Link to the UWP Birdie Calendar Susan Takata's Hub Page

Dear Habermas Logo and Link to Site Index A Justice Site



Susan Takata

Classes:
Criminology
Corrections
Race, Crime, Law
HOME


Main Hub Sites:
Habermas Site - CSUDH Site - UWP Site

Prof. Takata.
Department of Criminal Justice
University of Wisconsin, Parkside
Latest Update: October 5, 2001

UWP Local Hub Site
Dear Habermas
  • This local hub site will serve as a forum for messages about:


    All UWP Classes, Announcements
    • Wednesday, October 10, 2001 - First Progress Reports due for all classes. Be sure to provide concrete examples and evidence of your learning as they relate to the 5C's.

    • Friday, October 19, 2001 - Midterm Exam for all classes; only for those students taking this exam. Blue books are not used, instead please use the guided essay form .

    • Friday, October 26, 2001 -- Last Day to Drop Semester Course
    • November 22-23, 2001 -- Thanksgiving Break
    • Monday, December 10, 2001 -- Final Absolute Deadline
    • Friday, December 14, 2001 -- Last Day of Fall Semester Classes
    • Join in on the academic discourse focusing on the recent "Attack on America" through our "Collaborative Journal" by emailing me your reactions, opinions, thoughts, etc. Be sure to carbon copy Jeanne (Her email address is: jeannecurran@habermas.org)

    • Criminal Justice Association News

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

    All UWP Classes, Fall 2001 Report of Learning (ROL)

    • Wednesday, October 10, 2001 - First Progress Reports due for all classes. Be sure to provide concrete examples of your learning as they relate to the 5C's.

    • 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

    • Criminology Fall 2001 Report of Learning Page

    • Corrections Fall 2001 Report of Learning Page

    • Race, Crime & Law Fall 2001 Report of Learning Page


    All UWP Classes, web assigned readings:
    All UWP Classes, field trips

      Field trips are beginning to take shape. Watch for others that will be scheduled soon. If you are interested in attending, please email me. Priority is simply "first come, first serve." Do not be a "no show" ! (If you cannot attend, you will need to let me know ASAP so that others can attend).

      NEW Ellsworth Correctional Center -- Wednesday, October 24th at 3:15 pm. Maximum: 25 students.

    Criminology (CRMJ/SOCA 233)



    • Course Syllabus

    • Self-Tests/Pass-Prepared Exercises (all exercises are due no later than 10 a.m. central time on the date noted)

      Wednesday, October 10, 2001 - First Progress Reports due for all classes. Be sure to provide concrete examples of your learning as they relate to the 5C's.

      -- Strain Theory (due Monday, October 8th). 1) What did Durkheim mean by the "normality of crime?" 2) Define Durkheim's concept of anomie. 3) Briefly explain Merton's four modes of adaptation. 4) What are some criticisms both for and against strain theory (Durkheim and Merton)?

      NEW Chicago School (due Wednesday, October 17th). 1) What is different about the Chicago School when compared to the Positivist School? 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, culture conflict, and differential association theories.

    • Midterm Exam Study Questions (Midterm Exam is Friday, October 19th for only those students who are opting to take this exam).

      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 Woman, 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 product of free will v. determinism? What are the strengths and weaknesses of both sides? Which side do you take? Why.

    • Recommended Readings

      Emile Durkheim. Division of Labor in Society.

      Robert Merton. Social Theory and Social Structure.

      Edwin H. Sutherland. Principles of Criminology.


    • Important Class Related Links

      Criminology - Index of Resources and Teaching Essays

      Preventing Crime


    Corrections (CRMJ/SOCA 363)

    • Course Syllabus

    • Self-Tests/Pass-Prepared Exercises (all exercises are due no later than 11 a.m. central time on the date noted)

      Wednesday, October 10, 2001 - First Progress Reports due for all classes. Be sure to provide concrete examples of your learning as they relate to the 5C's.

      -- Hassine Interviews (due Monday, October 8th) 1) In Part 2 Interviews in the Hassine book, what is the most pressing problem in today's prison? Why. 2) If the prison experiment has failed miserably, then why do we keep building more prisons? Relate this to the readings as well as to theory, policy, practice.

