A Long Time to Wait on Death Penalty

"The Genius of Connecticut" inside the Capitol building in Hartford. Photograph by Brandon T. Bisceglia.

This month, the Connecticut legislature voted to repeal the state's death penalty. Gov. Dannel P. Malloy has indicated he will sign the legislation when it reaches his desk.

I wrote the following letter, published by the Connecticut Post and the Stamford Advocate, in response to the historic repeal:

“Is it not absurd, that the laws, which detest and punish homicide, should, in order to prevent murder, publicly commit murder themselves?”

That was the question Italian jurist Cesare Beccaria asked in his groundbreaking 1764 essay, “On Crimes and Punishments,” which called for reforms to Europe's criminal justice system at a time when arbitrary sentences and torture were common. His work carries more weight than ever in Connecticut today.

Beccaria argued that the punishment of crimes should not pander to passions; rather, punishments should be based on rational principles. His treatise was key in shaping the U.S. Constitution and legal system.

In the essay, Beccaria made one of the first systematic arguments against the death penalty, writing that “the laws, which are intended to moderate the ferocity of mankind, should not increase it by examples of barbarity.”

Beccaria recognized that capital punishment doesn't deter crime. He also pointed out that the wretchedness of a life in prison is a much harsher punishment, since a man could steel himself against a single moment of death and, by turning to religion, even look forward to “eternal happiness upon the easy terms of repentance.”

That's exactly what Michael Ross, the last person to be executed in Connecticut, did when he joined a Roman Catholic monastic community in West Redding and waived his right to appeal, opting instead for relief in death.

It took 250 years, but in a few days Connecticut will finally catch up with the Enlightenment.

Commencements Carry Long Histories Forward

The commencement ceremonies program from 1930, when UNH was known as New Haven College.

Photograph by Brandon T. Bisceglia.

The university commencement ceremony is a truly ancient tradition.

According to April L. Harris's “Academic Ceremonies: A Handbook of Traditions and Protocol,” the first commencements were held in Paris and Bologna in the eleventh and twelfth centuries. At that time, Harris writes, universities were training grounds run by local guilds and trade associations. After a student had mastered a craft, “the new master of arts was permitted by his superiors to commence teaching the craft, thus the term 'commencement.'”

Modern commencement ceremonies retain some of the vestiges of ancient traditions in the symbolic colors of the hoods and robes, the delivery of speeches, and other basic components. Despite their age, however, there are few agreed-upon rules for how to conduct a commencement. Every commencement is a unique blend that reflects an institution's own history, beliefs, and circumstances.

Past commencements at the University of New Haven tell a great deal about the university's genesis. When it opened as the New Haven Y.M.C.A. Junior College in 1920, UNH was a second-chance institution aimed at providing job skills for veterans of World War I. The college consisted of three departments: the School of Commerce and Finance, the School of Engineering, and the Preparatory School.

In addition to being experience-oriented, the college was progressive, admitting women for the first time during the 1922-23 school year. According to a historyof UNH written in 1995 by Joseph B. Chepaitis as part of the university's 75-year anniversary, the first commencement, held on June 24, 1924, served as a chance for the 13 graduates to display this forward-leaning attitude.

“The graduating class displayed their spirit at graduation,” he writes. “The male members stepped aside to allow the only woman in the class, Bella Cohen, to be the first to graduate.”

In its early years, UNH struggled to maintain its mission of service to the community. The Great Depression and other factors placed the fledgling college on uncertain ground, and limited the number of students who enrolled. In 1930, a full ten years after its inception, the graduating class still only consisted of 16 people, two of whom were women.

The program from that day's ceremonies is the earliest one available today in the UNH archives. Despite being over 80 years old, though, the format of the ceremony would be familiar to anyone who has attended a modern commencement.

A string quintet played “Pomp and Circumstance” during the opening processional. There was an invocation followed by a commencement address. The candidates for degrees were presented that year by Ellis C. Maxcy, who was head of the Commerce and Engineering Departments at the time. Next, New Haven College Director John Brodhead conferred the degrees. Finally, the group recessed as the quintet played the “Coronation March.”

In 1930, the only note of protocol listed in the program stated, “The audience will remain seated until the procession has left the auditorium.”

Not much has changed since 1930. When asked what protocols today's students need to know, Director of University Special Events Jill Zamparo echoes the recommendation from a century ago.

“Students shouldn't get up and leave until the ceremony is over,” she says.

Some things about commencement have changed significantly since UNH was founded. One significant milestone occurred in 1958, when New Haven College (UNH's name at the time) received provisional authority from Connecticut's General Assembly to award bachelor of science degrees in business and engineering.

By the time the college received accreditation for its baccalaureate programs in 1966, the number of students receiving four-year degrees outnumbered those receiving two-year degrees by two to one. At that year's commencement, 186 business and engineering students got their bachelors degrees, while 92 received an associates degree.

As UNH expanded into its current size and shape, it also adapted its commencement ceremonies to incorporate more ancient traditions. A pair of maces conveyed by the marshals leading academic processions were donated in 1976 by former Chairman of the UNH Board of Governors Norman I. Botwinik. The maces, which reside under glass in the university library for most of the year, were designed after those used by fifteenth century academies in London, according to the UNH commencement pageantry guide.

Maces are used to symbolize authority, according to the guide. They became a symbol of power during the Middle Ages in Europe because they could break plate armor that was impervious to the sword.

A second ancient symbol was given in 1995 by the University of New Haven Alumni Association and incorporated into the ceremonies: the collar of authority. The collar is worn by the president of a university and contains symbols significant to that institution. In UNH's case, the collar contains a pendant with the university seal, as well as eight links with symbols representing UNH's foundation and historical connection to Yale University and the Y.M.C.A.

