Lesson 4 - Prison.ppt

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mworth

What is prison life like? Year 9: Law & Order

Learning Objectives ,[object Object],[object Object],[object Object]

For the most serious offences the court may impose a prison, or 'custodial', sentence. ,[object Object],[object Object],[object Object],[object Object],[object Object],When is prison necessary?

Prison Bingo ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Problem with Prisons ,[object Object],[object Object],[object Object],[object Object]

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Until recently, it was possible to condemn criminologists both for their near silence on women and criminal law, and for their sexism when they did speak. The most recent wave of feminism has witnessed two seemingly contradictory developments in theories of women and crime. First, femi-nism has kindled interest in women's studies in various academic disci-plines. Criminology has been no exception: the sexist treatment of women victims and offenders by police and other criminal justice officials, the sex-ism of traditional theories of crime, and the concept of victimless crimes have all been under attack.' But, there have also been arguments that women's crime has increased as a result of the women's liberation movement. This belief has been called "the most powerful and widely held ... concerning the topic of female criminality," and its impact has been felt by women offenders being pun-ished for their supposed acts of liberation.' Feminist criminologists now must do more than denounce mainstream criminology for its failure to ac-knowledge the significance of female crime. It is not enough simply to resurrect the neglected female offender. We must transcend the traditional boundaries of criminology and examine the role of the state and the law in reinforcing the position of women in contemporary society.

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2015 Week 6 PSYC 101 Forum Post Week 6 Forum Topic - The Stanford Prison Experiment ( 28 messages - 27 unread )Click View Full Description to view Week 6 Forum topic instructions, then post your Week 6 Forum posts hereHide Full Description Chapter 10 of our textbook discusses one of the most famous psychological experiments of all time, conducted by Dr. Philip Zimbardo and his colleagues at Stanford University. To read more of the details of this experiment, visithttp://www.prisonexp.org. After reading about the experiment and exploring the website, answer the following: 1. Was it ethical to do the prison study in the way that Zimbardo conducted it? Why or why not? Explain your position substantively. In responding to the above, keep in mind that morals and ethics aren't the same thing. Morals are right vs. wrong behavior internal compasses that guide personal life decisions and are grounded in family beliefs, faith traditions, etc. Ethics are standards of behavior established by a professional organization, such as the American Psychological Association. You may have very strong feelings about whether the Zimbardo study was moral, but here we are discussing ethics. 2. How do the social psychology concepts of conformity and the power of the social situation that we are studying this week relate to what happened during the brief period of time that the prison study ran. Where in the description of how the study unfolded did we see evidence of these concepts? Ground your answer to the questions in #2 in our assigned readings for this week and think social psychology. For example, the guards were given power over the prisoners and having power may affect others' obedience to one's rules, but one can affect obedience one-on-one as we see in the Milgram study. What we mean when we say "the power of the social situation" is the impact that being with others in a group setting, whether public or private, has on people's behavior, such as the degree to which they conform to perceived norms). The Stanford Prison Experiment 1. It was not ethical to conduct a study according to the way that Zimbardo had conducted it. This is because the rights of the students were violated. The prisoners were treated as real prisoners and were harassed the same way that real prisoners are usually harassed. Waking the prisoners in middle of the night was one of the worst things that the prisoners were passing through. According to the standards of student’s treatment, it was not right to treat students in such a cruel manner. Students were forced to put on prisoners uniforms without underpants, this was a violation of their rights as they had to do whatever they had been commanded against their will. The students went for the auditions in order to become acting prisoners and not real prisoners as they were being treated. This tends to violate the agreement that they had when applying for the experiment, hence they were harmed against their will. 2. Wha ...

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Student Name Allan Sanchez Student Identification Number AC1503104 Course Number and Title Introduction to Criminal Justice Assignment 8_08 Part B Date 07/10/2015 1. Briefly describe mandatory release and good-time release. Mandatory release is the release of prisoners required by law after they have served the entire length of their maximum sentence. Good-Time release is A variant of parole is known as "time off for good behavior", or, colloquially, "good time". Unlike the traditional form of parole – which may be granted or denied at the discretion of a parole board – time off for good behavior is automatic absent a certain number (or gravity) of infractions committed by a convict while incarcerated (in most jurisdictions the released inmate is placed under the supervision of a parole officer for a certain amount of time after being so released). In some cases "good time" can reduce the original sentence by as much as one-third. It is usually not made available to inmates serving life sentences, as there is no release date that can be moved up. 2. Describe one (1) way inmates receive/apply good-time credit to their release. Parole is a privilege, not a right, and any prisoners are refused parole when they first apply. Parole boards expect to hear a prisoner admit responsibility for his crimes. They also expect that the prisoner will take advantage of the programs made available in prison, such as, if appropriate, GED programs, Alcoholics Anonymous, and vocational training. They will also look at the prisoner's conduct during incarceration, and whether the prisoner has been cited for misconduct. (Typically, prisoners will be "ticketed" for their violations of prison rules, with offenses classified as "major" or "minor." A prisoner who was involved in a fight would likely be ticketed for a "major" offense, while a prisoner who yelled at a guard might be ticketed for a "minor" offense, depending on the circumstances. These "tickets" can be challenged through administrative hearings, but are usually upheld as valid.) They may also look at the prisoner's age, the amount of time he has served, the remaining time in his sentence, and his mental health. The exact criteria for parole vary from state to state. Perhaps the most important assessment that the parole board attempts to assess is the likelihood that the prisoner will re-offend. Parole boards have no interest in releasing people into society who will commit more crimes, particularly given that the media will sometimes hold the parole board as responsible as the criminal in such cases. Increasingly, potentially dangerous offenders, such as sex offenders, are finding that they are never granted parole, even in states where they are eligible. Some prisoners are not eligible for parole, either because of state policy, or because of the crime they committed. Some crimes carry a flat term of years, which must be completed without the possibility of parole. A defendant who is sentenced to "life".

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