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Susan Takata

Classes:
Criminology
Corrections
Race, Crime and Law
Previous Weeks-Fall 2002
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Main Hub Sites:
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Prof. Takata.
Department of Criminal Justice
University of Wisconsin, Parkside
Latest Update: November 3, 2002

UWP Local Hub Site
Dear Habermas


    Newsflash!

    Election Day on Tuesday, November 5th - Be sure to vote!



    "There may be times when we are powerless to prevent injustice, but there must never be a time when we fail to protest."
    - E. Wiesel (quote provided by Ellen Skora).
    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:


    All UWP Classes, Announcements
    • Wednesday, November 27th - Exam 2
    • 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)

    Readings & Forms for All UWP Classes:
    All UWP Classes, site visits and field trips:

      Tuesday, November 5th, 8:30 a.m. - Racine Correctional Institution - filled

      Thursday, November 7th, 1:30-5 p.m. - Racine County Citizens Criminal Justice Advisory Task Force meeting in the Auditorium of the County's Ives Groves Complex, located on Washington Avenue, just west of 1-94.

      Thursday, November 14th and Saturday, November 16th - American Society of Criminology meetings in Chicago.

      Thursday, November 21st, 1:30-5 p.m. - Racine County Citizens Criminal Justice Advisory Task Force meeting in the Auditorium of the County's Ives Groves Complex, located on Washington Avenue, just west of 1-94.

      Thursday, December 5th, 1:30-5 p.m. - Racine County Citizens Criminal Justice Advisory Task Force meeting in the Auditorium of the County's Ives Groves Complex, located on Washington Avenue, just west of 1-94.

    Criminology (CRMJ/SOCA 233)

    • Course Syllabus

    • Class Discussion Questions

      • Target/Victim (due Wednesday, November 6th). Note: Incorporate in your answers, the documentary, "Aurora Colors." 1) According to routine activities theory, what three elements are needed for a crime to occur? Provide an example to illustrate each element. 2) What is the major underlying assumption of the rational choice perspective? 3) Joel Best's article opens with "victimization has become fasionable." Why does he say this? 4) Which of the two theories -- rational choice or routine activities -- best explains "Aurora Colors?" Why. What are the implications for "theory, policy, practice?" Why.

      • NEW Labeling Theory (due Wednesday, November 13th). 1) What is symbolic interactionism and how did this affect labeling theory? 2) Does criminal behavior have to occur for a person to be labeled "criminal?" Why. 3) What is the difference between primary and secondary deviation? 4) What does Pollock have to say about labeling theory? Do you agree with her critique? Why. 5) Compare and contrast social strain theory (Durkheim, Merton) with labeling theory (Becker, Lemert).


    • Special Announcement

      Wednesday, November 27th - Exam 2

      NEW Friday, December 6th - 3rd rol due & FINAL ABSOLUTE DEADLINE


    • Exam 2 Study Questions

      For those opting to take Exam 2, your essay will be written on a Guided Essay Form . The exam is scheduled for Wednesday, November 27th.

      1. Throughout the Pollock book, she has provided her review and critique of the various criminological theories. What is her conclusion as to the relationship between "theory, policy, practice" as it relates to criminal women? Why. Do you agree or disagree with Pollock's assumptions? Why.

      2. What is white collar crime? What is the major cause of white collar crime according to the strain theorist, labeling theorist and Marxist? Which theorist do you agree with the most? Why.

      3. Which theory best explains today's gang problem? What gang intervention/prevention policies (programs) would this theory propose? Why. And, how effective would such policies and programs be, in practice? Why.

      4. During the second half of this course, which theory most accurately explains today's crime and delinquency problems? Be sure to include your answer the relationship of your selected theory to policy and practice.

    • Recommended Readings

      --- Howard Becker. Outsiders.

    • Important Class Related Links
      ---Sticks and Stones
      --- Lemert's Theory of Secondary Deviation
      --- Unstated Assumption of Privilege
      --- Martha Minow. Making All the Difference: Exclusion, Inclusion and American Law. Check out this link Martha Minow on the Dear Habermas site.
      -- Sourcebook of Criminal Justice Statistics



    Corrections (CRMJ/SOCA 363)

    • Course Syllabus

    • Class Discussion Questions

      • Community Corrections (due Monday, November 4th). 1) What are the differences and similarities between probation and parole? 2) What is the purpose of probation? What is the purpose of parole? 3) How does the use of probation effect the correctional system? Why is it used so extensively? 4) How could the investigative and supervisory function of probation be most effectively organized? Given these two organizational tasks, how should a probation officer parcel his/her time and effort? Why.

      • NEW Holes - Beginning (due Friday, November 8th). 1) How does the "institutionalization" of Stanley compare to that of Victor Hassine's experience? Why. 2) What are your early impressions of Holes?

