JUSTICE SYSTEM

Deardorff, P.A., Ficke, S.L., Hart, K.J. The Performance of Incarcerated Juveniles on the MacArthur Competence Assessment Tool-Criminal Adjudication (MacCAT-CA). 2006. Journal of the American Academy of Psychiatry and the Law Online, Vol. 34, No. 3, pp. 360 – 373. This study examines the performance of 247 juveniles on the MacCAT-CA test, in addition to a myriad of other variables. The purpose of the study was to compare and contrast how the scores of juveniles who were in the court appointed systems and those who weren’t, for the overall sake of illuminating how deficient the court system was/is. The other variables were measured for the sake of determining achievement and intelligence levels as well as obtaining psychoanalysis of the juveniles. This study offers valuable insight into how the process of justice is in many instances anything but just.

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Learning Theories

Two of the seven theories I would address outline the major key elements to developing a successful learning environment.  Constructivism and Behaviorism theory would enhance the student and teacher relationship.  Teachers that utilize these two methods find a more engaging and positive learning environment.

Constructivism

I do believe constructivism theory is a wonder tool that allows teachers to encourage their students to use their knowledge from previous courses.  Therefore, students are successful with using this theory because it gives confidence and prompts student and instructor interaction.

One of the examples I can give would be my BA degree in Criminal Justice. There were several of the major courses that give me preexisting conceptions that assisted me with any additional courses.  It was very helpful in communicating my experiences and engaging with my professors.

Behaviorism Theory

This theory is a very complex learning tool, which is unfittingly taught in many classrooms.  It has positive and negative effects on student’s performance within the classroom and online setting.  The negative effect to behaviorism theory is like a person having tunnel vision; everyone that drives the same route everyday does not always forget how he or she got home.  Therefore, most students need day-by-day reinforcement. The positive would give rewarding the students who does not need the instructor to give everyday detail instruction in order to complete class assignment.

What we know....

 According to an article titled “Welfare as we know it” by Jesse Walker; in 2005 “If you add together the money the federal government spends on health care, housing, food, and income support for the poor, the total constitutes more than 16 percent of the budget.”

According to a report titled “From Poverty to Self-Sufficiency: The Role of Postsecondary Education in Welfare Reform” by the Center for Women Policy Studies, “By the 1990’s, AFDC supported 15 percent of all U.S. children. In most cases, these children lived at home and were cared for by a single parent, usually the mother, who otherwise did not work.”

According to an article titled “Welfare reform: how do we measure success?” by Daniel T. Lichter and Rukamalie Jayakody, “By 1994, more of the nation’s needy families, elderly, and disabled received federal welfare than ever before. AFDC alone supported more than 14 million children and their parents.”  

“In August 1996, after 18 months of debate, Congress passed and President Clinton signed into law the Personal Responsibility and Work Opportunity Act. This welfare reform law ended 61 years of AFDC guaranteed cash assistance to every eligible poor family with children. The new law turned over to the states the authority to design their own welfare programs and to move recipients to work.” (Constitutional Rights Foundation, 1998)

According to the Illinois General Assembly House Bill 90_HB1460, “305 ILCS 5/12-4.32 new Amends the Public Aid Code. Requires the Department of Public Aid to implement a family responsibility program for AFDC recipients to provide education, employability-skills training, and other services designed to make program participants self-sufficient.”

Why did I do the Research?

To explore the influences of publicly facilitated programs on inner-city families. The primary observation method for this research analysis of the publicly facilitated program of welfare and other forms of government assistance will be an inner city public aid office.

What did I find out?

The system of dependency has not only remained synonymous with the welfare programs around the country, but unfortunately it’s become a moot issue as a result of its locality, and that in itself is a dependency problem that is hundreds of years old.

 

Variables that was used

The impact that such programs have on families from a social, educational, physical, financial and professional perspective are grave.

The accidental process will include visit(s) to an inner-city public aid office to examine the process at its most basic level, and gather data concerning the results, goals, expectations and ideology from all parties involved in the process.

Summary

Currently the priorities of the American people are focused in directions other than public assistance and aid. As a result the culture that exists is allowed to not only sustain and fester, but also cultivate and expand in ideology. The concepts of personal responsibility and work opportunity that were the cornerstones of Clinton’s 1996 legislation are now afterthoughts in the public peripheral, and because of that the repercussions are destined to be more than detrimental for society as a whole.

     The concept of agency should be the foundational and fundamental building block of any government or public facilitated organization, program or assistance. Creating and cultivating a culture of independence is what the United States of America was established upon, and in order for that culture to continue, there has to be a commitment to nurturing, grooming and fostering such an ideology, on a national and mass scale. The current system of public assistance has long been criticized for not doing a great job of fostering such a system. This research document showed issues addressing the legitimacy of such a critique, and provide insight into how or why it has become categorically known as a failure with respect to inciting agency within its participatory pool.

     The accidental process showed include visit(s) to an inner-city public aid office to examine the process at its most basic level, and gather data concerning the results, goals, expectations and ideology from all parties involved in the process. Other accidental showed conversations with government officials that are familiar with the process and a part of the process, families that have been involved with the process in one-fashion or form, as well as community officials that have witnessed some of the results of the process firsthand.

Ultimately the research document produced an intricate and in depth analysis of how the public assistance and aid process both cultivates and fosters a culture of dependency or independency.

