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1 Sociology 342-001: Criminology Summer II
Sociology 342-001: Criminology Summer II: July 8 – Aug. 7 2013 Online - 3 credits Instructor Office Hours Kate Gunby via email and gchat [email protected] or by appointment in Social Sciences 426 Course Description This course begins with a quick introduction to the multidisciplinary study of criminology, and how crime and criminal behavior are measured. Then the class will explore different theories of crime and criminality, starting with early schools of criminology and then covering structural, social process, critical, psychosocial, biosocial, and developmental theories. Then the class will focus on different types of crime, including violent crime, sex crimes, multiple murder and terrorism, property crime, public order crime, and white collar and organized crime. Finally, we will broaden our scope to explore victim experiences, mental health and incarceration, concepts of justice and incarceration trends, and the consequences of crime and incarceration. This course uses the acclaimed television series The Wire to explore the fundamentals of criminology. Students will develop their ability analyze, synthesize, apply, and evaluate the course material through written memos linking each reading to the content in a specific episode of The Wire. Students will further engage with the material and each other through online forum discussions. This class is guided by student goals, which are established from the beginning and reviewed throughout the term. Readings All of the course readings are on D2L. You do not need to buy any books. Almost all of the readings are excerpts from books or articles, so please download the readings from D2L so that you only read the portions that are required for the class. -
Representations of Education in HBO's the Wire, Season 4
Teacher EducationJames Quarterly, Trier Spring 2010 Representations of Education in HBO’s The Wire, Season 4 By James Trier The Wire is a crime drama that aired for five seasons on the Home Box Of- fice (HBO) cable channel from 2002-2008. The entire series is set in Baltimore, Maryland, and as Kinder (2008) points out, “Each season The Wire shifts focus to a different segment of society: the drug wars, the docks, city politics, education, and the media” (p. 52). The series explores, in Lanahan’s (2008) words, an increasingly brutal and coarse society through the prism of Baltimore, whose postindustrial capitalism has decimated the working-class wage and sharply divided the haves and have-nots. The city’s bloated bureaucracies sustain the inequality. The absence of a decent public-school education or meaningful political reform leaves an unskilled underclass trapped between a rampant illegal drug economy and a vicious “war on drugs.” (p. 24) My main purpose in this article is to introduce season four of The Wire—the “education” season—to readers who have either never seen any of the series, or who have seen some of it but James Trier is an not season four. Specifically, I will attempt to show associate professor in the that season four holds great pedagogical potential for School of Education at academics in education.1 First, though, I will present the University of North examples of the critical acclaim that The Wire received Carolina at Chapel throughout its run, and I will introduce the backgrounds Hill, Chapel Hill, North of the creators and main writers of the series, David Carolina. -
THE WIRE & the MYTHOLOGY of the WESTERN a Thesis Submitted
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Saskatchewan's Research Archive THE WIRE & THE MYTHOLOGY OF THE WESTERN A Thesis submitted to the College of Graduate Studies and Research In Partial Fulfillment of the Requirements For the Degree of Master of Arts In the Department of English University of Saskatchewan Saskatoon By KELSEY TOPOLA © Copyright Kelsey Topola, December, 2013. All rights reserved. PERMISSION TO USE In presenting this thesis/dissertation in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis/ dissertation in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis/dissertation work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this thesis/dissertation or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis/dissertation. DISCLAIMER Reference in this thesis/dissertation to any specific commercial products, process, or service by trade name, trademark, manufacturer, or otherwise, does not constitute or imply its endorsement, recommendation, or favoring by the University of Saskatchewan. -
