| Related sites for http://academic.udayton.edu/health/syllabi/violence/ |
| IDEA An online journal devoted to the "study of genocide, mass movements, mind control, cults and the abuse of power." Includes related articles, fiction, and reviews. | | Link_Between_Child_Maltreatment_and_Woman_Battering Maintains information on the current research and intervention with families experiencing both child maltreatment and women battering. | | National_Consortium_on_Violence_Research Research and training center specializing in violence - memos, videos, information about fellowships, list of publications, and searchable database. | | Resources_for_the_Study_of_Violence Resources about violence, compiled for the Institute for the Study of Violence, Boston Graduate School of Psychoanalysis. | | Understanding_and_Preventing_Violence,_Volume_1 Complete text of the book written by members of the Panel on the Understanding and Control of Violent Behavior, National Research Council, U.S. | | University_of_Michigan,_School_of_Social_Work The Project for Research on Welfare, Work, and Domestic Violence. | | Violence_Prevention_Research_Program Violence prevention research unit at the University of California, Davis. | | Albion_Monitor Underreported or ignored news stories from original reporting and compiled from alternative and mainstream news sources. Some articles are free; others require a subscription. | | Alternative_Journalism_at_Riga_Rontas_of_Time Radical writing from an underground writers' group based somewhere in India. Contemporary thought, politics, literature, new existentialism, alternative thought, ideas, digital philosophy. | | The_Awful_Truth Michael Moore's satiric television show. Episode guide, mailing list, forum, and books and videos available. | | Bad_Subjects__Political_Education_for_Everyday_Life A collective that publishes a magazine and provides access to it via a public-access website. "Bad Subjects seeks to revitalize progressive politics in retreat." | | Bad_Subjects__Political_Education_for_Everyday_Life Irreverant and thought-provoking articles from a progressive perspective. | | The_Baffler Introduction, excerpts, current issue information, submission guidelines, subscriptions, books and links. | | Bear_Left! 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Bush. | | EcoTalk Investigative articles about voting security, the environment, and other issues. | | Ideas,_Opinions,_and_Thoughts___ Ideas and views, presented free of ads, with the purpose of finding solutions to reach a more equitable and sustainable society. | | Impact_Press Covering politics and social issues. Topics include the war on drugs, government policy, animal and human rights, political satire and indie music reviews. | | In_These_Times Weekly publication with news, analysis and features from the progressive left. | | Information_Clearing_House One person's effort to correct the distorted perceptions provided by commercial US media. | | Irregular_Times A cornucopia of irregular ideas and pictures scrawled across the page from a left-of-center perspective | | Istoselides_gr/world A collection of articles from alternative media regarding environmentalism and human rights. | | Just_Response Online activist journal providing current news headlines, opinion articles, and left-wing links. Also offers a series of interviews with Noam Chomsky and a list of quotations. | | Labor_Party_Press News, commentary and information resources from Labor Party, a coalition of labor organizations and other organization advocating for workers rights and progressive values. | | The_Last_Word Leftist/populist E-Zine, with story archives 1997 - present. | | Lost_Film_Festival Film festival and traveling film series featuring progressive social commentary and documentary works. Annual event in Philadelphia, Pennsylvania, United States. Includes tour dates, film information, | | MakeThem_Accountable_com News and links to sources for liberal and progressive news countering conservative trends in politics and media. | | Mediageek_org Looking at how the media works, both systemically-- the political economy of the mainstream, independent and underground media as well as practically-- how you can put media making tools to work. | | Misanthrope_Manor Portal to alternative online news sources, articles and opinions. Focus is on the media, marketing, politics, environment and Microsoft. | | Muther_Grumble_-_online_archive Archive site of Muther Grumble, north east England's alternative press spanning December 1971 to December 1973. | | The_Nation Weekly journal of opinion, featuring analysis on politics and culture. Founded in 1865. | | New_Statesman Founded by Beatrice and Sidney Web, Bernard Shaw and other Fabians. Incorporates New Society, Marxism Today, The Nation, The Athenaeum and The Weekend Review. 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|
Violence as a Public Health Issue
Syllabi
Health Care Law
Tobacco, Health Care, Law
Violence as Public Health
Surveys
Health Care Experience
Favorite Poetry
Invictus
The Bridge Poem
Still I Rise
No Struggle No
Progress
Other Web Sites
Race, Racism and the Law
Gender and the Law
Legal Education
Personal Homepage
Introduction
Foreword, C. Everett Koop, Violence in America: A Public
Health Approach, Mark L. Rosenberg and Mary Ann Fenley (1991).
