Welcome Transfer Students

Office of Academic Services website Welcome to Rutgers and to the Program in Criminal Justice! We recommend first viewing this short PowerPoint presentation, which gives you a general overview of the Program, our major, how courses are coded, and the course registration process: Please Click Here.   Our approach to the study of crime and justice administration blends a liberal arts education with pre-professional training. Courses cover the theory and practice of social control, encouraging students to consider practical concerns of management, the challenges of setting policy, the unintended consequences of existing institutional arrangements, and so much more. Throughout our curriculum, we aim to prepare our graduates for the workforce or advanced study by developing the skills of critical thinking and factual inquiry, as well as an understanding and appreciation for the legal, political, and social contexts affecting criminal justice systems in the United States and around the world. We expect our students to take full advantage of the strengths of a premier research university. Our faculty are drawn from a wide range of disciplines in the humanities, social sciences, and sciences. In fact, many of them have faculty appointments in other departments, including Philosophy, Economics, Anthropology, Law, and Sociology. In addition, majors in Criminal Justice are expected to take courses in other departments to satisfy thematic requirements and, in the case of the forensics course, substantial scientific pre-requisites. Recent graduates have coupled the criminal justice major with another major or minor in Psychology, Political Science, Chemistry, or foreign language. The opportunities for defining your own specialization within Rutgers are nearly limitless. The Office of Academic Services has a wealth of information available to transfer students from all types of backgrounds—community colleges, both in-state and out-of-state, 2-year colleges that award an Associate’s degree, general 4-year colleges and universities, and even school-to-school transfers from other Rutgers campuses.   All transfer students new to Rutgers should be sure to attend a STAR Day which serves as orientations for transfer students and are usually hosted throughout the summer. For those entering in the Spring term, there are 1-2 STAR Days hosted during the winter break. STAR Days stand for “Students in Transition Advising and Registration Days.” The day generally begins around 9:00am and ends approximately 4:00pm. The day is geared to disseminate a wealth of information regarding the School of Arts and Sciences program at Rutgers, tutorials on how to use Degree Navigator and WebReg (the course registration system). Students will have the opportunity to attend presentations by various academic departments, as well as to meet with academic advisors who will assist students with registering for courses.   Summer STAR Day dates will be mailed to you in late spring.  Registration is mandatory.  The Transfer Center will send all admitted students an email with an invitation to register for a STAR Day.   Transfer Courses   If you are a new transfer student, all of the courses you have taken at your previous institution will be evaluated by the staff in the Transfer Center within the first several weeks after you accept your offer of admission. They will decide whether a course is able to transfer with appropriate credit(s), or whether a course is not able to transfer. All courses eligible for transfer must have earned a grade of “C” or better. Any course earning below a “C” (2.00) will not be transferred. Moreover, all transfer courses that successfully transfer will appear on your Rutgers transcripts as earning credit, but no grades will appear for these transfer courses. Transfer course(s) grades will not be included in the Rutgers cumulative grade-point average. [Similarly, the Program in Criminal Justice does not factor in transfer course(s) grades into the major GPA for Criminal Justice.]   When you attend a STAR Day, you will receive a Transfer Summary Evaluation which will list every course you have submitted for transfer, and whether or not you earned credit for them. Each course that successfully transfers credit will also be assigned a specific coding. Codes match to the School of Arts and Sciences (01), the department of which the course is matched with (such as 202 for Criminal Justice), and then the last digits are matched to a specific course (if there is an equivalence, such as 201 for Introduction to Criminal Justice). The resulting code for this particular course would be 01:202:201. Please see the PowerPoint slides in this section [above] to learn more about how courses are coded at Rutgers.   It is possible that you might earn credits for a course that transferred, and is assigned a generic coding of TR:T01:EC. This is a generic coding assigned to transfer courses that do not have a direct equivalent to a course offered at Rutgers. What does this mean? This means that you have been awarded credits for the course that transferred and will count toward the 120 you need to graduate; however, these credits are not able to be used toward a major, minor, or Core requirements. If you believe that that a course that has been assigned the TR:T01: EC coding might match an equivalent course in a department, you will need to bring a copy of the syllabus from that course, and you must fill out a Departmental Transfer Evaluation Form to the related department academic advisor and ask for a review. If the advisor determines the course is equivalent to a Rutgers course they will fill out the form, which then needs to be submitted to any of the S.A.S. Advising Centers.   Limits on Transfer Credits The following limits are set on the maximum number of degree credits transferrable into the School of Arts and Sciences: No more than 60 credits from two-year institutions, no more than 90 credits from four-year institutions, and no more than 12 of the last 42 credits earned for the degree may be transfer credits. A maximum of 90 credits may be transferred from any combination of two- and four-year institutions. Once a student has transferred to Rutgers University and if the student has received the maximum number of credits from a two-year institution, then he/she may not take additional courses at a two-year institution for transfer credit at Rutgers. Students may also not decline previously awarded credit in exchange for additional transfer credit. This applies for students awarded the maximum amount of credits from a four-year institution as well. The Program in Criminal Justice does not accept credit for Winter session courses. The Program in Criminal Justice also does not accept credits earned for internships as transfer credits  Online courses that are submitted for transfer evaluation and any other courses that were not offered in traditional classroom format will be awarded transfer credit only upon evaluation and recommendation from individual academic departments. Extension, professional, military technical training, and continuing education courses typically have informal or no prerequisites and are designed to provide discrete, targeted knowledge rather than being a part of a broader liberal arts curriculum. As such, many of these courses are not awarded credit in S.A.S. unless they are clearly equivalent to courses that are already offered. Students doing a School-to-School transfer are subject to restrictions on the maximum number of credits that the Program in Criminal Justice will accept to count towards the C.J. major. Students transferring from Newark or from Camden will be allowed to use approximately 9 transfer credits to count toward the Criminal Justice major. For more information about School-to-School transfers, please see the appropriate section below.   