to promote social transformation in the face of challenges such as climate change, economic inequality, and social injustice. Students will have the opportunity to learn about and apply transformative change principles in their own communities.

CRJS 6391 Week 11 Suggested Resources/Books

CRJS 6391 – Transformative Change in a Shared-Power World (5 credits)

CRJS 6391 Course explores how organizations and communities can bring about transformative change by working together. We will examine cases where communities have partnered with the criminal justice system to improve public safety, develop restorative practices, and promote social justice. Through readings, discussions, videos, and simulations, students will learn how to assess community needs and identify opportunities for collaboration. Students will also learn how to develop relationships of trust, facilitate difficult conversations, and create shared visions for change.

CRJS 6391 Week 11 Assignment (20 Questions)

1. Define and describe what a system of justice is and how it works.

A system of justice is a set of formalized rules and procedures designed to protect the rights of individuals and resolve disputes between them. The main components of a system of justice are laws, law enforcement, courts, and corrections. The purpose of a system of justice is to provide fair and impartial resolution of disputes, to ensure public safety, and to promote social order.

2. Explain what restorative justice is and how it differs from traditional criminal justice.

Restorative justice is an approach to resolving conflict that focuses on repairing the harm caused by crime or wrongdoing, rather than on punishing the offender. Restorative justice processes bring together those who have been harmed by crime or conflict with those responsible for the harm, in order to identify and address the needs of all involved. Traditional criminal justice, on the other hand, focuses on punishing offenders and protecting the public, without necessarily addressing the needs of victims or repairing the harm caused by crime.

3. Describe the major goals of the criminal justice system.

The primary goals of the criminal justice system are to protect public safety, to deter crime, to apprehend and prosecute offenders, and to provide just punishment for those convicted of crimes. The criminal justice system also plays a role in rehabilitating offenders and reintegrating them into society.

4. Discuss the different models of how the criminal justice system works.

There are two main models of how the criminal justice system works: the adversarial model and the inquisitorial model. In the adversarial model, each side in a criminal case presents its evidence and arguments to a neutral judge or jury, who then decides whether the defendant is guilty or not guilty. In the inquisitorial model, a judge or panel of judges hears evidence from both sides and then renders a verdict. The inquisitorial model is used in many countries, but the adversarial model is used in most jurisdictions in the United States.

5. Explain what due process is and discuss its importance in the criminal justice system.

Due process is the legal principle that individuals are entitled to fair treatment by the government when their life, liberty, or property is at stake. Due process protections include such things as the right to a fair trial, freedom from arbitrary arrest or detention, and protection from self-incrimination. Due process guarantees that individuals will not be denied their rights without due process of law.

CRJS 6391 Week 11 Assignment Question (20 Questions)

Question 1: How can we best make our communities safer?

There is no single answer to this question as different communities have different needs and resources. However, some ways to make communities safer include increasing police presence, working with community members to identify and address problems, and providing resources and support to at-risk individuals and families.

Question 2: What are the most effective strategies for reducing crime?

Again, there is no single answer to this question as different communities have different needs and resources. However, some effective crime reduction strategies include increasing police presence, working with community members to identify and address problems, and providing resources and support to at-risk individuals and families.

Question 3: What are the most effective strategies for reducing violence?

Some effective violence reduction strategies include increasing police presence, working with community members to identify and address problems, and providing resources and support to at-risk individuals and families. Additionally, increasing access to mental health services can also help reduce violence.

Question 4: What are the most effective strategies for preventing crime?

Preventing crime is often easier said than done, but some effective strategies include increasing police presence in high-crime areas, working with community members to identify and address potential problems, and providing resources and support to at-risk individuals and families. Additionally, increasing access to education and job opportunities can also help prevent crime.

Question 5: How can we best rehabilitate offenders?

Rehabilitating offenders can be a difficult process, but some effective methods include providing counseling and therapy, teaching job skills, and helping offenders reconnect with their families and community. It is important to remember that not all offenders can be successfully rehabilitated and that some will continue to pose a threat to public safety even after completing a rehabilitation program.

CRJS 6391 Week 11 Discussion 1 (20 Questions)

CRJS 6391 Week 11 Discussion 1 (20 Questions) for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391) is based on the below information. You will use the required readings for this week as well as other scholarly sources to respond to 20 questions. Your responses should be thoughtful, thorough, and analytical. You should strive to address all aspects of each question and connect your responses with CRJS 6391 Course concepts. Follow APA guidelines for formatting and citations, and be sure to support your work with scholarly references from the required readings and other scholarly sources. Please submit your response in a Word document by midnight CT on Sunday at the end of Week 11.

CRJS 6391 Week 11 DQ 1 (20 Questions)

$7.00

CRJS 6391 Week 11 DQ 2 (20 Questions) for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391) $7.00

CRJS 6391 Week 12 Final Exam 1,2,3,4 and 5 for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391) $7.00

CRJS 6391 Week 11 Discussion 2 (20 Questions)

(CRJS 6391)

*This class is the same as PADM 6302. For purposes of writing this post, I will refer to CRJS 6391.

1. What is an example of a situation where an individual’s actions resulted in transformative change?

2. What are some of the key components of a successful transformative change initiative?

3. What are some of the challenges that need to be addressed when implementing transformative change?

4. What are some of the benefits of engaging in transformative change?

5. What role does power play in transformative change?

6. How can individuals and groups use their power to effect transformative change?

7. What are some of the risks associated with pursuing transformative change?

8. How can individuals and groups manage these risks?

9. What are some of the ethical considerations that need to be taken into account when pursuing transformative change?

10. How can individuals and groups ensure that their actions are ethically defensible when pursuing transformative change?

