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Curt Taylor Griffiths ( Ph.D., Sociology, University of Montana ) is a Professor in the School of Criminology and Coordinator of the Police Studies Program at Sin1on Fraser University in Vancouver. An1ong his primary areas of teaching and research are policing, corrections, comparative criminal justice , legal reforn1 and capacity-building, enhancing the effectiveness of international development initiative s, and the dynamics of community justice.
Professor Griffiths has been a Visiting Expert a t the United Nations Far East I nstitute for the Prevention of Crime and Treatn1ent of Offenders ( UNAFEI ), Tokyo, Japan, and a Visiting Fellov" at the American University in Cairo and at Tokiwa University, Mito, lbaraki , Japan. He has conducted re sea rch and evaluations and worked with justice agencies and community organizations in a variety of jurisdictions, including Egypt, Japan , Dominica , the Netherlands, and Latvi a, as well as in the remote Canadian north.
Profe ssor Griffiths is the author or co-author of more than 100 research reports and articles and of several college/university-level texts, including Canadian Criminal J1.1Stice: A Primer, Canadian Police Work, and Canadian Corrections (vv ith Danielle Murdoch). He is a member of the editorial boards of The International Review of Victimology, International Criminal Ju stice Review, and Police Practice and Research: An International Journal.
The Changing Offender Profile 319
Overcrowding in Correctional Institutions 323
Preventing Disorder and Disturbances 324
Ensuring Inmate Safety 325
Inmate Health and Infectious Diseases 326 The Use of Segregation 327
The Controversy over and Reform of Solitary Confinement 328
The Incident at the Kingston Prison for Women (P4W): A Watershed Event in Womens Corrections 330
Working Inside: The Experience of Correctional Officers 330
Recruitment and Training 331
The Authority of Correctional Officers 331 Relationships with Inmates 332 Corrections Officer Abuse of Authority 333
Relationships with the Administration and Treatment Staff 333
Stressors for Correctional Officers. 334
Doing Time: The World of the Inmate . .. . 334
Entering the Prison 334 Living Inside 335
The Inmate Social System 336
The Experience of LGTBQ and Transgendered Inmates 338
Inmate Families 338
Inmate Grievances and Complaints 338 Does Incarceration Work? 339 Classification and Treatment 339 Case Management. 340
Institutional Treatment Programs 341 Women Offenders and Treatment 342
The Principles of Effective Correctional Treatment ......................... 343
Restorative Justice in Correctional Institutions 343
Indigenous Healing Centres and Lodges 343 Treatment Programs for Indigenous Inmates. 344
Measuring the Effectiveness of Correction al Treatment 345 Does Correctional Treatment Work? 346 Summary 347
Key Points Rev iew .
Key Term Questions
CHAPTER 12: Release, Re-entry, and Reintegration .. . 359
The Purpose and Principles of Conditional Release 360
The Release Options for Federal and Provinc ial/Te rritorial Inmates 361
The Parole Process 362
The Changing Face of Conditional Release . .364 Parole Board Grant Rates . ............. 364 Victims and Cond itional Release ...... . 366 Parole Board Dec ision-Making 368
Inmate Applicants and the Parole Hearing 369
The Dynamics of Parole Board Decision-Making 370 Issues in Parole Board Decision-Making 371 Is Parole Board Decision-Making Effective? ......................... 373
The Reintegration Process .. ... ...... . 373
Coming Back: The Challenges of Re-entry and Reintegration 375
The Challenges of Newly Released Offenders 376 Strangers in a Strange Land: The Isolation of Offenders Returning to the Community 377 Women Offenders and Reintegration 379 Indigenous Offenders and Reintegration ... 379 High-Risk and Special-Needs Offenders on Conditional Release
380 High-Risk Offenders 381 Persons with Mental Illness 381 Sex Offenders 381
The State-Raised Offender and Re-entry 382 Parole Officers and the Supervision of Off enders 383
The Dual Function of Parole Supervision 383 Additional Provisions for Supervision 383 Facilities and Programs for Offenders on Conditional Release 384 Non -profit Organizations and Offender Reintegration 384 Making it or Going Back: Factors in the Success or Failure
347
PART VI RECONSIDERING CRIMINAL
THE GOAL OF THIS TEXT
T h e Ca n a di a n c rimin a l justi ce sys t e m is a c ompl ex 7 dyn a n1i c 7 a11d eve r- c han g i11 g e nte r-
prise . Ho w tl1 e variou s co mp o 11 e11ts of tl1 e sys t e 111 op e rat e a11d th e ext e nt to whi ch tl1 ey su c c ee d i11 pr eve ntin g a nd res p ondin g t o c rim e a nd c ri1ni11 a l offe nd e rs affec t 11 ot onl y tl1 e ge n e ral 1Jubli c but also c ri1ni11 a l ju sti ce p e rso nn e l and offe nd e rs Tl1is e dition of C anadian Crimin al Justi ce: A Pri mer7 Si xtl1 Editi on 7 is d es ig n e d ,vitl1 th e sa 111 e b as ic obj ec ti ves a s th e pr ev iou s e diti on s: t o pr ese nt in a c lea r a11d co nci se fa shion n1 at e rial s on th e c ri111in a l ju sti ce sys t e 111 i11 Canada and t o hi ghlig l1t th e k ey iss u es surroundin g tl1i s c ountry7S res p on ses to c rim e and offe11d e rs T l1i s b oo k is 11ot a n exl1au sti ve exan1i11 a ti on of a ll face ts of th e c rimin al justi ce pro cess Rath e r7 its int e11t is to pr ese nt 7 witl1 bro a d brush strok es 7 i11fo rm a tion 0 11 th e stru ctur e a nd op e rati o 11s of th e c ri1nin a l justi ce sys t em 7 at th e sa m e tim e id e nti fy in g so1n e of th e 1nore sig nifi ca nt c h all e 11ges a nd c ontrove rs ies th at a ri se at e a c h st age of th e justi ce pro cess
ORGANIZATION OF THE TEXT
T hi s e diti o n of tl1 e t ext is o rgani ze d into six p a rts. Pa rt I is d es ign e d t o se t th e fr a111 ewo rk for tl1 e stud y of Can a di a 11 c ri1nin a l jL1sti ce. Ch apt e r 1 se ts out tl1 e fo undati o n s of tl1 e c rin1inal ju sti ce sys t e n1 7 Ch a pte r 2 hi gl1li ghts k ey fea tur es of tl1 e dyn a mi cs of th e c ri111in a l justi ce pr ocess 7 and Cl1apte r 3 di sc u sses in e quali ty7 rac is1n a11d di sc rimin atio117 a nd tl1 e li ve d exp e ri e n ces of I11di ge nou s p e opl es 7 rac ializ e d g roup s7 and p e rso n s i11 visibl e/ c ultur a l / re li giou s 1ninoriti es a s a b ac kdr op for th e stud y of Can a di a 11 c rin1inal justi ce.
