School violence is widely held to have become a serious problem in recent decades in many countries, especially where weapons such as guns or knives are involved. It includes violence between school students as well as physical attacks by students on school staff.

International character of school violence

Australia

The Education Minister of the State of Queensland said in July 2009 that the rising levels of violence in schools were "totally unacceptable" and admitted that not enough had been done to combat violent behaviour. 55,000 students had been suspended in the state's schools in 2008, nearly a third of which were for "physical misconduct".

In South Australia, 175 violent attacks against students or staff were recorded in 2008.

Belgium

A recent study found that violence experienced by teachers in francophone Belgium was a significant factor in decisions to leave the teaching profession.

Bulgaria

Following "numerous reports over the past decade about school violence", the Education Minister in 2009 introduced stricter regulations about student behaviour, including inappropriate dress, being drunk, and carrying mobile phones. Teachers were to be given new powers to punish disruptive students.

France

The French Education Minister claimed in 2000 that 39 out of 75,000 state schools were "seriously violent" and 300 were "somewhat violent".

Japan

A survey by the Education Ministry showed that students at public schools were involved in a record number of violent incidents in 2007—52,756 cases, an increase of some 8,000 on the previous year. In almost 7,000 of these incidents, teachers were the target of assault.

Poland

In 2006, in response to the suicide of a girl after she was sexually molested in school, the Polish Minister of Education, Roman Giertych, launched a "zero tolerance" school reform. Under this plan, teachers would have the legal status of civil servants, making violent crimes against them punishable by higher penalties. Head teachers (equivalent to principals in the US) will be, in theory, able to send aggressive pupils to perform community service and these students' parents may also be fined. Teachers who fail to report violent acts in school could face a prison sentence.

South Africa

The South African Human Rights Commission has found that 40% of children interviewed said they had been the victims of crime at school. More than a fifth of sexual assaults on South African children were found to have taken place in schools. Exposure to domestic violence, gangsterism, and drugs have had a substantial impact on student performance.

United Kingdom

A government inquiry in 1989 found that 2 per cent of teachers had reported facing physical aggression. In 2007 a survey of 6,000 teachers by the teachers' trade union NASUWT found that over 16% claimed to have been physically assaulted by students in the previous two years. On the basis of police statistics found through a Freedom of Information request, in 2007 there were more than 7,000 cases of the police being called to deal with violence in schools in England.

In April 2009 another teachers' union, the Association of Teachers and Lecturers, released details of a survey of over 1,000 of its members which found that nearly one quarter of them had been on the receiving end of physical violence by a student.

In Wales, a 2009 survey found that two-fifths of teachers reported having been assaulted in the classroom. 49% had been threatened with assault.

United States

According to the U.S. National Center for Education Statistics, school violence is a serious problem. In 2007, the latest year for which comprehensive data were available, a nationwide survey, conducted biennially by the Centers for Disease Control and Prevention (CDC) and involving representative samples of U.S. high school students, found that 5.9% of students carried a weapon (e.g. gun, knife, etc.) on school property during the 30 days antedating the survey. The rate was three times higher among males than among females. In the 12 months antedating the survey, 7.8% of high school students reported having been threatened or injured with a weapon on school property at least once, with the prevalence rate among males twice that as among females. In the 12 months antedating the survey, 12.4% of students had been in a physical fight on school property at least once. The rate among males was twice the rate found among females. In the 30 days antedating the survey, 5.5% of students reported that because they did not feel safe, they did not go to school on at least one day. The rates for males and females were approximately equal.

The most recent U.S. data on violent crime in which teachers were targeted indicate that 7 percent (10 percent in urban schools) of teachers in 2003 were subject to threats of injury by students. Five percent of teachers in urban schools were physically attacked, with smaller percentages in suburban and rural schools. Other members of school staffs are also at risk for violent attack, with school bus drivers being particularly vulnerable.

Risk factors

The individual child

Internalizing and externalizing behaviors

A distinction is made between internalizing and externalizing behavior. Internalizing behaviors reflect withdrawal, inhibition, anxiety, and/or depression. Internalizing behavior has been found in some cases of youth violence although in some youth, depression is associated with substance abuse. Because they rarely act out, students with internalizing problems are often overlooked by school personnel. Externalizing behaviors refer to delinquent activities, aggression, and hyperactivity. Unlike internalizing behaviors, externalizing behaviors include, or are directly linked to, violent episodes. Violent behaviors such as punching and kicking are often learned from observing others. Just as externalizing behaviors are observed outside of school, such behaviors also observed in schools.