Transfer from New Jersey Community Colleges In the case of students who apply and are admitted directly to S.A.S. after successfully completing an associate degree (A.A. or A.S.) transfer program at any public New Jersey county or community college that conforms with the statewide transfer agreement, credits taken at the community college awarding the degree and required for that degree program are accepted for transfer credit, up to a total of 60 credits. This excludes transfer credits accepted by the community college from other institutions, credits earned by examination, credits in physical education, and course equivalent to non-credit courses offered by S.A.S. Credits earned beyond the requirements for the degree program are evaluated on a course-by-course basis. Transfer credits from New Jersey county or community colleges for students who did not earn an associate degree conforming with statewide transfer agreement are considered under general transfer policies. Credits earned at another college after receiving an associate degree from a New Jersey county or community college are considered under general transfer policies as well. For those students transferring from New Jersey community colleges, be sure to access NJTransfer.org for a wealth of information; furthermore, this website has a section where you can go to evaluate how your courses are going to transfer to Rutgers. To evaluate how your courses would transfer, click here.  School-to-School Transfer from Newark or Camden   Currently enrolled undergraduate students working toward a degree who wish to apply for admission to another school within the university should submit the online School-to-School Transfer Application. The following eligibility requirements must be met: You want to transfer between Camden, Newark, or New Brunswick. You want to transfer from one of the professional schools to a liberal arts school or from a liberal arts school to a professional school. If you are considering a School-to-School transfer, please review the website of your prospective school. For a list of schools and colleges, go here: Rutgers University Colleges and Schools.   STAR Days are not geared for school-to-school transfer students; rather, students transferring from Camden or Newark should contact the Transfer Center directly to get situated with new registration procedures, help with selecting courses, and to learn more about general education requirements/CORE’s. Moreover, school-to-school transfer students are welcome to contact us directly in order to set up an advising appointment to discuss the C.J. major, its requirements, and for help registering for C.J. courses, specifically: email us.   For questions on transferring into the School of Arts and Sciences from within another unit at Rutgers, please see the FAQ’s below. If you have a question not answered below, contact the Transfer Office at schooltoschool@sas.rutgers.edu.   Frequently Asked Questions:     Students applying from one of the New Brunswick professional schools (the College of Nursing, Mason Gross School of the Arts, the School of Engineering, School of Environmental and Biological Sciences, or the Ernest Mario School of Pharmacy) must have completed by the end of the semester in which they are applying: 12 degree credits a Rutgers cumulative grade-point average of at least 2.000 Expository Writing (01:355:101) or an acceptable equivalent course with a grade of “C” or better at least two years of one foreign language in high school (or one year in college). Students currently in either of the degree completion programs offered through the School of Management and Labor Relations or the Bloustein School of Planning and Public Policy are not eligible to transfer to the School of Arts and Sciences.   Students applying from Rutgers-Newark and Rutgers-Camden (Newark College of Arts and Sciences, Camden College of Arts and Sciences, and Newark and Camden University Colleges) must have completed by the end of the semester in which they are applying: at least two semesters, including the current semester, as students in their present school or college at Rutgers University. a Rutgers cumulative grade-point average of 3.000 English Composition I and II (Camden: 50:350:101 and 50:350:102) (Newark: (21:355:101 and 21:355:102) or acceptable equivalent courses with grades of “C” or better at least two years of one foreign language in high school (or one year in college). Fall term admission – June 1st Spring term admission – December 1st No, students may apply to only one school. No, if you meet the qualifications, you will be admitted.  No, students must complete all admissions requirements by the end of the semester in which they are applying.    Yes, your transcript will be evaluated in accordance with SAS policy and procedure. You may lose Rutgers credit and/or transfer credit. Example #1: S.A.S. does not award credit for college-level algebra courses; therefore, credit for algebra courses will be removed for all students transferring into SAS. Example #2: S.A.S. does not award credit for elementary foreign languages if the student has studied the same language in high school for two years; therefore, credit for elementary languages may be removed.   Yes, please fill out and submit the Transfer Preapproval Form. Please indicate that you are a school-to-school applicant on the top of the form. You can find more information about petitions for preapproval down below in the appropriate section.   Please write to schooltoschool@sas.rutgers.edu.   Upon successful completion of the course itself—and upon successful transfer of those grades after evaluation by the Transfer Office—grades are posted to your transcript as any other course. The coding of the course will remain with its original Newark/Camden code and that does not change. For major purposes, Degree Navigator will pick up the course with its Newark or Camden coding and count it towards the appropriate requirement of the C.J. major. If for some reason Degree Navigator does not automatically pick up a Newark/Camden course, please contact the Academic Advisor who will manually edit Degree Navigator so that it reflects the appropriate course(s).   To find a list of Newark and Camden courses and what requirements of the C.J. major those courses satisfy, please visit the Transfer Courses section of our website. The list for Newark and Camden courses do not reflect coding changes; rather, the list shows what requirements of the C.J. major courses will satisfy. [Lists are not exhaustive, and are often changing as courses are being added or removed.]   ***Students transferring from Newark or from Camden will be allowed to use approximately 9 transfer credits to count toward the Criminal Justice major.