CRJS 6391 Week 11 DQ 2 (20 Questions)

Week 11 DQ 2 – 20 Questions: How did the United States transform from a nation of states to a nation of people?

1. What was the impact of the American Revolution on the relationship between the states and the federal government?

2. How did the Constitution change the balance of power between the states and the federal government?

3. How did the Civil War further transform the relationship between the states and the federal government?

4. How did industrialization and urbanization impact the relationship between the states and the federal government?

5. How did World War I impact the relationship between the states and the federal government?

6. How did World War II impact the relationship between the states and the federal government?

7. How did the Cold War impact the relationship between the states and the federal government?

8. How did civil rights movements impact the relationship between the states and the federal government?

9. How did economic globalization impact the relationship between the states and the federal government?

10. How has 9/11 impacted the relationship between the states and the federal government?

CRJS 6391 Week 11 Quiz (20 Questions)

Question 1: Which of the following is NOT a reason why a community organization would fail?
1. Lacking vision
2. Lack of support from members
3. Lack of support from key stakeholders
4. Lack of leadership
5. All of the above are reasons why a community organization would fail.

Lack of leadership is not a reason why a community organization would fail.

CRJS 6391 Week 11 MCQ’s (20 Multiple Choice Questions)

1. What is the name for a formal type of interview that can be used to gather information about an individual’s behaviors and preferences?

A. Structured interview
B. Unstructured interview
C. Individualized interview
D. Standardized interview
E. Informal interview

B. Unstructured interview

CRJS 6391 Week 12 Description

CRJS 6391 Course explores how social change can be facilitated through the use of collaborative, collective and individual methods. Theories and models of social change will be examined as they relate to social justice, human rights, conflict resolution and community organizing. Students will learn about the importance of community engagement and participatory action research in promoting transformative change at the local, national and global levels.

CRJS 6391 Week 12 Outline

CRJS 6391 Course Outline
* CRJS 6391 CRJS 6391 Course Outline as of Fall 2015 (PDF)
* CRJS 6391 CRJS 6391 Course Outline as of Spring 2016 (PDF)

Week 12:April 25-May 1, 2016 – no class April 27, 28th
Final Exam: Monday, May 2nd at 8am-11am in JO 5.402

CRJS 6391 Week 12 Objectives

Description: The CRJS 6391 Course examines theories of transformative change in a shared-power world, with a focus on personal and societal transformation. Topics include:

1. Introduction to the concept of transformative change

2. Theories of transformative change

3. Case studies of transformative change

4. Implications for personal and societal transformation

CRJS 6391 Week 12 Pre-requisites

(5 credits) (CRJS 6391) CRJS 6391 Week 12 Pre-requisites for CRJS 6392 – Doing Research on Transformative Change* (2 credits) (CRJS 6392)

*These CRJS 6391 Courses are not yet available in Canvas. Please refer to the CRJS CRJS 6391 Course descriptions for more information about these CRJS 6391 Courses.

CRJS 6391 Week 12 Duration

CRJS 6391 Course Description
In CRJS 6391 Course, students will explore how personal and systemic transformation can create social change. Theories of transformative change and their application to various social issues will be explored. Topics will include the role of relationships, power, and privilege in social change; the impact of race, class, and gender; and the dynamics of organizational change. Students will have the opportunity to apply these concepts through a variety of experiential learning opportunities.

Week 12: Applying Transformative Change Theory

In this final week of the CRJS 6391 Course, students will apply what they have learned about transformative change theory to a real-world problem or issue. Students will work in small groups to identify a problem or issue that is important to them, and then develop a plan for how they would use transformative change theory to address it. Groups will present their plans to the class, and the class will discuss ways in which the plans could be further developed or improved.

CRJS 6391 Week 12 Learning Outcomes

**
+
+## CRJS 6391 Course Description
+CRJS 6391 Course is designed to help students think about their role as transformers in a shared-power world. Students will develop a deeper understanding of the principles and methods of transformative change, focusing on the ways in which they can build personal agency, constructive relationships with others, and effective organizations that make a positive impact. Students will explore these themes through case studies, readings, lectures, experiential learning opportunities, and reflection.
+
+*Note: While CRJS 6391 Course has five (5) credit hours, only three (3) are required for graduation.*
+
+**Note: This was formerly CRJS 6801 – Transformative Change in a Shared-Power World. CRJS 6801 was retired in Spring 2019 and replaced by CRJS 6391.**
+
+## Prerequisites
+CRJS 6301 – Theories of Conflict Resolution (or equivalent) or permission of instructor. Theoretical knowledge of conflict resolution concepts is necessary for success in CRJS 6391 Course. In addition, it is assumed that you are familiar with the basic structure of an academic research paper and the use of citation systems such as APA. If not, please brush up on your writing skills before taking this class!

CRJS 6391 Week 12 Assessment & Grading

*CRJS 6391 Course meets the diversity requirement for students enrolled in the online Master of Science in Criminal Justice program.

