Link to What's New This Week UWP Commentary on Recent Lectures: Week of March 23, 2003

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UWP Commentary from Lectures - Week of March 23, 2003

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California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: September 6, 2002
Latest Update: March 28, 2003

E-Mail Icon jeannecurran@habermas.org
takata@uwp.edu

Site Teaching Modules UWP Commentary on Recent Lectures:
Week of March 23, 2003

Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, September 2002.
"Fair use" encouraged.

* * * * *
Comments grouped by course.
Subject of comment in green.
susan's commentaries in bright blue. Template:

  • Student Name:



  • From CRMJ/SOCA 363: Corrections

    On Monday, March 24, 2003, Terence Jammerson wrote:
    On jails and prisons

    i thaught that todays class about how people put the terms jail and prisons togethter. i think they do it for the most part becase they naturally think that since both are institutions to punish the accused they are the same thing. there is also a mistake in the terms prison and probation over the years i've noticed that when the media says how many years a person got they dont say the probation time for example if the judge sentence you to 3 years in prison but witheld in the paper it will say you got sentence to 3 years in prison. i think that the media miss uses the terms more and make us do it too.

    terence -- good point! i know what you mean when probation isn't mentioned as part of the sentence. why does the media do that?

    On Tuesday, March 25, 2003, Jessie DuBois wrote:
    On jails and prisons

    I was reading on the commentaries and two individuals where asking why the media leaves out the fact that there is often probation time added onto sentences and just tells about the jail/prison time. I think it is ( to go along with what Fellman thinks), our society want blood and gore. Like when they had gladiators for entertainment. People don't want to know the easy end of the sentence they just want the "hard" time. The blood and guts of the sentence.

    jessie -- why "blood and guts?"



    On Wednesday, March 26th, Chrissy Knox wrote:
    On community corrections

    I agree with the statement that communities need to give ex-cons a chance. I think that if we don't, that just creates them to do more crimes and get into more trouble. If an ex-con is really trying to improve him/herself, what does it look like if a community is not willing to give them a second chance?

    chrissy -- you raise a very important question here. community corrections is a two way street -- the individual and the community.



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    From CRMJ/SOCA 365: Race, Crime and Law

    Zach Alpert wrote on Tuesday, March 25th:
    On Jury Selection and Composition

    As we were discussing in class on Monday, The proposed law for jury selection just seems like a difficult thing to implement. I think instead of making a completely new system, why not restructure the one we already have. instead of allowing people who do not show up for jury duty off, make a penalty (monetary or jail time). This would create an incentive to want to show up. But the idea which was presented is good in theory, but should it be implemented? no.

    zach -- aren't there penalties already in place? can you find out what they are?

    Ryan Fornal wrote on Tuesday, March 25th:
    On Jury Selection and Composition

    I was reading the commentaries and read over what Zach had mentioned about jury duty. However, the people who fail to report for jury duty are in fact penalized. There penalty for failing to report for jury duty is a fine of no less then $1,000 or no less then 2 weeks in jail.

    ryan -- thanks for this information but which jurisdiction are you referring to here?



    Zach Alpert wrote on Wednesday, March 26th:
    On Class Discussions and "Chalk Walk"

    I really enjoyed class on wed. it was great hearing the opinions of everyone on the topic of our militaries tactics to gain recruits. i also liked it when it was brought up that we as a class are notorious for shooting down peoples opinions without listening fully to them. we also speak underneath our breath against other people, it was refreshing to hear someone finally point it out. We should start listening to people and instead of critiquing the whole time, why not agree. Also Chalk walk was really fun, it showed our diversity within our unified picture. if you could send me what you have for what i have accomplished these 5 weeks that would be great.

    zach -- i appreciate your feedback. thanks! yes, i've been concerned about the direction of some of our class discussions and glad we discussed some of the issues and hopefully, we'll all try to do a better job of listening in good faith. and yes, i thought the "chalk walk" was fun and it's wonderful what we can create as a class! as for sending you what i have on you for the past five weeks, that is something you should have recorded in your journal.

    On Wednesday, March 26th, Nicole Powers wrote:
    On Discussions and "Chalk Walk"

    I think today's exercise was good. It was a nice way to deal with our tension and frustrations. I think that we still have to have some general groundrules. Through my diversity facilitator training, I know that we need to have some basic understanding on the difference between debate and discussion.

    nicole -- with your facilitator training, maybe it would be helpful if you explained to the class the difference between debate and discussion.

    Roberta Prescott wrote on Wednesday, March 26th:
    On discussions and "chalk walk"

    I believe that what happened on Monday in class was very negative and how the class interacted today as a whole was fairly positive.Also I hope that will everyone's open their eye to be open minded.

    roberta -- i appreciate your feedback. illocutionary discourse is "easier said than done" but i'm hoping we can put it to practice.