Pa rt II c ontain s tl1r ee c l1apte rs tl1at foc u s 011 vari ou s di1n e 11 sion s of C anadi a 11 p oli c i11g Cl1 a pt e r 4 di sc u sses th e stru c tur e and rol es of th e p oli ce; Cl1 a pt e r 5 exa mi11 es poli ce p owe rs a11d d ec ision-makin g; a11d C h apte r 6 co n sid e rs p o li ce str a t eg ies 7 op e ra tion s7 and e 11gage 1n e nt.
Pa rt III p rese nts 1na t e ri a ls o n th e c ri1nin a l c ourts. Cl1 a pt e r 7 exa 1ni11 es tl1 e stru c tur e and op e rati o n of th e c rimi11a l co urts; Cl1apte r 8 l o ok s at th e pr osec uti o 11 of c rin1in al cases; a11d Cl1 a pt e r 9 di sc u sses se 11te n cin g in th e c ri1nin a l co urts
Pa rt IV co nt a in s thr ee c l1apt e rs tl1 a t foc u s o n C a n a di a 11 c orr ec tio11 s Chapte r 10 di sc u sses co rr ec ti o n a l alte rnati ves to co nfi11 e m e nt ; Ch apte r 11 rev ievvs c orr ec tional in stituti o n s; and C l1 apt e r 12 exa min es tl1 e r el ease 7 r e-e ntry7 a11d re i11t eg rati o n of offe11d e rs i11to th e c om 1nuni ty .
Pa rt V co nt a in s C h apte r 137 whi c l1 examin es th e yo utl1 justi ce sys t e1n
Pa rt VI is titl e d '' Reco 11 sid e rin g Cri1nin a l Ju sti ce 7 " a11d in Cl1apte r 14 7 tl1 e final c l1 apt e r of th e t ex t7 th e c h all e 11ges to a nd opp ortu11iti es fo r cr i111i11 a l justi ce re fo r1n a re di sc u sse d .
Pa rt Opene rs pr ov id e a c on c ise intr o du ction for stud e 11t s a nd l1i gl1li ght key tr e nd s i11 th e c ri1ni11 a l ju sti ce sys te 1n tl1at will b e di sc u sse d i11 th e chapt e rs follo wi11 g.
L e arn in g Objectives ar e se t out a t tl1 e b eg innin g of eac h c l1apt e r . T h ey id e nti fy tl1 e pL1rp ose of th e 1nate ri a ls tl1 a t ar e pr ese nt e d a nd se rv e to ori e nt th e rea d e r to th e c hapt e r.
Tabl es 7 g raph s7 c l1arts7 a nd ph oto g raph s a re i11t e rsp e rse d tl1rou gl1out tl1 e book 7 a nd pr ov id e visu a l re pr ese nt ati o11s of d at a 7 curr e11t eve nts7 or key p e opl e and plac es in tl1 e c rin1inal ju sti ce sys t e n1 .
A runni11 g gl oss ary 1Jrocee d s thr o u g l1out tl1 e t ext , with k ey t e r1n s de fin e d in th e 1na rg in s, for e a sy re tri eva l fr o1n stud e nt s
E a c l1 c l1apt e r e11ds w ith a Summary, to h e lp stud e nts re fl ec t on wl1 a t th ey ha ve ju st l ear11 e d . Ke y Points Review a nd Key T e rm Questions l1a ve b ee n re tain e d a nd upd at e d from th e fifth e dition , to t es t kno wl e d ge of sp ec ifi c t opi cs.
New to tl1 e Sixth E diti on , Critical Thinking and Class/Group Discussion Exercises at tl1 e e11d of th e c l1apt e r furtl1 e r e n g age tl1 e stud e11t in c onsid e ri11 g a nd di sc u ss i11 g c ritic al iss u es i11 tl1 e ju sti ce sys t e1n. M a 11 y of th e exe rc ises ce ntr e on ac tu a l c a ses a11d eve nts.
Las tl y, Media Links ha ve b ee 11 ca re full y se l ec t e d t o pr ov id e stud e 11ts w itl1 access t o p e rso11 s wl1 0 a re i11vol ve d in som e way witl1 th e c rimi11 a l ju sti ce sys t e n1 , a s we ll as t o pro vid e a n1or e i11-d e pth exa 111inati o 11 of iss u es tl1 at we re rai se d in tl1 e ch a pt e r.
