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Susan Takata

Classes:
Corrections
Race, Crime and Law
Law and Social Change
Previous Weeks- Spring 2003
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Main Hub Sites:
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Prof. Takata.
Department of Criminal Justice
University of Wisconsin, Parkside
Latest Update: April 25, 2003

UWP Local Hub Site
Dear Habermas


    Newsflash!


    Friday, May 2nd, 12 noon central time -- 3rd grid form/rol due. The Final Absolute Deadline!


    "Consider how hard it is to change yourself and you'll understand what little chance you have in trying to change others."
    Jacob M. Braude (quote found by Amanda Boyd)


    "Although we must live in our situations, our situations do not have to live in us."
    Roberta Flack (quote found by Lisa Smith)



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


    All UWP Classes, Announcements

    • Monday, April 28th - No office hours
    • Monday, April 28th, 12 noon - Think Outside the Box - Mixed Race/Mixed Heritage Discussion II. (Union Square)
    • Tuesday, April 29th, 3-4:30 pm - Homophobia and Hate Crimes Since the Matthew Shepherd Incident: Changed Climate? (Union 104-106)
    • Wednesday, April 30th 4:30-6 pm - FBI Information Session (Union 207). Must preregister with the Career Center by 4 pm on Monday, April 28th!
    • Friday, May 2nd, 12 noon central time -- 3rd rol due and THE FINAL ABSOLUTE DEADLINE
    • new Wednesday, May 7th, 8 pm, channel 36 "Race: The Power of an Illusion - The Story We Tell"
    • new Sunday, May 11th, 9 pm, channel 36 "Race: The Power of an Illusion - The House We Live In" [to be shown again on Wednesday, May 14th 8 pm on channel 36]

    • 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, May 1st , 1-4 pm. UWP students will be presenting alternatives to incarceration to the task force. (Auditorium, Ives Grove Office Complex, 14200 Washington Avenue, Sturtevant) - email me if you are interested in attending. [It will be too late to dialogue on this debriefing].



    Corrections (CRMJ/SOCA 363)

    • Course Syllabus

    • Class Discussion Questions

        Future of Corrections (due Friday, May 2nd). 1) In comparing theory and policy (Haas and Alpert) with practice (Hassine and Sachar), what are the points of departure? Where do ideas merge? Why. 2) How do you think offenders will be punished/corrected in the future? Why. 3) In the future, what should be the dominant goal in corrections? Why. 4) What recommendations would you make with regard to the way career criminals are handled? Why. Provide examples from the readings.


    • Special Announcements
      -- Monday, April 28th - No office hours
      -- 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 was on 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

      --- 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

      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 Future (due Wednesday, April 30th) 1) On page 286, Walker states: "There is no escaping the fact that race, crime, and justice are inextricably linked in the minds of most Americans." Compare and contrast how Fellman, Kennedy and Walker explain this linkage. Which author do you agree with the most? Why. 2) How do Fellman, Kennedy and Walker explain the future directions and prospects for "race, crime and law?" Why. Which author's future vision do you agree with the most? Why.



  • Special Announcements
    --- Monday, April 28th - No Office Hours
    --- 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 iwas on 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

    --- Dialogue and Conversation

    Gordon Fellman related materials on the Dear Habermas site.

  • Recommended Readings

    --- Leo F. Buscaglia. Living, Loving and Learning.
    --- Leo F. Buscaglia. Love: What life is all about.
    --- 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

    • Revised Reading Assignments
      --- Week 14 Postmodern Feminist Criminology & Euro Americans - Arrigo, ch. 6; M&Z 6, 11, 16, and 21
      --- Week 15 Law, Social Change and the Future - Arrigo, ch. 13; M&Z, ch. 22

    • Class Discussion Questions

    • Law, Social Change and the Future (due Wednesday, April 30th). 1) Why do juvenile and criminal justice programs need to be sensitive to cultural and gender differences in the populations they serve? Specify what programs should be different. Why? (from M&Z). 2) Do you share Mann & Zatz's conclusion of a "fragile future"? 3) What are the basic differences between critical social justice and criminal justice practices? (Arrigo, p. 271, Q. 6). 4) 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. (Arrigo, p. 271, Q.7).



    • Special Announcements
      --- Monday, April 28th - No office hours
      --- 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 was 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? (Select one theory for each group and you cannot use a theory more than once). 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

      --- George Ritzer. The McDonaldization of Society.
      -- Gordon Fellman. Rambo and the Dalai Lama: The Compulsion to Win and Its Threat to Human Survival
      --- 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

      --- They Ain't Us: Identity as an Anti-Norm.

      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)