      -- Prison Guards (due Monday, October 15th). 1) Compare and contrast the Haas & Alpert articles on prison guards and staff members to Hassine's descriptions. What are the differences and similarities? 2) What are some of the difficulties confronting today's prison guards and staff members? Why. What might help to overcome these difficulties? Why. Be sure to relate your answer to the documentaries, "Quiet Rage" and "Hard Time."

      NEW Courts & Corrections (due Monday, October 22nd). 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 the crime(s) committed? How do we balance between the protection of the prisoner's rights and the community's need to punish (private autonomy vs. public autonomy -- link to Chapter 2 for further explanation.


    • Midterm Exam Study Questions (Midterm Exam is Friday, October 19th for only those students who are opting to take this exam).

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

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

      3. Address the question, "Who goes to prison?" Use a historical, social, and economic view and state which view best represents the future of corrections. Use examples from Hassine, and Haas & Alpert to support your argument.

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

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

    • Recommended Readings

      James Austin & John Irwin. It's About Time: America's Imprisonment Binge

      Michel Foucault. Discipline and Punish.


    • 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 & Law (CRMJ/SOCA 490)

    • Course Syllabus

    • Self-Tests/Pass-Prepared Exercises (all exercises are due no later than 1 p.m. central time on the date noted)

      Wednesday, October 10, 2001 - First Progress Reports due for all classes. Be sure to provide concrete examples of your learning as they relate to the 5C's.

      -- Fellman part 3 (due Friday, October 5th). 1) Covering chapters 7 through 10 in the Fellman book, What are "adversary rituals of coercion"? Provide at least 3 different examples of adversary rituals of coercion. 2) Given the events of September 11, 2001, what does Fellman tell us about the future of war? Do you agree or disagree with Fellman? Why. 3) What does "Rambo" symbolize, according to Fellman?

      -- Mutuality and a Future (due Monday, October 8th). 1) Define the Other. 2) What is empathy, according to Fellman? 3) Come up with you own examples of each of the three seeds of mutuality (old seeds in old institutions, new seeds in old institutions, and new seeds in new institutions). 4) In Fellman's conclusion, there is a quote by Kenneth Boulding, "War is no longer legitimate, but peace is not yet legitimate." What did Boulding mean by this? Why did Fellman include this quote?

      -- Race, Ethnicity, Crime (due Friday, October 12th). 1) What has been the impact of the civil rights movement on crime and criminal justice? (Refer also to chapters 2 & 3 in the Kennedy book). 2) Which theory of crime do you think best explains the prevalence of crime in the U.S.? Why. Which theory would Randall Kennedy select? Why. Which theory would Gordon Fellman select? Why.

      NEW Justice in the Streets? (due Wednesday, October 17th). 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?" Give a definition of excessive force. 4) Define the concept of affirmative action. Do you support or oppose affirmative action in the employment of police officers? 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.

    • Midterm Exam Study Questions (Midterm Exam is Friday, October 19th for only those students who are opting to take this exam).

      1. In the early chapters of Randall Kennedy's Race, Crime & 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 they always 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 illustrate your points.

      4. On page 23 in Fellman, he quotes 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 your discussion Kennedy and Walker.

      5. In "Neither Adversarialism nor Mutuality...", Fellman responds to the events of September 11, 2001: "... suppose instead of spending billions of dollars to kill lots of Afghanis, which at the moment seems likely, we spent those billions building housing in Afghanistan. It would upset the adversary applecart that governs so much human behavior, reduce rather than increase Afghani and other Third World hatred for the U.S., and do something truly wonder for needy people..." According to the readings so far this semester, how does globalism impact on race and ethnic relations here in the United States? Why.

    • Links to Lecture Notes and Other Things

      NEW Race, Crime, Law class web board

      Giving Voice to Race for additional resources and links.

      Fellman's response to the events of September 11, 2001.

      Fellman's Paradigm Shift . Join in on these discussions with CSUDH students.

      Check out links to Gordon Fellman related materials on the Dear Habermas site.


    • Recommended Readings

      Richard Herrnstein and Charles Murray. The Bell Curve. Also link to Continuation of Bell Curve Genetic Arguments

      Robert Blauner. Still the Big News: Racial Oppression in America.

    • Other Announcements

      Hispanic Heritage Month at UWP -- a variety of activities from September 19th through October 13th.

    Law & Social Change (CRMJ/SOCA 352) To Be Offered Spring 2002