The Wire the Complete Guide
The Wire The Complete Guide PDF generated using the open source mwlib toolkit. See http://code.pediapress.com/ for more information. PDF generated at: Tue, 29 Jan 2013 02:03:03 UTC Contents Articles Overview 1 The Wire 1 David Simon 24 Writers and directors 36 Awards and nominations 38 Seasons and episodes 42 List of The Wire episodes 42 Season 1 46 Season 2 54 Season 3 61 Season 4 70 Season 5 79 Characters 86 List of The Wire characters 86 Police 95 Police of The Wire 95 Jimmy McNulty 118 Kima Greggs 124 Bunk Moreland 128 Lester Freamon 131 Herc Hauk 135 Roland Pryzbylewski 138 Ellis Carver 141 Leander Sydnor 145 Beadie Russell 147 Cedric Daniels 150 William Rawls 156 Ervin Burrell 160 Stanislaus Valchek 165 Jay Landsman 168 Law enforcement 172 Law enforcement characters of The Wire 172 Rhonda Pearlman 178 Maurice Levy 181 Street-level characters 184 Street-level characters of The Wire 184 Omar Little 190 Bubbles 196 Dennis "Cutty" Wise 199 Stringer Bell 202 Avon Barksdale 206 Marlo Stanfield 212 Proposition Joe 218 Spiros Vondas 222 The Greek 224 Chris Partlow 226 Snoop (The Wire) 230 Wee-Bey Brice 232 Bodie Broadus 235 Poot Carr 239 D'Angelo Barksdale 242 Cheese Wagstaff 245 Wallace 247 Docks 249 Characters from the docks of The Wire 249 Frank Sobotka 254 Nick Sobotka 256 Ziggy Sobotka 258 Sergei Malatov 261 Politicians 263 Politicians of The Wire 263 Tommy Carcetti 271 Clarence Royce 275 Clay Davis 279 Norman Wilson 282 School 284 School system of The Wire 284 Howard "Bunny" Colvin 290 Michael Lee 293 Duquan "Dukie" Weems 296 Namond Brice 298 Randy Wagstaff 301 Journalists 304 Journalists of The Wire 304 Augustus Haynes 309 Scott Templeton 312 Alma Gutierrez 315 Miscellany 317 And All the Pieces Matter — Five Years of Music from The Wire 317 References Article Sources and Contributors 320 Image Sources, Licenses and Contributors 324 Article Licenses License 325 1 Overview The Wire The Wire Second season intertitle Genre Crime drama Format Serial drama Created by David Simon Starring Dominic West John Doman Idris Elba Frankie Faison Larry Gilliard, Jr. -
The Port Weekly Christmas
T Remember Christmas College Night The Port Weekly Play Coming Vol. Xir. No. 11, Port Washington Senior High School, Friday, December 6, 1935 Price: Five Cents BOYS' BASKETBALL Port Musicians College Night Dec. 13—Hickswillle art; Kidkisvillie 'Cradle Song' Dec. 20— Alumni at Port Play At Ithaca Vext Tuesday Jan. 10—Great Neck at Great Wm Be Given Neck Eleven Local Players Play Jan. 17—Mikieota. ait Porit College Representatives Jam. 24—Manhassl.it ait Mamlhas- In All-State Band Special Performance To set Eleven memlbers of tOne local high T o Talk With Seniors Jam. 28— Glen Cove at Port Be Held December 19 school iband played in thie All- Jan. 31—Adelphi at Port Staite band, which was a feature The annual informal "College Fob. 7—^Mineola at Mineoflla The Dramatics Department win of .the annuiaa State Band-Masters' Night" will ;be held in the High Feb. 11—Manhaisset ait Port collaborate with the Pantomine and Clinic, held at Ithaca, New York, Feb. 14—Glen ^Ctove at Glen the Girls' Glee Club to present a School cafeteria on Decemiber 10, at November 21, 22, 23. Game sixty Oove Christmas program Thursday night, 8 o'clock. All Seniors who are inter- high schools throughout tlhie sbaibe Feb. 21—Alunuiii Club ait Part December 19. The program is di- ested in co-educational ajid men's ware represented in the band, but vided into three parts. Gregoria and Feb. 28—Great Neck ait Port tiie Port Washington delegaiticn was colleges are invited to attend, as Max. 6—Play-offs Maria Sierra's "Cradle Song" will tihey will find tihe meeting of great the largest from any one school. -