    • Special Announcement

      Wednesday, November 27th - Exam 2

      NEW Friday, December 6th - 3rd rol due & THE FINAL ABSOLUTE DEADLINE

    • Exam 2 Study Questions

      For those opting to take Exam 2, your essay will be written on a Guided Essay Form . The exam is scheduled for Wednesday, November 27th.

      1. Compare and contrast jails and prisons. And then, compare and contrast probation and parole. Discuss one of these aspects of corrections as it relates to "theory, policy, practice."

      2. Compare and contrast the correctional experience of Hassine in Life Without Parole with that of Stanley in Holes . What can we learn from both experiences as they relate to "theory, policy, practice?" Why.

      3. What is the most serious problem in corrections today? Why. How does this selected problem and its solutions relate to "theory, policy, and practice?" Why. Be sure to incorporate the readings into your essy.

      4. Charles Logan notes: "We ask them to correct the incorrigible, rehabilitate the wretched, deter the determined, restrain the dangerous and punish the wicked." What does Logan mean? How does this compare to Hassine's assessment of corrections? And, finally, how does this relate to "theory, policy and practice?" Why.

      5. Based on the readings and other materials introduced in this course, what is the future of correctional "theories, policies and practices?" Why.

    • Recommended Readings

      --- Gwyneth Boswell. Contemporary Probation Practice. .
      --- Robert M. Carter, Daniel Glaser and Leslie Wilkins. Probation, Parole, and Community Corrections.
      --- Thomas Ellsworth. Contemporary Community Corrections .
      --- Edward Latessa and Harry Allen. Corrections in the Community.
      --- Jennifer Wynn. Inside Rikers: Stories from the World's Largest Penal Colony.
      --- John Irwin and James Austin. It's About Time: America's Imprisonment Binge.

    • 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

      • Race and Sentencing (due Wednesday, November 6th). 1) How would you answer the question, "When does race make a difference in sentencing?" Why. How would Randall Kennedy answer this question? Why. 2) Some researchers argue that racial stereotypes affect the ways in which decision makers, including criminal justice officials, evaluate the behavior of minorities. What are the stereotypes associated with African Americans? Latinos/as? Native Americans? Asian Americans? How might these stereotypes affect judges' sentencing decisions? What would Fellman say? Why. 3) What type of sentencing reforms could be implemented to eliminate racial disparities? What does Randall Kennedy advocate when it comes to this issue? Why.

      • NEW The Color of Death (due Friday, November 15th). 1) From page 225 in Walker's The Color of Justice: Echoing Justice Blackmun, they have argued that "the most profound expression of racial discrimination in sentencing occurs in the use of capital punishment." What is your response to this quote? Why. Based on the readings and other materials, do you agree or disagree with this statement? Why. 2) Consider the five remedies for racial discrimination in capital sentencing (see Box 8.5). What do you believe is the appropriate remedy? Why. What would Kennedy support? Why. (Question 5; Walker, p. 255). 3) In the Kennedy book on page 342, Kenneth Culp Davis states: "... The power to be lenient is the power to discriminate." Do you agree or disagree with this statement as it relates to race and the death penalty? Why.

    • Special Announcements

      Wednesday, November 27th - Exam 2

      NEW Friday, December 6th - 3rd ROL due & THE FINAL ABSOLUTE DEADLINE

    • Exam 2 Study Questions

      For those opting to take Exam 2, your essay will be written on a Guided Essay Form . The exam is scheduled for Wednesday, November 27th .

      1. Focusing on race, crime and the law, how would Fellman, Kennedy and Walker explain the interrelationship between "theory, policy, and practice?" Why. Which author do you agree with the most? Why.

      2. Select one of the following racial and ethnic issues in the criminal justice system: police-citizen encounters, jury composition, sentencing, the death penalty or corrections. Discuss the major racial problems in this area of the criminal justice system. Explain how it relates to "theory, policy, and practice." Why.

      3. On pages 134-135, Kennedy states: "At present, jails an dprisons are among the most influential institutions of socialization in African-American communities. The extent to which authorities will allow these institutions to remain dangerous, destructive, lawless hells is the extent to which authorities strengthen the belief held by an appreciable number of black Americans that the 'white man's' system of criminal justice remains their enemy." What does Kennedy mean by this? How would Fellman and Walker respond to Kennedy's quote? Why. Which author's interpretation do you agree with? Why.

      4. Which -- Fellman, Kennedy, or Walker -- best addresses the solutions to the "race, crime, law" problems and issues? Why.

    • Links to Lecture Notes and Other Things

      The Death Penalty: A Jury of Peers and Racism


  • Recommended Readings

    --- Jeanne Wakatsuki Houston. Farewell to Manzanar.
    --- Michi Weglyn. Years of Infamy.
    --- Lawson Inada. Only What We Could Carry.
    --- Marc Mauer. Race to Incarcerate
    --- David Cole. No Equal Justice: Race and Class in the American 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


Past Lecture Commentaries - Fall 2002


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