Alternative to Retributive Justice

In Chapter 5 of the text, the author discusses four alternatives
to retributive justice: corrective justice, reformative justice,
restorative justice, and transformative justice (see Section 5.3).

In “Case Study 5.5 – Dead Woman Walking,” the text describes the
circumstances that led to the 1998 execution in Texas of Karla Faye
Tucker. Before she was executed she requested, but was denied, clemency.
Her cause was supported by many political, correctional, and moral
leaders.

Would the application of any of the four alternatives to retribution have produced a more just outcome?

Your initial post must explain and apply each of the four alternative
theories of justice to Karla Faye Tucker’s case. Also, critically
evaluate each of the alternatives in the circumstances of her case. Why
does each theory produce a more or less just outcome than the approach
actually followed by the State of Texas? Finally, is the utility of each
alternative limited to the unusual circumstances of Karla’s case or do
they have value more generally to merit consideration as a more just
approach than retributive justice?

Your initial post should be at least 300 words in length. Support
your claims with examples from the textbook and two other scholarly
resources of your choice, and properly cite any references. Respond to
at least two of your classmates’ posts by Day 7 whose viewpoints are
different from yours. Each peer response must be at least 125 words.
Stimulate critical thinking by contrasting your perspective with your
classmate’s and explaining yours, or by asking your classmate a question
and explaining why your question is significant.

This course is going to be different from any course you have taken thus far because the emphasis will be on actively developing your thinking. Everything we do in this class will be designed to help you become better and better at thinking. You will therefore not be asked to memorize information. Instead, you will be required to actively participate in class so that you can improve your thinking.

Think of learning about thinking as you would of learning a sport. To learn to play tennis, you would need to first learn the fundamentals of tennis at an elementary level and then practice those fundamentals during every practice session. The same is true in learning to think better. You must be introduced to the fundamentals of good thinking.

Then you must practice those fundamentals every day. Therefore this class has been designed with the primary purpose of helping you develop your thinking or reasoning skills. Why is this important? Because the quality of every decision you make will be directly determined by the quality of your reasoning abilities. In fact the quality of your life in general will be determined by how well you think in general.

Write a paper that is a self-assessment of your progress as a strategic thinker. Has this course been effective in teaching you how to thinking critically? Why or why not? This is an opportunity to provide positive input into future development of this course.

Sources and Citation: Cite two scholarly sources to back up your claims, assumptions, and facts. You are encouraged to use the readings for the course. The CSU-Global Library is a good place to find your sources.

On Feb. 1, 2003, the space shuttle Columbia flew over a calm Texas sky in the early morning hours in preparation for its landing at the Kennedy Space in Florida. Tragically, the space shuttle split apart on reentry, costing the lives of all seven astronauts aboard. A 2-year study by the Columbia Accident Investigation Board (CAIB) revealed that NASA had failed to address organizational cultural issues that inevitably led them to ignore warning signs from safety engineers. Put simply, NASA employees exhibited resistance to change and leadership and had not implemented effective strategies for overcoming it.

Resistance and resilience are important concepts in change management. Resilience allows a system to retain its structure and function in the face of external and internal changes and challenges. For the astronauts aboard the shuttle Columbia, the failure of NASA to be resilient and overcome resistance to change had fatal consequences. In most public and nonprofit organizations, although the consequences might not be as dire, leaders must be effective in implementing organizational change and overcoming resistance or risk harming the public good they serve as their mission.

For this Discussion, read this week’s Learning Resources, including Howell (2013) on the Columbia disaster. If necessary, research other online articles related to the Columbia disaster in order to answer the Discussion.

With these thoughts in mind:

Post by Day 3 an explanation of how NASA’s failure to respond to change, such as internal operating procedures, lead to the Columbia disaster. In your explanation, describe how resistance to change affected the outcome. Then, using the example of your own or another organization with which you are familiar, explain one strategy for overcoming resistance to change and building in resilience, and explain why you chose this strategy.

Be sure to support your postings and responses with specific references to the Learning Resources and other current literature in the Walden Library.