CRJS 6391 Week 12 Suggested Resources/Books

CRJS 6391 Course is an introduction to leadership for social justice. It explores what it means to be a leader and how effective leaders…

CRJS 6391 Week 12 Assignment (20 Questions)

Instructions

*CRJS 6391 Course is not available to students enrolled in the following areas of study: Public Administration, Executive MPA, and MPP. If you are unsure if you qualify for this exemption, please contact your academic advisor.**

In this final assignment, you will demonstrate your knowledge of the various ways in which society can attempt to reduce crime by engaging in transformative change. You will also be able to articulate how such change takes place within a shared-power world.

Assignment Instructions: For each question below, write a 2–3 paragraph answer. Be sure to cite your sources when appropriate and use proper APA formatting. Your assignment should be double-spaced and have standard 1″ margins (top, bottom, left and right).

CRJS 6391 Week 12 Assignment Question (20 Questions)

Question 1: What is the most significant difference between the two approaches to problem solving?

The two approaches to problem solving are the systems thinking approach and the traditional, linear approach. The systems thinking approach is more holistic and takes into account the interconnections between different parts of a system. The traditional, linear approach is more reductionist and focuses on one part of a system at a time.

Question 2: What are some of the advantages of using a systems thinking approach to problem solving?

Some advantages of using a systems thinking approach to problem solving include the ability to see the big picture, identify leverage points, and design feedback loops. This approach can help you to see how different parts of a system are interconnected and how changes in one part of the system can affect other parts. It can also help you to identify key leverage points where small changes can have a big impact on the system as a whole. Finally, designing feedback loops into a system can help to ensure that it remains stable over time.

Question 3: What are some of the disadvantages of using a systems thinking approach to problem solving?

Some disadvantages of using a systems thinking approach to problem solving include the need for more time and resources, and the potential for creating unintended consequences. This approach can be more time-consuming than traditional methods because it requires understanding the complex interactions between different parts of a system. Additionally, making changes to a system can sometimes create unintended consequences that must be addressed.

CRJS 6391 Week 12 Discussion 1 (20 Questions)

(UOP)*

CRJS 6391 Course Discussion 1 Week 12 for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391) (UOP)*

1. What is your definition of corruption? Are there different types? Can it be measured? Why is it important to study?

2. Do you think that the United Nations Convention against Corruption could help reduce global corruption? Why or why not? What are its strengths and weaknesses?

3. Do you think that transparency is a good thing when it comes to combating corruption? What are the benefits and drawbacks of transparency?

4. Do you think that whistle-blowers play an important role in combating corruption? Why or why not? What are the benefits and drawbacks of whistle-blowing?

5. What do you think are some of the most effective methods of combating corruption? Why do you think they are effective?

CRJS 6391 Week 12 DQ 1 (20 Questions)

1. What is the main idea of shared power?

2. What are some advantages and disadvantages of shared power?

3. How can shared power help to transform a community?

4. What are some challenges that need to be considered when implementing shared power?

5. What role can community leaders play in promoting shared power?

CRJS 6391 Week 12 Discussion 2 (20 Questions)

CRJS 6391 – Transformative Change in a Shared-Power World (5 credits) CRJS 6391 Course Description: How can we build a fair and just society? How can we transform the systems and institutions that perpetuate injustice? How can we work together to create social change? In this class, we will explore these questions through an exploration of power and privilege, grassroots organizing, movement building, philanthropy, community development, and social change. The CRJS 6391 Course will draw on the experiences of organizers from different communities and movements. Through readings, discussions, films, and guest speakers, students will learn about different approaches to transformative social change. Students will also have the opportunity to design their own projects to address the social issues they are passionate about. Learning Outcomes: Students who successfully complete CRJS 6391 Course should be able to: • Understand power and privilege; • Analyze how power operates in various contexts; • Understand different approaches to social change; • Develop their own project for addressing a social issue they are passionate about; • Critically reflect on their own experiences related to power and privilege; • Communicate effectively about these issues with others.

CRJS 6391 Week 12 DQ 2 (20 Questions)

Week 12 DQ 2 (20 Questions) for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391) $22.99

Week 12 DQ 2 (20 Questions) for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits)

Transformative Change in a Shared-Power World* (CRJS 6391) DQ#2: 20 Questions Directions: Based on your reading of the assigned article, answer the following questions in your initial discussion board post. Please refer to the discussion board rubric for specific grading criteria. I am looking for clear, concise, and well supported answers to each question. 1. What are some of the benefits associated with community policing? 2. What are some of the drawbacks? 3. Why do you think many police departments have not fully implemented community policing strategies? 4. How did community policing help improve police/community relations in Birmingham, Alabama? 5. How did community policing help reduce crime in Chicago’s Cabrini Green housing project? 6. How did community policing help reduce violence at Boston’s Dudley Square neighborhood and on MBTA buses? 7. What is “problem-oriented policing” and why is it considered an effective crime reduction strategy? 8. In what ways did problem-oriented policing help improve public safety at Southbridge Towers housing project in New York City? 9. In what ways did problem-oriented policing help improve public safety at Crenshaw District in Los Angeles, California? 10. In what ways did problem-oriented policing help improve public safety at Pittsburgh, Pennsylvania? 11. What is “hot spots” policing and why is it considered an effective crime reduction strategy? 12. In what ways did hot spots policing help reduce crime and disorder in Fort Worth, Texas’ northside neighborhood? 13. In what ways did hot spots policing help reduce crime and disorder at Milwaukee, Wisconsin’s Holton Street corridor and Warner Park area? 14. Why do you think crime mapping became a major component of law enforcement during this time period? 15. What is predictive analytics or predictive policing and why has it become such a popular topic within the law enforcement industry over the past several years? 16 .What is “intelligence led policing” and how does it contribute to effective decision making within police departments across the country? 17 .What are some of the benefits associated with intelligence led policing when used to target gun violence in Chicago, Illinois or gang violence in St Paul/Minneapolis, Minnesota 18 .What are some potential pitfalls associated with using intelligence led polici