CHANGES TO THE SIXTH EDITION
In a dditi on t o updati11g l eg islati o 11 , in se rtin g 11 ew co urt ruli11 gs, a nd in c ludin g n ew mat er ial s on a ll fa ce ts of th e justi ce sys te n1 , th e re ar e a nu1nb e r of sig11ifica 11t c l1 a n ges in thi s e diti on . T h ese in c lud e th e foll ow in g:
FEATURE BOXES
Th e r e a re seve ral form a ts tl1 a t a re u se d t o pr ese 11t m at e rial s a11d to e 11ga ge tl1 e stud e nt r ead e r. T h e Perspective fe atur e pro vid es fir st-l1and acco u11ts tl1 a t ca ptur e th e d y11 a mi cs of th e c rimi11 a l justi ce sys t e m ; box es strat eg ica ll y pl ace d tl1r ou gl1 out th e c h apt e rs hi ghli gl1t case studi es, in11o va ti ve pro gra m s, a nd i1np o rt a11t co urt d ec isio11 s. At Issue box es a re ce ntr e d o n t opi cs th a t ar e th e subj ec t of d ebate, a11d c l1 a ll e n ge stud e11ts to co ns id e r va riou s p e rsp ec ti ves a11d t o a n swe r qu es ti o 11s th at w ill ass ist tl1 e 1n i11 formul a tin g th e ir th o u gl1ts 0 11 tl1 e t opi c Research File bo xes app e ar thr o u ghout th e book , a nd summari ze th e resea rc h lit e ra tur e on c riminal ju sti ce poli cies and pr og ran1 s And ge n e ra l box es (n o titl e) pr ov id e stori es ge n e rall y in th e 11 ews or e n gagin g fo r stud e nts, a11d d e lve into a topi c m o re d ee 1Jly.
FILE BOXES
In eac h c l1apte r, tl1 e re a re a numb e r of fil e box es that ar e d es ig11 e d to hi ghli gl1t imp ortant eve nts, rese ar ch studi es , a11d cases . Police File bo xes app ear in Part II ; Court File boxes a re i11 c lud e d in Pa rt III ; Legal File b oxes ar e i11 c lud e d in Parts II a nd III ; Criminal Justice Files app e ar in Pa rt I; Corrections Files in Pa rt IV; a nd Youth Justice File s in Pa rt IV
NOTABLE CHAPTER-SPECIFIC CHANGES
Chapter 1: Tl1is c l1 apt e r l1a s b ee 11 re -writte 11 and exa 1ni11 es l1o w c ri1n es a re ''c rea t e d ," C a nadian l aw, tl1 e C an a di a n l ega l sys t e1n , and tl1 e c ri1ni11 a l law in a di ve rse soc ie ty. A 11 ew sec tion i11 Ch apte r 1, "Thinkin g C riti ca ll y ab out tl1 e Crimi11 al Ju sti ce Sys t e n1 ," pro vid es stud e 11ts with su gges tion s 0 11 ho w to b e a c riti c al tl1i11k e r a nd how t o co n sid e r th e m a t e ri als pr ese 11te d in th e t ext
Chapter 2: Thi s c h apt e r i11trodu ces stud e nts t o th e purp ose of th e c ri1ni11 a l ju sti ce sys t e m , a11d tl1 e role and res p o 11sibiliti es of gove r11m e nts in tl1 e ad1nini str a tio11 of ju sti ce. T h e c omp e tin g m od e ls of c ri1ni11 a l a dmini strati on ar e di sc u sse d, as ar e tl1 e flo w of cases thr o u gh tl1 e sys t e n1 a nd seve ra l of th e fea tur es of th e c ri1ninal justi ce pro cess Res tor ati ve ju sti ce is intr o du ce d , and it is 11 ot e d th at thi s a lt e rn ati ve a ppro ac h t o ju sti ce will b e c onsid e r e d tl1r o u gl1 o ut tl1 e t ext , ra th e r th a n l1 av in g its ow11 d e di ca te d c hapt e r a s in th e pr ev iou s e dition.
Chapter 3: T hi s is a n ew c l1 a pt e r tl1 at foc u ses 0 11 co n s id e ration s i11 tl1 e stud y of c rin1in a l ju sti ce. It in c lud es a di sc u ss ion of th e iss u es surroundin g rac ism , di sc rimi11 ation , and i11 e qu a li ty, a11d th e ex p e ri e n ces of Indi ge n o u s a nd rac ializ e d p e rso 11 s a nd 1n e111b e rs of visibl e/c ultur a l / re lig io u s min ori ty group s in C anada . T l1 e cl1 apte r is d es ig 11e d to pro vid e tl1 e re ad e r w ith exp os ur e to tl1 e li ve d ex p e ri e n ces of p e rsons wh o n1 ay b e subj ec t e d to ra c is n1 a nd di sc rin1in ati o n , whi c l1 , i11 turn , vv ill co 11tribute t o an u11d e rstandin g of iss u es st1 c h a s rac ial pr ofilin g a11d bia se d p oli c in g a nd th e ove rr e p rese nt a tio11 of Indi ge n ou s 1J e rso11 s and Bla c ks in th e c rin1in al ju sti ce sys t e n1. T h e iss u es of ra c isn1 a nd di sc rin1in ati o 11 a r e key th e n1 es i11 tl1 e t ex t .