*** {/sliders} High School Coursework  Under New Jersey state law, certain approved courses in high school may be taken for college credit. Students should consult with an advisor to determine if these courses qualify for credit at S.A.S., and actually provide an adequate background as a prerequisite to the next level of coursework. Additional information governing the transfer of college credits earned while still in high school can be found on the Office of Academic Services website. Please note that for courses taken at New Jersey community colleges while the student is still in high school or courses taken at the high school and recorded on a college transcript, njtransfer.org can not be used to determine course equivalencies. Some courses with Rutgers equivalents in njtransfer.org may transfer as elective credit or may not even transfer at all if taken while the student was in high school. It is important to send all transcripts to the Office of Academic Services for a complete evaluation. For students who complete courses in high school that are reported on a college transcript, a maximum of 16 credits may transfer, with no more than two courses in a given semester. For questions about dual enrollment credits, please contact the S.A.S. First Year advising office at frosh@sas.rutgers.edu or (848) 445-8888. Transfer of Credit Evaluation Appeals Transfer Evaluation Appeals for Students Transferring from New Jersey Community Colleges:  Students who wish to appeal their New Jersey Community College transfer evaluation to the School of Arts and Sciences must do so within 30 days of receiving their official Transfer Summary Report.  Students should first refer to NJTransfer.org to determine the proper evaluation of any given course offered at a New Jersey Community College. If the transfer evaluation and NJTransfer.org are in disagreement the student should notify the S.A.S. Transfer Center via email at transfers@sas.rutgers.edu. The email should include the student name, RUID, and the specific information detailing the error. All clerical errors will be corrected promptly and the student will be notified by return email within 30 days. If the student is appealing the nature of the evaluation as correctly stated on NJTransfer.org, the student shall submit a completed copy of the Transfer Course Departmental Evaluation Form with an attached syllabus of the course in question to the undergraduate director OR the academic advisor of the specific academic department in which transfer credit is sought. If the department agrees that the evaluation for the course needs to be updated, they will notify the S.A.S. Transfer Center. Upon such written notification, NJTransfer.org will be updated appropriately and the student’s record will be adjusted accordingly within 30 days of receipt of notification from the academic department. Transfer Evaluation Appeals for Students Transferring from Schools Other than New Jersey Community Colleges: Students shall submit a completed copy of the Transfer Course Departmental Evaluation Form with an attached syllabus of the course in question to the undergraduate director OR the academic advisor of the specific academic department in which transfer credit is sought. If the department agrees that the evaluation for the course needs to be updated, the student’s record will be adjusted accordingly within 30 days of receipt of notification from the academic department. Transfer Student Resources Students in Transition Seminar and Passport Events: The Students in Transition Seminars (STS) are one-credit courses that serve as a personal GPS system in order to navigate the University, the School of Arts and Sciences, and the services that S.A.S. provides. Course Objectives: Help transfer students to make a smooth transition to Rutgers Provide the information and self-assessment skills necessary to facilitate successful academic performance and to address developmental needs during the first term Begin the development of necessary information technology skills and provide an introduction to the computer resources available at Rutgers Provide students with information about the services available at the College that will ensure academic success Promote the student's successful connection with the institution academically and socially Every transfer student will be registered in a transition seminar during their first semester. Transfer students also receive Transfer Passports. Passport events are listed with dates, times, and locations in the passport each semester. Events which require registration are available at the STS Passport Event Registration Site.    Transfer Student Success Guide: What is Transfer Shock? As a transfer student, you might think you know all about college-level courses. However, unless you have attended a large research university like Rutgers—and even if you have—you may suddenly find yourself feeling overwhelmed. If so, you are not alone. You are suffering from what is commonly referred to as "transfer shock," and because of it, many transfer students do not do as well academically in their first or second semesters at Rutgers as they did at their previous school. In addition, Rutgers itself can be difficult to navigate as it is comprised of an array of schools, campuses, departments, and pre-professional programs.   To check out some tips on how to beat “transfer shock,” go to the Transfer Student Success Guide website.    Visiting Campus: Looking to visit any of the New Brunswick campuses? Head over to the Undergraduate Admissions website to learn how to visit campus and to take a tour.    We encourage you to explore our website as you will find a wealth of information relating to all aspects of the program, Rutgers as a whole, and the School of Arts and Sciences as well. Learn more about our faculty and our lecturers who come from a wide variety of backgrounds, fields, and research interests: you can explore what they have been up to beyond Rutgers and their scholarly accomplishments.   You can learn more about our program’s history, our major and its requirements, and you might also like to peruse our course offerings. We also have a lot of information on our website regarding internships and independent study, as well as job postings and career information.   Last but not least, our department news section both give an overview of various “goings-on” at the Program in Criminal Justice.   Want to get an idea of what life is like at Rutgers?  Head over to the Rutgers Student Blogs website to read through the experiences of various Rutgers students from different backgrounds. Looking to visit any of the New Brunswick campuses?  Head over to the Undergraduate Admissions website to learn how to visit campus and to take a tour.   Parents are encouraged to be involved with Rutgers and the journey through the college experience.  Rutgers offers many Parent and Family Programs, as well as many opportunities and events to keep parents involved with the Rutgers community.  Check out their website for a wealth of information on how to get involved and join the parent's community: Parent and Family Programs website.   If you have any further questions, please do not hesitate to reach out to us via email by contacting us at major@crimjust.rutgers.edu.  