CRJS 6391 Week 12 Quiz (20 Questions)

1. In the transformative change framework, what is the role of personal agency in organizational change?

A. Personal agency is a necessary but not sufficient condition for organizational change.

B. Personal agency is neither necessary nor sufficient for organizational change.

C. Personal agency is a sufficient but not necessary condition for organizational change.

D. Personal agency is both necessary and sufficient for organizational change.

2. In the transformative change framework, what is the role of social structure in organizational change?

A. Social structure is a necessary but not sufficient condition for organizational change.

B. Social structure is neither necessary nor sufficient for organizational change.

C. Social structure is a sufficient but not necessary condition for organizational change.

D. Social structure is both necessary and sufficient for organizational change.

3. Which of the following statements about transformational leadership is FALSE?

CRJS 6391 Week 12 MCQ’s (20 Multiple Choice Questions)

1) How can the transformational leader inspire employees to make meaningful change?

A) Promote a shared vision of the future.
B) Encourage employees to take risks and experiment.
C) Help employees see the connection between their work and the organization’s mission.
D) All of the above.

2) Which of the following is not a characteristic of a shared-power world?

A) A shift from top-down leadership to distributed leadership
B) The rise of new forms of organization such as social enterprises and hybrid organizations
C) A focus on stakeholder engagement
D) A reduction in the role of government

3) What is the main difference between a command-and-control organization and a networked organization?

A) Command-and-control organizations are centralized while networked organizations are decentralized.
B) Networked organizations are more flat, while command-and-control organizations have a more hierarchical structure.
C) Command-and-control organizations are focused on competition, while networked organizations are focused on collaboration.
D) Networked organizations are virtual, while command-and-control organizations are physical.

4) What is the main difference between a stakeholder and a shareholder?

A) Stakeholders have a financial interest in the organization, while shareholders do not.
B) Shareholders have a legal interest in the organization, while stakeholders do not.
C) Stakeholders have an ethical interest in the organization, while shareholders do not.
D) Shareholders have a political interest in the organization, while stakeholders do not.

5) Which of the following is not an example of a stakeholder?

A) Customers
B) Employees
C) Suppliers
D) The government

6) What is the main difference between a social enterprise and a traditional business?

A) Social enterprises are for-profit, while traditional businesses may be for-profit or nonprofit.
B) Traditional businesses are focused on making money, while social enterprises are focused on solving social problems.
C) Social enterprises are owned by the government, while traditional businesses may be owned by the government or by private individuals.
D) Social enterprises are regulated by different laws than traditional businesses.

7) What is the main difference between a hybrid organization and a traditional organization?
A hybrid organization is a mix of two or more different types of organizations, while a traditional organization is only one type.

8) Which of the following is not an advantage of stakeholder engagement?

A) It can help build trust and relationships with stakeholders.
B It can help generate new ideas and solutions to problems. C It can help build legitimacy for the organization. D It helps ensure that stakeholders’ interests are taken into account when decisions are made about the organization.

9) What is meant by “the commons”?

A natural resource that belongs to everyone B an area set aside for public use C private property that is open to the public D anything that is available to everyone without charge

10Which of the following is an example of “the commons”?

A national park B a shopping mall C a factory D your house

CRJS 6391 Week 13 Description

In CRJS 6391 Course, students will explore how to bring about transformative change in a shared-power world. We will examine the nature of power and how it functions in society, with a particular focus on how power is distributed among social groups. We will also explore the concept of privilege and how it intersects with power. Finally, we will discuss various strategies for bringing about change, both within and outside of traditional institutions.

CRJS 6391 Week 13 Outline

# CRJS 6391-001: Transformative Change in a Shared-Power World (5 credits)
## Instructor: Ben McMichael, PhD

**CRJS 6391 Course Description:** This class introduces students to the principles of transformative change and the latest thinking on the role of community organizing in social justice movements. Students will examine various models of community organizing and their practical applications in different communities and settings. Students will also learn about the principles of coalition-building and base-building, as well as popular education methods for community organizing. Throughout CRJS 6391 Course, students will have opportunities to apply concepts learned through readings, discussions, and simulations. This class will also consider how we can bring these concepts into our professional lives as educators, practitioners, organizers, or researchers.

**Learning Outcomes:** By the end of CRJS 6391 Course, students should be able to:
* Understand the principles of transformative change;
* Understand different models of community organizing;
* Apply principles of coalition-building and base-building;
* Understand popular education methods for community organizing;
* Understand how to bring these concepts into our professional lives.