Additio11 a l c onsid e rati on s in th e stud y of c riminal jt1 sti ce a re also pr ese nt ed i11 tl1i s c l1 a pt e r, aga in t o IJr ov id e b ac kground c ontex t for th e mat e ri a ls pr ese nt e d in s ub sequ e nt c h apt e rs.
Chapter 13: T hi s is an oth e r n ew c l1 apt e r i11 th e t ex t , a nd it exa n1in es th e youth ju sti ce sys t e m. M a n y adults wh o c o1n e into co 11fli c t w ith th e law fir st b eca m e in vo lve d in tl1 e yo utl1 justi ce sys t e1n. T hi s fac t co mp e ls a n u11d e rsta11din g of th e approa c h to yo utl1 in co 11fli c t , th e leg isla ti on a11d pr og ra1n s d es ign e d to addr ess tl1 e ir iss u es, a11d th e ir exp eri e n ces in th e yo uth justi ce sys t e m , b otl1 t1nd e r sup e rvisio n in th e c om1nu11i ty a nd in yo utl1 co rr ec ti o 11a l fac ili t ies
INSTRUCTOR RESOURCES
T l1 e N e lson Educa t io n Teac hi ng Advantage (NETA) pr og ra1n de li ve rs resea rc l1-b ase d i11s tru c t o r res our ces th at prom ot e stud e11t e11ga ge n1 e nt a nd hi gl1 e r- ord e r thinkin g to e 11abl e tl1 e su ccess of Ca nadian stud e nts and e du ca tors Vi sit N e lso11 E du ca ti on 's Inspir e d I nstructio n we b sit e at www. n e lso n .co m / in spir ed t o fi11d o t1t m ore about NETA. T l1 e foll ow in g i11s tru c t or res our ces l1 ave b ee n c r eat e d fo r C anadi an C rim in al Ju stice:
A Prim er, Sixth E diti o 11 . Access tl1 ese ultin1 a te t ool s for c u stomi z in g l ec tur es a nd pr ese 11t atio11 s at www. 11 e lso n. co m / in stru c tor .
NETA
TEST BANK
T l1i s r eso ur ce i11 c lud es 1n o re tl1an 350 1nultipl e -c hoi ce qu es tion s w ritt e n a cc ordi11 g to NETA g uid e lin es fo r e ffec ti ve co n stru c tion a nd d eve l opm e nt of hi gh e r- o rd e r qu esti o 11 s. Al so in c lud e d a re 111or e tl1 a 11 25 0 tru e/fa l se qu es tion s, 1 50 short- a n swe r qu esti o 11 s, a nd 140 essay qu es ti o n s
Tl1 e NE TA Tes t Ba nk is ava ilabl e in a n ew, c loud-ba se d platfo r1n Nelson Testing Powe red by Cog n ero® is a sec ur e 011lin e t es ti11 g sys te m tl1at a llo ws i11 stru c t ors t o a uth o r, e dit , a11d m a 11age t es t b a nk c onte nt from an yw h e r e l11t e rn et access is avail abl e. No sp ec ia l in st a ll a ti on s or d ow11l oa d s a re 11 ee d e d , and tl1 e d es kt op-inspir e d i11t e rface, with its dr op-do w11 1n e11u s a11d fa miliar , intuiti ve t ool s, allo ws in stru c tors t o c re at e a nd m a n age t es ts with ease. Multipl e t es t ve rsio n s c an b e c rea t e d in an in st a nt , a11d co 11te nt c an b e import e d o r exp o rte d i11t o oth e r sys t e m s. T es ts ca n b e d e li ve re d fr om a l ea rnin g m a n age 1n e11t sys t e m , th e c lass roo m , o r wh e reve r a11 i11 stru c t or choo ses. N e lso11 Tes ting Powe re d b y Cog11 e ro for C anadian C ri mi na l Jus ti ce : A Prime r, Si xth E dition , ca n b e accesse d throu gh www .n e lson. c om /i11 stru c t o r.
NETA POWERPOINT
Mi c ro soft® Powe rPoi11t® l ec tur e slid es have b ee 11 c rea t e d for every c l1 apter . Tl1 e re is a n ave rage of 2 5 slid es p e r c l1 apte r, n1 a n y fea turin g k ey fi gur es, tabl es, a nd ph ot og raphs fr on1 Ca nadian Cri m in al Jus ti ce: A Primer, Sixth E ditio11. NETA prin c ipl es of cl ea r d es ig11 a11d
• XVI Preface
RAII-C,jrtle Assessment
e n gag in g c ont ent h ave b ee n i11 c orp orate d tl1r ou ghout, 1nakin g it si1npl e fo r in stru ctors to c u st o miz e th e d ec k for th eir courses
IMAGE LIBRARY
Thi s res our ce c o n sists of di g ital co pi es of fi g ur es, t abl es, a11d ph o to gra phs u se d in th e bo ok. I11 stru c t o rs n1a y u se th ese jp egs t o customi ze th e NE TA Po we rPoint or c r eat e th e ir ow n Powe rPoint pr ese nt ation s. An lin age Libr ary Key d esc rib es th e i1na ges a11d li sts tl1 e c od es und e r whi c l1 tl1 e jp egs a re save d. C od es 11 o rn1 all y re fl ec t th e c l1apt e r numb e r (e .g., COI for Ch a pt e r 1), tl1 e fi gur e o r photo 11umb e r (e .g ., F l 5 for Fi gur e 15 ), a11d th e page in th e t ex tb oo k For exa1npl e, C OI -F l 5-p g 26 would corr es pond to Fi g ur e 1- 15 011 page 26.