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Hollowing Out the Middle

Hollowing Out the Middle: The Rural Brain Drain and What it Means for America Beacon Press, 2010 Edited by: Maria F. Kefalas and  In 2001, with funding from the MacArthur Foundation, sociologists Patrick J. Carr and Maria J. Kefalas moved to Iowa to understand the rural brain drain and the exodus of young people from America’s countryside. They met and followed working-class “stayers”; ambitious and college-bound “achievers”; “seekers,” who head off to war to see what the world beyond offers; and “returners,” who eventually circle back to their hometowns. What surprised them most was that adults in the community were playing a pivotal part in the town’s decline by pushing the best and brightest young people to leave. In a timely, new afterword, Carr and Kefalas address the question “so what can be done to save our communities?” They profile the efforts of dedicated community leaders actively resisting the hollowing out of Middle America. These individuals have creatively engaged small town youth—stayers and returners, seekers and achievers—and have implemented a variety of programs to combat the rural brain drain. These stories of civic engagement will certainly inspire and encourage readers struggling to defend their communities. http://www.amazon.com/Hollowing-Out-Middle-Rural-America/dp/0807006149/ref=sr_1_1?s=books&ie=UTF8&qid=1345663665&sr=1-1&keywords=Hollowing+Out+the+Middle%3A+The+Rural+Brain+Drain+and+What+it+Means+for+America

