Link to What's New This Week UWP Commentary on Recent Lectures: Week of October 10, 2004

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UWP Commentary from Lectures -Week of October 10, 2004

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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: October 15a, 2004

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

Site Teaching Modules UWP Commentary on Recent Lectures:
Week of October 10, 2004

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

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

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    From CRMJ/SOCA 363: Corrections

    On Sunday, October 11, 2004, Walter Kukawski wrote:
    On "Prison Gangs and Racism" documentary

    The video we watched on Friday, "Prison Gangs and Racism" was very interesting. How this guy interviewed inmates based on their ganghood. Also, how the video showed that this prison excludes prison gang members from the general population.

    walter -- want to explore these issues further as a creative measure?



    On Wednesday, October 13, 2004, Chassidy Lewis wrote:
    On politics and corrections

    I really enjoyed the article you emailed us because I never really knew that the courts and the presidential election tied in with each other.

    chassidy -- can you think of other tie ins between politics and corrections? [note: Chassidy is referring to An Inexplicable Vote for Death ]



    On Friday, October 15th, Marissa Schoen wrote:
    On "no seconds" rule

    I just wanted to say that I like the large group discussion "no seconds method" that we did today in class, as well as in the other class. I enjoy hearing everyone's opinions and view points on the subject matter, and many times other interesting topics are brought up during the process. I don't think we should stop doing groups though...alternating between the two might be good.

    marissa -- yes, it's definitely neat when everyone has an opportunity to talk in class. each has something important to share!



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    From CRMJ/SOCA 365 : Race, Crime & Law

    Walter Kukawski wrote on Sunday, October 10th:
    On "The Spirit of Crazy Horse"

    The video we watched on Friday was about the indians in South Dakota and the Wyoming area. How their people have been treated in the way they received their land, unemployment rates and the poverty. I have visited the badlands and we went through a area of poverty and I seen the majority of the people were Native American.

    walter -- i've never been in that part of the U.S. . but why such poverty and unemployment? [note: be sure to check last week's lecture commentaries for previous comments on this documentary]

    Andrea Jacobs wrote on Monday, October 11th:
    On Crazy Horse

    I found information on the Crazy Horse Memorial that is now in progress. This memorial is the world's largest sculpture and it is located in the Black Hills. This monument is not just a carving but it is set up as a humanitarian project. The goal is to tell the past and future generations the story of Native Americans. There is also a Native American Educational and cultural center and the Indian Museum of North America to go along with this project and monument. There was a lot of interesting information on this website: Crazy Horse Memorial

    andrea -- neat! thanks for finding this for us.

    Kimberly Waters wrote on Monday, October 13th:
    On Crazy Horse

    it was very interesting to see recent photos of crazy horse. I went on a two week road trip to colorado with my grandparents in the summer of 88 or 89 and one of our stops was crazy horse. when i read some info on page it was interesting that he agreed not to take any money from the government to carve statue.

    kim -- why do you think that no government funds were accepted to carve this statue?



    Aaron Meyer wrote on Wednesday, October 13th:
    On police use of deadly force

    I know i dont email much, i usually only email when i get a strong reaction to something, heres one i got today.... Today i found something very interesting in class. When we were talkin about police use of "excessive" and "deadly" force there were some kind of interesting arguments. Those students supporting the police would say that the police would and should do anything they can to protect their lives when being attacked. Those against the police force, saying that they use too much force, would disagree with the students for them and use examples of police shooting people running away. That wasnt the issue brought up, they were talking about defending themselves when being attacked, not shooting at people running away...it was kind of an irrelivant argument. It was kind of like they just wanted to argue for the the sake of arguing.

    aaron -- are you saying that students were talking past each other and not really listening to each other?

    Mona Mlejnek wrote on Wednesday, October 13th:
    On police use of deadly force

    I just felt the need to make a few points in regards to the discussion on police use of force today. My main point is that their is a big difference between using force to detain an individual and using force to beat the crap out of somebody with a night stick. I don't care what the circumstances are, there is no legitimate reason for an officer to "beat" somebody unless his or her saefety is in jeopardy. The comment was made several times that police are only human. That may be true, however when an officer takes an oath to uphold the law he or she is automatically held to higher standards than a civilian. There is a level of professionalism that goes with the job just like with any profession. I myself have never had a negative experiance with an officer but that doesn't mean that other individuals haven't. There are of course good officers and then there are bad ones. Whoever is ALWAYS on the side of the police should read "Driving While Black" by Kenneth Meeks. This book is not media hype. It gives reliable statistics that you can't argue with. Offering excuses for police misconduct will not solve the problem but only give the "bad" cops leeway to continue the unethical practice of using "excessive force". Sorry for the length of my comment. I needed to vent.

    mona -- it's okay to vent. we need more forums and safe places to share ideas and i'm hoping that our classroom is one safe place to do so. after today's discussion, i hope that some students decide to research this topic and share their findings with the class.