NETA INSTRUCTOR ' S MANUAL
Thi s res our ce is or gani ze d ac c o rdin g t o tl1 e t extb ook c hapt e rs a nd a ddr esses k ey e duca tion al c o11 ce r11 s, su c h a s typi ca l stu 1nblin g blo c ks stud e nt face and l1o w to addr ess th e m. Oth e r fea tur es in c lud e c omm on stud e nt mi sc on ce ptio11 s, i11- cl ass ac ti viti es, 011li11 e ac ti viti es, su gges t e d a nswe rs t o qu es ti o n s in th e t ext , a11d li11ks to vid eo c lip s witl1 qu es ti o ns for di sc u ss io11 or h o m ewo rk submi ss ion
STUDENT ANCILLARIES
Ne lso n E du ca ti on 's Premium Compan ion Website fo r Ca nadian Crimi nal Ju sti ce : A Pr ime r brin gs c ourse c o11 ce pts t o life with i11te rac ti ve l e arnin g a11d exa 1n pr e pa ra tio11 to ols tl1 a t integ rat e with th e printe d t extb oo k . Stud e nts ac ti vate th e ir k11o wl e d ge u sin g e n gag i11 g 011li11 e res our ces. Vi sit www .n e lso n. c om /s tud e nt for a ccess.
Part Openers provide a concise introduction for students and highlight key trends in the criminal justice system that will be discussed in the chapters following.
Learning Objectives identify the purpose of the materials that are presented and serve to orient the reader to the chapter.
PERSPECTIVE
A Physician's Perspective on the Burdens and Ethics of Assisted Death Perspective boxes provide first-hand accounts that capture the dynamics of the criminal justice system.
If you ask the public, what you ' re rea lly asking them is, "Do you want to have a right to access these interventions if you come to the end of your life and you're suffering?" That's a very different question than if you ask a med ical professional, "Do you want to kill your patients? Or do you
want to assist in the death of your patients?" One is a right, the other is an obligation. Those are intricately related. If someone in society has a right to something, it means someone else has an
SHOULD THERE BE INDEPENDENT OVER SIGHT OF THE JUDICIARY?
Earl ie r i n this book, it has been no te d that th e pol ice are the onl y crim i nal j ustic e ag en cy that is subj ected t o outsi de civil ian oversight. The legal profess ion incl udi ng the jud ic iary, is se lfregu late d; that is, the only structures of accountabili ty exist within the legal profe ssio n. Co ncerns have been ra ised abo ut the ab il ity of provi nc ial an d territor ial law so cie ti es t o both re pr esent and regu late the professio n and the effecti veness of the Canadian Judicial CounciI as oversight bodi es. a As well, ii is not ed that most complaint s that are made t o the Cana di an Jud ic ial Co uncil are not no t subject to the direction or control of the execu tive branch of governmen t. •c
A review of the record indicates that few complaints ulti mately res ult in the removal of a udge from the be nch. As well, since the discipl in ary procedure was establ ished in 1971 there have bee n very few publi c inqui ries by the council into the beh aviou r of a fede ral udge. Most com plaints (whi ch ave rage less th an 200 per year) are handl ed by the cha irperson of the council and are not publicized but ke pt between the com plainant, the judge, and the CJC It might be
General boxes provide stories generally in the news or engaging for students, and delve into a topic more deeply.
At Issue boxes challenge students to consider the various perspectives of a topic and answer questions that will assist them in formulating their thoughts on the topic.
BOX 1.1
THE FUNCTIONS OF THE CRIMINAL LAW
In Canadian society, the crimina l law prov id es the following functions:
• acts as a mechanism of social contro l
• maintains order
• de@les the parameters of acceptable behaviour
• reduces the risk of personal retaliat ion (vigilantism , or people taking the law into their own hands)
• IICIU PIIIIJl£AID CAIIIG
T "' ltllllN J fNllff • DT
Research File boxes appear throughout the book, and summarize the research literature on criminal justice policies and programs.
SUMMARY
This chapter vvas designed to provide background context to the study of the Canadian crim in al justice system. Inequality, rac ism, prejudice , and discrimination ,vere introduced as feature s of Canadian society. These are often n1anifested in racial profiling and the racialization of groups and indi viduals. Won1en, I ndigenous persons , Muslims, and sexua l n1inorities have lived experiences that affect their quality of life and may place them at risk of being victin1ized or of con1ing into conflict with the law
Critical Thinking Exercises and Class/ Group Discussion
Exercises at the end of the chapter further engage the student in considering and discussing critical issues in the justice system. Many of the exercises focus on actual cases and events.
MEDIA LINKS
"'v\larrio rs Against Vio lence," CBC News, July 6, 2015, http:!!1v\v1v.cbc.ca/ne1vs/indigcnous/ 1varriors-against-violence-tries-to-heal-aboriginal-n1en-l. 31 36168
' Who's Watching? 4,500 Outstanding Warrants for Alleged Probation and Conditional Sentence Vio lation s in Ontario," Global News, May 10, 2017. Follo1v the links in this arti cle fo r a several part n1edia seri es on probation in Ontar io, http:!!globalne1vs.ca/ ncivs/34 30 31 3/4500-outstanding-ivarrants-for-a llegcd-probation-a nd-condi tional -sen tence-vio lation s- in-ontario.
"vVho's \,\la tc hin g? Ontario's Probation System 'a Joke,' Say Offenders" ( Part 1), Global
File boxes highlight important events, research studies, and cases. Police File boxes appear in Part II; Court File boxes are included in Part Ill; Legal File boxes are included in Parts II and Ill; Criminal Justice Files appear in Part I; Corrections Files in Part IV; and Youth Justice Files in Part IV.
