Newsflash!

All Classes -- Exam 1 is Friday, October 18, 2002.




"An eye for an eye - and everyone is blind." Gandhi (quote provided by Erin Arneson). If you find a quote that you think should be up on the weekly class page, email me (susan).





• This local hub site will serve as a forum for messages about:

  • Latest UWP Lecture Commentaries
  • Previous Week's UWP Lecture Commentaries
  • Site Additions
  • Report of Learning, Fall 2002
  • Archives
  • Field Trips

  • To submit a message, Prof. Takata at takata@uwp.edu
  
  All UWP Classes, Announcements
  
  • Friday, October 18th - Exam 1
  • Friday, October 25th - Last Day to Drop Class
  • Friday, November 1st - 2nd ROL due
  • Friday, December 6th, beginning of class - FINAL ABSOLUTE DEADLINE
  • Monday, December 16th - Last Day of Class
    

  • Criminal Justice Association News

    Check the Criminal Justice Department web page for future club announcement.

  All UWP Classes, Fall 2002 Report of Learning (ROL)
  

  • Keep in mind:

    ** the 5Cs: competency, consistency, cooperation, communication, and creativity.

    ** Bloom and Krathwohl's Taxonomy of Learning: latent learning, recognition, recall, application, analysis, evaluation, and synthesis.

  • Reports of Learning (ROL) must be interactive and interdependent. You are responsible for telling me what you have accomplished, verifying it with your journal, and then emailing me a brief ROL. A ROL must be interactive to be effective. By writing your own ROL and negotiating it with me, means that you must assume responsibility for your learning by giving me detailed evidence of your learning. Link to UWP Grade Form and for an explanation of the grade form link to Choosing Measures for Grading and Measures of Learning

  • Criminology Fall 2002 Report of Learning Page

  • Corrections Fall 2002 Report of Learning Page

  • Race, Crime and Law Fall 2002 Report of Learning Page

    
    
  Forms for All UWP Classes:

  • Grid Form
  • Grade Form
  • Debriefing Form
  • Guided Essay Form
  • Evaluating Web Resources for web site reviews.
  • Site Teaching Modules
  
  All UWP Classes, field trips:

  Thursday, October 17th, 8:30 a.m. - Racine Youth Offender Center - filled

  Tuesday, October 22nd, 9 a.m. - Racine County Jail - filled

  Thursday, October 24th, 1 p.m. - Kenosha County Detention Center - filled

  Criminology (CRMJ/SOCA 233)
  

  • Course Syllabus

  • Class Discussion Questions

    • Chicago School (due Wednesday, October 16th) 1) What is different about the Chicago School when compared to the Positivists? 2) Explain the concentric zone theory. Does it still hold true today? Why. 3) What are the key components of differential association? What are the strengths and weaknesses of this theory? Why. 4) Explain the connections between ecological and differential association theories?

    • NEW Culture Conflict and Subcultural Theories (due Wednesday, October 23rd). 1) Sellin describes culture conflict as conflicts of conduct norms. Explain what this means for the study of criminality and the prevention of criminal behavior. 2) Explain Sellin's theory of culture conflict. 3) What are the major differences between the three subcultural theories of Cohen, Cloward & Ohlin, and Miller? 4) Which of these four theories best explains today's gangs? Why.
    
    
  • Special Announcement

    Friday, October 18th - Exam 1

    Friday, November 1st - 2nd ROL due
    

  • Exam 1 Study Questions
    

    For those opting to take Exam 1, your essay will be written on a Guided Essay Form . The exam is scheduled for Friday, October 18th.

    1. Compare and contrast Pollock's critique of the Classical School, the Positivist School and psychological theories. In addition, which critique do you agree with the most. Why.

    2. In Pollock's Criminal Women , which review/critique of a criminological theory discussed so far this semester do you agree with the most? Why. Which Pollock critique do you disagree with the most? Why.

    3. In a study of homicide, how would the classical, biological and psychological theorists explain the causes and cures? Which theorist do you agree with the most? Why.