    Chassidy Lewis wrote on Wednesday, October 13th:
    On Wednesday's class discussion format

    I really enjoyed the way we did the dicussion questions today in class because everybody got a chance to talk in class.

    chassidy -- thanks for the feedback. i'm glad you liked that format. i was getting tired of the same old routine and we need to listen to everyone!

    Brad Becker wrote on Wednesday, October 13th:
    On Wednesday's class discussion format

    I thought that when we discussed the discussion questions your approach to how students would answer these questions worked very well. I am somewhat of a shy student and I thought that you making students answering questions (like myself) was very good. It makes myself answer the questions and speek up in class. I'd like to participate more but I feel embarresed sometimes. I suggest you use this techinique of teaching often. Thanks!

    brad -- i thought yesterday went very well. it was refreshing to hear the "quiet" ones. hopefully, the classroom should be a "safe" place for learning, and that we all understand that it is a "safe place" to test out ideas and thoughts.



    Paul Kehrli wrote on Wednesday, October 13th:
    On Fellman

    I have spent some time reading over articles posted on Dear Habermas, I came across Fellmans response to America: Good neighbor. I have never been a big fellman plan, as you know, but now I really am questioning where this guys primary motivation is, I would be interested in reading a complete biography of Fellman if it exsits. You have asked me to relate what is going on in the sudan to some of fellmans ideas, I can do that, but I completely don't agree with what it is i think he would be saying.

    paul -- this is course is not about agreeing with fellman or anyone else but more importantly, trying to understand the perspective of the Other. What do you think his motivation might be? I'm sure it would be easy enough to find information about Fellman but I'm not sure he's got a biography. Let me know what you find out.



    On Friday, October 15th, April Puryear wrote:
    On English only?

    Today's discussion on language was very interesting. The United States is very ethnically/culturally diverse and that is what makes us great. I think that everyone living in the U.S. should be able to speak some English. But I also think that us as Americans should know how to speak other languages. Mexicans aren't the only ones who can't speak English. Many immigrants who came to the U.S. couldn't speak English either. It is harder for some of the older Mexicans to learn English and to assimulate. For some, language is a way of holding on to their identity and cultural.

    april -- yes, language is a crucial part of one's culture and that's why the class discussion was so lively today. i'm hoping that it sparked some creative measures for some students.

    Marissa Schoen wrote on Friday, October 15th:
    On English only?

    I just wanted to say that I really enjoyed today's class discussion on foreign languages. It was very interesting to hear everyone's view points, and I'm glad it didn't get as heated as last years discussion about "declaring a language for our country" in Law and Social Change.

    marissa -- thanks for the feeback. it was a very lively discussion.

    Paul Kehrli wrote on Friday, October 15th:
    On English only?

    I continued today's discussion on out side of class and what we came up with was that a lot of people make a big fuss about how horrible the education system is and that students are being turned out without basic skills such as math and ENGLISH. I know it's all about the funding and the quality of educators, but in my opinion, although it's a nice comodity, learning a second language is not priorty one. I have plenty more to say about this but I'll cut it off here.

    paul -- first of all, i'm glad that class discussions go beyond class time and that you're discussing these issue outside of class. that's good! but, i'm wondering why you don't think that foreign languages are a priority?

    Nick Contreras wrote on Friday, October 15th:
    On the Yahoo Group and Respect

    susan- the following is an email i received from a member of that "yahoo" group you told us about. When i read this, i was AWESTRUCK at what an amazing idea this was. I was wondering, do u think it would be feasible to do something like this in various areas of racine? maybe every other street, put it in one person's door, and ask to sign it, and give it to ur neighbor? then at the end, ask the last person to mail it to a given address? I think that would be AWESOME to do. but i don't know what it would relate to the class... any ideas? is it worth doing for this class as a "piggyback" off something from jeanie's class? j nick

    I took Jeanne up on her desire for us to Ask Jeeves a question "one that surprises you, one that you're curious about and would like to know what's out there on it ..." I asked "Why don't people respect each other?" because respect was the main issue we discussed today in our class(es). I followed one of the links; it's from the BBC (British Broadcasting Corp) about a group of residents "on housing estates" in Bradford, England, which is dated 28 June 2001. Volunteers have been going around asking people to sign contracts to promise to support and respect one another AND the local environment ... it was a 4-page agreement called the "Resident Compact." It's an interesting concept, one that I think could work in the States in our local neighbors, once we engage our neighbors ... ooops, neighbours ... in dominant discourse. If you'd like read this fascinating project, the link is: Neighbours Promise to Respect Each Other
    What I'm now going to try to do is find out how it's working some 3 years later ... will try to contact someone in Bradford and let you know what I find out.

    nick -- neat!!! this definitely fits in with this course. we should be able to find a way to adapt this to our campus/community. by the way, this is way over "25 words or less".