The obvious examples in the past were when police officers have a power to arrest with ‘sus’ laws, under the 1824 Vagrancy Act (s4 and s6). Many people saw and ethnic minorities felt the abuse of this practice. Police officer stop and search and arrest people based on ‘intent to commit an arrestable offence’ for people grouping in public area. Hunte (1966: 12) mentioned ‘nigger hunting’ activity by junior police officer. Due to this problem, Scarman Report suggested to reform ‘recruitment and training’ because of racism in young police officers.
Trayvon Martin deserves justice for his unfortunate and appalling murder. 49 percent of the victims of murders are African American juvenile men. About 38.8 percent of the murders committed, the killer is not found and it goes unsolved. For this particular case we have the killer right in our hands and still Trayvon’s justice is being taken as a joke. We need to unite as an African American community and stand up and fight for the arrest of George Zimmerman.
PRE-ENTRY ACCESS COURSE GENERAL ESSAY 2011-2012 The general essay is designed to give you practice in essay-writing, a skill vital for success at university. It is intended to help you express your thoughts on an issue by requiring you to construct a reasoned argument: the constructive comments you will receive on its structure, content and style of writing are designed to give you advice on improvements. Your essay will NOT be awarded a numerical mark and it will NOT count towards your final assessment, but it is a required part of this course and must be submitted. Your essay should be 500-800 words in length. Please type on A4 paper and leave a margin of at least 5cm on each side of each page to enable the reader to write comments at the appropriate level on the page.
The 15 marker for crime was by far the one that threw everyone off, including myself. "Explain the tension between community interests and individual rights and freedoms within the criminal justice system." My argument was a little weak but I talked about; -police powers and their investigation process - also how inadmissible evidence of DNA could hinder ones freedoms (I used a statistic) and also how police may abuse their discretionary powers - eg. keep the accused in interrogation for more than 4 hrs without the court-approved extension of 8 hrs -also the criminal trial process - the perceived success of the adversary system where both parties present their oral arguments - but still the fact that the individual is deprived of inequity of distribution of skills, resources and knowledges - I underpinned my contemporary case R v.
Kathy J. Smith American History Prof. Miller 8 August 2011 The Ongoing Struggle Prior to reading Harvard Sitkoff’s “Struggle for Black Equality”, I felt like I had a pretty good understanding of the civil rights movement. If asked, I could recount the various events and some of the key individuals that played a significant role in the struggle. After reading Sitkoff’s book and coming away with a mixed bag of feelings ranging from astonishment to shock to shame I can now say that I understand the more personal side of this epic ongoing struggle. By his own admission Sitkoff states that he set out to write “...a narrative, an interpretation of the civil rights movement…neither a comprehensive nor a scholarly account of the struggle.”(Sitkoff,
Soc 212: Race, Class and Gender Christopher J. Doucot, (860) 724-7066 doucot@sbcglobal.net I do not have an office but can meet by appointment. Mondays and Wednesdays, 9:25-10:40 Maria Sanford Hall room 321 Course Description: This course will trace the development of race, class and gender as social constructs in the United States. During the semester we will consider the roles of race, class and gender in the history and construction of American society. That is, we will explore how race, class and gender are used to create and/or perpetuate wealth, political power, and social status in obvious and subtle ways Course Requirements: 1) Read. If you do not intend to do the readings for this class please consider taking a different class.
All members of society whether children or adults should be educated on capital punishment and understand its meaning. Capital punishment as defined in Black’s Law dictionary is punishment by death for capital crimes (Black, 1998, p. 209). A Capital crime is defined as one in or for which death penalty may, but need not necessarily, be imposed (Black, 1998, p. 209). Minority groups such as African American and Hispanics continue to be over represented in court by incompetent attorneys or public defenders contributing to the increasing population of death row inmates. The threat of the death penalty does not deter crime, and statistics have confirmed that the death penalty has very minuscule or no effects on free Americans.
The film Boys of Baraka shows the story of four young twelve years old boys from one of the most dangerous and violent ghettos in Baltimore. Directed by Ewing and Grady, they used different themes and film techniques to show how the boys got a second chance in education and life. The theme that was carried throughout this documentary was that there is always hope and with help, you could go far in life. The film dealt with kids whose parents have failed them and those who are in risk of not graduating and in risk of going to jail early. One of them was dealing with a mother on drugs.
Essay - Boyz in the Hood The film “Boyz in the Hood” directed by John Singleton has one key scene, the death of ricky. This scene is important because Ricky is one of the main characters and we as an audience, see him grow up from a young boy to a young teenager. Ricky creates a positive image of black people by getting through his SAT scores. This scene shows the idea of black peoples gangs and their society. Ricky was shot by a local rival gang, we, the audience don't know the name of the person who shot him, this tells us that the person who shot the gun isn't very important, which also tells us that anyone can murder anyone in this society.
The Cruel Hand In chapter 4 of her book –The New Jim Crow, Mass Incarceration in the Age of Colorblindness – Michelle Alexander discusses the legal and social challenges the drug felons face as they struggle to reintegrate themselves into the unwelcoming mainstream American society, after they are released from prison. She explores “the stigma of criminality” (Alexander 141) that follows these people long after they have served their prison sentence. She starts by describing how these drug offenders have often been made to plead guilty to drug charges leveled against them, in exchange for ‘lenient’ court sentences, without really knowing the underlying consequences of their guilt plea. Firstly, Michelle points out that these freed felons will not only stand disqualified from public housing, but that even private house owners are legally authorized to discriminate against them. Secondly, that these freed felons –who are disproportionately African Americans - are discriminated against when it comes to employment, making them even more miserable.