The University of Winnipeg Criminal Justice System Analysis Exam Practice You need to answer 5 questions  it should be in APA format. APA in text citation

The University of Winnipeg Criminal Justice System Analysis Exam Practice You need to answer 5 questions 

it should be in APA format. APA in text citation is must The answer should be clearly, organized, grounded in the text, and addresses each component of the question clearly while also providing statements that indicate an understanding of how the separate components come together to answer the question as a whole

The text book is theorizing criminal justice (second edition)

Kraska & Brent–Chapter 6: Criminal Justice as Socially Constructed Reality

o Article 9– Rafter

o Article 10– Zatz

o Article 11- Kappeler

>Lilly, R.J., F.T. Cullen & R. Ball (2011) “The Irony of State Intervention: Labeling Theory,” 

Chapter 7 in Criminological Theory: Context and Consequences, 5th Ed..Sage: London, 

> Young, Jock. “The Bogus of Positivism,” Chapter 4 in The Criminological Imagination.

Polity: Cambridge.

> Kraska & Brent- Chapter 7: Criminal Justice as Growth Complex

-Article 12- Lilly & Knepper

-Article 13- Shelden & Brown

>Kraska & Brent- Chapter8: Criminal Justice as oppression

– Article 14 – Daly & Chesney- Lind

– Article 15 – Simpson

>White, R., F. Haines & L. Eisler (2018) “Feminist Perspectives,”. In Crime and Criminology. An Introduction to Theory. 3rd Canadian Edition, Oxford University Press: Australia. Test #3 – REVIEW QUESTIONS
In light of the cancellation of in-person class due to efforts to contain the spread of COVID19, this test will be a take-home test. Please read the following instructions carefully for
information about how this changes the nature of the test.
In order to adapt the test to a take-home format while retaining its pedagogical integrity, I have
made the following changes:
•
Due date: You are required to submit your test via Nexus by 5pm on Friday, March 20,
2020.
•
Number of questions: You will be required to answer FIVE questions of your choice from
the list of the following seven questions. The point value of each question has increased to
12, which means that the entire test is now worth 60 points (12 x 5).
•
References: In your responses, you will be required to refer directly to the relevant texts and
use citations and page numbers. Do not use direct quotes. Instead, paraphrase relevant
sections and refer to their source using APA format.
Please see the following APA citation style guide for information about proper citation
format:
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide
/in_text_citations_the_basics.html. Refer specifically to the section at the bottom that
provides instructions for “summary and paraphrase”.
•
Reflective component: In order to test your comprehension and guard against plagiarism, I
have included plagiarism-proof reflective components to the end of each question. As a
result, the distribution of points within the components of each question has changed.
•
Writing quality: Because you will have the benefit of responding to these questions on your
own time with your texts available, the standard for evaluation will be higher. Please respond
to the test questions with well-constructed answers that are organized, clearly written,
grounded in the text, and address each component of the question clearly while also
providing statements that indicate an understanding of how the separate components come
together to answer the question as a whole.
Your final take-home test document must include the following information:
o Your name and student number;
o Responses to five of the seven questions below;
o A “works cited” list for each individual question.
**I am open to feedback about this test format. Please feel free to send me messages if you have
ideas about how the final take-home test could be structured to be the best possible reflection of
your learning**
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This test covers the following material:
•
Kraska & Brent – Chapter 6: Criminal Justice as Socially Constructed Reality
o Article 9 – Rafter
o Article 10 – Zatz
o Article 11 – Kappeler
•
Lilly, R.J., F.T. Cullen & R. Ball (2011) “The Irony of State Intervention: Labeling Theory,”
Chapter 7 in Criminological Theory: Context and Consequences, 5th Ed.. Sage: London.
•
Young, Jock. “The Bogus of Positivism,” Chapter 4 in The Criminological Imagination.
Polity: Cambridge.
•
Kraska & Brent – Chapter 7: Criminal Justice as Growth Complex
o Article 12 – Lilly & Knepper
o Article 13 – Shelden & Brown
•
Kraska & Brent – Chapter 8: Criminal Justice as Oppression
o Article 14 – Daly & Chesney-Lind
o Article 15 – Simpson
•
White, R., F. Haines & L. Eisler (2018) “Feminist Perspectives,”. In Crime and Criminology.
An Introduction to Theory. 3rd Canadian Edition, Oxford University Press: Australia.
TEST QUESTIONS
1. How has the interpretive school shaped social constructionist criminal justice scholarship? (2)
Summarize the four areas of social constructionist thinking laid out by Nicole Rafter that have
emerged in criminology (6). How has constructionism contributed to the study of criminal justice
and what are some of its implications for the field? (2) How has the social constructionist
perspective impacted how you think about the criminal justice system? Explain using an
example. (2)
2. According to Young, what are some of the pitfalls of positivist social science research in
criminology? (3) How does a critique of positivism lend itself to interpretive methodology and
social constructionist theorizing? (2) How do positivist methods facilitate essentialism? (2)
According to Young, how are essentialist identities constructed through “othering”? (2)
Reflecting on your own thinking, how has your perspective about criminal justice been shaped
by tendencies toward “liberal” and “conservative” othering? (3)
3. According to labeling theorists, what are the consequences of defining someone as “criminal”
and what are the social policy consequences of labeling theory? (4) Identify the particular
concerns of two different labeling theorists: what social processes do they identify as being
important in the social construction of crime and what are the particular social consequences they
are concerned with? (5) Have you or someone you know ever been labelled in a way that has
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changed the course of your life for better or worse? Reflect on the implications of labelling on
your life, and describe how your own reflection has shaped your understanding of the criminal
justice system (3).
4. According to Zatz, what social imagery of Chicano youth gangs was created for the public in
Phoenix and what provided the basis for its creation? (4) What purpose did constructing Chicano
youth gangs as a threat serve for the media, police, and public? (6) Identify ways that your own
thinking about “gangs” has been shaped in ways that align with or depart from Zatz’s description
of the creation of a panic about gangs (2).
5. In Kappeler’s article, what are myths? (2) Explain two examples of myths that Kappeler
argues shape criminal justice (3). What are the driving forces behind myth construction? (3) How
do constructed myths guide social construction or the “inventing of criminal justice”? (2) With
reference to one or more of Kappeler’s categories of analysis, describe how your thinking about
criminal justice has been shaped by myth-making (2).
6. According to the “criminal justice as growth complex” orientation, what are the dominant
reasons behind the actions carried out by the criminal justice apparatus? (2) Identify and explain
the causal factors leading to the expansion and growth of the criminal justice system apparatus
with reference to the Lilly & Knepper reading and the Shelden & Brown reading (4). Explain
how technical rationality leads to goal displacement, fetish for efficiency, and means over ends
syndrome (3). How do you think these tendencies can be mitigated in the Winnipeg context?
Refer to specific narratives or institutional claims that have circulated to justify criminal justice
expansion in Winnipeg. (3)
7. Drawing on Simpson, and White, Haines & Eisler, compare and contrast two different
feminist frameworks with reference to: their origins (3); their analysis of how gender interacts
with the criminal justice system (2); their central issues of concern (2); and their policy
prescriptions (2). What feminist perspective appeals to you most, and why? (3)
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