Clean Streets

Clean Streets: Controlling Crime, Maintaining Order and Building Community Activism NYU Press, 2005 By:  With the close proximity of gangs and the easy access to drugs, keeping urban neighborhoods safe from crime has long been a central concern for residents. In Clean Streets, Patrick Carr draws on five years of research in a white, working-class community on Chicago’s South side to see how they tried to keep their streets safe. Carr details the singular event for this community and the resulting rise of community activism: the shootings of two local teenage girls outside of an elementary school by area gang members. As in many communities struck by similar violence, the shootings led to profound changes in the community's relationship to crime prevention. Notably, their civic activism has proved successful and, years after the shooting, community involvement remains strong. Carr mines this story of an awakened neighborhood for unique insights, contributing a new perspective to the national debate on community policing, civic activism, and the nature of social control. Clean Streets offers an important story of one community's struggle to confront crime and to keep their homes safe. Their actions can be seen as a model for how other communities can face up to similarly difficult problems. http://www.amazon.com/Clean-Streets-Controlling-Maintaining-Perspectives/dp/0814716636/ref=sr_1_1?s=books&ie=UTF8&qid=1345663612&sr=1-1&keywords=Clean+Streets%3A+Controlling+Crime%2C+Maintaining+Order+and+Building+Community+Activism

Theories of Crime

Theories of Crime: A Reader Allyn & Bacon, 2002 Edited by: Claire M. Renzetti, Daniel J. Curran, and  Designed as a stand-alone or for use with Curran & Renzetti's Theories of Crime, 2/e (Allyn & Bacon, © 2001), this reader contains excerpts from criminologists' writings on many of the most recent sociological, biological, and psychological theories of crime. Editors Renzetti, Curran, and Carr have compiled one of the most thorough books on the market in terms of presenting diverse theoretical perspectives. They offer introductions to each theory, briefly outlining the theory's strengths and weaknesses, and provide a set of discussion questions at the end of each theory. Excerpted readings were chosen for their accessibility to all students. http://www.amazon.com/Theories-Crime-Claire-M-Renzetti/dp/0205361013/ref=sr_1_1?s=books&ie=UTF8&qid=1345663461&sr=1-1&keywords=Theories+of+Crime%3A+a+reader

Coming of Age in America

Coming of Age in America: The Transition to Adulthood in the Twenty-First Century University of California Press, 2011 Edited by: Mary C. Waters, Maria F. Kefalas, and Jennifer Holdaway and What is it like to become an adult in twenty-first-century America? This book takes us to four very different places--New York City, San Diego, rural Iowa, and Saint Paul, Minnesota--to explore the dramatic shifts in coming-of-age experiences across the country. Drawing from in-depth interviews with people in their twenties and early thirties, it probes experiences and decisions surrounding education, work, marriage, parenthood, and housing. The first study to systematically explore this phenomenon from a qualitative perspective, Coming of Age in America offers a clear view of how traditional patterns and expectations are changing, of the range of forces that are shaping these changes, and of how young people themselves view their lives. http://www.amazon.com/Coming-Age-America-Transition-Twenty-First/dp/0520270932/ref=sr_1_2?ie=UTF8&qid=1346093494&sr=8-2&keywords=coming+of+age+in+america

Illusions of Justice

Illusions of Justice: Human Rights Violations in the United States University of Iowa Working in Welfare, 1979 By Lennox S. Hinds http://www.amazon.com/Illusions-Justice-Rights-Violations-United/dp/0934936005/ref=sr_1_1?s=books&ie=UTF8&qid=1345663507&sr=1-1&keywords=hinds%2C+lennox

Divergent Social Worlds

Divergent Social Worlds: Neighborhood Crime and the Racial-Spatial Divide Russell Sage Foundation, 2010 By Ruth D. Peterson and  http://www.amazon.com/Divergent-Social-Worlds-Neighborhood-Racial-Spatial/dp/0871546930/ref=sr_1_1?ie=UTF8&qid=1345663825&sr=8-1&keywords=Divergent+Social+Worlds%3A+Neighborhood+Crime+and+Racial-Spatial+Divide

