The criminal justice system has actually been referred to as the criminal justice “non-system” by many observers of modern criminal justice in America. What do we mean when referring to the criminal justice system as a “non-system?” Do you believe that the criminal justice system is a true system, or is it better characterized as many staggering parts working across multiple layers of government at the local, state, and federal level?
Be sure to cite all sources in APA 7th edition and to meet the minimum required word count for discussion board postings (see course syllabus).
Sample Solution
When referring to the criminal justice system as a “non-system,” we mean that it is not a cohesive and efficient process, but rather one made up of many disjointed parts. The criminal justice system consists of multiple layers of government (local, state, and federal), many different agencies involved in apprehending, prosecuting, convicting and punishing criminals, along with numerous laws and regulations governing the actions of each layer or agency. This means that navigating the criminal justice system can be difficult for those unfamiliar with its intricacies.
Sample Solution
When referring to the criminal justice system as a “non-system,” we mean that it is not a cohesive and efficient process, but rather one made up of many disjointed parts. The criminal justice system consists of multiple layers of government (local, state, and federal), many different agencies involved in apprehending, prosecuting, convicting and punishing criminals, along with numerous laws and regulations governing the actions of each layer or agency. This means that navigating the criminal justice system can be difficult for those unfamiliar with its intricacies.
PlayBuild is an after-school program located in New Orleans which repurposes vacant lots around central city to engage kids with the architectural history and design of public spaces with outdoor play with imagination playground and design challenges. Do these activities have unique cognitive learning opportunities that warrant investment, and if so what curriculum decisions contribute to positive learning outcomes and what kinds of methodology are feasible to measure such a cognitive development among children? A literature review on play and children’s cognitive development has been done to explore these three questions.
Before detailing particular research findings, below is a brief summary of this literature review. Research suggests that role play, joint action, and physically modeling objects, spaces, or systems can develop perspective-taking and systems literacy (Harris, Vygotsky, Schwartz et al., Sebanz et al., 2006). Research comparing invention-based curriculum with teaching-practice curriculums show evidence of perspective change (e.g., seeing deep structural relationships vs. surface feature covariation) and evidence that perception of deep structure correlates with increases in understanding and transfer.
Invention-based curriculums have the potential to engage participants in fantasy and role play as well as scale to forms of meaningful sociocultural participation in the community. Design and construction of diagrams and models of homes, cities, spaces, or city systems grounded in the community and history of New Orleans is worth an investment because it affords opportunities to develop perspective-taking, systems reasoning, metacognition, and mathematical and spatial thinking skills through meaningful participation in local community culture.