Other changes are bound to occur over time, as well. Zamparo says that she is finding that policies are needed to handle all kinds of minutia, such as who can and cannot wear honor cords. She expects a set of written policies to be in place by 2013.

Yet the traditions from which Zamparo is drawing her ideas for new practices are sometimes profoundly old. Books like Harris's “Handbook of Traditions and Protocol” are guiding guide the development of these practices. What emerges will be another adaptation of ancient traditions to meet modern needs.

Tips on Arguing: Admit When You're Wrong

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We’d all like to win our arguments. We’d all like to believe that our positions are the “right” ones. We’d all like to have the facts on our side.

           

But life isn’t that simple. Circumstances change. New facts are discovered, and sometimes they challenge even the staunchest of beliefs. “Truth” rarely remains unchanged over the long run. To be able to argue effectively, you have to be prepared to be wrong.

           

That’s easier said than done, though. Even if you recognize on an intellectual level that your statements and beliefs are subject to change, actually admitting and acting upon it can have some unpalatable consequences: embarrassment; suspicion from others; loss of one’s job; legal action.

           

In the long term, however, refusing to admit a mistake or clinging to an outdated notion is a losing gambit.

           

Consider the Toyota recall debacle that began in late 2009. It was revealed that Toyota had been neglecting safety concerns in several of its models long before it recalled any cars. The public backlash was devastating. Within two weeks, research by Kelley Blue Book estimated that “27 percent of those who said they were considering a Toyota prior to the recall now say they no longer are considering the brand for their next vehicle purchase.” Of those disillusioned car buyers, about half said they weren’t sure if they would consider buying a Toyota after the company’s problems were resolved.

           

It was a huge hit for Toyota, which still had to recall over 6.5 million vehicles and temporarily shut down several North American plants.

           

The damage to Toyota’s brand – and the deaths caused by its negligence – could have been minimized if the executives had been willing to recognize their errors. The company didn’t escape the negative consequences of public apology, either. Embarrassment, mistrust, and legal penalties were all amplified by Toyota’s inaction.

           

It can be hard to be open about your failings. It can be hard to abandon your established beliefs, especially if they’re central to your life or work. Eventually, though, it’s always much harder not to admit when you're wrong.

HCC and UNH Partner for First Transfer Tour

The main campus at the University of New Haven. Photograph by Brandon T. Bisceglia.

A group of 22 students from Housatonic Community College in Bridgeport got a first-hand look Friday at the University of New Haven experience.

The students, accompanied by HCC Counselor Marilyn Wehr, boarded a bus at 10 a.m. and made the half-hour trip to West Haven, where they were shepherded to the second floor of Bartels Hall for a presentation about UNH by Nikki Cardillo, assistant director for transfer admissions at UNH, who led the tour.

Aided with slides, Cardillo gave an overview of the programs and facilities available at UNH. She explained the transfer process, including the scholarships available to transfer students and the dates by which they would need to apply in order to qualify for financial aid or housing.

Cardillo also spent time talking about some of the successful people who have graduated from UNH, such as David Beckerman, who founded the Starter athletic apparel company in New Haven in 1971.

Most of the students were learning about UNH well before they were ready to finish at HCC. When Cardillo asked how many of the students were interested in transferring for the Fall 2012 semester, four raised their hands.

The students posed tough questions for Cardillo at the end of her presentation. Several asked about part-time enrollment, which had not been covered in the presentation. According to HCC's Institutional Research Office, 4,248 out of 6,132 of the college's students this semester are enrolled part-time, accounting for over two-thirds of the student population.

One student asked Cardillo if she could estimate UNH's ability to place students in jobs. Cardillo said it was difficult to tell.

“Some students go on to Master's programs. Others get jobs that are not in their specific majors,” she pointed out.

After the presentation, the students were given meal cards so they could buy lunch in the cafeteria, where they were joined by professors who talked to them about academic life at UNH.

Several students had already formed positive impressions of UNH before arriving on campus. Rob Nerkowski, a computer sciences major at HCC, had heard about the computer engineering program at UNH from a friend who attends the College of Engineering.

Nerkowski said that everyone he had met on campus seemed kind and had said 'hi' to him.

“There's nothing I didn't like,” he said.

HCC Criminal Justice major Alex Antuna, Jr., said that he was excited to see the Henry C. Lee Institute.

“I wanted to come today because this is one of the best schools for criminal justice and forensics,” he said.

Antuna was a little intimidated by the idea that he would be living on campus by himself, however, saying he had “living on your own anxiety.”

Carolina DeLeón, another criminal justice major at HCC, was not at all intimidated. She said that she was looking for a small campus with nice people, adding that she wanted to go somewhere with the same feeling of community that she enjoyed at HCC.

She was, however, reserving judgment until she had heard more about UNH's part-time programs. She said she has a 14-year-old son, and would not be able to manage a full-time course load.

Wehr said this was the first time HCC and UNH had worked together on such a tour. She and Cardillo worked together to coordinate the trip because they felt that HCC and UNH are near one another and have numerous programs in common, including criminal justice and accounting.

Cardillo said that, since starting as an admissions coordinator in the summer of 2011 she has made it a goal to build closer relationships with Connecticut's community colleges, as well as some in New York and Massachusetts.

“I think that having students come visit, and having our counselors visit their schools multiple times per month gives that personal touch on which UNH prides itself,” she said.

           

Cardillo said she is currently planning a trip for engineering students from Naugatuck Vallley Community College in Waterbury to visit the Tagliatela College of Engineering.