Restorative Justice: the Evidence
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The Little Book of Restorative Justice
The authors THE LITTLE BOOK OF oward Zehr directed the first victim offender conferencing program in the U.S. and is one H of the developers of restorative justice as a concept. His book Changing Lenses: A New Focus for Crime and Justice is considered a classic in the field. His other publications include Doing Life: Reflections of Men and Women Serving Life Sentences, Transcending: Reflections of Crime Victims and The Little Book of Restorative Justice. Forthcoming in fall, 2003, is The Little Book of Family Group Conferences, New Zealand Style (with Allan MacRae). Dr. Zehr is Co-Director of the graduate Conflict Transformation Program at Eastern Mennonite University. From this base he also teaches and practices in the field of restorative justice. Zehr received his M.A. from the University of Chicago and his Ph.D. from Rutgers University. li Gohar worked as Additional Commissioner Social Welfare Cell for Afghan Refugees for A thirteen years. Presently working as Chief Executive, Just Peace International inc. for Afghanistan and Pakistan. Ali Gohar received his MSc in International Relations from Quaid-i-Azam university Islamabad . He completed his second Master in Conflict Transformation as a Fulbright Scholar from Eastern Mennonite University VA, USA. The Pushto, Urdu and Persian (Dari) version of the hand book by the same authors are under publications. [email protected] Ph: ++92 - 91 - 5700724 The authors THE LITTLE BOOK OF oward Zehr directed the first victim offender conferencing program in the U.S. and is one H of the developers of restorative justice as a concept. His book Changing Lenses: A New Focus for Crime and Justice is considered a classic in the field. -
The Australian Context – Restorative Practices As a Platform for Cultural Change in Schools
The Australian Context – Restorative Practices as a Platform for Cultural Change in Schools. Peta Blood Paper presented at the XIV World Congress of Criminology "Preventing Crime & Promoting Justice: Voices for Change" Philadelphia, Pennsylvania, USA August 7-11, 2005 Contact Details: Peta Blood Circle Speak PO BOX 24 Broadway NSW 2007 Australia Ph/Fax: +61 2 9402 1273 Mob: 0418 298 875 Web: www.circlespeak.com.au Email: [email protected] 1 Introduction The implementation of Restorative Practices in Australian schools is moving at a frenetic pace, with practice developing in most states and territories. The quality of that practice and the approach by practitioners is variable, dependent on their background, experience, passion and interest. It is a time where we need to stay open, stay in communication and explore together what assists to build quality practice in an educational context. We have reached tipping point and we need to manage that so that it tilts in the right direction. Poor implementation will have a dramatic effect on how schools view the long term viability of working restoratively. In Australian schools restorative practices is developing a platform for cultural change. To do this requires a broad understanding of the implications of working in a relational context, the layers of implementation and how this contributes to key educational outcomes. Effective implementation of restorative practices requires realignment in thinking and behaviour within the school community. Repairing harm and taking responsibility for behaviour requires that we understand the environment to which we are restoring to and the business that environment is engaged in. -
Three Essays on the Behavioral, Socioeconomic, and Geographic Determinants of Mortality: Evidence from the United Kingdom and International Comparisons
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2016 Three Essays on the Behavioral, Socioeconomic, and Geographic Determinants of Mortality: Evidence From the United Kingdom and International Comparisons Laura Kelly University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Demography, Population, and Ecology Commons, and the Epidemiology Commons Recommended Citation Kelly, Laura, "Three Essays on the Behavioral, Socioeconomic, and Geographic Determinants of Mortality: Evidence From the United Kingdom and International Comparisons" (2016). Publicly Accessible Penn Dissertations. 1806. https://repository.upenn.edu/edissertations/1806 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/1806 For more information, please contact [email protected]. Three Essays on the Behavioral, Socioeconomic, and Geographic Determinants of Mortality: Evidence From the United Kingdom and International Comparisons Abstract This dissertation contains three chapters covering the impact of behavioral, socioeconomic, and geographic determinants of health and mortality in high-income populations, with particular emphasis on the abnormally high mortality in Scotland, and the relative advantages of indirect and direct analyses in estimating national mortality. Chapter one identifies behavioral risk factors underlying mortality variation across small-areas in Great Britain, using the indirect estimation -
Lancaster Castle: the Rebuilding of the County Gaol and Courts
