Link to What's New This Week Susan Takata's Hub Page

Dear Habermas Logo and Link to Site Index A Justice Site



Susan Takata

Classes:
Corrections
Race, Crime and Law
Law and Social Change
Previous Weeks- Spring 2003
HOME


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

Prof. Takata.
Department of Criminal Justice
University of Wisconsin, Parkside
Latest Update: April 3, 2003

UWP Local Hub Site
Dear Habermas


    Newsflash!

    Friday, May 2nd, 12 noon central time - 3rd Grid/ROL due/The Final Absolute Deadline


    "Let justice roll down like waters, and righteousness like a mighty stream."
    Amos 5:27 (quote found by Melissa Ringler)

    "It is your attitude more than your aptitude that will determine your altitude!"
    Dr. Gary V. Carter (quote found by Ryan Fornal)



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


    All UWP Classes, Announcements

    • Wednesday, April 23rd - Exam 2
    • Friday, May 2nd, 12 noon central time -- 3rd rol due and THE FINAL ABSOLUTE DEADLINE

    • 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:

      Ellsworth Correctional Center - Tuesday, April 8th, 8:30 a.m. Maximum: 25 students. FILLED

      Racine County Citizens Criminal Justice Advisory Task Force meeting - Thursday, April 10th, 1-4 pm new time! (Auditorium, Ives Grove Office Complex, 14200 Washington Avenue, Sturtevant) - email me if you are interested in attending.

      Racine Correctional Institution Site Visit - Thursday, April 17th, 8:30-11:30 a.m. Maximum 20 students. FILLED

      Racine County Citizens Criminal Justice Advisory Task Force meeting - Thursday, April 17th, 1-4 pm new time! (Auditorium, Ives Grove Office Complex, 14200 Washington Avenue, Sturtevant) - email me if you are interested in attending.

      Racine Youthful Offender Correctional Facility - Tuesday, April 22nd, 8:30 a.m. Maximum: 25 students. Must be at least 18 years old. FILLED



    Corrections (CRMJ/SOCA 363)

    • Course Syllabus

    • Class Discussion Questions

      • new Holes-Middle (due Friday, April 11th). 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, April 14th). 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 Announcements
      -- Wednesday, April 23rd - Exam 2.
      -- Friday, May 2nd - 3rd grid form due and the ABSOLUTE FINAL DEADLINE


    • Exam 2 Study Questions

      For those opting to take Exam 2, your essay will be written on a Guided Essay Form . Exam 2 is scheduled for Wednesday, April 23rd.

      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

      --- Christopher Curtis. Bud, Not Buddy.
      --- Eoin Colfer. Artemis Fowl .
      --- Kimberly Holt. When Zachary Beaver Came to Town.
      --- Paul Beatty The White Boy Shuffle. [not children's literature]

      --- 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.

      --- 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

      Juvenile Corrections

      Annotations on Louis Sachar's Holes

      The Problem with Incarcerating Mothers

      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, April 11th). 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. What would Kennedy and Fellman's reactions be? 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. What would Fellman 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. What would Kennedy and Fellman say about this? Why? 4) What would Fellman and Kennedy's reactions be to the documentary, "Witness to Execution?" Why.

      new Race and Corrections (due Wednesday, April 16th). 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, April 23rd - Exam 2
    --- Friday, May 2nd - 3rd rol due and THE ABSOLUTE FINAL DEADLINE


  • Exam 2 Study Questions

    For those opting to take Exam 2, your essay will be written on a Guided Essay Form . Exam 2 is scheduled for Wednesday, April 23rd.

    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. Be sure to incorporate the readings into your essay.

    3. On pages 134-135, Kennedy states: "At present, jails and prisons 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. What solutions do Fellman, Kennedy, or Walker offer to the "race, crime, law" problems? Why. Which author do you agree with the most? Why?



  • Links to Lecture Notes and Other Things

    The Death Penalty: A Jury of Peers and Racism

    Gordon Fellman related materials on the Dear Habermas site.

  • 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
    Law and Social Change (CRMJ/SOCA 352)

    • Course Syllabus

    • Class Discussion Questions

    • Chaos Theory/Asian Americans pt. 1 (due Wednesday, April 9th) Note: In order to be prepared for this discussion question, you must view the documentaries, "Harsh Canvas"and "Toyo Miyatake: Infinite Shades of Gray" to be shown in class. 1) What are the essential principles of chaos theory as presented in this chapter? (Arrigo, p. 199, Q.3). 2) How can police practice, judicial procedures, and probation work advance the tenets of chaos theory? (Arrigo, p. 199, Q.6). 3) How does chaos theory relate to Asian Americans? Relate to this week's M&Z, chapters. Provide examples to better illustrate your point. 4) Relate chaos theory to the two documentaries. 5) Discuss W.I. Thomas' notion that "if men define their situation as real, then they are real in their consequences." Next, examine the implications of this notion for public policy using a contemporary example from the Asian American experiences. (from M&Z) 6) What movies and television shows can you think of that portray Asians in nonstereotypical ways? (from M&Z)

    • new Queer Theory and Asian Americans pt. 2 (due Wednesday, April 16th) 1) What are some ways that sexuality is regulated by our society? (Arrigo, p. 249, Q. 1). 2) How is social inequality linked to AIDS? (Arrigo, p. 249, Q.3) 3) 3) Discuss the reasons for the lack of participation in civic and political life by many Asian Americans. (Mann & Zatz). 4) A typical "bad" stereotype in American culture refers to Asians as sinister villains and brute hordes bent on sheer destructiveness. Why do crime statistics not reflect those images? What are the contributing factors in stereotyping Asians in American society? (Mann & Zatz). 5) Why has the criminal justice system responded so poorly to crimes against Asian Americans? (Mann & Zatz).




  • Special Announcements
    --- Wednesday, April 23rd - Exam 2
    --- Friday, May 2nd - 3rd rol due and 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 . Exam 2 will be on Wednesday, April 23rd.

    --- 1. After reading about the five different racial/ethnic groups in the Mann & Zatz book, which Arrigo theory best fits each group? Why. Provide examples from the readings to strengthen your argument.
    --- 2. Based on the theories introduced in Arrigo's book, what do you think the relationship between criminal justice and social justice should be? Why. Which theory comes closest to your viewpoint on this relationship? Why. Incorporate the Mann and Zatz book into your argument.
    --- 3. From Mann and Zatz, do you share their conclusion of a "fragile future?" Why. Incorporate the Arrigo readings into your answer.
    --- 4. Relating to Images of Color/Images of Crime , which theoretical perspectives makes the most sense to you? Why.
    --- 5. If you could change something within the criminal justice apparatus so that the system was more consistent with critical social justice principles, what would it be? Why. Incorporate both books into your essay.


  • Recommended Reading
    --- Jeanne Wakatsuki Houston. Farewell to Manzanar.
    --- Michi Weglyn. Years of Infamy.
    --- Lawson Fusao Inada. Only What We Could Carry: The Japanese American Internment Experience.
    --- Greg Robinson. By Order of the President: FDR and the Internment of Japanese Americans.
    --- Victor Nee. Longtime Californ'.
    --- H. Kim. A Legal History of Asian Americans, 1790-1990 .

    --- 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

    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)