Brandywine High School
BHS STUDENT/PARENT HANDBOOK—2 Brandywine High School 1400 Foulk Road Wilmington, DE 19803 479-1600 479-1604 (FAX) BRANDYWINE HIGH SCHOOL MISSION STATEMENT The mission of Brandywine High School is to develop intellectually inquisitive, mentally astute, and personally self-confident, responsible adults. The learning foundations built at Brandywine High School will serve as a fundamental component of a lifelong educational structure. This will be accomplished through a comprehensive program providing broad educational opportunities, presented by a professional teaching and support staff committed to helping all students find the path to a better future. ADMINISTRATIVE AND SUPPORT STAFF Mr. Jeffrey (Jeff) Byrem, Principal Ms. Hinda Tanzer, Assistant Principal Mr. Cordie Greenlea, Assistant Principal Ms. Cheryl Beeson, Administrative Assistant to the Principal—479-1600 Ms. Carol Adams, Administrative Assistant, Attendance—479-1611 Ms. Janice Steffin, Administrative Assistant, Guidance —479-1609 Ms. Annette Marks, School Nurse—479-1602 Wellness Center—477-6750 BRANDYWINE HIGH SCHOOL ALMA MATER Brandywine we sing to thee, Hymns of praise and loyalty. Sons and daughters, Staunch and true, Follow ’neath the white and blue. Forth we march to bring thee fame, Spirits light and hearts aflame; Rich in truth we’ll always be, Brandywine we sing to thee. MASCOT—Bulldog SCHOOL COLORS—Blue and White The Brandywine School District is an equal opportunity educational institution and will not discriminate on the basis of race, color, national origin, sex, -
1938, October 21, Friday
·:.........""........".......""""""",,...,""""''''''''''''1 r'"'''''''''''''oi'iii;~'-"''' Strip ! .....J , iE The Tiger. :i· I Strip s . tllt~It ' ...tllI.....IIII..lllllllt"lIl1ltlll.. ..I ..f1lilllllllllllll.II"li '-"III IIIIII""II."; II"..,,,.,,,,.Ht '"•..,.I. VOLUME XXIV. PITTSBURG, KA.NSA8, No. 4 : ..Ultl"..fIlflf"."..IfIlIl..II.. llttll~.trltlll"IIIII~..,tllt"tt....,IIIi. "ltlilltl""ltllllllllllllllllllllilltlllllllllttlllllf"~ CALEND~ 'TWINS' IN NAME AND _mE CAUSE CONFUSIO!£' Child Education Friday, Oct. 21-Footbalr Ft. I Senior Class, ' fficers ' I Hanes, Packard Scott here ('llight) f,.III1Utllllllltltllllltfllllllll..ltllllltlltlll..III..Il 'Ullli ltllllll lIlllttllllllhll III.f1l1lfllllIIU'''ltI''!" JUlt Ima,b1, lOin' 1I0Wi1' the Group Organized Thlll'sday, Oct. 27 .p. T. A. So " I hall and flndbl, )'ouhlelf , Ina Are Chosen For phomores In charge. In tile oPJlOlllte db-eetlOll. N .. Instr~ctors Friday ,0cL 28-Football·Sprlng what bappena when Jam.. lI... By field (here) merman moee'tlI James Zllulnirlnan Booster Posts- Mond~.' :Oct. al-Scholarship In the hallway. ~tts1)org 'J~1IIIet Are Editor, Busin" Manager; Brancli Forms With contestants chosen. Also for com· ,Both (E·) Ziillbutbw. Miss Blanch Smith as a~d Jam~ Zimm.rM.il·~re Cooper, Scott Hanelle Circu· site list. (C,) President· In the Corporon home room. Both latlon Department Nov. 3·Football lola (here) ---') I have played tackle poelUOIi In Meet Altern.ately Nov. 4-State teachers'meeetlngs. football. Both are big and hlllk)'. Honn Takes Sports --- " Both are ha!lldsome. II N'ew Organization ha~' 60 M'embers -) When the secretary calli "JJilll'S Joo Stephens, Drury Love Serve as bers; Miss Pauline Staats COUnCI Zlmll\Jllrman," elthC!(' one or'benh Associates; Staff Changes. On Executive Board' Student of the young giants may ailswer S'everal Times "Herc." . -
Crime, Class, and Labour in David Simon's Baltimore