Throughout our history, Americans have remained committed to a social
contract that respects the rule of law, that promotes peaceful intercourse
among citizens, and that has as its highest value the protection of human
life. We are often characterized as being a "violent nation"
and clearly we have had some unpleasant chapters in our long history of
nation building. Yet the values passed down to us through the years have
consistently been the values of people devoted to peace and the veneration
of life.
Our citizens want to live in peace, but each year many thousands of
them become the victims of violence. Some are infants, others are elderly
and frail. They are abused, beaten, raped, assaulted, and killed. Society
has somehow failed them. But such an admission must not be the end of the
matter; for those of us in the health professions, that failure signaled
the need for a new beginning. The Surgeon General's Workshop on Violence
and Public Health, conducted in October 1985, represented that new beginning
and encouraged all health professional to respond constructively to the
ugly facts of interpersonal violence.
Identifying violence as a public health issue is a relatively new idea.
Traditionally, when confronted by the circumstances of violence, [we] .
. . have deferred to the criminal justice system. Over the years we have
tacitly and, I believe, mistakenly agreed that violence was the exclusive
province of the police, the courts, and the penal system. To be sure, those
agents of public safety and justice have served us well. But when we ask
them to concentrate more on the prevention of violence and to provide additional
services for victims, we may begin to burden the criminal justice system
beyond reason. At that point, the professions of medicine, nursing and
the health-related social services must come forward and recognize violence
as their issue and one that profoundly affects the public health.
[T]his is an awesome challenge to the health [and legal] profession[s],
but it is not totally uncharted. For some time, a number of people around
the country have been doing the research and conducting pilot demonstrations
to further engage the health professions in this issue of interpersonal
violence. From the time of the workshop in 1985 to now, the exploration
of effective means of public health intervention into elder abuse and child
abuse, rape and ual assault, spouse abuse, child ual abuse and assault
and homicide has continued to grow. I look forward to continued progress
in this area that is of such great significance for the health and well-being
of all Americans and of our society as a whole. It will be a major contribution
toward the strengthening of our nation's social contract.
Introduction
Course
Mechanics
Course Outline
Philosophy
of Teaching
Teaching Objective 1: Educationally Sound Pedadogy
Teaching Objective #2: Substantive
Teaching Objectives
Teaching Objective #3: Diversity-Conscious
Legal Pedagogy
Teaching
Methods
Resources
Evaluation
and Grading
Class
Participation
Paper
Part I - Legal Aspects
Paper
Part II - Community Assessment
Paper
Part III - Public Health Analysis and Recommendations
Presentation
Introduction
Foreword, C. Everett Koop, Violence in America: A Public
Health Approach, Mark L. Rosenberg and Mary Ann Fenley (1991).
Throughout our history, Americans have remained committed to a social
contract that respects the rule of law, that promotes peaceful intercourse
among citizens, and that has as its highest value the protection of human
life. We are often characterized as being a "violent nation"
and clearly we have had some unpleasant chapters in our long history of
nation building. Yet the values passed down to us through the years have
consistently been the values of people devoted to peace and the veneration
of life.
Our citizens want to live in peace, but each year many thousands of
them become the victims of violence. Some are infants, others are elderly
and frail. They are abused, beaten, raped, assaulted, and killed. Society
has somehow failed them. But such an admission must not be the end of the
matter; for those of us in the health professions, that failure signaled
the need for a new beginning. The Surgeon General's Workshop on Violence
and Public Health, conducted in October 1985, represented that new beginning
and encouraged all health professional to respond constructively to the
ugly facts of interpersonal violence.
Identifying violence as a public health issue is a relatively new idea.
Traditionally, when confronted by the circumstances of violence, [we] .
. . have deferred to the criminal justice system. Over the years we have
tacitly and, I believe, mistakenly agreed that violence was the exclusive
province of the police, the courts, and the penal system. To be sure, those
agents of public safety and justice have served us well. But when we ask
them to concentrate more on the prevention of violence and to provide additional
services for victims, we may begin to burden the criminal justice system
beyond reason. At that point, the professions of medicine, nursing and
the health-related social services must come forward and recognize violence
as their issue and one that profoundly affects the public health.
