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Classification and Definitions of Major Crimes 86
Violent Crime 86
Crimes against Property 88
Crimes Excluded from the Uniform Crime Reports 90
Theories of Criminality and Causes of Crime 99
Classical versus Positivist Theory of Crime 99
Nature versus Nurture 100
Other Theories to Explain Criminality 101
Offenders 104
Career Criminals or Recidivists 104
Juvenile Offenders 105
Victims of Crime and Violence 106
Types of Victims 106
Victimization Factors—Who Is at Risk? 107
Other Factors in Victimization 107
Effects of Victimization 108
Fear of Victimization 108
The “Second Wound”: Further Victimization by the Criminal Justice System 109
Support Groups to Assist Victims 110
The Movement toward Crime Victims’ Rights—A Brief Historical Overview 110 Programs and Services for Crime Victims 112
A Parallel Justice System for Victims? 112
The Police Role 113
Police Officers as Victims 114
SECTION II: CONTEMPORARY LAW ENFORCEMENT 119
Chapter 4: Today’s Police and Police Agency: An Overview 121
Introduction 122
Policing and the People 124
The Police Role 125
Traditional Functions of Policing 126
Contemporary Goals Resulting from Community Policing 132
Organization of the Police Department 132
Administrative Services 134
Field Services 143
Rural Policing 145
The Police Organizational Culture 146
Styles of Policing: A Call For Change 148
The Police Image 151
Factors Influencing Police Image 152
Stereotypes 153
Satisfaction with and Confidence in the Police 155
Chapter 5: Policing in a Post-9/11 Society 159
Introduction 160
Contemporary Community Policing 161
The Importance of Community 165
Serving and Protecting Our Increasingly Diverse Population 169
Involving and Educating Citizens 171
Partnerships 173
Changes in Management Style and Organization 181
Potential Benefits of Community Policing 182
Resistance to and Pitfalls in Implementing Community Policing 182
Evaluating Progress 185
Problem-Solving Policing 186
The Key Elements of Problem-Solving Policing 188
The SARA Model of Problem Solving 189
Common Barriers to and Mistakes in Problem Solving 190
Data-Driven Strategies to Policing 190
CompStat Policing 191
Intelligence-Led Policing 193
Evidence-Based Policing 197
Data-Driven Approaches to Crime and Traffic Safety 201
Predictive Policing 201
Putting it all Together: the Safe City Program 203
Chapter 6: Patrol: The Backbone of Policing 209
Introduction 210
Patrol Officer Responsibilities and Functions 211
Management of Patrol Operations 213
Patrol Techniques and Strategies 214
General Patrol 214
Directed Patrol 216
Activities While on Patrol 219
Responding to Calls for Service 219
Self-Initiated Tasks 221
Administrative Duties 223
Methods of Patrol 223
Foot Patrol 224
Automobile Patrol 225
Motorcycle Patrol 228
Bicycle Patrol 228
Segways 229
Mounted Patrol 230
Air Patrol 230
Water Patrol 231
Special-Terrain Patrol 231
Combination Patrol 232
High Visibility versus Low Visibility 232
The Traffic Division: An Overview 233
Directing and Controlling Traffic 234
Enforcing Traffic Laws 234
Educating the Public 245
Assisting at and Investigating Traffic Crashes 245
Responsibilities of the Officer Called to a Crash Scene 246
Crash Reconstruction 247
Chapter 7: Specialized Roles of Police 252
Introduction 253
The Advantages and Disadvantages of Specialization 254
Investigators 254
The Preliminary Investigation 255
The Follow-Up Investigation 257
General Investigative Responsibilities 257
Identifying Missing Persons and Human Remains 266
Crime Scene Investigators 266
Forensic Scientists 268
Fingerprints 269
DNA 270
Firearms 274
Criminal Investigative Analysts (AKA Profilers) 275
Intelligence Officers 277
Undercover Officers 278
Internal Affairs 279
Juvenile Officers 280
Vice Officers 281
Gambling and Bookmaking 283
Prostitution and Pornography 283
Swat Officers 284
K-9 Units 286
Reserve Officers 289
Other Specialized Police 290