### Week 13: Conclusion & Final Reflections
#### Reading for the Week: N/A – Please review readings from previous weeks
#### In-Class Activities for the Week: N/A – Please review activities from previous weeks

**Final Assignment Due:** Final Reflection Paper (3-5 pages)

CRJS 6391 Week 13 Objectives

**
+
+*CRJS 6391 Course will build on the following shared-power themes:*
+
+* **Interpersonal trust** – *The capacity to trust others in work and life, with an emphasis on supporting interpersonal relationships that foster collective decision making.*
+* **Cross-sector collaboration** – *The ability to develop relationships across sectors and connect people, ideas, and resources to achieve collective impact. This includes a focus on bridging the gaps between government, business, and community organizations.*
+* **Facilitation skills** – *The ability to facilitate groups in exploring issues, identifying common concerns, generating creative solutions, and planning for action. This includes developing a common understanding of purposes and objectives; shaping process; supporting productive conflict; encouraging participation by all; modeling respect; maintaining balance among interests; maintaining commitment and ownership by stakeholders; identifying next steps.*
+* **Leadership skills** – *The ability to lead diverse teams or organizations through periods of change. This requires the ability to cultivate authentic relationships based on mutual trust and respect; identify organizational values that inspire commitment from team members/followers; articulate an inspiring vision for the future; set goals to accomplish the vision in partnership with team members/followers; model ethical behavior that demonstrates integrity in thought, word, and deed.*
+* **Self-awareness** – *The capacity to understand our values and motivations as well as how they influence our behaviors and decision making.*
+* **Transformative change mindset** – *A willingness to embrace radical possibilities for transforming organizations into those capable of effectively addressing social needs. This requires an openness to explore new perspectives, challenge assumptions about what is possible or practical, and seek opportunities for innovation. It also includes a willingness to embrace adaptive leadership practices that help us navigate change while responding effectively to immediate demands.*

CRJS 6391 Week 13 Pre-requisites

*Please note that you will only be enrolled in one CRJS 6391 Course. Enrollment for the other CRJS 6391 Course is for informational purposes only.

This is a pre-requisite CRJS 6391 Course for the following program(s): PhD in Public Policy and Administration; PhD in Education; PhD in Educational Psychology; PhD in Health Promotion and Disease Prevention; PhD in Nursing; DNP

CRJS 6391 Week 13 Duration

CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) is offered in an 8-week format. The CRJS 6391 Course duration is 1 week.

CRJS 6391 Week 13 Learning Outcomes

Students who successfully complete CRJS 6391 will:

1. Understand the factors that shape the process of transformative change.

2. Understand how to apply principles of transformative change to real-world problems.

3. Develop skills in problem solving, critical thinking, and communication.

4. Be able to work effectively in teams.

CRJS 6391 Week 13 Assessment & Grading

CRJS 6391 Course assesses the impact of collaborative and transformative change on our shared-power world. Students will explore how to bring about transformative change in their personal and professional lives. The CRJS 6391 Course will focus on the role of relationships, collaboration, and communication in creating lasting change. Students will be asked to reflect on their own experiences with change and to develop a plan for bringing about transformative change in their lives.

Assessment:

Students will be assessed on their ability to reflect on their own experiences with change and to develop a plan for bringing about transformative change in their lives.

CRJS 6391 Week 13 Suggested Resources/Books

CRJS 6391 Course Description:

CRJS 6391 Course provides students with an understanding of the principles and practices of transformative change in a shared-power world. Students will explore the nature of power and how it is distributed in society, as well as the ways in which power can be used to bring about social change. The CRJS 6391 Course will also examine the role of conflict in social change, and how different approaches to conflict can lead to different outcomes. Finally, students will consider the role of law in transformative change, and how the legal system can be used to facilitate or hinder social change.

CRJS 6391 Week 13 Assignment (20 Questions)

1. What are the three types of authority that Max Weber identified? Which of these three types of authority do you think is the most important in a shared-power world? Why?

2. What is the difference between a charismatic leader and a transformational leader? Which type of leader do you think is more effective in a shared-power world? Why?

3. What are some of the advantages and disadvantages of using power sharing as a means of conflict resolution?

4. What are some of the advantages and disadvantages of using coalition government as a means of conflict resolution?

5. What are some of the advantages and disadvantages of using majority rule as a means of conflict resolution?

6. What are some of the advantages and disadvantages of using minority rights as a means of conflict resolution?

7. What are some of the advantages and disadvantages of using federalism as a means of conflict resolution?

8. What are some of the advantages and disadvantages of using autonomy as a means of conflict resolution?

9. What are some of the advantages and disadvantages of using self-determination as a means of conflict resolution?

CRJS 6391 Week 13 Assignment Question (20 Questions)

1. What is the goal of restorative justice?

2. How does restorative justice differ from traditional criminal justice?

3. Who are the key stakeholders in a restorative justice process?

4. How does the role of the victim change in a restorative justice process?

5. How does the role of the offender change in a restorative justice process?

6. How does the role of the community change in a restorative justice process?

7. What are some of the benefits of restorative justice?

8. What are some of the challenges of implementing restorative justice?

9. What are some of the criticisms of restorative justice?

10. Is restorative justice appropriate for all types of crimes? If not, when is it appropriate?

CRJS 6391 Week 13 Discussion 1 (20 Questions)

In CRJS 6391 Course we have been discussing the ways in which transformative change can occur in a shared-power world. For this discussion, please address the following:

1. What is meant by a shared-power world?

2. What are some of the challenges associated with transformative change in a shared-power world?

3. What are some of the opportunities for transformative change in a shared-power world?

4. How can an understanding of power be used to facilitate transformative change in a shared-power world?

5. What are some of the pitfalls associated with attempting to bring about transformative change in a shared-power world?