"From here to the rest of the world": Crime, class, and labour in David Simon's Baltimore. Sheamus Sweeney B.A. (Hons), M.A. (Hons) This thesis is submitted to Dublin City University for the award of Ph.D in the Faculty of Humanities and Social Sciences. August 2013 School of Communications Supervisors: Prof. Helena Sheehan and Dr. Pat Brereton I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of Ph.D is entirely my own work, and that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge breach any law of copyright, and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: ___________________________________ (Candidate) ID No.: _55139426____ Date: _______________ TABLE OF CONTENTS Introduction 1 Literature review and methodology 17 Chapter One: Stand around and watch: David Simon and the 42 "cop shop" narrative. Chapter Two: "Let the roughness show": From death on the 64 streets to a half-life on screen. Chapter Three: "Don't give the viewer the satisfaction": 86 Investigating the social order in Homicide. Chapter Four: Wasteland of the free: Images of labour in the 122 alternative economy. Chapter Five: The Wire: Introducing the other America. 157 Chapter Six: Baltimore Utopia? The limits of reform in the 186 war on labour and the war on drugs. Chapter Seven: There is no alternative: Unencumbered capitalism 216 and the war on drugs. -
Second Chances in the Wire: Perspectives from Psychology and the Judiciary
University of Chicago Legal Forum Volume 2018 Article 9 2019 Second Chances in The irW e: Perspectives from Psychology and the Judiciary Rebecca R. Pallmeyer Dan P. McAdams Follow this and additional works at: https://chicagounbound.uchicago.edu/uclf Recommended Citation Pallmeyer, Rebecca R. and McAdams, Dan P. (2019) "Second Chances in The irW e: Perspectives from Psychology and the Judiciary," University of Chicago Legal Forum: Vol. 2018 , Article 9. Available at: https://chicagounbound.uchicago.edu/uclf/vol2018/iss1/9 This Article is brought to you for free and open access by Chicago Unbound. It has been accepted for inclusion in University of Chicago Legal Forum by an authorized editor of Chicago Unbound. For more information, please contact [email protected]. Second Chances in The Wire: Perspectives from Psychology and the Judiciary The Hon. Rebecca R. Pallmeyer† & Dan P. McAdams†† ABSTRACT Playing off a scene in The Wire wherein prison inmates discuss whether Ameri- can lives have “second acts,” this essay considers psychological and legal issues at play in people’s efforts to turn their lives around, from bad to good. In the first half of the essay, a professor of psychology discusses empirical research into re- demptive life stories in which people find positive meaning in suffering and/or transform their lives from failure to relative success. While examples of redemp- tive life stories may be found in The Wire, making good on second chances seems to be a relatively rare occurrence. In the second half, a federal judge considers the issue of second chances in the American legal system, focusing on the issue of sen- tencing. -
Drug Markets, Fringe Markets, and the Lessons of Hamsterdam Lance Mcmillian
Washington and Lee Law Review Volume 69 | Issue 2 Article 11 Spring 3-1-2012 Drug Markets, Fringe Markets, and the Lessons of Hamsterdam Lance McMillian Follow this and additional works at: https://scholarlycommons.law.wlu.edu/wlulr Part of the Commercial Law Commons Recommended Citation Lance McMillian, Drug Markets, Fringe Markets, and the Lessons of Hamsterdam, 69 Wash. & Lee L. Rev. 849 (2012), https://scholarlycommons.law.wlu.edu/wlulr/vol69/iss2/11 This Article is brought to you for free and open access by the Washington and Lee Law Review at Washington & Lee University School of Law Scholarly Commons. It has been accepted for inclusion in Washington and Lee Law Review by an authorized editor of Washington & Lee University School of Law Scholarly Commons. For more information, please contact [email protected]. Drug Markets, Fringe Markets, and the Lessons of Hamsterdam Lance McMillian* Abstract The Wire is the greatest television series of all-time. Not only that, it is the most important. One of the most memorable story arcs from The Wire’s five seasons is the rise and fall of Hamsterdam—a quasi-legalized drug zone in West Baltimore. Stories are powerful teaching tools because they marry information and context. By seeing how the application of law affects characters we know and care about, we become more attune to the potential effects of legal decisions in the real world. The story of Hamsterdam—which is essentially an attempt to transform a black market into a fringe market—presents just such an opportunity. When considering the various dimensions of the fringe economy, life in Hamsterdam imparts three critical insights: (1) Markets arise wherever there exists market demand. -