SECTION III: CHALLENGES TO THE PROFESSION 295
Chapter 8: Policing within the Law 297
Introduction 298
Police Discretion and the Law 299
The Fourth Amendment 301
Reasonable 302
Probable Cause 302
The Police–Citizen Contact Continuum 303
Voluntary Contact 304
Investigative Detention: The Terry Stop 305
Road Blocks and Checkpoints 311
Lawful Searches 312
Searches Conducted with a Warrant 313
Searches Conducted without a Warrant 315
Lawful Arrests 327
Arrest Warrants 328
Arrests without a Warrant 328
Right to Resist Arrest 329
De Facto Arrests 329
Protecting a Suspect’s Rights—The Miranda Warning 330 Related Cases 332
Waiving the Right 333
Beachheading or “Question First” 334
The Public Safety Exception 334
How Long Do Miranda Warnings Last? 335
Protecting the Rights of Foreign Nationals 335
Involuntary Confessions 336
Entrapment 336
A Recap of the Landmark Cases 337
Chapter 9: Issues Concerning Police Conduct 346
Introduction 347
Discretion 348
Discrimination or Disparity in Policing: Gender, Class, and Race Issues 348
Gender Issues 350
Class Issues 350
Racial Issues 351
Use of Force 358
Gender and Use of Force 358
Use-of-Force Continuums 359
Sudden In-Custody Death 359
Reasonable Force 361
Excessive Force 362
Less-Lethal Force 363
Deadly Force 366
Use of Force and Race 368
Avoiding Use-of-Force-Related Problems 369
Officers’ Rights in Use-of-Force Lawsuits 371
Police Pursuits 371
To Pursue or Not to Pursue 372
Pursuit Policies 373
Liability in Police Pursuits 374
Civil Liability 375
Lawsuits and SWAT 376
Reducing Civil Liability 377
Corruption, Ethics, and Integrity 378
What Constitutes Corruption? 379
How Corruption Arises and Perpetuates 381
How Police Learn about Ethics 382
The Importance of Police Integrity and Core Virtues 383
Building an Ethical Department 384
Chapter 10: Gangs and Drugs: Threats to Our National Security 390
Introduction 391
The Threat of Gangs: Current Trends 391
Defining and Classifying Gangs 394
Street Gangs 395
Outlaw Motorcycle Gangs 397
Prison Gangs 400
Characteristics of Gangs 401
Criminal Activities 401
Organization 402
Leadership 403
Domain Identification 403
Symbols 403
Names 404
The Gang Subculture 404
Why People Join Gangs 405
Risk Factors 405
Responding to a Gang Problem 407
Gang Intelligence 407
Gang Control Strategies 408
Prosecuting Gang Members 415
Gangs, Drugs, Crime, and Violence 415
Drug Cartels 417
The Mexican Drug War 417
Other U.S. Borders 419
The History of Drug Use in the United States 419
National Drug Threat Assessment 420
Monitoring the Future 420
National Survey on Drug Use and Health 422
Controlled Substances: An Overview 422
Controlled Prescription Drugs 423
Heroin 424
Methamphetamine 425
Cocaine 427
Marijuana 427
Synthetic Designer Drugs 428
Other Controlled Substances 428
Over-the-Counter Drugs 429
The “War on Drugs” and the National Drug Control Strategy 430
Prevention: Stopping Drug Use before It Starts 430
Treatment: Healing America’s Drug Users 432
Crime Control: Disrupting the Market 432
Punishment 436
Legalization 437
The Nexus Between Illicit-Drug Abuse and Crime 438
Chapter 11: Terrorism and Homeland Security 444
Introduction 445
What is Terrorism? 446
Asymmetric Warfare 447
The Evolution of Terrorist Ideology 448
Classification of Terrorist Acts 449
International Terrorism 449
Homegrown Violent Extremists 450
Domestic Terrorism 452
The “Lone Wolf” Offender 453
Motivations for Terrorism 453
Methods Used by Terrorists 454
Arson, Explosives, and Bombs 454
Weapons of Mass Destruction 457
Technological Terrorism 459
Kidnappings and Hostage-Takings 460
Active Shooters 460
The U.S. Response to 9/11—Detect, Prepare, Prevent, Protect, Respond, and Recover 460
The Department of Homeland Security 461
The USA Freedom Act 462
Increased Border Security 463
The National Incident Management System 463
The National Response Framework 464
The National Response Plan 465
Intelligence Gathering and Sharing: The Need for Interoperability 465