    4. What is crime, and how is it measured? Which measure is the most accurate? Why.

    5. What are the arguments which focus on crime as a produce of free will v. determinism? What are the strengths and weaknesses of both sides? Which side do you take? Why.
    
    

  • Recommended Readings
    

    --- Edwin Sutherland. Principles of Criminology.
    --- Robert E. Park, Ernest Burgess and Robert McKenzie. The City.
    --- Clifford Shaw. Delinquency Areas.
    --- Frederick Thrasher. The Gang.
    --- Albert Cohen. Delinquent Boys.
    --- Richard Cloward and Lloyd Ohlin. Delinquency and Opportunity.

  • Important Class Related Links

    -- Sourcebook of Criminal Justice Statistics
    

    
    
    
  Corrections (CRMJ/SOCA 363)
  
  
  
  • Course Syllabus

  • Class Discussion Questions

    • Courts and Corrections (due Monday, October 14th). Note: Relate your answers to the documentary, "Hard Time" to be shown in class. . 1) How have offender rights been developed by the courts? What is the interrelationship between "theory, policy, practice" when it comes to courts and corrections? 2) Do prisoners give up their rights and privileges as punishment for crime(s) committed? How do we balance between the protection of the prisoner's rights and the community's need to punish? 3) What did you like best about Life withouth Parole ? Waht did you like least about this book? Why. 4) How does Hassine's conclusion relate to "courts and corrections?" Do you agree with his conclusion? Why.

    • NEW The Rehabilitation Debate (due Monday, October 21st). Note: Related your answers to the documentary, "Prison Gangs and Racism" to be shown in class. 1) Who is the typical inmate in supermax prisons? 2) Why does the supermax prison provide the best metaphor for moral bankruptcy when it comes to crime and corrections? 3) Based on the readings and other materials, does rehabilitation work? Why. 4) What are the arguments on both sides of the rehabilitation debate? Which side do you take? Why?
    
    
  • Special Announcement

    Friday, October 18th - Exam 1

    Friday, November 1st - Second ROL due
    

  • Exam 1 Study Questions
    

    For those opting to take Exam 1, your essay will be written on a Guided Essay Form . The exam is scheduled for Friday, October 18th.

    1. (As promised) in examining the "History of Corrections in America" handout, what would the correctional model that best depicts the period from the 1990s to date? Why. Incorporate examples from the readings into your argument.

    2. The four goals of criminal sanctions are retribution, deterrence, incapacitation and rehabilitation. Discuss each of these goals. Which goal is the most dominant today? Why. Provide examples from the readings and other class materials.

    3. Based on the readings and other class materials, compare and contrast"who goes to prison" with "who belongs in prison." What does this tell us about the interrelationship between "theory, policy, practice?" Why.

    4. How does "doing time" as explained in the Haas & Alpert book compare with the experiences of Hassine? Why. Relate this to "theory, policy, practice?" Why. Be sure to provide examples from both books.

    5. Based on Life Without Parole , do you think "the punishment fit the crime" for Hassine? Relate your answer to the interrelationshp between "theory, policy, practice?" Why.

    
    
  • Recommended Readings

    --- L. Goodstein & D.L. MacKenzie The American Prison: Issues in research and policy .
    --- American Friends Service Committee. Struggle for Justice.
    --- David Fogel. . . . We Are Living Proof . . .
    --- Graeme Newman. The Punishment Response.
    --- James Q. Wilson. Thinking about Crime.
    --- Elliott Currie. Confronting Crime.
    
    

  • Interesting Links

    Maricopa County Sheriff's Office Jail Cam Link. Link found by Mary Frances Chachula.
    Wisconsin Department of Corrections
    Virtual Prison Tour

  
  
  
  

  Race, Crime and Law (CRMJ/SOCA 365)

  • Course Syllabus

  • Class Discussion Questions

    • NEW Justice on the Streets? (due Wednesday, October 16th). 1) What is meant by a contextual approach to examining policing, race and ethnicity? 2) How is policing in Native American communities different from policing in the rest of the United States? 3) When does police use of force become "excessive" or "unjustified?" Define excessive force. 4) Define the concept of affirmative action. Do you support or oppose affirmative action in the employment of police officers? Why. Do you think affirmative action is more important in policing than in other areas of life? Explain. Be sure to relate these questions to the readings -- Fellman, Walker and Kennedy.