6. What are some of the keys to success when attempting to bring about transformative change in a shared-power world?

7. What role does collaboration play in facilitating transformative change in a shared-power world?

8. What role does conflict resolution play in facilitating transformative change in a shared-power world?

CRJS 6391 Week 13 DQ 1 (20 Questions)

1. What is the definition of transformative change?
2. What are the three components of transformative change?
3. What are the three types of transformative change?
4. What are the benefits of transformative change?
5. What are the challenges of transformative change?
6. How can you overcome resistance to transformative change?
7. How can you create a shared vision for transformative change?
8. How can you develop a plan for transformative change?
9. How can you implement transformative change?
10. How can you evaluate the impact of transformative change?

CRJS 6391 Week 13 Discussion 2 (20 Questions)

| Lesson 1 (Unit 5)

*(The instructor will create the weekly Discussion threads in the online classroom on the day and time they are due.)

DQ #1: Review and reflect on the knowledge you have gained from CRJS 6391 Course. Based on your review and reflection, write at least 3 paragraphs on the following:

On a personal level, what has CRJS 6391 Course meant to you? Has it changed your perspectives? How so? What materials in CRJS 6391 Course were most beneficial to you? Why? On a professional level, how can you use what you have learned in CRJS 6391 Course in your current or future position? If you are not currently employed in a criminal justice field, how might CRJS 6391 Course be useful to you when or if you begin work within that field? Think about the different class assignments (discussions, papers, presentations). What was your favorite assignment and why? Which of these assignments do you think will be most useful for you as you enter or continue to work in a criminal justice-related profession? How might CRJS 6391 Course have been improved for you if it had been taught differently? For example, what topics would you like to have seen included or excluded from CRJS 6391 Course? Was there anything that could have been done better within each lesson/unit of the class (e.g., delivery of material)? Did any particular lesson or unit help prepare you for later lessons and units more than others? If so, how did it do so? Did anything prevent any part of this class from being as effective as possible (e.g., technical difficulties)? If so, what happened and how did it affect your experience/learning in the class?

CRJS 6391 Week 13 Discussion 2 (20 Questions) for CRJS 6391 – Transformative Change in a Shared-Power World* (5 credits) (CRJS 6391) | Lesson 2 (Unit 5)

*(The instructor will create the weekly Discussion threads in the online classroom on the day and time they are due.)

DQ #2: Review and reflect on what YOU know about public policy analysis. Then consider one of your local law enforcement agencies that is currently facing some sort of challenge. Based on what YOU know about public policy analysis, answer all parts of the following questions related to that agency’s challenge:

CRJS 6391 Week 13 DQ 2 (20 Questions)

This Week’s Questions:

1. What are your thoughts on the role of police in a shared-power world? How do you think their role might change?

2. What are your thoughts on the role of prosecutors in a shared-power world? How do you think their role might change?

3. What are your thoughts on the role of judges in a shared-power world? How do you think their role might change?

4. What are your thoughts on the role of the defense attorney in a shared-power world? How do you think their role might change?

5. What are your thoughts on the role of victims in a shared-power world? How do you think their role might change?

CRJS 6391 Week 13 Quiz (20 Questions)

1. Question 1 2 / 2 points The President of the United States could direct a federal agency to do all of the following EXCEPT:

A. Issue regulations. B. Enter into contracts. C. Make recommendations to Congress. D. Conduct research and produce reports.

2. Question 2 2 / 2 points The organizational structure of the U.S. Federal Bureau of Investigation (FBI) is based on the principle of centralized command which means that:

A. The FBI Director has full authority over the entire organization and all agents report directly to him/her. B. TheFBI Director delegates authority to eight division heads who are each responsible for managing specific areas of operations and are located in Washington, DC . C .TheFBI Director has full authority over some components of the organization and shares responsibility with other division heads for other components . D .TheFBI Director shares responsibility with eight division heads who are each responsible for managing specific areas of operations and are located throughout the United States .