RESEARCH FILE 13. 1
A PROFILE OF INDIGENOUS YOUNG WOMEN IN CUSTODY
A study (N = 500) of youth in custody in British Co lu mbia fo und that, among the Indigenous young women
• 97 percent had left home ear ly to li ve on their own, on the stree ts, or in foste r care ;
• 82 percent had been in fo ster care at some po int;
• 80 percent reported ch il dhood trauma, inclu ding physical abuse (80 percent), sexual abuse (65 percent), and mental health issues in th e fam il y (30 percent) ;
• 80 percent had been introduced to hard drug use at an early age; and
• Compared to non-Ind ig enous young women in custo dy, had spent more time in th eir lives in custody
Summaries encourage students to reflect on what they have just learned.
CRITICAL THINKING EXERCISE
Critical ' Thinkin g Exercise 3 .1
In digenous Ex'Periences
The study of the involvement of Indigenous persons in the crirr1 inal justi ce system requires an unders tanding of th eir historical and con ten 1porary circu 111 stances \.Vatc h the fi ln1 We \.\fill Be Free a t CLASS/ GROUP DISCUSSION EXERCISE
C lass/Group Di scussion 3 1 Th e "Colonized Mind" of I ndigenous Persons
Jana -Rae Yerxa is Anishinaabe fron1 Little Eagle and Couchicl1ing First Nation and belongs to the Sturgeon c lan She uses the concept of th e " co lo ni zed mind" of Indige no u s persons to explain th e experiences of Indigenous peoples and the ir perspectives and perceptions.
Media Links have been carefully selected to provide students with access to persons who are involved in some way with the criminal justice system, as well as to provide a more in-depth examination of issues that were raised in the chapter.
I would lik e t o ac kn ow le d ge tl1 e 1nan)' p eo pl e throu gl1out tl1 e c ri1nin a l ju sti ce sys t e1n wl1 0 l1a ve co 11tribute d to tl1 e id ea s a nd i11for111 atio11 that h ave b ee n i11co rp o ra te d into thi s bo ok . M y l ove a nd tl1 a nk s to 1ny life p a rtn e r , Sa ndra S11o w, fo r h e r u11 wave rin g supp o rt a nd e n c oura ge m e nt
I would al so lik e to thank th e rev ie, ve rs of th e pr ev io u s e diti o n of tl1 e t ext for tl1 e ir in va lu abl e co n1m e nts, c riti c ism s, a nd su gges ti o 11 s:
Steph e11 Sc hn eid e r, Sa int Ma ry's U ni ve rsity
E va Wiln1 ot , Can1osun C oll ege
Na than lnno ce nt e, U ni ve rsity of To ront o at Mi ss issa u ga
C at Ba ron, Al go11quin Coll ege
Vi c ki Ryc kn1 a11, Lo ya li st Coll ege
As al ways, it h as b ee 11 a pl e a sur e t o vv ork with th e pr ofess io11al s a t Ne l so n: L ea nna Mac L ea n , Su zann e Simpso 11 Millar , a nd Im oi11da Ro 1n a in.
SEMI-ANNUAL UPDATES
T h e d y11a1ni c n a tu re of th e Ca n a di a n c rimi11 a l ju sti ce sys t em pr ese nt s c h all e 11ges in e n surin g th at tl1e n1at e ri a ls in th e t ex t are acc ur at e a nd up-to-d a t e T h ro u gl1 o ut th e sys t e m , tl1 e re a re l1i gl1-p ro fil e iss u es b e i11 g d eba t e d , co urt d ec isio n s th a t a re imp ac t i n g eve ry face t of th e sys t e m , and a ve rit abl e expl os io n of c rin1in a l justi ce r esea rc h. W itl1 e diti o n s of th e t ex t o n a fo u r-ye a r pu b li ca ti o n cyc l e, th e 111a t e ri a ls ca 11 bec om e d a t e d , oft e 11 by th e tim e tl1 e print dri es o n a new e diti o n.
To a ddr ess tl1i s, upd a t es fo r eac h of th e ch a pt e rs w ill b e pr ov id e d to co urse in stru c t ors se 1ni-a11nu a ll y- i11 th e sprin g and fall of eac h ca l e 11da r yea r . T h e upd at es will in c lud e s ig11ifi c ant l ega l cases and i1np ac tful co urt r uli11 gs, n ew resea rc h findi11gs, a nd m a jor c h a11ges i11 l eg isla ti o n , p o li cy, a nd o p e ra ti o 11s of tl1 e va ri o u s co mp o 11e11ts of th e ju sti ce sys t e m . New C riti ca l T hin kin g Exe rc ises an d C lass/G ro up Disc u ss io 11 Exerc ises wil l a lso b e pr ov id e d t o a cco mp a11y th e n ew m at e ri als
T h ese upd a t es will b e d es ig n e d t o pr ov id e in stru c to rs a11d stud e 11ts with c urr e 11t 1n a t eri a ls th at will e nh a n ce th e stud y of th e C an a di a n c rimin a l ju sti ce sys t e m . T l1 e fi rst upd at e will b e ava il abl e in spri11g 20 19.
As a l wa ys, I e n co ur age fee d bac k 0 11 th e boo k ge 11e ra ll y a nd 0 11 a n y spec ifi c m at er ials in it, e rr o rs of fac t , and o mi ss io n s. Fee l fr ee to co nt ac t m e a t gr iffith @s fu .ca witl1 a n y co 1n1n e nts, q u es ti o n s, o r su gges ti ons fo r futur e e diti o 11s of tl1 e b ook.
Th a nks
C u rt Tay lo r G ri ffith s, P h .D.