[T]his is an awesome challenge to the health [and legal] profession[s],
but it is not totally uncharted. For some time, a number of people around
the country have been doing the research and conducting pilot demonstrations
to further engage the health professions in this issue of interpersonal
violence. From the time of the workshop in 1985 to now, the exploration
of effective means of public health intervention into elder abuse and child
abuse, rape and ual assault, spouse abuse, child ual abuse and assault
and homicide has continued to grow. I look forward to continued progress
in this area that is of such great significance for the health and well-being
of all Americans and of our society as a whole. It will be a major contribution
toward the strengthening of our nation's social contract. [Back]
Course Outline
Class 1
Introduction to Course
America the Violent
Weiner, pp. 1-42 Rosenberg,
pp. 1-12
Class 2
Causes Correlates and Contexts
Weiner, pp. 277-332, 442-463
Rosenberg, pp. 61-128
Youth, pp. 60-121
Class 3
Prevention, Treatment, and Public Policy - General
Approaches
Weiner, pp. 333-376
Rosenberg, pp. 1-13
Class 4
No class
Class 5
No class
Interpersonal Violence
Class 6
Assault, Homicide, Suicide
Weiner, pp. 43-68, 85-105, 377-406
Rosenberg, pp. 14-50, 184-196
Rape and ual Assault
Weiner, pp. 73-84, 407-421
Rosenberg, pp. 95-122
Class 7
Child or Adolescent Physical Abuse/ual Abuse
Weiner, pp. 136-147
Rosenberg, pp. 51-94
Spouse or Partner Abuse
Weiner, pp. 106-135, 422-430
Rosenberg, pp. 123-157
Class 8
Elder Abuse
Weiner, pp. 69-72, 158-183
Collective and Political Violence
Riots, Terrorism, The Militia Movement
Weiner, pp. 169-218, 431-441
The Militia Movement (entire booklet)
Organizational Violence
Class 9
Police and Prisons
Weiner, pp. 219-256
Supplement
Schools and Workplace
Weiner, pp. 257-270
Supplement
Corporate and Youth Violence
Class 10
Corporate Violence
Weiner, pp. 271-276
Supplement
Youth Violence
Youth, pp. 17-43, 44-60
Supplement
PAPER REPORTS: LEGAL? PUBLIC HEALTH
OR BOTH?
Class 11
1. Assault, Homicide, Suicide
2. Rape and ual Assault
3. Child/Adolescent
Class 12
4. Spouse/Partner Abuse
5. Elder Abuse
6. Riots and Terrorism
Class 13
7. Police and Prisons
8. Schools and Workplace
9. Corporate Violence
Class 14
10. Youth Violence
[Back]
Philosophy
of Teaching
How one teaches is necessarily influenced by what one
perceives as the goals of legal education. Certainly, the primary goal
is to prepare you to be effective lawyers, judges and policy makers. At
a minimum, that includes helping you to develop the ability to:
 think critically, precisely, and clearly;
express yourself succinctly;
understand the expressions of others; particularly
those who are different than yourself;
understand human nature, particularly the motivations
and needs of your clients, opponents, jurors, judges, etc.; and
use the techniques of the legal profession to represent
a client in general matters, to recognize where you lack competence, and
to comply with accepted ethical standards.
While it is hardly arguable that preparing you to
be an effective lawyer is an important goal, it is not the only one. Many
of you will be law makers and policy makers, thus training you to understand
the values implicit in the law is an important goal. Another important
goal is to train you to address in a systematic manner your social responsibilities
as an individual lawyer and your collective responsibilities as a member
of the bar. This includes your responsibility to assist your community
in maintaining an accessible, effective and socially responsible legal
system.
Thus, my objective is to help you continue the process
of meeting those goals. The primary focus of my teaching method is to provide
you an educationally sound introduction to the issues related to Violence
as a Public Health Issue. Furthermore, given the impact race, gender and
poverty have on the law (and vice versa) my approach to teaching is to
explicitly explore race, gender and poverty in the context of Violence
as a Public Health Issue.
Teaching Objective #1:
Educationally Sound Pedagogy
An educationally sound legal pedagogy is a philosophy
of legal education which is grounded in known educational theory. To be
so grounded, an educationally sound legal pedagogy:
trains you to solve legal problems by providing
you with a working program for solving problems;
provides you with criteria for indicating specifically
what progress you are making;
provides you with the opportunity to practice each
new skill throughout the learning process; and,
provides you with adequate instruction on how to
study for law school and this course.
Thus, it is my goal, through an educationally sound
pedagogy, to provide you with an opportunity to learn and to excel.