3 . Question 3 2 / 2 points When Congress amends a statute without repealing it, this is called ____________________ amendment and results in ___________________ statutory interpretation ______________ by courts and agencies . A novel ; harsh ;lenient B simple ; independent ;textual C complex; strict; literal D basic; discretionary; broad E substantive; independent ; literal F significant ; harsh ; lenient G routine; discretionary ;textual H noncontroversial; tough; independent I noncontroversial; tough; literal J noncontroversial; independent ;textual K substantive; discretionary ; broad L simple ;strict ; broad M routine ;tough ; broad N simple : lenient , literal O routine ;lenient , literal P routine : lenient , textual Q routine : harsh , textual R simple : harsh , textual S routine :lenient , conceptual T substantive :harsh , literal Ucomplex:harsh , lenient V simple:harsh, lenient W simple:lenient, conceptual X routine:harsh, conceptual Ycomplextough, conceptual Zsubstantive:lenient, conceptual 4 . Question 4 2 / 2 points Under the concept known as shared power, ___________ may be required to cooperate with one another in order to perform their duties . A local police agencies B police organizations at different levels C state legislatures D federal executive branch agencies E state executive branch agencies F local legislatures G federal legislative branch committees H federal executive branch offices I state executive branch offices J court systems K federal courts L police officers M criminal justice professionals N prosecutors O legislators P presidential cabinets Q congressional committees R courts S presidents T criminal justice administrators U government officials V agencies W lawyers 5 . Question 5 2 / 2 points In its role as policy maker, Congress may exercise its power to appropriate funds under which provision of Article 1 Section 8 ? A To establish post offices and post roads B To provide for copyright protection C To promote science and the arts by authorizing grants D To grant letters of marque or reprisal E To create lower courts F To lay taxes G To coin money H To borrow money ITo regulate interstate commerce JTo declare war KTo raise an army LTo grant patents 6 . Question 6 0 / 2 points Which one of these actions does not fall within the powers specifically granted to Congress under Article 1 Section 8 ? A Granting subsidies through tax breaks B Making laws necessary to carry out its enumerated powers C Creating an army D Declaring war E Making laws necessary for national defense F Making laws necessary for naturalization GMaking laws necessary for bankruptcy HRegulating interstate commerce 7 . Question 7 0 / 2 points “Congress shall make no law…” – This line from the First Amendment is commonly referred to as: ASeparation clause BBill of Attainder clause CFree speech clause DDue process clause EPetition clause FRetaliation clause GSearch and seizure clause HLoyalty oath clause IPrivacy rights clause JFreedom from self-incrimination ( Fifth Amendment ) kLoyalty oaths 8 . Question 8 0 / 2 points The concept that government officials have certain obligations when they take office is called? ASolemn compact BDuty CBond DDuty of allegiance EDuty to God FDuty to nation GDuty to office HDuty ethics IEthical systems 9 . Question 9 0 / 2 points According to Justice Scalia ’s view how should courts interpret the Constitution? ATo recognize that it contains fundamental principles that provide guidance but leave room for reasonable interpretation BT o give priority to constitutional text over history CCourts should not attempt to interpret what it means AT o interpret according only those clauses expressly assigned by their framers DT o interpret according only those clauses expressly designated as fundamental by their framers ET o interpret what they understand society ’ s evolving values demand 10 . Question 10 0 / 2 points Many presidents find it difficult — if not impossible —to implement their preferred policies because they encounter considerable resistance from interest groups representing diverse viewpoints on numerous issues such as taxes (American Farm Bureau Federation), food labeling (National Food Processors Association), nuclear waste disposal (Nuclear Information & Resource Service), environmental protection (Environmental Defense Fund), school prayer (American Civil Liberties Union), and military spending (Defense Industrial Association). This opposition is typical when presidents attempt t o implement any part of their agenda because doing so requires them t o reconcile contrasting views about what policies should be adopted or discarded in favor or others that would create a more cohesive national agenda particularly when confronted with difficult economic times where there is widespread pressure on elected officials t o make difficult choices about spending priorities.. 11 . Question 11 0 / 2 points One major advantage held by incumbent presidents seeking reelection is that they are often able t o control access t o White House resources while simultaneously using them t o create favorable publicity regarding themselves or their accomplishments in office thereby gaining an edge over challengers who seek t o unseat them in elections during which public opinion polls suggest public support for incumbents remains strong.. 12 . Question 12 0 / 2 points In addition t o serving as commander-in-chief or head diplomat, presidents play important roles that involve mobilizing political support from members of Congress plus interest groups in pursuit of their legislative agendas thereby stimulating debate among policy makers about how t o resolve thorny issues such as immigration reform especially when rivals appear unwilling t o cooperate resulting in gridlock.. 13 . Question 13 0 / 2 points While much attention has been focused on presidential power provided under Article II Section 1 Clause 1 which states that “the executive Power shall be vested in a President,” this does not mean that presidential powers are unlimited because Article II also provides examples specific examples including signing bills into law along with negotiating treaties subject t o ratification by two-thirds majority vote by Senate plus pardoning offenses against United States except impeachment proceedings resulting in removal from office due largely when presidents engage in conduct characterized as high crimes or misdemeanors.. 14 . Question 14 0 / 2 points Because presidential influence has grown significantly during last half century — at expense of Legislative Branch — many people believe this trend toward increased presidential power violates separation-of-powers doctrine although some scholars argue this increase stems primarily from modern political realities created largely because most voters remain unaware how powerful president really has become making it difficult if not impossible for elected officials including president himself t o change laws governing his relationship with rest legislative body meaning if citizens want change they must elect politicians committed changing rules governing both branches’ relationship thus making separation-of-powers doctrine something more than just a theory 15 .Question 15 0/2 point Although many Americans believe executive privilege exists solely due t olack transparency surrounding decisions made involving presidential appointments plus Supreme Court cases involving abortion access including Roe v Wade 1973 resulting efforts gain approval voting down nomination Robert Bork 1987 result increased congressional oversight increasingly common during 20 th century particularly because elected officials began investing large amounts time energy effort scrutinizing actions taken president’s senior staff including chief advisor known colloquially White House counsel although Supreme Court ruled 1968 Nixon Administration did not have right invoke absolute executive privilege prevent Watergate tapes being released due Congressional investigation reflecting tendency side judicial branch keeping checks balances intact 16 ..Question 160/2 point As significant numbers elected officials Congress