Va n co uve r, British Co l umbia
Ap ril 20 18
Chapter 1: The Foundat ions of Criminal Justi ce
Chapter 2: Understand ing the Criminal Justice Syste m Chapter 3: Considerations in the Study of Criminal Just ice
• A 10-yea r-old girl di sapp ear ed whil e wa lki11g h om e from a fri e nd 's h ouse in Toronto in 20 13 H er b ody parts we re late r found in bags flo ating i11 Lake Ont ar io . Poli ce ca n vasse d ab out 300 h om es in h e r n e ighb ourl1 oo d a11d aske d m e11 to pro vid e DNA 011 e man wh o refu se d was arr es te d and sub se qu e11tly co 11victe d . H e later pl e ad ed guil ty t o fir st-d eg ree n1urd e r. At Issue: To what exte nt, if a ny, should th e poli ce b e allowe d to condu ct a " D NA swee p" (or "bl oo ding") in ord e r to attempt to so lve a c rim e? (see Ch apte r 5).
• In 2012 , N. S ., a M uslim wo 1nan li ving in 011t a ri o, wa nte d to wea r h e r 11iqab (full fa ce ve il reve aling onl y tl1 e eyes) whil e t es ti fy ing in a pr elimin ary h earin g in vol vi11 g c h a rges aga in st h e r un c le and co u sin for sex u al ass ault . At issue: Should a Mu slim wo n1 a11 wh o we ars a niqab be pe r1nitte d b y th e judge t o t es ti fy in c ourt aga in st h e r all ege d p erp etr ator? (see Ch apte r 8)
• I11 Ap ril 20 1 3, a 16-yea r- o ld b oy sl1ot hi s 15-yea r- old c ou sin with a hu11tin g rifl e a t a pl ayg rou11d , pa ra lyz in g l1im. Both boys we r e Afri ca n
N ova Sc oti a n s. T h e b oy was sub seq u e 11tly found guilty of atte mpt e d 1nurd e r At Issue: Sl1 o uld c ultur a l assess m e11ts play a rol e i11 tl1 e se nte n c i11 g of yo un g offe nd e rs? (see C l1 a pt e r 1 3).
T h ese cases all occ urr e d in th e p as t few yea rs a11d pr ov id e a snap sh ot of th e dyn a1ni c natur e of th e c ri1nin a l ju sti ce sys t e 1n and th e co n1pl ex iss u es that surr o und its op e ratio11 . T h e tl1r ee c l1 a pt e rs in thi s p a rt a re d es ig11 e d t o se t th e fra1n ewo rk fo r th e stud y of tl1 e Ca n a di a n c riminal ju sti ce sys t e1n . C l1apt e r 1 se ts out th e fo undati o 11 of tl1 e lega l sys t e1n a nd di sc u sses tl1e ori gin s a11d appli c ati o 11 of tl1 e c rimina l law. It is 11 o te d that wh o a nd wl1 at ar e d e fin e d as cr i1ni11 a l is eve r- c l1 a n g i11 g a nd tl1 a t , in a d e mo c ra ti c so c iety, t e nsion s oft e n ex ist betwee n th e c rimi11 a l law a11d th e ri ghts of indi viduals C hapt e r 2 pr ov id es info r1n ati on t o und e rstand tl1 e c riminal ju sti ce sys t e m , in c ludin g its purp ose, th e c omp e ti11g 1no d e ls of c riminal ju sti ce a d111ini strati o11, th e fl ow of cases tl1r o u gl1 tl1 e sys t e m , and a di sc u ss io11 of th e e ffec ti ve 11 ess of th e sys t e1n T l1 e 1nate ri als in Cl1apte r 3 are pr ese nte d to prov id e a b ac kdr op for th e study of C an adi a n c rimin al justi ce T h e re is a di sc u ss ion of i11 e qu ali ty, rac is1n and di sc rimi11 ati on , and th e li ve d exp e ri e n ces of Indi ge n ou s p eo pl es, ra cializ e d group s, and pe rso ns in visib le/c ultural/relig ious mi11 oriti es. A nt11nb e r of a dditi o11al iss u es th at surrou11d tl1 e crimi11 al justi ce sys te m are al so id e ntifi ed a11d di sc usse
Discovering Diverse Content Through Random Scribd Documents
the movement has infused new life and power into Italian music. Among those composers who have stood somewhat aloof from the new school, Franchetti is the most noteworthy. His operas include “Cristoforo Colombo,” “Germania,” and the later “Figlia di Jorio,” and he has written symphonies that place him among the best of the later Italian composers.
Perosi.—The revival in sacred music has been brought about wholly by one man, Don Lorenzo Perosi (Tortona, Italy, 1872). He studied faithfully, in spite of sickness—first at Milan, then under the learned Fr. Haberl at Ratisbon. He became a conductor at Imola, and afterwards at Venice, where he led his forces with decided vigor. Soon after this, he began to compose the oratorios that have made him so famous. His sacred trilogy, “The Passion of Christ,” included the “Last Supper,” the “Sermon on the Mount,” and the “Death of the Redeemer.” It made a sensation that reverberated through all Italy, and caused his appointment in the following year as honorary master of the Papal Choir. He has been untiring as a composer, producing no less than fifteen masses and nearly a dozen oratorios. Among the latter are “The Transfiguration,” “The Annunciation,” “The Raising of Lazarus,” “The Birth of the Redeemer,” and the two-part “Moses.” He writes with enthusiasm, and sees the actual picture before him while he works. His music does not possess the calm dignity shown by Palestrina, but its semi-popular style is well adapted to his hearers, and may lead the way to something better.