Addressing Obstacles to Intelligence Sharing 467
The Critical Role of Local Law Enforcement in Homeland Security 467
Knowing the Enemy and Being Vigilant—Prevention 468
Completing Suspicious Activity Reports and Sharing Information 468
Preparing—The Agency and the Community 470
Practicing the Response 470
Assessing Risks and Identifying Potential Terrorist Targets 471
Being Proactive and Forming Partnerships 472
Responding to Terrorist Attacks 473
Investigating Terrorist Acts 473
Funding Terrorism 473
Terrorists as Criminals 474
Concerns Related to the War on Terrorism 474
Concern for Civil Rights 476
Retaliation or Discrimination against People of Middle Eastern Descent 476
A Final Consideration 477
Chapter 12: Becoming a Law Enforcement Professional 483
Introduction 484
Evaluating and Selecting an Agency for Employment 485
Desired Qualities of Law Enforcement Officers 486
Finding Qualified Applicants 487
Other Recruiting Challenges 489
Recruiting Strategies 490
The Law Enforcement Recruitment Toolkit 490
Recruiting for Diversity 491
The Importance of Hiring Well 493
The Selection Process 494
The Formal Application—Basic Requirements to Become a Police Officer 494
The Written Examination 499
Physical Fitness Tests 499
Psychological Testing 501
The Interview 501
The Background Investigation 502
Testing or Assessment Centers 503
The Medical Examination 504
The Final Result 504
Federal Guidelines and Regulations 504
Equal Employment Opportunity Act 505
Affirmative Action 505
Americans with Disabilities Act 507
Probation and Training 508
Training and Civil Liability 509
Retention 511
Why Officers Leave 511
Salary and Benefits 512
Elimination of Sexual Harassment 513
Stress and Burnout 514
Retention Strategies 516
Unions 516
Moonlighting 518
Accreditation 519
Police Professionalism 521
Specialized Knowledge 521
Autonomy 521
A Service Ideal 522
SECTION IV:
COURTS AND CORRECTIONS: LAW ENFORCEMENT’S PARTNERS IN THE CRIMINAL JUSTICE SYSTEM 527
Chapter 13: U.S. Courts 529
Introduction 530
The Court System: An Overview 531
The State Court System 532
Juvenile Courts 532
The Federal Court System 534
The United States Supreme Court 535
Specialized Courts 535
Tribal Courts 536
Community Courts 536
Problem-Solving Courts 536
The Adversary System 540
Key Players in the Judicial Process 542
The Defendant 542
The Prosecutor 543
The Defense Attorney 545
The Judge 545
The Jury 545
Critical Stages in the Criminal Justice Process 546
Bail and Writ of Habeas Corpus 549
The Preliminary Hearing 549
The Arraignment 550
Omnibus Hearing 550
Alternatives to a Trial 551
Diversion 551
Plea and Charge Bargaining 552
The Trial 553
Jury Selection 553
Testimony 554
Closing Statements and Jury Deliberation 554
Sentencing 554
Case Review and Appeal 556
The Police Officer in Court 556
Preparing a Case for Prosecution 557
Appearing as a Witness 558
Testifying under Direct Examination 560
Testifying under Cross-Examination 561
Expert Testimony 562
After Testifying 563
Courtroom Security 564
Chapter 14: Corrections 569
Introduction 570
An Overview of U.S. Corrections: Philosophy and Principles 571
Purposes and Goals of Corrections 571
Two Conflicting Views of Corrections 574
Correctional Ideologies and Models 575
Pretrial Services, Detention, and Diversion 576
Alternatives to Incarceration 577
Financial Sanctions: Fines, Forfeiture, and Restitution 578
Intensive Supervision Probation 578
House Arrest and Electronic Monitoring 579
Day Reporting Centers 579
Residential Community Corrections 579
Probation 579
Incarceration 581
Jails 581
Prisons 583
Parole 585
Who Gets Parole 586
Conditions of Parole 586
Pros and Cons of Parole 586
Police, Probation, and Parole 587
Reentry and Reintegration 588
Community-Based Reintegration Programs 588
Elements of Successful Reentry Programs 589
Death Row Versus Life Without Parole 590
Juvenile Corrections 592
Intermediate Sanctions for Juveniles 593
