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Susan Takata

Classes:
Corrections
Race, Crime and Law
Law and Social Change
Previous Weeks- Spring 2003
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Prof. Takata.
Department of Criminal Justice
University of Wisconsin, Parkside
Latest Update: February 20, 2003

UWP Local Hub Site
Dear Habermas


    Newsflash!

    Exam 1 (optional) is scheduled for Wednesday, March 5th - for all classes


    "In three words, I can sum up everything I've learned about life: it goes on."
    Robert Frost (quote found by Ryan Fornal)

    "Tomorrow's fears ruin today's joy"
    unknown (quote found by Melissa Ringler)




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


    All UWP Classes, Announcements

    • Wednesday, March 5th - Exam 1
    • Friday, March 14th - Last Day to Drop Class
    • new Friday, March 28th, 12 noon - 2nd Grid Form/ROL due

    • Criminal Justice Association News

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

    All UWP Classes, Spring 2003 Report of Learning (ROL)



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

      Racine County Citizens Criminal Justice Advisory Task Force meeting - Thursday, March 6th, 1:30-4:30 pm (Auditorium, Ives Grove Office Complex, 14200 Washington Avenue, Sturtevant) - email me if you are interested in attending.



    Corrections (CRMJ/SOCA 363)

    • Course Syllabus

    • Class Discussion Questions

      • Prison Guards (due Friday, February 28th) Note: Be sure to relate your answers to the documentary, "Quiet Rage" to be shown in class. 1) Compare and contrast the Haas and Alpert articles on prison guards and staff members to what Hassine describes in his book. What are the differences and similarities? Why. 2) What are some difficulties confronting today's prison guards and staff members? Why. What might help to overcome these difficulties? Why. new 3) How does "Quiet Rage" relate to correctional "theory, policy, and practice"? Why.

      • Courts & Corrections (due Monday, March 3) 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 without Parole ? What 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

    • Special Announcement

      --- Wednesday, March 5th - Exam 1
      --- Friday, March 14th - Last Day to Drop Class
      --- new Friday, March 28th, 12 noon - 2nd Grid/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 will be on Wednesday, March 5th.

      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

      --- Jeffrey Reiman. The Rich Get Richer and the Poor Get Prison.
      --- James Austin & John Irwin. It's About Time: America's Imprisonment Binge.


    • Interesting Links

      new Death Penalty Index

      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

      Mutuality and a Future (due Monday, February 24th). 1) Define the Other. 2) What is empathy, according to Fellman? 3) Come up with your own example of each of the three seeds of mutuality (a) old seeds in old institutions, b) new seeds in old institutions, and c) 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 and crime (due Friday, February 28th) 1) [from Walker, p. 84] - What has been the impact of the civil rights movement on crime and criminal justice? Incorporate Kennedy, chapters 2 and 3 in your answer. 2) Which theory of crime do you think best explains the prevalence of crime in the United States? Which theory would Randall Kennedy select? Why. Which theory would Fellman pick? Why.

      new Justice on the Streets? (due Friday, March 7th) 1) What is meant by a contextual approach to examining policing, race and ethnicity? 2) How is policing in Native American communities different than policing in the rest of the United States? 3) When does the police use of deadly 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.

    • Special Announcements

      --- new Monday, February 24th, 2:25 -3:15pm - "Law Enforcement in Indian Country" to be shown in my Law and Social Change class (in Moln D139).
      --- new Monday, March 3rd, 2-3:15pm - "The End of a Nightstick: Confronting Police Brutality in Chicago" to be shown in my Law and Social Change class (in Moln D139).
      --- Wednesday, March 5th - Exam 1
      --- Friday, March 14th - Last Day to Drop Class
      --- new Friday, March 28th, 12 noon - 2nd Grid/ROL due
      --- Creative Measure Idea - Participate in the Hout Study on Backstage Race/Ethnic Relations Journal - see me for more details.



    • Exam 1 Study Questions

      For those opting to take Exam 1, your essay will be written on a Guided Essay Form . The exam will be on Wednesday, March 5th .

      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 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 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 your 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

      new Death Penalty Index

      Gordon Fellman related materials on the Dear Habermas site.

    • Recommended Readings

      ---The Dalai Lama. An Open Heart.
      --- The Dalai Lama. Ethics for the New Millenium.
      --- The Dalai Lama. Live in a Better Way.

      --- Martha Minow. Between Vengeance and Forgiveness: Facing History After Genocide and Mass Violence.
      --- Martha Minow. Not Only for Myself: Identity, Politics and the Law.
      --- Desmond Tutu. No Future Without Forgiveness.

      --- 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

    Law and Social Change (CRMJ/SOCA 352)

    • Course Syllabus

    • Class Discussion Questions

      Peacemaking Crim and the American Indian (due Wednesday, February 26th). The documentary, "Incident at Oglala" will be shown in class. 1) After viewing "Incident at Oglala" how might peacemaking criminology be applied? Would it work? Why. 2) In what respects may peacemaking be said to be both a more pessimistic and optimistic approach to social control than warmaking? (Arrigo, p. 69, Q.6). 3) Where might you begin to try making peace? (Arrigo, p. 69, Q.7). 4) Is Leonard Peltier guilty or not guilty? Why. 5) What makes American Indians different from other racial groups in America? (M&Z, p. 125, Q.1). 6) What is meant by a dual justice system? Provide a detailed definition of both paradigms. Then compare and contrast the competing paradigms. Finally, discuss the implications of this dual justice system. (M&Z, p. 176, Q.5)



    • Special Announcement --- Wednesday, March 5th - Exam 1
      --- March 14th -- Last Day to Drop Class
      --- new Friday, March 28th, 12 noon - 2nd Grid/ROL due

      --- Creative Measure Idea - Participate in the Hout Study on Backstage Race/Ethnic Relations Journal - see me for more details.



    • 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 Wednesday, March 5th.

      --- 1. Of all the theories covered so far -- Marxist criminology, socialist feminism, critical race theory or peacemaking criminology -- which theory makes the most sense in terms of "law and social change"? Relate your response to "theory, policy, practice." Why. Be sure to provide examples from the readings and other class materials.
      --- 2. According to Arrigo, what is the relationship between social justice and criminal justice? In your evaluation of this relationship, which theory -- Marxist criminology, socialist feminism, critical race theory or peacemaking criminology -- do you agree with the most? Why.
      -- 3. What do Mann and Zatz mean when they say that race is a "social construction"? Do you agree or disagree with Mann and Zatz? Why. Finally, how does this relate to the "tension" between facts and norms, according to Habermas? Provide examples from the readings and other materials in order to strengthen your argument.
      -- 4. Of all the theories covered so far -- Marxist criminology, socialist feminism, critical race theory or peacemaking criminology, which theory is most applicable to the American Indian experience? Why. Be sure to provide examples from the readings and other class materials.
      -- 5. Applying Habermas' notion of the "tension between facts and norms," what might be some examples from the American Indian past, present and future? Why. In your opinion, what is the most pressing "tension" and what are some possible remedies? Why.



    • Recommended Reading

      --- Leonard Peltier. Prison Writings.
      --- Dee Brown. Bury My Heart at Wounded Knee.
      --- Mary Crow Dog. Lakota Woman.
      --- Nancy Lurie. Mountain Wolf Woman.

      --- 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


    • Important Class Related Links

      new Death Penalty Index

      W.I. Thomas "Definition of the Situation


    Past Weekly Hubpages - Spring 2003


    Past Lecture Commentaries - Spring 2003


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