Other individual factors

A number of other individual factors are associated with higher levels of aggressiveness. Early starters have worse outcomes than children whose antisocial activities begin late. Lower IQ is related to higher levels of aggressivity. Other findings indicate that in boys early problematic motor skills, attentional difficulties, and reading problems predict later persistent antisocial conduct.

Home environment

The home environment is thought to contribute to school violence. The Constitutional Rights Foundation suggests long-term exposure to gun violence, parental alcoholism, domestic violence, physical abuse of the child, and child sexual abuse teaches children that criminal and violent activities are acceptable. Harsh parental discipline is associated with higher levels of aggressiveness in youth. There is some evidence indicating that exposure to television violence and, to a lesser extent, violent video games is related to increased aggressiveness in children, which, in turn, may carry over into school.

Straus adduced evidence for the view that exposure to parental corporal punishment increases the risk of aggressive conduct in children and adolescents. Straus's findings have been contested by Larzelere and Baumrind. A meta-analysis of the vast literature on corporal punishment, however, indicates that corporal punishment is related to poorer outcomes in children and youth. The methodologically soundest studies indicate "positive, moderately sized associations between parental corporal punishment and children’s aggression."

Gerald Patterson’s social interactional model, which involves the mother’s application and the child's counterapplication of ''coercive'' behaviors, also explains the development of aggressive conduct in the child. In this context, coercive behaviors include behaviors that are ordinarily punishing (e.g., whining, yelling, hitting, etc.). Abusive home environments can inhibit the growth of social cognitive skills needed, for example, to understand the intentions of others. Short-term longitudinal evidence is consistent with the view that a lack of social cognitive skills mediates the link between harsh parental discipline and aggressive conduct in kindergarten. Longer-term, follow-up research with the same children suggests that partial mediating effects last until third and fourth grade. Hirschi's cross-sectional data from northern California high-school students are largely consistent with this view. Findings from case-control and longitudinal studies are also consistent with this view.

Neighborhood environment

Neighborhoods and communities provide the context for school violence. Communities with high rates of crime and drug use teach youth the violent behaviors that are carried into schools. Dilapidated housing in the neighborhood of the school has been found to be associated with school violence. Teacher assault was more likely to occur in schools located in high-crime neighborhoods. Exposure to deviant peers is a risk factor for high levels of aggressivity. Research has shown that poverty and high population densities are associated with higher rates of school violence. Well controlled longitudinal research indicates that children's exposure to community violence during the early elementary school years increases the risk of aggression later in elementary school, as reported by teachers and classmates. Other, well controlled longitudinal research that utilized propensity score analyses indicates that exposure to gun violence in early adolescence is related to the initiation of serious physical violence in later adolescence. Neighborhood gangs are thought to contribute to dangerous school environments. Gangs use the social environment of the school to recruit members and interact with opposing groups, with gang violence carrying over from neighborhoods into some schools.

School environment

Recent research has linked the school environment to school violence. Teacher assaults are associated with a higher percentage male faculty, a higher proportion of male students, and a higher proportion of students receiving free or reduced cost lunch (an indicator of poverty). In general, a large male population, higher grade levels, a history of high levels of disciplinary problems in the school, high student to teacher ratios, and an urban location are related to violence in schools. In students, academic performance is inversely related to antisocial conduct. The research by Hirschi and others, cited above in the section on the home environment, is also consistent with the view that lack of attachment to school is associated with increased risk of antisocial conduct.

Controversies

Lax school authorities

In 2005 on a school bus in Montgomery County, Maryland, an 11-year old girl was attacked by a group of several older boys who, the girl said, grabbed her breasts and feigned sex acts. Also in 2005 on a school bus in Colonial Heights, Virginia, south of Richmond, Virginia, three boys and two girls aged 8 to 13 held an 11-year-old girl down in the back of the bus and forcefully penetrated her with an object. In the Maryland case, the child's mother, not the school, called the police, although a school administrator did notify the girl's mother (the students were not charged with sexual assault because the police mishandled the paperwork); in the Virginia case, the bus driver saw the incident and notified both the school and the girl's mother, prompting coordinated investigations by the police and the school. In 2008, the Baltimore School District failed to intervene in an act of violence committed against a teacher. A student had taken a video of a peer beating her art teacher. School officials ignored the problem until the video was posted on MySpace. Some cases of school violence have ''not'' been brought to the attention of the authorities because school administrators have not wanted their schools labeled "unsafe" under the No Child Left Behind (NCLB) Act. With or without NCLB, in the US, there has been a history of underreporting violent incidents occurring in schools.