    Lindsay Weinstein wrote on Thursday, March 27th:
    On discussions and "chalk walk"

    I was reading lecture commentaries, and I too wanted to tell you how much I enjoyed monday's "chalk-walk". It was nice to work together and produce something that we all had a part in. The comment made in class that we should all stop being so arguementative and judgemental and start supporting eachother's opinions all comes back to Fellman. As humans, we notoriously compete just to compete. "Chalk walk" showed that we can have a lot more fun if we work together, rather than make comments about how everyone else is wrong.

    lindsay -- thanks for bringing back fellman into the discussion!



    From CRMJ/SOCA 352: Law and Social Change

    Kim Faulkner wrote on Monday, March 24th:
    On Semiotics and Current Events

    I think that this chapter is very fitting to our current events! The news coverage of operation Iraqi peace is outragous! They are putting the media in the front lines to capture this event to show us on television 24 hours a day. Do we really need to see all of this up front all the time? This is mind boggleing to me, I really don't think that we need to see what we see. Why does the media do this? Is it it for the ratings? I just feel they are trying to show the Americans what they think we want to see? I don't know, this whole media thing really bothers me!

    kim -- excellent point! this week's theory coincides with all that is going on around us.



    On Monday, March 24th, Heidi Schneider wrote:
    On "African- and Latino-Americans"

    About the movie today I think the overall feelings of the African americans are very similar to the feelings of white people when african americans became more of a presence. One reporter talked about quotas being filled by latinos and latinas not african americans. Jobs are a big issue and this is what is segrating the minorities.

    heidi --- why are jobs such a big issue?

    On Monday, March 24th, Stephanie Dallman wrote:
    On "African- and Latino-Americans"

    The video today was very interesting. I agree with the woman at the beginning that stated that "If everyone is trying to get a piece of the same pie, there will be animosity." It doesnt matter what your heritage or ethnic background, if you're trying for what everyone else is, there will obviously be conflict. Also I saw that episode of New York Undercover that a clip was shown from. It was very interesting and it ended that the PuertoRican girl was lying because her boyfriend's football team was playing against the black man's team and they wanted the star quarterback off for the game. I realize it's just fiction, but thought you might want to know how it ended!

    stephanie --- interesting point. how does this documentary relate to semiotics?

    On Monday, March 24th, April VanWhye wrote:
    On "African- and Latino-Americans"

    Today in class we talked about Racism between black and hispanics, but there are other minority groups that need to be in the converstaion. I think that sometimes because there are not as many numbers in other minorties that they get less attention. I don't that is fair and everyone should get equal attention.

    april --- when looking at all the various groups, do you think there is more unity or "divide and conquer" between them? why?

    On Monday, March 24th, Courtney Soehl wrote:
    On "African- and Latino-Americans"

    I just wanted to comment on our class today. I feel that if a person plans to go to a different country then that person should be responsible for learning or attempting to learn some of that language. I don't feel other countries should cater to a person just because they are a foreigner. I also believe that a universal language would be ideal, but who would get to pick, there seems to be too much controversy on that. Another side comment that I didn't get to say in class, is I have a cousin you lives in Germany and in her school system makes all children learn English and another foreign language. Isn't that interesting?

    courtney --- that reminds me of that old stereotype, "the ugly American."

    On Tuesday, March 25th, Kim Dexter wrote:
    On "African- and Latino-Americans"

    I was reading some of the lecture commentaries. Interesting about Germany schools teaching English and another foreign language. I think Americans feel that we do speak the universal language. I was told that English was the universal business language. I think we take for granted that others WANT to learn English; so we don't have to reciprocate anything. P.S. I don't think I have ever heard the expression the "ugly American." I'm sure many people are feeling that now more than ever.

    kim --- you might want to find out which language is used the most? why. the "ugly american" was a stereotype of an arrogant american traveler who visits a foreign country and becomes indignant when the people don't speak english and have such strange customs.

    On Tuesday, March 25th, Caroline Zires wrote:
    On "African- and Latino-Americans"

    I had a comment about yesterdays video, i wanted to say that i agree with the video that minorities need to stick together to get ahead. Against one another we are the minority, united we are the majority.

    caroline --- yes, i agree but "divide and conquer" has been such an effective strategy sometimes (as noted in the documentary).



    On Wednesday, March 26th , Veronica Ramirez wrote:
    On reactions to "hablas ingles?"

    I agree completely that when entering a foreign country one should learn the dominant language. What it sounds like to me though is that many people think that Latinos who come into this country and do not attempt to learn the language (when it is quite the opposite). I think that b/c many of us keep our native language and speak it in public, we give off the impression that none of us know English. I also agree with the bilingual programs b/c it allows people of a different cultures to learn the language while keeping their own. I know my mother said that her high school years were very hard on her, because she could not understand the teacher or read her text books. If these programs are effectively teaching those who do not know the language how to read and speak it, why is it so controversial?

    veronica -- you raise a very important question -- why is bilingual education so controversial? want to research this issue?



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