The Many Colors of Crime

The Many Colors of Crime: Inequalities of Race, Ethnicity, and Crime in America NYU Press, 2006 Edited by: Ruth D. Peterson, John Hagan and   In this authoritative volume, race and ethnicity are themselves considered as central organizing principles in why, how, where and by whom crimes are committed and enforced. The contributors argue that dimensions of race and ethnicity condition the very laws that make certain behaviors criminal, the perception of crime and those who are criminalized, the determination of who becomes a victim of crime under which circumstances, the responses to laws and crime that make some more likely to be defined as criminal, and the ways that individuals and communities are positioned and empowered to respond to crime. Contributors: Eric Baumer, Lydia Bean, Robert D. Crutchfield, Stacy De Coster, Kevin Drakulich, Jeffrey Fagan, John Hagan, Karen Heimer, Jan Holland, Diana Karafin, Lauren J. Krivo, Charis E. Kubrin, Gary LaFree, Toya Z. Like, Ramiro Martinez, Jr., Ross L. Matsueda, Jody Miller, Amie L. Nielsen, Robert O'Brien, Ruth D. Peterson, Alex R. Piquero, Doris Marie Provine, Nancy Rodriguez, Wenona Rymond-Richmond, Robert J. Sampson, Carla Shedd, Elizabeth Trejos-Castillo, Avelardo Valdez, Alexander T. Vazsonyi, Mar'a B. Vélez, Geoff K. Ward, Valerie West, Vernetta Young, Marjorie S. Zatz. http://www.amazon.com/Many-Colors-Crime-Inequalities-Perspectives/dp/0814767206/ref=sr_1_1?s=books&ie=UTF8&qid=1345663853&sr=1-1&keywords=The+Many+Colors+of+Crime%3A+Inequalities+of+Race%2C+Ethnicity%2C+and+Crime+in+America

The Perils of Federalism

The Perils of Federalism: Race, Poverty, and the Politics of Crime Control Oxford University Press, 2010 By:  Much of the existing research on race and crime focuses on the manipulation of crime by political elites or the racially biased nature of crime policy. In contrast, Lisa L. Miller here specifically focuses on political and socio-legal institutions and actors that drive these developments and their relationship to the politics of race and poverty; in particular, the degree to which citizens at most risk of victimization--primarily racial minorities and the poor--play a role in the development of political responses to crime and violence. Miller begins her study by providing a detailed analysis of the narrow and often parochial nature of national and state crime politics, drawing a sharp contrast to the active and intense local political mobilization on crime by racial minorities and the urban poor. In doing so, The Perils of Federalism illustrates the ways in which the structure of U.S. federalism has contributed to the absence of black and poor victims of violence from national policy responses to crime and how highly organized but narrowly focused interest groups, such as the National Rifle Association, have a disproportionate influence in crime politics. Moreover, it illustrates how the absence of these groups from the policy process at other levels promotes policy frames that are highly skewed in favor of police, prosecutors, and narrow citizen interests, whose policy preferences often converge on increasing punishments for offenders. Ultimately, The Perils of Federalism challenges the conventional wisdom about the advantages of federalization and explains the key disadvantages that local communities face in trying to change policy. http://www.amazon.com/The-Perils-Federalism-Poverty-Politics/dp/0199757224/ref=la_B001JRYSYM_1_1?ie=UTF8&qid=1345664508&sr=1-1

The Politics of Community Crime Prevention

The Politics of Community Crime Prevention: Implementing Operation Weed and Seed in Seattle Ashgate Pub Ltd, 2001 By:  An exploration of the complex and often striking differences between national and local perspectives, particularly those of racial minorities, on crime prevention and the role that community residents should play in prevention programmes. This text examines the implementation of a Justice Department anti-crime programme, entitled "Operation Weed and Seed", in two Seattle neighbourhoods between 1993 and 1997. It provides a comprehensive analysis of the struggle of the local residents to redefine the crime problem and their role in addressing that problem, and looks at the intricacies of the struggle for control between community groups, policy makers and law enforcers over goals and strategies of crime prevention. http://www.amazon.com/Politics-Community-Crime-Prevention-Implementing/dp/0754621405/ref=sr_1_1?s=books&ie=UTF8&qid=1345664589&sr=1-1&keywords=The+Politics+of+Community+Crime+Prevention%3A+Implementing+Weed+and+Seed+in+Seattle