Teaching Objective #2:
Substantive Teaching Objectives
"Violence as a Public Health Issue" teaching
objectives are those objectives that relate directly to the substantive
area of the law. They can be divided into two categories: knowledge and
skills/abilities. The objectives of this course are:
To provide you information about selected
principles of criminal, public health and other significant issues (or
unsettled matters) related to violence;
To help you understand the value implications of
legal choices and the impact on different people;
To help you develop and improve your analytical
skills including understanding, issue-spotting, problem-solving, judgment
and synthesis;
To help you to understand the importance of inference
and intuition in problem definition and problem-solving; and emphasize
that "personal neutrality" is not necessary to scholarly objectivity.
Teaching Objective #3:
Diversity-Conscious Legal Pedagogy
Class, disability, gender, race and ual preference
issues are such an integral part of our society (and the legal profession)
that we often overlook how the law affects individuals with different backgrounds
differently. In a diverse society, such as ours, awareness of how different
class, disability, gender race and ual preference are effected differently
by the law is essential. This is true whether the person is a defendant,
plaintiff, lawyer, juror, judge or law student.(1)
Diversity awareness should be a normative part of the value system of the
practicing attorney.(2) An education which
is aware of diversity:
explores how racial, ethnic, gender, class, disability,
cultural and ual orientation are related to and impacted by the structure
law; In particular it illuminates the connection between racial and gender
issues and the values, interests, rules and theories that appear to be
neutral but are, in fact, a representation of the values of the dominant
culture.
broadly frames classroom discussion so that we step
outside the doctrinal bounds of the law to critique the rules, the legal
and health care system and legal practice; and,
focuses discussion on problems, interests and values
that reflect a broad range of perspectives. [Back]
Teaching
Methods
Learning in law school is essentially self-directed. Most of
your learning will happen outside of the classroom and independently of
myself or any other professor. In fact, many professors, (myself included)
will test you on significantly more than can ever be covered in class.
My role is to structure my course in such a way as to facilitate your self-directed
learning. My methods for facilitating your learning include:
 Detailed Syllabus.
This syllabus is an important study tool. It provides you with specific
guidelines as to my expectations regarding what you should learn, what
skills and understanding I value and how I organize the content of the
course. However, the syllabus is not a contract and I retain the
right to modify it at my discretion.
Assigned Readings.
The assigned reading provides you not only with the opportunity to obtain
rule and process information, but more importantly to develop your analytical
skills and your understanding of the impact of violence in American life.
It is my expectation that you will be thoroughly familiar with the assignment
and completely prepared for class participation.
Guided Discussion.
Guided Discussion is a non-hierarchical verbal interaction among a group
of persons on a specified topic with a purpose. There are several benefits
to the discussion method as a techniques in this course. First, good discussion
can provide an active learning role. Research shows that students learn
more and retain learned information longer when their role in the learning
process is active. Second, good discussion encourages students to listen
to and learn from each other. Discussion encourages cooperative learning
rather than competitive learning, Third. Discussion involves high level
thinking, critical thinking skills. Fourth discussion exposes students
to viewpoints other than their own. Fifth, discussion helps to develop
oral advocacy and other skills. Sixth, discussion provides an opportunity
for students to bring their opinions and feelings to the study of law.
[Back]
Resources
Mark Rosenberg and Mary Ann Fenley, Violence in America: A Public Health
Approach, Oxford University Press (1991) ISBN 0-19-506437-2
Public Policy, 1990. ISBN 0-15-594915-2
Youth Violence: Current Controversies
The Militia Movement: Current Controversies
The Uniform System of Citations
[Back]
Evaluation and Grading
Course Grade : Your grade in the course will be based
on:
Class Participation
30 pts
Paper Part I - Legal Assessment
20 pts
Paper Part II - Community Assessment
20 pts
Paper Part III - Public Health Analysis
and Recommendations
20 pts
Presentation
10 pts
[Back]
Class Participation
This is a participatory learning class. That means that your absence
effects the learning of others. Consequently, missing classes significantly
affects your grade. However, class participation means more than showing
up for class. Class participation includes:
being prepared to effectively contribute to cooperative learning
activities.
actively participating in class and group discussion.
keeping abreast of news related to violence in the comunity and how
the law impacts violence, and sharing relevant news information with the
class (including submitting copies of interesting items for the Bulletin
Board).
Discussion Questions. You should turn in two discussion questions
every Monday Morning by noon. The questions need not be typed but
they must be readable. There should be at least 1 question for each topic.