Decreasing Drug Incaracertion

Abramson, Jeffery. “We the Jury: The Jury System and the Ideal of Democracy.” (1995). Courts and Law Review, Vol. 5, No. 3, pp. 111 – 115. This book evaluates historical court cases that have embodied and/or contradicted the democratic model of consensus which is supposed to be present during the deliberation process during the conclusive stages and steps. This book provides a myriad of proposals that advance the potential to eliminate the peremptory challenge and the honest use of jury nullification. Other aspects of the book include an evaluation and analysis on the recently mandated cross-section representation for juries, as well as scientific jury selection and the legitimization of state power through juries as well as a common justice above social divisions. This text provides an in depth look at the jury selection process, and the immense role it plays in the concept of justice.

JUSTICE SYSTEM

We must start examining the concept(s) of justice within the Judicial Branch of the three-part governance system which exists in America. In any country when there is a disconnect between the varying portions and factions of government is destined to occur, such a system cultivates a myriad of problems concerning the definition and basis of what justice becomes known as.

It’s time to analyze the governing body which is the justice system (the courts) and evaluate how it maintains or perpetuates a running precedent of justice as it pertains to the public.

  

MARTIN LUTHER KING, JR.

History will have to record that the greatest tragedy of this period of social transition was not the strident clamor of the bad people, but the appalling silence of the good people.
Martin Luther King, Jr.

JUDICIAL PROCESS

(Article #1) Abraham, Henry J. “The Judicial Process: An Introductory Analysis of The Courts of the United States , England and France .” (1995)Special Issue, Judicial Process Texts, Vol. 5, No. 5, No. 3, pp. 91 – 94. The theory, practice and people that comprise the judicial process is scrutinized and illuminated in this text. It specifically highlights the presidential appointment process as well as the significant differences between the American legal system and those within Great Britain , France and several other European countries, but primarily the court system within the United Kingdom . The text also concentrates on two concepts within the judicial process which are “judicial activism” and “judicial restraint.”

SOCIAL JUSTICE

What does social justice mean to me?

Social justice to me means exactly what it states, justice which is social. More specifically, in an environment such as the United States , it means equality and fair treatment for the overall society. Social justice consists of the words social and justice, which both carry loaded connotations with them. Social in this usage of the word literally means "of or pertaining to the life, welfare, and relations of human beings in a community:
social problems." (dictionary.com, 2008) Additionally, justice in this usage literally means "the quality of being just; righteousness, equitableness, or moral rightness: to uphold the justice of a cause." (dictionary.com, 2008)
When combining the two definitions as construed by me, social justice means righteousness, equitableness or moral rightness that pertains to the life, welfare, and relations of human beings in a community. That community for me is the United States of America , and becomes more specific the more localized the focus becomes. That righteousness and equality manifests itself through a myriad of ways, but most noticeably through social services and public policy. Thus, social justice to me means equality and fair treatment for all members of the community through public policy and social services that apply to the community.


How is it or isn’t it applied to my life?
Social justice is applied to my life in a variety of ways. I initiate social justice by consistently being fair and equitable in my treatment of everyone I come in contact with, regardless of race, nationality or creed. I also implore social justice by being an active member of the democratic process by voting and registering other eligible citizens to vote. Social justice is also applied to my life by my effort to become a member of the litigation system which will assist me in becoming even more vocal in the process of accountability for the leading component of the social justice system.

What is one thing I can do personally to achieve social justice in my own life?

The most important thing that I can do to achieve social justice in my own life is to remain an active and engaged member of my social atmosphere by participating in the democratic process which comprises the US political culture. More specifically, this means I must continue to stay abreast of what the major social issues are that plague my community, and gain as much knowledge as possible concerning the individuals who are interested in occupying a position of leadership, and make sure that the two aspects are in alignment with my perspective regarding the matters.

BIOGRAPHY – JENNIFER NORTH

Organizational Development Consultant Jennifer North provides expertise and service throughout the non-for-profit sector. She has a Bachelor of Arts in Criminal and Justice Studies from Governors State University as well as a Master of Arts in Political and Justice Studies. Jennifer has a wealth of knowledge and experience in the non-for-profit program development field, including strategic and comprehensive planning.

With a goal to service the community via talents, experience, and education, Jennifer has volunteered for several non-for-profit organizations. Her service within these organizations has developed analytical skills, strategic planning, and organizational design. Jennifer conducts various life skills workshops, including peer mediation trainings and anger management classes. In addition, Jennifer is Co-Chairperson for Young and Powerful Chicago's “Action Now” violence prevention campaign, Markham 6 District Juvenile Court anger management instructor, and maintains her affiliations with John Howard Association.

Jennifer attended high school on the south side of Chicago during the 1990s. From there, Jennifer began her collegiate career in the fall of 2002 at Northwestern Business College. She received a degree in Legal Studies in 2004. However, it was at GSU where Jennifer peaked a solid interest in justice studies thus developing a heightened interest in the American Penal System.

Political and Justice Studies at GSU heightened Jennifer's desire to become aware of community and social organizing. She aspires to become a proponent of socioeconomic equality in urban communities, where race, class, and gender are no longer hindrances, yet assets of who people are. Jennifer's goal is to provide a thorough understanding of governmental operations, changing the socioeconomic desolation of communities from persons that struggle with corruption and socially unequal regimes.

Currently, Jennifer is pursuing a second master degree in Public Administration with an anticipated award date of fall 2013. Her studies include an analysis of historical philosophers and thinkers in government and politics. Jennifer is also evaluating governmental status in the lives of its citizens. Essentially, Jennifer aims to aid in creating a country that the United States Constitution refers to, producing the opportunity for life, liberty, and the pursuit of happiness for every child, woman, and man alive.