Prison State

Prison State: The Challenge of Mass Incarceration Cambridge University Press, 2008 By Bert Useem and  Within the past 25 years, the prison population in America shot upward to reach a staggering 1.53 million by 2005. This book takes a broad, critical look at incarceration, the huge social experiment of American society. The authors investigate the causes and consequences of the prison buildup, often challenging previously held notions from scholarly and public discourse. By examining such themes as social discontent, safety and security within prisons, and impact on crime and on the labor market, Piehl and Useem use evidence to address the inevitable larger question, where should incarceration go next for American society, and where is it likely to go? http://www.amazon.com/Prison-State-Challenge-Incarceration-Criminology/dp/0521713390/ref=sr_1_1?s=books&ie=UTF8&qid=1345663954&sr=1-1&keywords=Prison+State%3A+The+Challenge+of+Mass+Incarceration

Crimes of Power & States of Impunity

Crimes of Power & States of Impunity: The U.S. Response to Terror Rutgers University Press, 2009 By:  Since 9/11, a new configuration of power situated at the core of the executive branch of the U.S. government has taken hold. In Crimes of Power & States of Impunity, Michael Welch takes a close look at the key historical, political, and economic forces shaping the country's response to terror. Welch continues the work he began in Scapegoats of September 11th and argues that current U.S. policies, many enacted after the attacks, undermine basic human rights and violate domestic and international law. He recounts these offenses and analyzes the system that sanctions them, offering fresh insight into the complex relationship between power and state crime. Welch critically examines the unlawful enemy combatant designation, Guantanamo Bay, recent torture cases, and collateral damage relating to the war in Iraq. This book transcends important legal arguments as Welch strives for a broader sociological interpretation of what transpired early this century, analyzing the abuses of power that jeopardize our safety and security. http://www.amazon.com/Crimes-Power-States-Impunity-Response/dp/0813544351/ref=sr_1_1?ie=UTF8&qid=1345664139&sr=8-1&keywords=Crimes+of+Power+%26+States+of+Impunity%3A+The+U.S.+Response+to+Terror

Scapegoats of September 11th

Scapegoats of September 11th: Hate Crimes and State Crimes in the War on Terror Rutgers University Press, 2006 By:  From its largest cities to deep within its heartland, from its heavily trafficked airways to its meandering country byways, America has become a nation racked by anxiety about terrorism and national security. In response to the fears prompted by the tragedy of September 11th, the country has changed in countless ways. Airline security has tightened, mail service is closely examined, and restrictions on civil liberties are more readily imposed by the government and accepted by a wary public. The altered American landscape, however, includes more than security measures and ID cards. The country's desperate quest for security is visible in many less obvious, yet more insidious ways. In Scapegoats of September 11th, criminologist Michael Welch argues that the "war on terror" is a political charade that delivers illusory comfort, stokes fear, and produces scapegoats used as emotional relief. Regrettably, much of the outrage that resulted from September 11th has been targeted at those not involved in the attacks on the Pentagon or the Twin Towers. As this book explains, those people have become the scapegoats of September 11th. Welch takes on the uneasy task of sorting out the various manifestations of displaced aggression, most notably the hate crimes and state crimes that have become embarrassing hallmarks both at home and abroad. http://www.amazon.com/Scapegoats-September-11th-Critical-Society/dp/0813538963/ref=sr_1_1?ie=UTF8&qid=1345664193&sr=8-1&keywords=Scapegoats+of+September+11th%3A+Hate+Crimes+and+State+Crimes+in+the+War+on+Terror

Corrections

Corrections: A Critical Approach Routledge, 2011 By:  Welch's Corrections is the only text to take a critical approach to the field of corrections. This unique and refreshing text encourages students to think analytically about punishment. By establishing a greater social context, corrections is presented against the backdrop of social forces -- namely, political economic, religious, and technological forces that affect the corrections system. Students gain an understanding of the corrections system through the author's critical and issues-oriented presentation of materials. The book consistently introduces clear, meaningful, and exciting examples illustrating various issues and concepts. http://www.amazon.com/Corrections-Critical-Approach-Michael-Welch/dp/0415782090/ref=sr_1_1?s=books&ie=UTF8&qid=1345664258&sr=1-1&keywords=Corrections%3A+A+Critical+Approach