Religion and Globalization
Religion and Globalization Edited by Ronald A. Simkins and Zachary B. Smith 1. Go Set Africa on Fire? Lessons in Evangelization and Globalization from Early Jesuit Missions in Ethiopia Jay Carney, Creighton University Abstract Despite their central importance for Ignatius of Loyola and the early generations of the Society of Jesus, sixteenth- and seventeenth-century Jesuit missions in Ethiopia are largely unknown in comparison to Jesuit encounters in China, Japan, India, Canada, and South America. This article offers a brief historical overview of these Jesuit Ethiopian missions between 1555 and 1640. The author also highlights six resonances between this early modern story of cross- cultural encounter and twenty-first-century mission and globalization. These include the imagination of a global Islamic menace; the dangers to Christian mission posed by political power and elitist paternalism; the need to envision catholicity as unity in diversity rather than unity in uniformity; the resurgence of religious and cultural traditionalism in the face of cosmopolitan globalization; and the importance to mission of long-term presence. Keywords: Jesuit, Ethiopia, Pedro Páez, globalization, mission 4 Religion and Globalization Introduction My interest in the history of the Jesuits in Ethiopia stems in part from personal factors. In 2013, I helped lead a group of 16 Creighton University undergraduate students to Tanzania. One of the Jesuit scholastics who assisted us was an Ethiopian native. He grew up within a tiny Catholic enclave in a sea of Orthodox Christians and Muslims, and he shared eloquently about the roots of his vocation and the positive influence of Jesuit priests and professors. -
Education, Violence, and Re-Wiring Our Schools Margareth Etienne
University of Chicago Legal Forum Volume 2018 Article 5 2019 Education, Violence, and Re-Wiring Our Schools Margareth Etienne Follow this and additional works at: https://chicagounbound.uchicago.edu/uclf Recommended Citation Etienne, Margareth (2019) "Education, Violence, and Re-Wiring Our Schools," University of Chicago Legal Forum: Vol. 2018 , Article 5. Available at: https://chicagounbound.uchicago.edu/uclf/vol2018/iss1/5 This Article is brought to you for free and open access by Chicago Unbound. It has been accepted for inclusion in University of Chicago Legal Forum by an authorized editor of Chicago Unbound. For more information, please contact [email protected]. Education, Violence, and Re-Wiring Our Schools Margareth Etienne† I. INTRODUCTION Is there a relationship between the education system and the crim- inal justice system? What is the connection between education and criminality? Two theories prevail. Theory I is, simply put, that educa- tion (or school programs) can reduce crime. This common perception is supported by a great deal of research among sociologists and criminol- ogists revealing that better and higher education attainment levels cor- relate with lower criminal behavior. Scholars diverge in their hypothe- ses to explain why this is the case,1 but it is fair to say that education provides opportunities that stem from greater substantive knowledge, hard and soft skills, credentials and greater employment prospects, pro- social attitudes, and positive social networks2 that advance the life pro- spects of young people. With these opportunities, students are less likely to resort to crime for money or social advancement and are more likely to be socialized against the acceptability of resorting to crime.3 In addition to robust evidence of correlation, some scholars argue that they have discovered causal links between education and lower crime levels.4 † Professor of Law and Nancy Snowden Research Scholar, University of Illinois at Urbana- Champaign.