Soc 351 Exam 2 Study Guide PDF

Soc 351 –Police, Social Control and Democracy Exam 2 Study Guide The exam will consist of a mix of 40-50 multiple-choice and true/false questions worth 100-points total. Your final score will be weighted to 30% of the overall course grade. You will have 6...

Soc 351 –Police, Social Control and Democracy Exam 2 Study Guide The exam will consist of a mix of 40-50 multiple-choice and true/false questions worth 100-points total. Your final score will be weighted to 30% of the overall course grade. You will have 60 minutes to complete the exam once you start. Please bring a #2 pencil to fill your answers on the scantron sheet. Only material covered in this study guide will be on the exam. You may prepare for the exam in cooperation with other students although all work on the test must reflect your own effort. Because honesty is a vital part of contributing to society and to the larger scholarly/scientific endeavor, please review the syllabus policies regarding academic integrity before taking the exam. Comprehensive Understanding (covered before midterm exam) A. Know the Fourth, Fifth, Sixth, and Eighth, and Fourteenth Amendments and how they are relevant to policing B. What tensions exist for police when managing public dissent in a democracy? C. What is democratic policing as described by Gary Marx? D. What are police “special powers” and what external/internal controls are available to keep police accountable? What concerns does G. Marx raise about policing & democracy? E. Know the main points regarding consensus (Durkheim) and conflict (Marx, Foucault, and Weber) views of social control and crime. How do organizations (like police) experience isomorphic change? Technology and Police (Strom 2017) F. What are Strom’s key findings from the study on technologies’ impact on policing strategy in the 21st Century? What conclusions and recommendations are offered by the author? Surveillance (Marx, Lewis, and Guzik readings, lecture) G. Based on readings and lectures, know Marx’s general ideas regarding the classification of social control technologies, definition and history of traditional and new surveillance, differences between each surveillance type, and maximum security society. What does Marx mean by “counter- technologies” and the point that “technologies are both determined and determining?” H. Know Lewis’s themes of new surveillance as covered in the readings (e.g., disciplinary power), the difference between centralized and decentralized surveillance, and her views about “Big Brother”? I. Know the conflicting values related to surveillance identified by Gary Marx and the principles to consider when evaluating surveillance technologies (e.g., privacy rights). J. What are the promises and criticisms of the new surveillance technologies covered in the reading? K. Know Guzik central points regarding the problem of accountability in policing and use of body worn cameras. Why aren’t BWCs an easy fix for holding police accountable? L. How does the uncertainty principle apply to body worn cameras regarding functionality, goals, context, environment and consequences? M. What is “actuarial prediction” and how is it connected to predictive policing (including the different iterations 1.0-4.0)? What are the foci of each iteration and how did the Chicago School’s “Ecology of Crime” shape predictive policing? What was a central problem with the Ecology of Crime approach to understanding crime? Justice Juggernaut N. Know the justice juggernaut and the two tracks that contributed to its emergence. How did the New Deal contribute to relief, recovery, and reform during the Great Depression? What are political “dog whistles” and how where they used in the Southern Strategy? What neo-liberal policies were adopted in reaction to the social safety net developed by the New Deal and Johnson’s War on Poverty? How did federal and state divestment in cities and police departments impact law enforcement? How do the two tracks deepen and widen the justice juggernaut? 1968 Kerner Report O. Based on the readings know the reasons the Kerner Report was commissioned and its central findings about “What Happened?”, Why Did it Happen?” and “What Can be Done?” to prevent what happened from happening again.  Policing, Race, Resistance, and Civil Disorder (Cobbina 2019, Gillham 2011, and Gillham and Marx 2018) P. Know the history of policing in the south (from Slave Codes and slave patrols, to Black Codes, and Jim Crow, and the connection of this history to the ideology of White supremacy (Cobbina Ch 1). Q. Know the central findings of the DOJ reports on policing of Ferguson and Baltimore and Cobbina’s research on residents’ experiences and perceptions of local policing, and the impacts of police practices on residents (Cobbina Ch 2). How do experiences, perceptions, and impacts differ by race? Know the central themes in the section of the DOJ report reading you did. R. Know the history of police department’s hiring of Black officers, the theories of “community accountability” and “minority threat,” and general findings discussed in the reading related to Black officers (Cobbina Ch 3). S. Know the general circumstances surrounding the killing of Michael Brown (Cobbina Ch 4 and Gillham and Marx 2018) and Freddie Gray (Cobbina Ch 4) and the outcome of investigations into their deaths. T. According to lecture, what is police militarization? In Cobbina Ch 5, how is U.S. policing becoming increasingly militarized and what are links between police repression and racism? What “Acts of Intimidation” did police use against activists in Ferguson and Baltimore? U. Know the “flashpoints model” of public disorder and how it is applied to the Ferguson and Baltimore public disorders (Cobbina Ch 6, lecture) V. According to Gillham and Marx (2018) there has been a dramatic change in policing practices since release of the Kerner Commission Report. What were the key mismanagement problems and recommendations identified by the commission? What things have changed related to these mismanagement problems as reflected in policing of the Ferguson protests? What larger institutional changes contributed to these changes? W. What is repression and what are the repertoires of repression (escalated force, negotiated management, and strategic incapacitation)? Know the 8 dimensions of protest policing and how the repertoires of repression differ on these dimensions. What factors contributed to shifts from one repertoire to another? (Gillham 2011) X. According the Gillham and Marx, what “worked” and “did not work” in policing of the Ferguson civil disorder? What are consequences, paradoxes and ironies of these changes? What are implications for democratic society? Y. What is the evolving ethos of protest and policing identified by Gillham and Marx? Z. What are solutions to the problems of policing covered in class? Know the following key terms, concepts, and ideas and related issues: Cobbina Chs 1 & 2 Reconstruction Era Civil Rights Era Civil Rights Act of 1866 Thirteenth, Fourteenth, Fifteenth Amendments Terry v. Ohio (1968) Whren v. US (1996) Pretext stop Brown v. Board of Education (1954) hypersegregation urban ghetto stop-and-frisk Cobbina Ch 6, Gillham 2011, Gillham & Marx 2018 Civil disorder In-the-job troubles On-the-job troubles Less-lethal weapons NIJ 1033 Program DHS Police Weapons System Program DHS grants Fusion centers Incident Command System Law Enforcement Standards Laboratory Escalated force Negotiated management Contained/Transgressive Strategic incapacitation protests Other panopticon surveillance slack (Marx) surveillance creep ( Lewis) Public order management systems NSSE Isomorphism surveillance society (Marx) Transgressive and contained protesters Be able to identify examples from readings and videos that illustrate concepts highlighted here.