The media

School shootings are rare and unusual forms of school violence. School shootings are accountable for less than 1% of violent crimes in public schools, with an average of 16.5 deaths per year from 2001–2008. Some commentators claim that media coverage encourages school violence, although a more likely explanation is that the reporting follows the events in question. On April 16, 2007, Seung-Hui Cho killed 32 people at Virginia Tech before committing suicide. Possibly because of extensive media coverage of the Virginia Tech tragedy, several students across the US committed violent offenses or threatened to do so in their schools. On the other hand, the press would likely have been faulted if it did not cover serious threats to public safety like the Virginia Tech and Columbine massacres.

Prevention and intervention

The goal of prevention and intervention strategies is to stop school violence from occurring. According to the CDC, there are at least four levels at which violence-prevention programs can act: at the level of society in general, the school community, the family, and the individual.

''Society-level prevention strategies'' aim to change social and cultural conditions in order to reduce violence regardless of where the violence occurs. Examples include reducing media violence, reshaping social norms, and restructuring educational systems. The strategies are rarely used and difficult to implement.

''School-wide strategies'' are designed to modify the school characteristics that are associated with violence. An avenue of psychological research is the reduction of violence and incivility, particularly the development of interventions at the level of the school. The CDC suggests schools promote classroom management techniques, cooperative learning, and close student supervision. At the elementary school level, the group behavioral intervention known as the Good Behavior Game helps reduce classroom disruption and promotes prosocial classroom interactions. There is some evidence that the Second Step curriculum, which is concerned with promoting impulse control and empathy among second and third graders, produces reductions in physically aggressive behavior. Other school-wide strategies are aimed at reducing or eliminating bullying and organizing the local police to better combat gang violence.

The implementation of ''school-wide early-warning systems'', the school equivalent of a DEW Line-like surveillance operation designed to "prevent the worst cases of school violence," has been problematic. Recent developments in early threat assessment, however, show promise. Violence-prevention efforts can also be usefully directed at developing anti-bullying programs, helping teachers with classroom-management strategies, applying behavioral strategies such as the Good Behavior Game, implementing curricular innovations such as the Second Step syllabus, developing programs to strengthen families (see below), and implementing programs aimed at enhancing the social and academic skills of at-risk students (see below).

Some intervention programs are aimed at ''improving family relationships''. There is some evidence that such intervention strategies have modest effects on the behavior of children in the short and long term. Patterson's home intervention program involving mothers has been shown to reduce aggressive conduct in children. An important question concerns the extent to which the influence of the program carries over into the child's conduct in school.

Some prevention and intervention programs focus on ''individual-level strategies''. These programs are aimed at students who exhibit aggression and violent behaviors or are at risk for engaging in such behaviors. Some programs include conflict resolution and team problem-solving. Other programs teach students social skills. The Conduct Problems Prevention Research Group, while developing and implementing a universal anti-aggression component for all elementary school children, also developed and implemented a separate social-skills and academic tutoring component that targets children who are the most at risk for engaging in aggressive behavior.

See also

Bullying

Bullying in teaching

Childnet

Cyber-bullying

Gun violence

List of school-related attacks

School bullying

School shooting

Suicide of Megan Meier

References

External links

U.S. Bureau of Justice Statistics. (2009).''Indicators of school crime and safety 2009''.

Centers for Disease Control and Prevention. (2010). ''Understanding school violence: Fact sheet''.

Centers for Disease Control and Prevention. (2009). ''Youth violence: National and state statistics at a glance''.

Schonfeld I.S. (2006). School Violence. In E.K. Kelloway, J. Barling, & J.J. Hurrell, Jr. (eds.). ''Handbook of workplace violence'' (pp. 169–229). Thousand Oaks, California, USA: Sage Publications.