Contrebis 2019 v37 LANCASTER CASTLE: THE REBUILDING OF THE COUNTY GAOL AND COURTS John Champness Abstract This paper details the building and rebuilding of Lancaster Castle in the late-eighteenth and early- nineteenth centuries to expand and improve the prison facilities there. Most of the present buildings in the Castle date from a major scheme of extending the County Gaol, undertaken in the last years of the eighteenth century. The principal architect was Thomas Harrison, who had come to Lancaster in 1782 after winning the competition to design Skerton Bridge (Champness 2005, 16). The scheme arose from concern about the unsatisfactory state of the Gaol which was largely unchanged from the medieval Castle (Figure 1). Figure 1. Plan of Lancaster Castle taken from Mackreth’s map of Lancaster, 1778 People had good reasons for their concern, because life in Georgian gaols was somewhat disorganised. The major reason lay in how the role of gaols had been expanded over the years in response to changing pressures. County gaols had originally been established in the Middle Ages to provide short-term accommodation for only two groups of people – those awaiting trial at the twice- yearly Assizes, and convicted criminals who were waiting for their sentences to be carried out, by hanging or transportation to an overseas colony. From the late-seventeenth century, these people were joined by debtors. These were men and women with cash-flow problems, who could avoid formal bankruptcy by forfeiting their freedom until their finances improved. During the mid- eighteenth century, numbers were further increased by the imprisonment of ‘felons’, that is, convicted criminals who had not been sentenced to death, but could not be punished in a local prison or transported. -
Themes in Criminal Law
THEMES IN CRIMINAL LAW Class activities* Class 1 Jan. 6: Introduction Discussion questions 1. Describe as objectively and exhaustively as possible what happened. 2. What crimes, if any, can you identify? 3. Who committed those crimes? 4. Why do you think the crimes were committed? 5. What was the law enforcement reaction? 6. Do you agree with the law enforcement reaction? Why or why not? Class 2 Jan. 8 Criminal responsibility Socratic dialogue: 1) What is a crime from a legal point of view? 2) What is the theory of offence? What is it for? 3) What are the elements of a crime? 4) What is the actus reus? What are its elements? 5) What are the types of social harm? 6) What is the difference between definitional and underlying social harm? 7) What is mens rea? 8) What are the main types of mens rea? 9) What happens when mens rea is not explicitly included in the definition of the offence? 10) What is a subjective test? What is an objective test? Classes 3, 4 & 5 Jan 13, 15 & 20 Homicides Analyze if there was a crime, who committed the crime, and what type of crime it is. 1. Describe the facts. 2. Was there a crime? If so, what crime/s? If not, why do you think there was no crime? 3. If there was crime, what are its elements? Scenarios Analyze the following scenarios 1. Alex is helping his friend move into a downtown condo. While unloading a large mirror from the moving truck, the bright sunlight hits the mirror and reflects against the 40th floor of the skyscraper across the street which temporarily blinds a window washer and causes him to stumble. -
Ebook Download Seinfeld Ultimate Episode Guide Ebook Free Download
SEINFELD ULTIMATE EPISODE GUIDE PDF, EPUB, EBOOK Dennis Bjorklund | 194 pages | 06 Dec 2013 | Createspace Independent Publishing Platform | 9781494405953 | English | none Seinfeld Ultimate Episode Guide PDF Book Christmas episodes have also given birth to iconic storylines. Doch das vermeintliche Paradies hat auch seine Macken. Close Share options. The count includes both halves of three one-hour episodes, including the finale , and two retrospective episodes, each split into two parts: " The Highlights of ", covering the first episodes; and " The Clip Show ", also known as "The Chronicle", which aired before the series finale. Doch zuerst geht es um ihr eigenes Zuhause: Mobile 31 Quadratmeter werden auf mehrere Ebenen aufgeteilt. December is the most festive month of the year and plenty of TV shows — both new and old — have Christmas-themed episodes ready to rewatch. Spike Feresten. Finden sie ein Haus nach ihrer Wunschvorstellung - in bezahlbar? Main article: Seinfeld season 1. Cory gets a glimpse at what life would be like without Topanga and learns that maybe it's worth making a few compromises. Das Ehepaar hat in der Region ein erschwingliches Blockhaus mit Pelletheizung entdeckt. Doch noch fehlt ein Zuhause. Doch es wird immer schwieriger, geeignete Objekte auf dem Markt zu finden. Sound Mix: Mono. As they pass the time, the pair trade stories about their lives, which ultimately give clues to their current predicament. Was this review helpful to you? Jason Alexander. Favorite Seinfeld Episodes. Schimmel und ein kaputtes Dach sind nur der Anfang. Auch das Wohn-, Ess- und Badezimmer erstrahlen in neuem Glanz. Deshalb bauen die Do-it-yourself-Experten seinen Keller um. -
Court Reform in England
