Learning Outcomes for Quiz - Winter 2025

[Quiz \#1 Learning Outcomes -- Winter 2025] **Week 1 -- No learning outcomes to be tested** **Week 2a- Crime and Punishment (1 of 2)** *At the end of this class and associated readings, videos, and learning activities, the student will be able to:* 1.Define the following terms: - Sanction -...

[Quiz \#1 Learning Outcomes -- Winter 2025] **Week 1 -- No learning outcomes to be tested** **Week 2a- Crime and Punishment (1 of 2)** *At the end of this class and associated readings, videos, and learning activities, the student will be able to:* 1.Define the following terms: - Sanction - Recidivism - Retribution - Punishment - Incarceration - Denunciation - Reparation - Restitution - Rehabilitation - Adversarial - Accountability 2\. Recall three critiques of the retributive approach to justice, and elaborate briefly on them. 3\. Identify at least six needs specific to 1) victims; and 2) offenders that Howard Zehr says are not well met by the retributive justice system, especially by incarceration. 4\. Explain how punishment can work *against* accountability. **Week 2b- Crime and punishment (2 of 2) -- Deterrence** *At the end of this class and associated readings, videos, and learning activities, the student will be able to:* 1\. Define the following terms: - deterrence - defiance 2\. Comment on what relationship, if any, punishment bears to the Principles of Sentencing in the Canadian Criminal Code. 3\. Explain the roles of legitimacy, social bonds, shame and pride in conditioning responses to sanctioning (punishment), according to Sherman's theory of defiance. (Under what conditions sanctions fail, succeed, or have no effect on future wrong-doing). 4\. Explain why sanctions can have different effects on social out-groups than on social in-groups. **Week 3a-- Relationality** *At the end of this class and associated readings, videos, and learning activities, the student will be able to:* 1\. Explain what it means to say that restorative justice is a [relational] practice of justice, illustrating with reference to Katy Hutchison\'s story, as well as to other examples from the student\'s own experience and background. 2\. Apply Sherman\'s theory of defiance to show why Katy\'s father\'s \"time in\" approach was effective with her. **Week 3b - Varieties of Justice** *At the end of this class and associated readings, videos, and learning activities, the student will be able to:* 1\. Define the following terms: - procedural justice - exculpatory strategies - community justice - state justice - *shalom* 2\. Recall Howard Zehr\'s three big questions of retributive justice, and contrast them with the three big questions of restorative justice. 3\. Elaborate on the five basic assumptions of retributive justice, according to Howard Zehr, and the problems he identifies with a system that is focused on the administration of pain. 4\. Describe, in their own words, what exactly is to be restored in restorative justice.