Category:Education issues Category:Crime Category:Violence

de:Gewalt an Schulen et:Koolivägivald es:Violencia escolar fr:Violence scolaire ja:校内暴力 pl:Przemoc w szkole ru:Насилие в школах tr:Okulda şiddet vi:Bạo lực học đường zh-yue:校園暴力

Coordinates	28°36′36″N77°13′48″N
Name	Pat Brown
Order	32nd
Office	Governor of California
Term start	January 5, 1959
Term end	January 2, 1967
Lieutenant	Glenn M. Anderson
Predecessor	Goodwin Knight
Successor	Ronald Reagan
Birth date	April 21, 1905
Birth place	San Francisco, California
Death date	February 16, 1996
Death place	Beverly Hills, California
Resting place	Holy Cross Cemetery Colma, California
Party	Republican (1928)Democrat (1932-1996)
Spouse	Bernice Layne Brown
Profession	Lawyer
Religion	Roman Catholicism
Alma mater	San Francisco College of Law }}

Edmund Gerald "Pat" Brown, Sr. (April 21, 1905 – February 16, 1996) was the 32nd Governor of California, serving from 1959 to 1967, and the father of current Governor of California Jerry Brown.

Background

Brown was born in San Francisco, California, one of four children of Edmund and Ida Schuckman Brown. His father was an Irish Catholic, his mother a German Protestant. He acquired the nickname "Pat" during his school years; the nickname was a reference to his Patrick Henry-like oratory. When he was 12 and selling Liberty Bonds on street corners, he would end his spiel with, "Give me liberty, or give me death."

He was a debate champion as a member of the Lowell Forensic Society at San Francisco's Lowell High School, from which he graduated in 1923. Brown skipped college and worked in his father's cigar store while studying law at a local night school. He graduated from San Francisco College of Law in spring 1927, passed the California bar exam the following fall, and started a law practice in San Francisco.

Brown ran as a Republican for the State Assembly in 1928, but lost; he joined the Democratic Party in 1932. He waited until 1939 to seek public office again, this time running for District Attorney of San Francisco, a race he lost to Matthew Brady.

He ran again for District Attorney in 1943, and this time won. He served in that position for seven years, and made his name attacking bookies and underground abortion providers. In 1949, he raided Sally Stanford's elegant San Francisco bordello.

In 1946, as the Democratic nominee, Brown lost the race for Attorney General of California to Los Angeles County District Attorney Frederick N. Howser. Running again in 1950, he won election as Attorney General and was re-elected in 1954. While he was Attorney General, he was the only Democrat to win statewide election in California.

Governor of California

In 1958, he was the Democratic nominee for Governor of California. He defeated U.S. Senator William F. Knowland by a margin of nearly 20 percentage points and a plurality of over 1 million votes. He was reelected in 1962, defeating former Vice President Richard Nixon by 52% to 47%. He lost the 1966 election to another future Republican President, Ronald Reagan. Reagan unseated Brown with 58%, winning a plurality of some 990,000 votes.

Brown's two terms were marked by an enormous water-resources development program. The California Aqueduct built as part of the program now bears his name. He also presided over the enactment of the California Master Plan for Higher Education, fair employment legislation, a state economic development commission, and a consumers' council. He sponsored some forty major proposals, only five of which failed to pass in the Legislature.

During his two terms in office, Brown commuted 23 death sentences, signing the first commutation on his second day in office. One of his more notable commutations was the death sentence of Erwin "Machine-Gun" Walker, whose execution in the gas chamber for first-degree murder had been postponed some hours before it was to take place because of an attempted suicide. After recovering, Walker's execution was postponed again while he was being restored to mental competency. After Walker was declared sane in 1961, Brown commuted Walker's death sentence to life without the possibility of parole. Walker would later be paroled anyway after the California Supreme Court held that Governor Brown could not legally deny a prisoner the right to parole in a death sentence commutation. Another prisoner whose death sentence was commuted by Brown committed at least two rapes and one murder after being paroled.

In contrast, Governor Brown allowed 36 executions, including the highly controversial case of Caryl Chessman in 1960 and Elizabeth Duncan - the last female put to death before a national moratorium was instituted. Though he had supported the death penalty while serving as district attorney, as Attorney General, and when first elected Governor, he later became an opponent of its use. While Governor, Brown's attitude towards the death penalty was often ambivalent, if not arbitrary. An ardent supporter of gun control, Brown was more inclined to let convicts go to the gas chamber if they had killed with guns than with a knife or (in one actual case) with a bowling pin. He later admitted that he had denied clemency in one death penalty case principally because the legislator who represented the district in which the murder occurred held a swing vote on farmworker legislation supported by Brown, and who told Brown that his district "would go up in smoke" if the governor commuted the man's sentence.