Comments COURT REFORM IN ENGLAND A reading of the Beeching report' suggests that the English court reform which entered into force on 1 January 1972 was the result of purely domestic considerations. The members of the Commission make no reference to the civil law countries which Great Britain will join in an important economic and political regional arrangement. Yet even a cursory examination of the effects of the reform on the administration of justice in England and Wales suggests that English courts now resemble more closely their counterparts in Western Eu- rope. It should be stated at the outset that the new organization of Eng- lish courts is by no means the result of the 1971 Act alone. The Act crowned the work of various legislative measures which have brought gradual change for a period of well over a century, including the Judicature Acts 1873-75, the Interpretation Act 1889, the Supreme Court of Judicature (Consolidation) Act 1925, the Administration of Justice Act 1933, the County Courts Act 1934, the Criminal Appeal Act 1966 and the Criminal Law Act 1967. The reform culminates a prolonged process of response to social change affecting the legal structure in England. Its effect was to divorce the organization of the courts from tradition and history in order to achieve efficiency and to adapt the courts to new tasks and duties which they must meet in new social and economic conditions. While the earlier acts, including the 1966 Criminal Appeal Act, modernized the structure of the Supreme Court of Judicature, the 1971 Act extended modern court structure to the intermediate level, creating the new Crown Court, and provided for the regular admin- istration of justice in civil matters by the High Court in England and Wales, outside the Royal Courts in London. -
Levitt Sample.Qxd
Detailed Table of Contents Foreword xviii Preface xx Acknowledgments xxiv Dedication xxv Section I. Introduction and Overview of Crime and Criminology 1 What Is Criminology? 2 What Is Crime? 2 Crime as a Moving Target 2 Crime as a Subcategory of Social Harms 3 Beyond Social Construction: The Stationary Core Crimes 4 Criminality 5 A Short History of Criminology 6 The Role of Theory in Criminology 8 What Is Theory? 9 How to Think About Theories 10 Ideology in Criminological Theory 11 Connecting Criminological Theory and Social Policy 13 A Brief Word About the Section Readings 15 Summary 16 Key Terms 17 Exercises and Discussion Questions 17 Useful Websites 18 How to Read a Research Article 19 The Use and Usefulness of Criminology, 1751–2005: Enlightened Justice and Its Failures 20 READING 23 1. The Use and Usefulness of Criminology, 1751–2005: Enlightened Justice and Its Failures 23 Lawrence W.Sherman A short history of criminology and a cry to make it useful and experimental. Section II. Measuring Crime and Criminal Behavior 32 Categorizing and Measuring Crime and Criminal Behavior 32 The Uniform Crime Reports: Counting Crime Officially 33 Cleared Offenses 36 Problems With the UCR 36 NIBRS: The “New and Improved”UCR 37 Crime Victimization Survey Data and Their Problems 38 Areas of Agreement Between the UCR and NCVS 40 Self-Reported Crime Surveys and Their Problems 40 The Dark Figure of Crime 41 What Can We Conclude About the Three Main Measures of Crime in America? 43 The FBI’s Ten Most Wanted 43 Summary 44 Key Terms 45 Exercises and Discussion Questions 45 Useful Websites 46 READINGS 46 2. -
In Program Book
!e 16th World Conference of the International Institute for Restorative Practices October 21–23, 2013 | Bethlehem, Pennsylvania, USA A 3-day international gathering of educators, social service providers, criminal justice professionals, researchers & others !e 16th World Conference of the International Institute for Restorative Practices October 21-23, 2013 Bethlehem, Pennsylvania, USA Copyright © 2013 International Institute for Restorative Practices All Rights Reserved Printed in Canada I!"#$!%"&'!%( I!)"&"*"# +'$ R#)"'$%"&,# P$%-"&-#) P.O. Box ../ Bethlehem, PA 01203 USA Restorative Works: What Works, What Doesn’t, How and Why At its 16th World Conference, the International Institute for Re- storative Practices once again welcomes a wide range of presenters who will share their thoughts and experiences with conference a4endees. We all know that restorative practices are having a positive impact in many se4ings, but we are equally aware that we have a lot to learn if we hope to sustain and expand that impact. 5ese gatherings provide for that opportunity. In the spirit of “what works, what doesn’t, how and why,” each morning plenary session will feature a panel of practitioners discussing an area where restorative practices is having a signi6cant impact. 5e panel will give brief presentations about what is working in their 6eld, followed by a discussion that will allow comments from members of the audience. 5e panels are: • Monday: Restorative practices in criminal justice • Tuesday: Restorative practices in schools • Wednesday: Restorative practices in faith communities We also realize that a conference is not just about formal sessions: People need informal opportunities to get to know each other, ask questions and share experiences. -
How Restorative Is Restorative Justice?