The questions should explore the underlying value implications of the reading.
You may want to raise questions which will explore the point at which a
value important to you is violated; to write question which challenge the
desirable or undesirable consequences of a position taken in the reading;
to write questions which make analogies to other things that you have learned;
or to write questions which explore the priorities being set by some aspect
of the reading. You may email the questions to me at randall@udayton.edu.
[Back]
Paper Part I - Legal Aspects
You will chose a topic related to "Violence as a Public Health".
Your first paper on the topic will review the legal aspect of topic. Your
paper should answer the following questions:
Provide an Overview of the topic. What is the extent of the problem?
What is the legal history related to your topic?
What is the current status of the law including federal, state and
local laws?
What is your critical assessment of the law? Is it adequate? Effective?
Comprehensive? [Back]
Paper - Part II - Community Assessment
As a group you will assess Dayton's capacity for dealing with issues
of violence. The term "community assessment" refers to the collection
and analysis of information required to determine the nature and extent
of [violence] in the community, community residents' perceptions of violence
and how they are affected by it, and information about the environment
or conditions of a community. If planned and conducted well, the assessment
will identify specific needs and problems that can be addressed. The overall
purpose of the assessment is to determine--and exchange information about--specific
types of community violence problems, their causes, their effects, and
the resources available to combat them. Ultimately, the results of the
assessment will enable the team to plan a course of action in line with
the community's real and perceived needs and resources.
Why do a Community Assessment?
Donald Littrell, University Outreach and Extension University
of Missouri Lincoln.
Each community has within itself the assets it can use to start building
its own future. Community assessment is a process of discovery and inventory.
But most importantly is based on the premise that people and local organizations
have capacity. They have knowledge that is important, and resources exist
that can be brought together to formulate a plan for the future and work
to achieve it.
A community assessment process says to people within communities: You
have worth, you can contribute, you can plan, you can take ownership and
responsibility for your own future. This is very different than a needs
assessment- a deficiency approach-or an expert approach to working with
the community. The deficiency/expert model is based on the assumption that
a community has needs and "we" (the experts or trained professionals)
will figure it out for you. Underlying the needs/expert approach is the
belief that communities do not have the capability to shape their own future.
Does this imply that communities have all the wisdom, knowledge or
resources required to fully accomplish the work necessary to shape their
desired future? Of course not!
It does mean is that communities do have the capacity to shape, implement
and enforce local public policy that gives direction to how external resources
will be brought into the community. It is a matter of terms. On whose terms
is the future of community shaped? Is it those who live or those from somewhere
else or a mix of both each acting as co-equal partners to shape the future
of community and its interaction with the world beyond?
A very practical reason for community assessment is that it can start
the process of community ownership. People are much more likely to invest
in the process when they realize that they do have resources that can make
a difference and understand that they are valued partners in a process
of development. [Back]
Paper - Part III : Analysis
and Recommendation
In your final paper, you will discuss the implications of considering
"violence" as a public health issue. Specially you will consider
addressing the topic you have chosen (i.e. riots or youth violence) as
a public health issue. What would the main benefits of such an approach?
The main problems? Using Dayton as an example, discuss the strengths and
weakness of Dayton in addressing the issue of violence that you selected.
What changes would need to be made in the community, the public health
system, the legal system for such an approach to work. This is a cooperative
learning project. [Back]
Presentation
You will present a 20 minute presentation at the end of the semester.
Since everyone will have read your paper, your presentation should not
be merely a recital of your paper. You should take some aspect of the overall
topic and make a creative, informative, interactive presentation. [Back]
Always Under Construction!
Send questions and comments to:
Vernellia R. Randall
Last Updated:
You are visitor number
since Sept. 6, 1997.
Copyright @ 1997. Vernellia
R. Randall
All Rights Reserved.
1. See, Crenshaw, Foreword: Toward a Race-Conscious
Pedagogy in Legal Education, 11 Nat'l Black L. J. 1 (1989).
2. "The Common assertion that moral values cannot
be taught in law schools - or elsewhere to a person as mature as law students
- misses the point that moral dilemmas cannot be answered well, or even
recognized for what they are without the application of knowledge and analysis
that makes the difference between blind choice [or obedience] and informed
choice." Keeton, supra., 40 Md. L. Rev. at 211.
Copyright @ 1997, 1998, 1999.
Vernellia R. Randall
All Rights Reserved.
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