Residential Placement 594
Aftercare 595
APPENDIX A: State Hate Crime Statutory Provisions 601
GLOSSARY 604
AUTHOR INDEX 617
SUBJECT INDEX 621
Law enforcement and criminal justice in the United States have evolved tremendously since the country was founded more than 200 years ago. Actually, the changes that have occurred in the past three decades alone are impressive.
Most of you were not yet born when the first edition of this text was published in 1979. Students studying law enforcement at that time were not exposed to the breadth and depth of topics you are about to explore. The inaugural edition of this book had no mention of the Internet, cybercrime, phishing, or identity theft. Coverage of drugs did not include methamphetamine, spice, synthetic designer drugs, or prescription drug abuse. There were no sections devoted to terrorism and homeland security, school shootings, or hate crimes. Students did not learn about use-of-force continuums, how to interact with the media, or how to communicate with immigrant populations and increasingly diverse communities. Acronyms such as BAC, DUI, CAD, GIS, MIS, IEDs, WMDs, HIV, and AIDS were meaningless. Concepts such as racial profiling, accreditation, and community policing had not yet taken shape. Clearly, the issues facing students of law enforcement and criminal justice have changed substantially during the past 30 years.
Introduction to Law Enforcement and Criminal Justice was written to present an overview of the field and the numerous complexities within it. It also seeks to instill an appreciation for those who “serve and protect” our society and an understanding of this exciting, challenging profession. The future of our lawful, democratic society depends largely on those currently in the field of criminal justice and those preparing to enter it. Law enforcement officers have awesome power and tremendous responsibilities that must be met under constantly changing circumstances and in a way that protects individual rights and society’s rights simultaneously—a tremendous challenge.
When we wrote the first edition of this text more than 35 years ago, law enforcement seemed more predictable and faced different challenges than it does now. In the 1970s, law enforcement was focused on restoring its image after the disturbances and civil unrest of the 1960s. It saw organized crime as a major national threat. Crime fighting was its most obvious mission. Victims were seen primarily as sources of information. AIDS, crack cocaine, drive-by shootings and children shooting children, domestic violence, and terrorism were not perceived as problems. The first edition contained no chapters on community policing, problem solving, juveniles, or victims because these were not priorities. The beginnings of community policing could be seen, however, in the discussions of team policing and community service—helping citizens help themselves. The first edition also
had no chapters on courts or corrections, focusing solely on the law enforcement component of the criminal justice system.
This current edition recognizes the interrelationships of the components of the criminal justice system and the need for coordination among them. As you learn about law enforcement, you will find three recurring themes in this text. The first theme is that of community or service orientation to law enforcement and the critical importance of partnerships, viewing citizens as co-producers of justice. A second theme is that of police officers as peace officers as well as crime fighters and a concern for not only criminal justice but social justice as well—the need to identify as guardians of their communities, not warriors. The third theme is that of police officers’ discretion in their role as gatekeepers to the criminal justice system. Each chapter in the text serves as an overview of an area that could be expanded into an entire course.