    • NEW Justice on the Bench? (due Friday, October 25th). 1) In Chapter 5, "Race and the Composition of Juries: Setting the Ground Rules," what are the three main issues discussed by Kennedy? 2) . . . Some have suggested that the names of majority race jurors be removed from the jury list (thus ensuring a larger proportion of racial minorities); others have suggested that a certain number of seats on each jury be set aside for racial minorities. How would you justify these reforms to a state legislature? How would an opponent of these reforms respond? Overall, are these good ideas or bad ideas? Why. [the complete question can be found in Walker, page 176].

  • Special Announcements

    Friday, October 18th - Exam 1

    Friday, November 1st - Second ROL due

  • Exam 1 Study Questions
    

    For those opting to take Exam 1, your essay will be written on a Guided Essay Form . The exam is scheduled for Friday, October 18th.

    1. In the early chapters of Randall Kennedy's Race, Crime and the Law , why does he note that unequal protection and unequal enforcement are major concerns? How would Fellman and Walker respond to Kennedy's observation? Why.

    2. "When I despair, I remember that all through history, the way of truth and love has always won. There have been murderers and tyrants, and for a time they can seem invincible. But in the end theyalways fall. Think of it, always." -- Mohandas Karamchand Gandhi (1869-1948). What would the reactions of Fellman and Kennedy be to Gandhi's quote? Why. Provide examples from the readings.

    3. On page 227 in Fellman, why did he include this quote from Thompson, "... We do not live in reality; we live in our paradigms, our habituated perceptions, our illusions; the illusions we share through culture we call reality, but the true historical reality of our condition is invisible to us..." Explain this quote in terms of the concept of race. Provide examples from the readings to illustrae your point.

    4. On page 23 in Fellman, he quotes the Buddha: "Victory creates hatred, defeat creates suffering. Those who are wise strive for neither victory or defeat." Relate Fellman's concepts of adversarialism and mutuality to "race, crime, and law". Include in yoru discussion Walker and Kennedy.

    5. According to the readings so far this semester, what is the relationship between globalism and race and ethnic relations here in the United States? Why.

    
    
  • Links to Lecture Notes and Other Things

    War with Iraq on the Dear Habermas site.

  • Recommended Readings

    --- Jerome Skolnick. Justice Without Trial.
    --- Katheryn Russell. The Color of Crime.
    --- Kenneth Meeks. Driving While Black.
    --- Harriet Ziskin. The Blind Eagle.
    --- William Wilbanks The Myth of a Racist Criminal Justice System.
    --- Jerome Miller. Search and Destroy: African American Males in the Criminal Justice System.
    

    
    

    --- Jurgen Habermas. Between Facts and Norms.
    --- Martha Minow. Making All the Difference: Exclusion, Inclusion and American Law. Check out this link Martha Minow on the Dear Habermas site.

  • Links to the Sociology of Law Handbook readings
    -- Introduction
    -- Chapter 1, part 1
    -- Chapter 1, part 2
    -- Chapter 2
  
  

  Past Weekly Hubpages - Fall 2002

  • Number 1: Week of September 1, 2002
  • Number 2: Week of September 8, 2002
  • Number 3: Week of September 15, 2002
  • Number 4: Week of September 22, 2002
  • Number 5: Week of September 29, 2002
  • Number 6: Week of October 6, 2002
  
  

  Past Lecture Commentaries - Fall 2002

  • Lecture Commentaries for the Week of September 8, 2002
    
  • Lecture Commentaries for the Week of September 15, 2002
    
  • Lecture Commentaries for the Week of September 22, 2002
    
  • Lecture Commentaries for the Week of September 29, 2002
  • Lecture Commentaries for the Week of October 6, 2002
    
  
  All UWP Classes, Spring 2002 Report of Learning (ROL)

  • Sociology of Law Spring 2002 Report of Learning Page
  • Corrections Spring 2002 of Learning Page
  • Law and Social Change Spring 2002 Report of Learning Page
    
    
  
  

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