Readings

• Entwhistle, T. (2011). For appropriateness or consequences? Explaining organizational change in English local government. Public Administration, 89(2), 661–680.
  Retrieved from the Walden Library databases.
• Lewis, A. (2012). Finding a model for managing change. Training & Development, 39(5), 6–7.
  Retrieved from the Walden Library databases.
• Packard, T., Patti, R., Daly, D., & Tucker-Tatlow, J. (2012). Organizational change for services integration in public human service organizations: Experiences in seven counties. Journal of Health and Human Services Administration, 34(4), 471–525.
  Retrieved from the Walden Library databases.
• Tummers, L., Steijn, B., & Bekkers, V. (2012). Explaining the willingness of public professionals to implement public policies, content, context, and personality characteristics. Public Administration, 90(3), 716–736.
  Retrieved from the Walden Library databases.
• Howell, E. (2013). Columbia disaster: What happened, what NASA learned. Retrieved from http://www.space.com/19436-columbia-disaster.html

Primary Task Response: Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

This Discussion Board will examine existential threats to the homeland and their consequences in the context of the Presidential Policy Directive (PPD)-8 frameworks, and the whole-of-government approach. The U.S. government has invested considerable effort and resources to prepare for a catastrophic manmade or natural disaster that could pose a serious threat to the continuity of the national government and the American way of life. PPD-8 and the National Preparedness Goal seek to establish frameworks for prevention, preparedness, response, recovery, and mitigation to direct the capabilities of the U.S. government and provide guidance to nonfederal jurisdictions and the private sector. Harnessing and synchronizing these capabilities has always been a national challenge for all of the framework areas.

The assignment will consider the effect of crosscutting the subject areas of planning, information sharing, capability development, and exercising on the federal, state, local, and tribal governments’ efforts to prevent, protect, mitigate, respond, and recover from a manmade or natural catastrophe. You will review prior course material and research contemporary publications to provide an analysis on the current U.S. government efforts to establish a coherent National Preparedness System. Answer the following questions:

• In the context of homeland security, how would you define existential threat, and what type of threats would fall within that definition? Why?
• How would you assess the ability of the National Preparedness System to achieve its goals and synchronize government efforts?
• How would you rate the significance and importance of the crosscutting subject areas for each of the proposed frameworks?

Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:

• What did you learn from your classmate’s posting?
• What additional questions do you have after reading the posting?
• What clarification do you need regarding the posting?
• What differences or similarities do you see between your posting and other classmates’ postings?

Assignment 4: Persuasive Paper Part 3: Possible Disadvantages, Answers, with Visuals
Due Week 10 and worth 230 points

Using feedback from your professor and classmates, revise Parts 1 and 2, and add Part 3. Plan to include visuals to illustrate the advantages of your proposed solution.

Write an eight to ten (8-10) page complete paper in which you:
Provide Part I: Revision of A Problem Exists (3-4 pages)

1. Revise your Persuasive Paper Part 1: A Problem Exists, using feedback from the professor and classmates.

Provide Part 2: Revision of Part 2: Solution to Problem and Advantages (3-4 pages)

1. Revise your Persuasive Paper Part 2: Solution to Problem and Advantages, using feedback from the professor and classmates.

Develop Part 3: Possible Disadvantages, Answers, with Visuals (1-2 pages, for 7-9 total pages)

1. State, explain, and support the first disadvantage to your solution and provide a logical answer. This should be one (1) paragraph.
2. State, explain, and support the second (and third if desired) disadvantage to your solution and provide a logical answer. This should be one or two (1-2) paragraphs.
3. Include one or two (1-2) relevant visuals that help illustrate an advantage. Note: You must include a minimum of one (1) paragraph explaining the relevance of the included image. The responsibility of the author is to justify the inclusion (not to let the reader “figure it out”).
4. Use effective transitional words, phrases, and sentences.
5. Provide a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and answers to the disadvantages. Repeat or paraphrase your thesis statement.
6. Develop a coherently structured paper with an introduction, body, and conclusion.
7. Use one (1) or more rhetorical strategy (ethos, logos, pathos) to explain claims.
8. Support disadvantages and answers with at least two (2) additional quality relevant references. Use at least eight (8) total for Parts 1, 2, and 3. Note: Wikipedia and similar Websites do not qualify as academic resources.

Your assignment must follow these formatting guidelines:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

Note: Submit your assignment to the designated plagiarism program so that you can make revisions before submitting your paper to your professor.

The specific course learning outcomes associated with this assignment are:

• Recognize the elements and correct use of a thesis statement.
• Associate the features of audience, purpose, and text with various genres.
• Analyze the rhetorical strategies of ethos, pathos, logos in writing samples and for incorporation into essays or presentations.
• Correct grammatical and stylistic errors consistent with Standard Written English. Prepare a research project that supports an argument with structure and format appropriate to the genre.
• Revise drafts to improve clarity, support, and organization.
• Recognize how to organize ideas with transitional words, phrases, and sentences.
• Incorporate relevant, properly documented sources to substantiate ideas.