During the Chessman case Brown proposed that the death penalty be abolished, but the proposal failed. His Republican successor, Ronald Reagan, was a firm death penalty supporter and oversaw the last pre-Furman execution in California in 1967.

Personal life

Brown and his wife, Bernice (née Layne), the daughter of a San Francisco police captain, were childhood sweethearts. They married in 1930 and had four children (all born in San Francisco):

Barbara Layne Brown [Casey] (July 13, 1931—)

Cynthia Arden Brown [Kelly] (October 19, 1933—)

Edmund Gerald ("Jerry") Brown, Jr. (April 7, 1938—)

Kathleen Lynn Brown (September 25, 1945—)

In 1970, Pat's son Jerry Brown was elected Secretary of State of California; in 1974 he was elected as the 34th Governor of California. Re-elected Governor in 1978, Jerry Brown was defeated in a bid for the U.S. Senate in 1982, served as mayor of Oakland from 1998–2006 and was elected California Attorney General in 2006; he was again elected Governor in 2010. Kathleen Brown was elected California State Treasurer in 1990 and was defeated in a bid for Governor of California in 1994.

In 1958, as Governor-elect, Pat Brown appeared as a guest challenger on the TV panel show "What's My Line?"

Pat Brown died at age 90 in Beverly Hills and is interred at Holy Cross Cemetery in Colma. His funeral was the most recent gubernatorial funeral to be held in the state of California to date. Ronald Reagan was the most recent former California governor to die but his final funeral service was held at Washington National Cathedral in Washington, D.C.

Presidential and Vice Presidential candidate

Unlike his son, Jerry, Pat Brown never seriously ran for President of the United States, but he frequently was California's "favorite son", running exclusively in his home state.

During the 1952 Democratic primaries Brown placed distant second to Estes Kefauver in total votes (65.04% to 9.97%), losing California to Kefauver.

During Governor Brown's first term (1959–1963), the national census confirmed that California had become the nation's most populous state. Brown's political popularity, multiplied by the state's population, would contribute to the following two national Presidential victories, when he pledged his votes to the national candidates, (Kennedy in 1960, and Johnson in 1964), at the Democratic conventions.

While Governor, Brown was again California's favorite son in 1960, winning his home state with a large margin to his only opponent George H. McLain. Brown joined favorite sons Ohio's Albert S. Porter, Governor Michael DiSalle and Florida Senator George Smathers.

More serious primary candidates were Lyndon B. Johnson, Hubert Humphrey, Adlai Stevenson II and Stuart Symington in 1960, with the nomination going to John F. Kennedy. Brown ran only in the California state primary. Yet his popularity with the largest state electorate in the nation gave him second place in the national Democratic primary vote, just behind Kennedy. Thus he repeated his 1952 state and national rankings. However, only one delegate cast his vote for Brown for President at the 1960 Democratic National Convention.

During the 1964 primaries, by running again only in California, the nation's largest state electorate vote led Brown to place first this time in both the California and the Democratic national primary total, besting the eventual nominee. Brown, as well as over a dozen other candidates except George Wallace, was a stalking horse for incumbent Lyndon B. Johnson, whose nomination was assured.

As for the Vice Presidency, he briefly sought nomination at the 1956 Democratic National Convention, winning one vote.

Political party identity in California

Prior to 1959, loyalty to a political party was not important in California. Through a practice known as cross-filing, a person could run in both the Democratic primary and the Republican primary at the same time. As indicated in the article on the California Democratic Party, Governor Earl Warren did so in 1946 and 1950. Cross-filing was abolished in 1959. Thus the fact that Brown first ran for office as a Republican and later as a Democrat was not, at that time, as significant in California as it would have been elsewhere.

Bibliography

Edmund G. (Pat) Brown, ''Reagan and Reality: The Two Californias'' (NY, 1970)

R. Rapoport. ''California Dreaming: The Political Odyssey of Pat & Jerry Brown,'' Berkeley: Nolo Press (1982) ISBN 0917316487

See also

Membership discrimination in California social clubs

References

External links

Official Biography and portrait from State of California

California State of Mind: The Legacy of Pat Brown

Brown family of California at The Political Graveyard

Shows off his custom license plate

Find a grave Edmund Brown

Category:1905 births Category:1996 deaths Category:People from San Francisco, California Category:American people of German descent Category:American people of Irish descent Category:California Republicans Category:California Democrats Category:Burials at Holy Cross Cemetery (Colma) Category:California Attorneys General Category:District attorneys Category:Governors of California Category:United States presidential candidates, 1956 Category:United States presidential candidates, 1960 Category:United States presidential candidates, 1964 Category:United States vice-presidential candidates, 1956 Category:San Francisco Law School alumni

ca:Pat Brown de:Pat Brown fr:Pat Brown la:Pat Brown pl:Pat Brown fi:Pat Brown sv:Pat Brown

