 Critique a given scenario utilizing the concepts presented in class.
 Assess a given scenario and formulate an action plan consistent with the concepts presented in class.

We hold these truths to be self evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are
Life, Liberty, and the pursuit of happiness.
http://media.photobucket.com/image/we%20hold%20these%20truths%20to%20be%20self%20evident/lifeisverygood/flag.jpg

 Constructs of a civilized society, by those in authority
 Vested interest in status quo
 Law enforcement are agents of the government

A term that describes the way government and other public and private institutions systematically afford the majority class an array of social, political and economic advantages, simply because they are a member of the majority class, while marginalizing and putting at a disadvantage the minority class.
Photo from http://bigmikescience.files.wordpress.com/2008/07/help-wanted-jim-crow.jpg

Era of “Jim Crow” 1877 to mid-1960s
Plessy v. Ferguson (1896)
3,440 known lynchings of black men and women from 1882 to 1968 http://www.frsd.k12.nj.us/jplmc/library_misc/teachers/jim_crow.jpg

One-half of lynchings involved police participation
9 out of 10 of the remaining lynchings officers either condone or “wink” at the action
From 1898 to 1943 in almost every race riot, police sided with the attackers by actual participation or failing to act http://media.photobucket.com/image/we%20hold%20these%20truths%20to%20be%20self%20evident/lifeisverygood/flag.jpg Photograph from Bettman/Corbis

 1865 to 1967 more than 400
State laws, Constitutional amendments, and city ordinances legalizing discrimination were passed
 ALL states except Hawaii passed laws discriminating against ALL minority groups including
African Americans, Asians, and
Native Americans http://static.howstuffworks.com/gif/civil-rights-movement-3.jpg

 Prior to 1899 there was no separate justice system for juveniles
 Juveniles prior to 1899 were treated the same as others within the criminal justice system http://www.splcenter.org/images/dynamic/main/pipeline285liss.jpg

 Chicago Reform Movement-1899
 Identify cause and administer rehabilitation
 Varied from criminal justice system in language of proceedings and rights
 Until the United States Supreme
Court’s review in the mid-1960s there was no major review of the system

 1974 the Juvenile Justice Delinquency
Prevention Act



Outlined core protections
Required states to remove noncriminal status offenders from secure custody
Amendments included:
 Sight and sound separation
 Removal from adult jails
 Disproportionate confinement issues http://www.blogtalkradio.com/pics/hostpics/bd449c1c-b5cf-4481-be54-ab63c8e71507Behind%20Bars%20Prisoner%20cu.jpg

Photo from: http://img.timeinc.net/time/daily/2009/0903/juvenile
_jail_0320.jpg
51 Individual systems
 Each has varying:


Case processing procedures
Jurisdictions
 Correctional methods

 In 2008 received 38,901 delinquency complaints
 In 2008 received 4,896 status offense complaints http://newsblog.projo.com/archives/ceevacuation.jpg

1. Define Problem
7. Evaluate
Decision
2. Identify
Objectives
6 . Implement
Decision
5. Make Decision
4. Evaluate
Consequences
3. Identify Solutions and Alternatives

Difference between
Expected/Desired and Actual
How the problem is defined determines causes and where to look for available solutions

 Objectives are the desired outcomes
 Directly related to the defined problem
 Short-term is immediate and specific
 Long-term is persistent and broad
 Decision point within the system may affect identified objectives

 Solutions/alternatives are directly influenced by prior steps
 Be open to new options
 No less than three (3) solutions
 Ideally all solutions should be identified
 Realistically, five (5) solutions should be considered

 Identify positive and negative aspects of each solution/alternative
 Limit personal perceptions, biases, and predispositions
 Evaluate the probability of the desired result
 More facts means it is more likely the desired outcome will be realized

Steps one through four may be assessed differently based on stakeholder’s interest
Interests may be competing with multiple stakeholders

Action itself is the first real tangible step toward the desired outcome.

Evaluation of the decision and outcome is the bridge to the next decision
Focus should be on whether the desired outcome is realized
Has the desired outcome changed or are there more options now, thus resulting in the need for the cycle to begin again?

Is the decision consistent with policies and procedures?
Is the decision acceptable according to applicable laws and regulations?
Does it conform to universal principles and values?
EPIC is a good acronym to use for universal values:
Empathy, Patience, Integrity, and Courage
Does the decision meet my personal definition of right, good, and fair?

 Critique a given scenario utilizing the concepts presented in class.
 Assess a given scenario and formulate an action plan consistent with the concepts presented in class.