continue practice writing detailed statutes spelling duties responsibilities individuals holding key positions Executive Branch — particular armed forces intelligence agencies etc — new breed senior personnel increasingly assert right disagree without fear punishment provided follow ethical guidelines established partly response growing concern among citizens regarding scope powers President Vice President Chief Advisor etc generally considered critics despite claims merely enforcing wish list ideas supporters 17 ..Question 170/2 point If presidency viewed context interdependence between branches government question naturally arises why some political observers regard Legislative Branch superior Presidential Functioning unitaryexecutive theory offers plausible explanation suggesting horizontal separation powers between Legislative Judicial Branches likely lead conflict often produced delay frustration items must be addressed collectively providing incentive move decisions higher levels government possibly simplifying overall operation efficiency process 18 ..Question 180/2 point According Constitution forming Foreign Policy reserved exclusively Legislative Branch however many legal scholars agree current situation suggests great deal foreign policy formulation carried executive branch certainly true president serves head diplomat plus supreme commander chief military officer having considerable leverage pursuing policies rapidly moving international environment requiring swift decisive responses rather than careful deliberation process 19 ..Question 190/2 point Although formal term introduced 1828Article IV Section 4 Constitution guaranteeing each state protection invasion state sovereignty violations act Domestic Violence 1995 amended 1997 expanded coverage number crimes previously included under Violence Against Women Act 1994 provided monetary assistance victims domestic violence rape sexual assault stalking various forms child abuse reduced availability firearms women victims domestic violence generally recognized positive impact Two Wars Reducing Crime Expanding Civil Rights etc 20 ..Question 200/2 point Oftentimes certain individuals accused attempting subvert overthrow legitimate government convicted seditious conspiracy charges however Sedition Act 1918 prohibited activities including use abusive insulting words language newspaper broadcast station pamphlet intended bring into contempt ridicule disrepute Government United States interfering lawful trade labor relations publishing material designed cause insubordination disloyalty mutiny among members military navy coast guard printing distributing written communication promoting distrust hatred toward government United States publishing information designed prevent recruitment soldiers sailors coast guardsmen general purpose attempting obstruct recruitment wartime service preventing officers soldiers sailors coast guardsmen performing duties obligation disrupting loyalty morale military navy coast guard 21 ..Question 210/2 point Although clearly defined limits scope presidential power overall trend suggests greater degree interference Parliamentary processes procedures due number unique challenges facing modern presidency given complex challenges internal external threats nations face today 22 ..Question 220/2 point Unfortunately regardless speed technology available 21 st Century governments continue experience difficulties quickly responding needs citizens sometimes seemingly insurmountable problems such crime terrorism drug trafficking pollution unemployment overcrowded prisons inadequate health care climate change financial instability 23 ..Question 230/2 point Too often political opponents ignore real accomplishments presidents engage mudslinging campaigns designed discredit opponents negative campaigning first observed during American Revolution pioneered George Washington’s campaign 1776 subsequently employed Benjamin Franklin James Madison John Adams Alexander Hamilton Thomas Jefferson duri ng 19 th Century thus prompting need effective ethics codes 21 st Century American politics 24 ..Question 240/2 point Although standard definition Terms Office Virginia Plan was ten years however delegates Constitutional Convention decided reduce seven years result requirement Senate confirm appointed judges therefore obvious concern willingness District Courts Circuit Courts Supreme Court justices serve lengthy terms regardless actual service length 25 ..Question 250/2 point One reason why some people believe party system weakening ability govern effectively involves election results 2006–2010 resulting gains Republican Party both Legislative Judicial Branches however traditionalists believe contrary view suggesting parties merely becoming reorganized reoriented better reflect people’s views particular regard increased level communication instant availability information media 26 ..Question 260/2 point While certainly possible control influence professional lobbyists attempts legislative outcomes should done transparent manner fact hidden involvement greatest concern constituency lobbyists represent otherwise constituents never know whose interests truly represented simply because lobbyists acting behalf unknown client 27 ..Question 270/2 point Following 2008 global financial crisis new administration led Barack Obama proposed series economic stimulus programs totaling trillion dollars proposed increase taxes wealthy taxpayers corporate profits resulting heated debates ongoing throughout 2010 concerning merits effectiveness cost associated treatment middle class working families poorest communities 28 ..Question 280/2 point One primary benefit increased transparency communication information American politics recently involves ability average citizen stay informed issues impacting daily lives including employment status pension benefits welfare payments consumer prices inflation rates banking regulations housing costs utility rates insurance premiums medical expenses retirement benefits educational opportunities tax rates voting procedures campaign finance regulations etc 29 ..Question 290/2 point Political parties variety interest groups continue exert tremendous influence governmental decision making process sometimes detriment long term interests citizens particularly regard controversial issues such abortion human cloning stem cell research capital punishment gun control decriminalization illegal drugs taxation government spending legalization gambling prostitution same sex marriage immigration reform healthcare reform tort reform privacy rights national security welfare reform environmental protection product liability regulations corporate fraud penalties budget deficit reduction 30

CRJS 6391 Week 13 MCQ’s (20 Multiple Choice Questions)

1. Which of the following is not a type of trauma?

A. Emotional
B. Physical
C. Sexual
D. Spiritual

2. What is the name of the theory that suggests that people who have experienced traumatic events are more likely to engage in criminal behavior?

A. Post-Traumatic Stress Disorder Theory
B. Trauma and Crime Theory
C. Psychosocial Theory
D. Social Control Theory

3. Which of the following is not a symptom of post-traumatic stress disorder?

A. Flashbacks
B. Depression
C. Anxiety
D. Guilt
4. What is the name of the theory that suggests that people who have experienced traumatic events are more likely to engage in criminal behavior?
B. Trauma and Crime Theory

Students must complete all required readings and take all exams. In addition, they must participate actively in class discussions and complete all writing assignments.

After successfully completing CRJS 6391 Course, students will be able to:

1. Understand the concept of transformative change and how it can be used to create a more just and equitable world.

2. Understand the various forms of power that exist in the world and how they can be used to create change.

3. Understand the importance of working collaboratively with others in order to create change.

4. Understand the role that communication plays in creating change.

5. Understand the role that education plays in creating change.