Coordinates	28°36′36″N77°13′48″N
Name	Boyz N Da Hood
Background	group_or_band
Origin	Griffin, Georgia
Genre	Hip hop
Years active	2003–present
Label	Block Entertainment Bad Boy South Atlantic
Associated acts	Yung Joc, Diddy, Gucci Mane, P$C, Rick Ross
Website	www.myspace.com/boyzndahood
Current members	Big GeeJody BreezeDukeGorilla Zoe
Past members	Young Jeezy }}

Boyz N Da Hood is an American Southern gangsta rap group from Atlanta, Georgia. They are currently signed to Sean Combs's Bad Boy Records. A new album, ''Back N Da Hood'', is planned for release in 2011. They have collaborated several times with fellow Atlanta, Georgia artist Yung Joc.

Discography

2005: ''Boyz N Da Hood''

2007: ''Back Up N Da Chevy

2011: ''Back N Da Hood (Working Title)''

Solo albums

Big Gee

''13th Floor''

Gorilla Zoe

2007: ''Welcome to the Zoo''

2009: ''Don't Feed Da Animals''

2011: ''King Kong (Gorilla Zoe album)''

Duke

''The O.G.''

Jody Breeze

2005: ''A Day in the Life of Jody Breeze''

2010: ''My Life: ATL Story''

Compilations

2006: Best Kept Secret,Vol.2

Singles

Year	Title	Peak chart positions			Album
		!style="width:3em; font-size:85%"	!style="width:3em; font-size:85%"	!style="width:3em; font-size:85%"
		56	15	13
	—	—	—
		—	—	—
	93	87	22

References

External links

Boyz n da Hood official website

Jody Breeze explains Jeezy diss track

Category:American hip hop groups Category:Bad Boy Records artists Category:Musical groups from Georgia (U.S. state) Category:Rappers from Atlanta, Georgia Category:Southern hip hop groups

es:Boyz N Da Hood fr:Boyz N Da Hood sv:Boyz n da Hood

Coordinates	28°36′36″N77°13′48″N
Name	Jody P. Weis
Nickname	''J.P.''
Department	Chicago Police DepartmentFederal Bureau of Investigation
Service	United States
Serviceyears	FBI - 1985-2007Chicago Police Department - 2008-March, 1 2011
Rank	Sworn in as a federal agent - 1985Sworn in as Superintendent - 2008
Laterwork	}}

Jody Peter "J.P." Weis is the former Superintendent of Police of the Chicago Police Department. Weis was selected to serve as the 54th Superintendent of Police by Mayor Richard M. Daley. Upon his resignation and retirement, he was replaced by Interim Superintendent Terry Hillard, a predecessor. He was permanently replaced by Mayor Rahm Emanuel, who named Garry McCaffrey to the post. Superintendent Weis, when he became Superintendent, had replaced former Superintendent of Police Philip J. Cline after his resignation. Superintendent Weis took office on February 1, 2008.

Weis's previous experience included 22 years in the Federal Bureau of Investigation. Weis graduated from the University of Tampa in 1979.

On March 17, 2009, the Chicago lodge of the Fraternal Order of Police gave a vote of no-confidence in Weis.

On April 6, 2010, the ''Chicago Sun-Times'' reported that the Independent Police Review Authority received a complaint charging Weis with "failure to take proper police action." The complainant, retired Chicago Police Sergeant John , called Weis a "coward" who "cut and run" from a shooting incident where a man was killed, instead of responding to assist and support his officers. Weis was holding an outdoor press conference at an intersection in the crime-ridden Englewood District on a recent 26 hour period of violence in Chicago where 41 people were shot with four dead. Four blocks from the shooting incident, Weis abruptly left the media event and reportedly returned to headquarters after the shots rang out.

References

External links

Federal Bureau of Investigation Press Release on Appointing Jody Weis SAC in Philadelphia

Daley Reaches Outside City for New Top Cop

Department Webpage

Category:Year of birth missing (living people) Category:Living people Category:People from Chicago, Illinois Category:Superintendents of the Chicago Police Department Category:University of Tampa alumni