Sgambati. The leading position among Italy’s new symphonic composers belongs to Giovanni Sgambati (Rome, Italy, 1843). Like many musicians, he was at first destined for a lawyer’s career, but began his musical studies in time to become known as a boyprodigy. He settled in Rome, and soon grew famous as a pianist. He played Beethoven, Schumann and Chopin, and did much to introduce their works into Italy. He planned a trip to Germany, but when Liszt came to Rome he remained there to study under that great master. At this time his earlier compositions, mostly chamber works, brought him into notice in a new field. These quartets and quintets were followed by a festival overture, a piano concerto, and
three symphonies in succession. His compositions are somewhat lacking in spontaneity, but they display great learning, and undeniable skill. His works show the influence of Liszt and Berlioz, mingled with the stricter style of the old Italian contrapuntal writers.
Other Orchestral Composers. With Sgambati, Martucci also deserves mention in the instrumental field. He became identified with the artistic life of Naples, where he fought a similar fight for the cause of good music. Among several others, Del Valle de Paz is noted for his valuable educational work in Florence, no less than for his compositions. Busoni, so well known as a pianist, has also tried his hand at orchestral writing in the most extreme modern vein. Eugenio di Pirani is another composer who has identified himself with the German instrumental school. The literary champion of the new order of things has been Luigi Torchi, whose work in the magazines deserves the highest praise.
Bossi.—The most prominent figure among the younger devotees of the German style is Marco Enrico Bossi (Salo, Italy, 1861). He studied organ at first, and for ten years held the post of organist in the Como Cathedral. Four years of teaching at Naples were followed by similar work in Venice, where he gained deserved prominence. His compositions show great originality, and include many different forms. An early overture was given at the Crystal Palace, in London, which he visited during a piano tour. The one-act opera “Paquita” was followed by “L’Angelo della Notte” and “Il Veggento,” also a large work for the Milan Exposition of 1905. He has composed many masses, and the oratorio “Christus.” A more recent triumph is “Paradise Lost,” with Milton’s words—a work suggested by Mme. Rubinstein. His organ concerto won a decided success at the Chicago Fair, and his symphonic poem, “Il Cieco,” has been well received. He aims to blend the old polyphonic style with the rich instrumentation of modern Germany.
Buongiorno.—Among the adherents of German standards, Buongiorno (Bonito, Italy, 1864) is one who has devoted himself to opera. Studying at the Naples Conservatory, he became leader of an
operetta troupe, for which he wrote many popular works. His first great opera was “Das Mädchenherz” (Il Cuor delle Fanciulle), which treats with admirable delicacy the love-story of Alba and Marino. She grows to be court singer, and defeats an older rival, but ambition makes her careless of love. Marino becomes a priest, and only when Alba is old and forsaken does his consolation show her what she has missed. The music displays much emotional beauty, and the “play within the play,” at the ducal court, allows the composer to imitate Bach, Handel, and other old masters with exquisite humor. “Michelangelo and Rolla” is a one-act play, again uniting a subject of real poetic worth with beautiful music. These two operas are far removed from the crudities of the “Verismo” school.
Wolf-Ferrari. A composer who may fitly follow German ideals is Ermanno Wolf-Ferrari, son of a German father and an Italian mother. His “Cenerentola” (Cinderella) has a rather tedious first act, but the second act shows all the appealing beauty and sympathetic feeling that mark the new romanticism. “Le Donne Curiose” is an excellent example of sparkling comedy, and has won much success in Germany. It treats of the misadventures of some women, who try to investigate a mysterious club formed by their husbands. A work in a different vein is the composer’s “Vita Nuova,” a fresh and inspired setting of sonnets and other selections from Dante’s great work.
Music in Italy.—It is difficult for one nation to adopt the musical expression of another, but this is practically what Italy has done. Verdi first gave up the trivial melodies so dear to the Italian populace, and adopted a worthier style. Like Boïto, he denied being influenced by Wagner, but his works show that he felt the force of the German master’s orchestral power. The realistic school of opera has brought into Italian music a vividness and power that are not surpassed by any other nation, while a still later generation has striven to cast off the crudities of this school and produce works of real orchestral value. Italy has already done much, and the progress of the last few decades seems to predict a bright future for her music.
Music in Spain.—During the last half-century, Spain, too, has developed some native composers. One of the best is Isaac Albeniz, whose “Pepita Ximenes” is a delightful comedy of love and intrigue. His Zarzuelas also have met with success. Felipe Pedrell, well known in European journalism, has written an ambitious trilogy on subjects illustrating the national motto, “Patria, Fides, Amor.” Larrocha, Vives, De Lara, and Antonio Noguerra are also worthy of mention. The Zarzuela is the peculiar Spanish form of light opera, resembling the Italian opera buffa, but possessing more brilliance and delicacy.
REFERENCES
.
Streatfeild, R. A.—Masters of Italian Music. Elson, Arthur.—Modern Composers of Europe.
QUESTIONS
.
What circumstances contributed to Italy’s musical decadence?
Give an account of “Cavalleria Rusticana” and how it came to be written.
What composer was influenced by the success of Mascagni? Describe his works.
Who wrote “La Bohême”? Tell about his education and his works.
What composers are prominent in the “Realistic” school in Italy?
Give an account of the work of Perosi in Oratorio.
Give an account of the works of Sgambati and other composers for the orchestra.
What composers follow German methods? Describe their works.
Tell something about music in Spain.
C. H. H. PARRY.
A. C. MACKENZIE.
EDWARD ELGAR.
S. COLERIDGE-TAYLOR.
GRANVILLE BANTOCK.