How restorative is restorative justice? Dr Martin Wright Visiting Research Fellow, School of Legal Studies, University of Sussex. Paper to conference, Quali prospettive per la mediazione? Riflessioni teoretiche ed esperienze operative (What prospects for mediation? theoretical reflections and practice), Museo Criminologico, Rome, 20-21 April 2001. There are certain things which we take for granted: 1) that crime is an offence against the state 2) that people who commit crimes should be punished 3) that punishment is a responsibility and a monopoly of the state 4) that the decisions about how to deal with offenders should be taken by state officials through a formal legal process. What is remarkable about RJ is that it challenges all these assumptions: it views crime not as an offence against the State but as an injury to people and relationships. Instead of punishing offenders, justice involves repairing harm caused by crime. The victim and the offender can take an active part in the process. The community can support the victim and help the offender to fulfil any agreement he has made about reparation. In the conventional system the victim and the offender are not able to tell the story of what happened in their own way, much less to communicate with each other. The damaging potential of the system is well known. It is aggravated by the fact that the system focuses on its objective - to determine guilt or innocence and decide on a sanction - and does not consider the effect of the process on the participants. Restorative justice, instead of taking the whole matter out of their hands, offers both victim and offender the chance to discuss it and decide how to resolve it, through victim/offender mediation, or an extension of this known as ‘conferencing’, in which victims and offenders are invited to include their extended families. -
CPS Sussex Overall Performance Assessment Undertaken August 2007
CPS Sussex Overall Performance Assessment Undertaken August 2007 Promoting Improvement in Criminal Justice HM Crown Prosecution Service Inspectorate CPS Sussex Overall Performance Assessment Undertaken August 2007 Promoting Improvement in Criminal Justice HM Crown Prosecution Service Inspectorate CPS Sussex Overall Performance Assessment Report 2007 ABBREVIATIONS Common abbreviations used in this report are set out below. Local abbreviations are explained in the report. ABM Area Business Manager HMCPSI Her Majesty’s Crown Prosecution Service Inspectorate ABP Area Business Plan JDA Judge Directed Acquittal AEI Area Effectiveness Inspection JOA Judge Ordered Acquittal ASBO Anti-Social Behaviour Order JPM Joint Performance Monitoring BCU Basic Command Unit or Borough Command Unit LCJB Local Criminal Justice Board BME Black and Minority Ethnic MAPPA Multi-Agency Public Protection Arrangements CCP Chief Crown Prosecutor MG3 Form on which a record of the CJA Criminal Justice Area charging decision is made CJS Criminal Justice System NCTA No Case to Answer CJSSS Criminal Justice: Simple, Speedy, NRFAC Non Ring-Fenced Administrative Summary Costs CJU Criminal Justice Unit NWNJ No Witness No Justice CMS Case Management System OBTJ Offences Brought to Justice CPIA Criminal Procedure and OPA Overall Performance Assessment Investigations Act PCD Pre-Charge Decision CPO Case Progression Officer PCMH Plea and Case Management Hearing CPS Crown Prosecution Service POCA Proceeds of Crime Act CPSD CPS Direct PTPM Prosecution Team Performance CQA Casework -
Restorative Justice in Schools in Australia and New Zealand – What Progress?1
KEEPING THEM CONNECTED: Restorative JUSTICE IN SCHOOLS IN AUSTRALIA AND NEW ZEALAND – WHat PROGRESS?1 SALLY VARNHAM† UNIVERSITY.OF TECHNOLOGY,.sYDNEY, AUSTRALIA The traditional response of schools to school discipline is based on the retributive approach which has long characterised the criminal justice system. Research now indicates that this approach generally fails to satisfy the victim, the offender and the community. In the context of criminal offending, attention is increasingly being paid to the application of restorative practices. In New Zealand the restorative justice model has been operating since 1989 for youth offending and is now being implemented in the context of adult offending also. The Australian states and territories are following to varying degrees. Restorative practices move the focus from punishing the offender to requiring them to take responsibility for their actions. Because of this focus they are not seen as a ‘soft option’, and there are many indications of their success. Many schools are now applying this model to school discipline. A variety of different practices are being employed to keep young people in school and connected with the education process, while still not compromising school safety. This article explores the incorporation of restorative practices as alternative and proactive responses to behavioural problems within some Australian and New Zealand schools. The focus here is on particular restorative practices with the acknowledgement that there is a much wider picture which involves changes in school cultures to embrace, in a practical manner, principles of citizenship and democracy. This concept is the subject of significant research which is discussed by the author in a previous article.2 1..iNTRODUCTION By taking the culprit out of the neighbourhood or school community (by imprisonment, or expulsion/suspension) we think we have removed the problem.