Detained

Detained: Immigration Laws and the Expanding I.N.S. Jail Complex Temple University Press, 2002 By:  In 1996, Congress passed expansive laws to control illegal immigration, imposing mandatory detention and deportation for even minor violations. Critics argued that such legislation violated civil liberties and human rights; correspondingly, in 2001, the Supreme Court ruled that many facets of the 1996 statutes were unconstitutional. Michael Welch shows how what he calls "moral panic" led to the passage of the 1996 laws and the adverse effects they have had on the Immigration and Naturalization Service, producing a booming detainee population and an array of human rights violations. "Detained: Immigration Laws and the Expanding I.N.S. Jail Complex" offers sensible recommendations for reform along with an enlightened understanding of immigration. In an epilogue, Welch examines closely the government's campaign to fight terrorism at home, especially the use of racial profiling, mass detention, and secret evidence. Recently, the INS, particularly its enforcement and detention operations have expanded dramatically. This book will offer many readers their first look inside that system. It will be an invaluable guide to thinking through whether the system is fit to take on the additional responsibilities being asked of it in the post-September 11th world. http://www.amazon.com/Detained-Immigration-Expanding-I-N-S-Complex/dp/1566399785/ref=sr_1_1?s=books&ie=UTF8&qid=1345664301&sr=1-1&keywords=Detained%3A+Immigration+Laws+and+the+Expanding+I.N.S.+Jail+Complex

Flag Burning

Flag Burning: Moral Panic and the Criminalization of Protest Aldine de Gruyter, 2000 By:  Responses to flag burning as a particular form of street protest tend to polarize into two camps: one holding the view that action of this sort is constitutionally protected protest; the other, that it is subversive and criminal activity. In this well-researched and richly documented volume, Welch examines the collision of these ideologies, and shows the relevance of sociological concepts to a deeper understanding of such forms of protest. In exploring social control of political protest in the United States, this volume embarks on an in-depth examination of flag desecration and efforts to criminalize that particular form of dissent. It seeks to examine the sociological process facilitating the criminalization of protest by attending to moral enterprises, civil religion, authoritarian aesthetics, and the ironic nature of social control. Flag burning is a potent symbolic gesture conveying sharp criticism of the state. Many American believe that flag desecration emerged initially during the Vietnam War era, but the history of this caustic form of protest can be traced to the period leading up to the Civil War. The act of torching Old Glory differs qualitatively from other forms of defiance. With this distinction in mind, attempts to penalize and deter flag desecration transcend the utilitarian function of regulating public protest. Despite popular claims that American society is built on genuine consensus, the flag-burning controversy brings to light the contentious nature of U.S. democracy and its ambivalence toward free expression. The First Amendment of the U.S. Constitution is often viewed as one of the more unpopular additions to the Bill of Rights. One constitutional commentator underscores this point by noting that the First Amendment gives citizens the right to tell people what they do not want to hear. http://www.amazon.com/Flag-Burning-Criminalization-Protest-Problems/dp/0202306526/ref=sr_1_3?s=books&ie=UTF8&qid=1345664340&sr=1-3&keywords=Flag+Burning%3A+Moral+Panic+and+the+Criminalization+of+Protest

Punishment in America

Punishment in America: Social Control and the Ironies of Imprisonment Sage Publications, 1999 By:  "In Punishment in America Michael Welch gathers together his seminal contributions to the most crucial and controversial issues in criminal justice. Topics range from the war on drugs, boot camps and institutional violence, to AIDS and HIV, capital punishment and the entire corrections industry." "This coherent, but critical vision of punishment and corrections emphasizes social control but takes account of key social forces such as politics, religion and morality." http://www.amazon.com/Punishment-America-Control-Ironies-Imprisonment/dp/0761910840/ref=sr_1_1?s=books&ie=UTF8&qid=1345664392&sr=1-1&keywords=Punishment+in+America+welch

Ironies of Imprisonment

Ironies of Imprisonment Sage Publications, 2005 By:  "Ironies of Imprisonment examines in-depth an array of problems confronting correctional programs and policies from the author’s singular and consistent critical viewpoint. The book challenges the prevailing logic of mass incarceration and traces the ironies of imprisonment to their root causes, manifesting in social, political, economic, and racial inequality. Unique and accessible, this book promises to stimulate spirited discussion and debate over the use of prisons."
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