University-of-Phoenix CJA 444 Assignment Help

Get help for University-of-Phoenix CJA 444 . Write a 700- to 1,050-word paper describing the forces of change and approaches to managing organizational change in criminal justice agencies, including identifying observable aspects of organizational cultures. • What social, political, and organizational behavior can influence change in criminal justice agencies? • What is the relationship between organizational behavior and organizational systems? • How can the perceptions of organizational stakeholders be managed? What techniques might we use? • What are some observable aspects of the organizational culture of criminal justice agencies? • How can change management strategies benefit criminal justice agencies and the criminal justice system? What are some of the substantive ways in which public and private-sector organizations are similar? How are they dissimilar? After reading chapter one in Justice Administration, explain your understanding of the term organizational behavior. How are public safety organizations affected by it? What is your understanding of the term organizational culture? List some aspects of the organizational culture of your current organization.

This type of an essay studies the relationship between two or more events. A cause essay is written to describe why some event took place. An effect essay is written to describe what happened after the event occurred. 5. Narrative essay- A narrative essay consists of the narration of some event or a series of events. It usually tells a story. A narrative essay is written in a conversational style in the first person voice. 6. Process essay- A process essay explains how something is done. A process essay is in the form of step by step instructions that describe how a specific task can be done. 7. Argumentative essay- An argumentative essay is written to persuade the readers thoughts. It consists of arguments that can convince the reader. 8. Critical essay- A critical essay is written to perform an analysis of someones work to find out the strengths and weaknesses of the work.

It can be written about another essay, a book, a poem, a piece of art or a movie. 9. Expository essay- An expository essay is an explanatory essay that consists of a description of some subject. 10. Reflective essay- A reflective essay is written to reflections or thoughts on some topic which is generally of an abstract nature. 11. Imaginative essay- An imaginative essay is the one in which ones imagination plays a main part. 12. Classification essay- A classification essay is the one in which things need to be arranged in different categories and explanation of the category follows thereafter. To write different types of essays successfully, one needs to know peculiarities of each essay type including the structure, exactness and the way of presenting the essay. • What is being written about? • Who is the target audience? • What is meant to be conveyed in the essay?

This is what my board looks like every single day. My board is set up with the date at the top left corner in green. Below it is the objective and homework (I’ll write “none” if there isn’t any) in blue, and below that is the History Question of the Week in black along with the correct answer and winner from the previous week. To the right of that is a brief schedule of events for the class written in blue. To the right of that is the warm-up written in red. The middle of my board is empty. The far left side of the board has the directions to the wrap-up written in blue. On my other board I keep a running “Table of Contents” for what should be in their folders for the current unit. You have the textbook your school gives you. I’m not especially fond of the ones we have, especially since they actually expect my students to read on grade level.

I use our textbook as one of many resources. When I think my students can benefit from the information in the textbook, we read from it as a class. For each class, I have a bag containing their names on individual cards. I pull out the name, and that student reads one paragraph. Then I pull out the next name. Sometimes I put the names back in the bag so that a student who has read cannot simply stop paying attention once s/he has finished reading. We read as a class rather than individually so that we have the opportunity to discuss confusing items together, allowing students with more difficulty reading to still understand the material. Occasionally I do have the students answer questions using their textbooks. This works as a great preview and as a decent punishment for classes that act too unruly during the planned class activities. My first year my students kept forgetting their textbooks. What was I supposed to do? I devised the shoe method.