Criminal Justice as Regulation

Classical criminal law focuses on the individual, and proposes to determine criminal liability only after a deliberate process that examines issues related to responsibility and harm; insists on strict rules of criminal process; and requires a high standard of proof—beyond a reasonable doubt. Lon Fuller elaborates on the nature of adjudication, exploring its form and its functions, and insists that adjudication is not an appropriate form of decision making that deals with “polycentric” issues. Malcolm Feeley (The Adversary System) explores the nature of the adversary system, and why its proponents think that at adversarial trial is so effective at eventually getting at the truth.

But the fact of the matter is that in most adversarial systems, very few—a tiny number—cases are resolved through adversarial trials. About half of all cases brought before the court are dropped outright by the prosecutor or dismissed by the judge, and those which remain are often disposed of by pleas of guilty, often to reduced charges.

The materials we read for the course reveal that this is not a new phenomenon, but an ages old practice (thought it may have become more pronounced in recent years). This has led some to conclude that the criminal process is not really based on adversarial adjudication, but is a regulatory process, concerned not so much with determining individual guilt or innocence, as it is with managing compliance—the management of the risk of dangerous activity—in the society as a whole. Thus, it is more like enforcing standards for the regulation of air pollution, or safety standards in industry, than it resembles classical criminal law.

Some of the materials we read in the course point in this direction. Others do not.

Your task is to discuss the readings (or some of them—as many as you need to make a complete argument) to explore this issue. In particular, you should address the question:

Is the Anglo-American (including Israeli) criminal process still a distinctively criminal process, or has it abandoned all concern with criminal liability in the classical sense, and replaced it with a regulatory process of some sort, either of the kind Braithwaite advocates of in the form of risk analysis? Do you agree: Yes? No? Partially?

Pick an answer and explain in no more than four and a half pages (1100 words). Draw on any or all of the readings assigned in this course. No need to go beyond them.

Sample Solution

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reading note

Content:
Central theme identify authors main lesson/argument what is the author(s)
teaching us
Critical analysis evaluate the lesson/argument strengths/weaknesses
considering pointing to a frame of reference in your own life or your training in the
subject
Main takeaways so what and now what? How do we best apply the knowledge
from this article?

“Minority Student Clubs: Segregation or Integration?”

3) Minority Student Clubs: Whether these clubs are segregation or integration in college campuses: Read pages 269-278 ( book “They say I say” with readings) “Minority Student Clubs: Segregation or Integration?” by Gabriela Moro and then from there, select one more essay or work from the library (the source may be a PDF file if you choose, but does need to be a researched article that has been peer reviewed and published).

compose a written argument that includes the essay from They Say, I Say and the external source used from the library and then compose an essay that is 4-5 pages and includes the works cited page in addition. Your goal is to make a written argumentative essay which either agrees with the author’s point of view (even though Essay #3 seems to be more neutral) or disagrees with it (and the choice is yours, but do make a point of having a central point of view or thesis statement which agrees or disagrees with the author’s point of view.)

1) How well developed the introduction is (4 points);

2) How well written the thesis statement is designed (4 points);

3) How well the supporting details are written and explained (4 points);

Sample Solution

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SPSS

 

  1. Locate the data set “Census.sav” and open it with SPSS. Follow the steps in section 7.14 Learning Activity as written. Answer questions 1-3 in the activity based on your observations of the SPSS output.Type your answers into a Word document. Copy and paste the full SPSS output including any supporting graphs and tables directly from SPSS into the Word document for submission to the instructor. The SPSS output must be submitted with the problem set answers in order to receive full credit for the assignment.
  2. Locate the data set “SPSS_CUST.sav” and open it with SPSS. Follow the steps in section 8.10 Learning Activity as written. Answer all of the questions in the activity based on your observations of the SPSS output. Type your answers into a Word document. Copy and paste the full SPSS output including any supporting graphs and tables directly from SPSS into the Word document for submission to the instructor. The SPSS output must be submitted with the problem set answers in order to receive full credit for the assignment.
  3. Locate the data set “Census.sav” and open it with SPSS. Follow the steps in section 9.20 Learning Activity as written. Answer questions 1-3 in the activity based on your observations of the SPSS output. Type your answers into a Word document. Copy and paste the full SPSS output including any supporting graphs and tables directly from SPSS into the Word document for submission to the instructor. The SPSS output must be submitted with the problem set answers in order to receive full credit for the assignment.