Newsflash!

Academic Advising for Spring 2003 begins on Monday, November 11th. Contact your adviser.




"Do what you can, with what you have where you are." - Theodore Roosevelt (quote provided by Bettie Poole).


"Injustice anywhere is a threat to justice everywhere." - Martin Luther King, Jr. (quote provided by April Puryear).
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
  • Site Visits and Field Trips

  • To submit a message, Prof. Takata at takata@uwp.edu
  
  All UWP Classes, Announcements
  
  
  • NEW Monday, November 11 through December 2nd -- Spring 2003 Academic Advising Period
  • Wednesday, November 27th - Exam 2
  • NEW Monday, December 2nd -- Preregistration for Spring 2003 classes begins
  • 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

    
    
  Readings & Forms for All UWP Classes:

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

  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

    • 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).

    • NEW Marxist Criminology (due Friday, November 22nd) Note: Incorporate the documentary, "Thug Life in D.C." in your answers. 1) Across all the readings in Williams and McShane's conflict theory section, what can you point to as common elements? Why. 2) What are the major similarities and differences between consensus theories and conflict theories? Why. 3) How does the consumer behavior experiment relate to labeling theory and Marxism? Why.
    
    
    
  • Special Announcement

    Wednesday, November 27th - Exam 2
    

    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.
    

    --- Jeffrey Reiman. The Rich Get Richer, and the Poor Get Prison.
    

  • 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

    • NEW Holes - Middle (due Friday, November 15th). 1) Compare and contrast the formal structure with the informal structure at Camp Green Lake in terms of survival. in terms of "inmate-guard" relations. Be sure to provide examples to illustrate your points. 2) What is the purpose of digging holes from a correctional perspective? Why. 3) What role does race and ethnic relations play in this book, so far? How does this compare with Hassine's observations? Why.

    • NEW Special Populations (due Monday, November 18th). Note: Incorporate the documentaries, "Voices from Inside" and "The Farm: Life Inside Angola Prison" into your answers. 1) What are some unique problems and challenges when dealing with the HIV-positive prisoner? the elderly prisoner? the female prisoner? the mentally ill prisoner? Why. 2) As a follow-up, what might be some solutions relating to the problems of the HIV-positive prisoner? the elderly prisoner? the female prisoner? the mentally ill prisoner? Why.
    
    
  • Special Announcement

    Wednesday, November 27th - Exam 2

    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

    --- Sandra Enos. Mothering from the Inside. .
    --- Bell Gale Chevigny (ed). Harsh Punishment: International Experiences of Women's Imprisonment.
    --- Lori Girshick. No Safe Haven: Stories of Women in Prison .
    --- Kathleen O'Shea. Women on the Row: Revelations from Both Sides of the Bars.
    
    --- 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

    • The Color of Death (due Friday, November 15th). Note: Incorporate the documentary, "Witness to Execution" into your answers. 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.

    • NEW Race and Corrections (due Wednesday, November 20th). 1) If the "War on Drugs" refers to a policy, what is the underlying theory, and ultimately, what goes on in practice? Why. 2) What policies can be created from the principles of restorative justice (based on indigenous justice principles)? Are these values more compatible with some types of offenses than others? More appropriate for some types of offenders than others? What would Fellman say? Why. [Question is from Walker, question #4 on page 282]. 3) How does one explain the "overrepresentation" of peoples of color in prisons from the point of view of "theory, policy and practice?" What would Fellman and Kennedy say? Why.
    
    
  • Special Announcements

    Wednesday, November 27th - Exam 2

    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

  --- 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

• 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
• Number 7: Week of October 13, 2002
• Number 8: Week of October 20, 2002
• Number 9: Week of October 27, 2002
• Number 10: Week of November 3, 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
  
• Lecture Commentaries for the Week of October 13, 2002
  
• Lecture Commentaries for the Week of October 20, 2002
  
• Lecture Commentaries for the Week of October 27, 2002
  
• Lecture Commentaries for the Week of November 3, 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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