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CJS/SOC 220

CJS/SOC 220. Police and Policing Class 1. Administrative. Give quiz 5 Must read Mapp v. Ohio (Supreme Court, 1961) including all dissenting and concurring opinions for next class. Review. Why we have police The development of law enforcement agencies

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CJS/SOC 220

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  1. CJS/SOC 220 Police and Policing Class 1

  2. Administrative • Give quiz 5 • Must read Mapp v. Ohio (Supreme Court, 1961) including all dissenting and concurring opinions for next class

  3. Review • Why we have police • The development of law enforcement agencies • How people join and train for law enforcement • Discrimination in law enforcement • The impact of 911

  4. Today • Police Interaction with the Public • Police and Evidence • Police, witnesses and suspects

  5. I. Police Interactions with the Public • Who initiates most police contact with the public? • What is the most common situation in which police initiate contact? • Stops and Frisks • Probable Cause v. Reasonable Suspicion

  6. II. Police and Evidence • The Exclusionary Rule • How can police avoid this problem? • When are warrantless searches permitted? • Related to a lawful arrest • With voluntary consent • Evidence in plain view • Automobiles and their contents • Abandoned buildings and open fields

  7. III. Police, Witnesses and Suspects • Miranda Decision • Miranda Exceptions • Public Safety Exceptions • Refusal to take blood alcohol test can be evidence of guilt • Probation officers don’t have to provide Miranda warnings • Right to silence or to an attorney must be explicitly invoked • Impact of Mapp and Miranda

  8. Next Time • Continue on Policing • Specifically our discussion of Mapp v. Ohio

  9. CJS/SOC 220 Police and Policing Class 2

  10. Administrative • Return quizzes at the end of class • Has everyone read Mapp v. Ohio? • If you haven’t you have to leave class for today! • For next time you must read U.S. v. Russell (Supreme Court 1973) and all dissenting and concurring opinions

  11. Review • Police Interactions with the Public • Police and Evidence • Police, Witnesses and Suspects

  12. Today • Structure of the Supreme Court • Decisions of the Supreme Court • Analysis of a Case – Mapp v. Ohio (1961)

  13. I. Structure of the Supreme Court • How many members? • How do cases reach the court? • Writ of certio rari • What happens if the court declines to hear an appeal? • When is the court likely to want to hear an appeal?

  14. II. Decisions of the Supreme Court • What is the decision of the court? • Who writes the decision of the court? • What is a dissenting opinion? • What is a concurring opinion?

  15. III. Analysis of Mapp v. Ohio • What facts led to this case? • What did the court decide?

  16. III. Analysis of Mapp v. Ohio • What was the effect on the criminal justice system • What did the dissent want to decide and why? How about the concurring opinions • What is the doctrine of stare decisis?

  17. III. Analysis of Mapp v. Ohio • How would that have affected the criminal justice system? • Do you agree with the court? The dissenters? How about the concurring opinions? Why?

  18. Next Time • Continue on policing • Make absolutely sure that you read U.S. v. Russell or you will not be allowed to stay in class

  19. CJS/SOC 220 Police and Policing Class 3

  20. Administrative • Any questions about where we are or what we are doing? • If you are doing your Supreme Court case analysis on a case about police/law enforcement, it is due next week • If your not sure where you case fits, ask me

  21. Review • Basic information about the Supreme Court and its decisions • Facts of Mapp v. Ohio • What the court decided • What the dissent would have decided • Any questions about Case Analysis Assignment?

  22. Today • Styles of Policing • Civilian Review of Police Decisions • Analysis of U.S. v. Russell (1973)

  23. I. Styles of Policing • Watchman Style • Legalistic Style • Service Style • What is the primary focus of each? • What do you think of these?

  24. II. Civilian Review of Police Decisions • Many cities have established civilian review boards • Police departments range from critical to openly hostile and uncooperative. Why • Recent Syracuse experience

  25. III. Analysis of U.S. v. Russell • What facts led to this case? • What did the court decide?

  26. III. Analysis of U.S. v. Russell • What was the effect on the criminal justice system • What did the dissent want to decide and why?

  27. III. Analysis of U.S. v. Russell • How would that have affected the criminal justice system? • Do you agree with the court? The dissenters? Why?

  28. Next Time • Continue with police and policing

  29. Police and Policing Class 4

  30. Administrative • Any questions about where we are or what we are doing? • Submitting Case Analyses

  31. Review • Styles of Policing • U.S. v. Russell (Supreme Court, 1973) and the issue of entrapment

  32. Today • Evaluation of Police Performance • Police Corruption • Issues related to the use of force • Police brutality • Attitudes of and about police

  33. I. Evaluation of Police Performance • How do we know if law enforcement agencies are doing a good job? • What measures might we use? • What do those measures tell us? • What don’t those measures tell us? • What are the strengths and weaknesses of each of those approaches?

  34. II. Police Corruption • Nature of Police Corruption • Alternative Explanations of Police Corruption • Why is corruption so hard to prevent?

  35. III. Issues Related to the Use of Force • Police no longer permitted to kill suspects merely because they flee • Racial pattern of police shooting • Data on people killed or wounded by the police • Less-lethal weapons • Police shooting and crime

  36. IV. Police Brutality • What do data show? • Supreme Court – Graham v. Connor (1989) • Civilian Review Boards • Public Concern

  37. V. Attitudes of and About Police • It is clear that police seem to have certain kinds of attitudes. What might some of those be? • Is the existence of common attitudes among police because certain types of people are drawn to police work or because people who work as police develop certain kinds of common attitudes? • What factors about police work give rise to these common attitudes?

  38. V. Attitudes of and About Police • Concerns about racial profiling • What do studies show? • Evidence of profiling inconclusive • Clear evidence that attitudes of public toward police interactions vary by race, gender and age

  39. Next Time • We begin the unit on courts and trials

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