MAJor FEATurES—ConTEXT THEMES
Not unexpectedly, the text begins with chapters that provide needed background (Section I). Our present system of law enforcement did not just magically appear. It has evolved slowly, shaped by numerous factors, including social and political influences. Chapter 1 describes the evolution of law enforcement and the criminal justice system from its ancient roots to the present system. Chapter 2 describes the laws all U.S. citizens are expected to obey and how they came to be. Chapter 3 explores crime in the United States: what types of crimes are occurring and theories about why, who commits crime, and the effect it has on victims. This section provides the context within which to understand contemporary policing in the United States: its history and traditions and the laws under which it operates and which it enforces, as well as the individuals who choose to disobey the laws and their victims. Policing is, at its heart, about people.
Section II helps you understand the traditional organization and functions of law enforcement, most of which can still be found within our law enforcement agencies. First, an overview of the organization, goals, characteristics, and culture is presented (Chapter 4). This is followed by a discussion of the current approaches to policing being used in our post-9/11 society—community policing, problem-solving policing, intelligence-led policing, and evidence-based policing (Chapter 5). Next is a look at the vital function of patrol, considered the backbone of policing, as well as the role of traffic duty (Chapter 6). The section ends with an examination of the specialized assignments frequently found in larger agencies, such as investigators, SWAT teams, school resource officers, and reserve officers (Chapter 7).
Section III explores important challenges to the profession in the 21st century. It begins with a discussion of the challenge of policing within the law, apprehending criminals without violating their constitutional rights (Chapter 8). Next, significant issues involved in policing are described, including discretion, discrimination, racial profiling, use of force, pursuit, liability, corruption, and ethics (Chapter 9). Then the challenges posed by gangs and drugs, problems that have overshadowed the previous concern with organized crime, are
presented (Chapter 10). This is followed by an examination of the latest threat to our country—terrorism—and the role of local police in securing our homeland (Chapter 11). The section concludes with a discussion of departmental issues, including recruiting and retaining officers, civilian review boards, sexual harassment, unions, moonlighting, privatization of law enforcement, accreditation, and professionalism (Chapter 12).
The final section places law enforcement into the context of the criminal justice system, examining its role with the other two components of the criminal justice system: the courts and corrections. The need for collaboration and cooperation among the three components has become an important focus during the past several decades. Chapter 13 describes the U.S. court system, its structure, key players, critical stages, the trial itself, and the role of the law enforcement officer in the court system. Chapter 14 explains the U.S. corrections system, its purposes, components, alternatives, and issues, including that of capital punishment. Both Chapters 13 and 14 also explain these two components within the juvenile justice system.
nEW To THiS EdiTion
This 12th edition has been completely updated, with many sources cited being published after 2012, including the Final Report of the President’s Task Force on 21st Century Policing (2015). Included are 19 new terms, nine new Supreme Court case rulings, and more than 50 new references. Specific changes within each chapter include the following:
■ Chapter 1—The Evolution of Law Enforcement:
● We reorganized the Federal Law Enforcement Agencies section slightly to bring discussion of agencies into alignment with new Department of Justice and Department of Homeland Security (DHS) structures, moved the DHS organizational chart from the terrorism chapter to this chapter, added the Tribal Law and Order Act of 2010 to section on Tribal Law Enforcement, and added content related to President’s Task Force on 21st Century Policing.
■ Chapter 2—The American Quest for Freedom and Justice: Our Laws:
● In this chapter, we added a new section called “What is Law?” to introduce the concept of social control (formal and informal) and Black’s sociological theory that law varies inversely with other forms of social control. Additionally, the actual text of the Bill of Rights is now included with each amendment section. There is a brief discussion about religious diversity added to the section on Freedom of Religion and an added section on McDonald v. City of Chicago (2010) in the discussion of the Second Amendment. We expanded the discussion about zones of privacy, per reviewer suggestion, with an example of drones, reorganized the sections on criminal and civil law, and added key terms: penumbra, social contract, unenumerated rights, zones of privacy
■ Chapter 3—Crime in the United States: Offenses, Offenders, Victims:
● We have made many updates to this chapter, including the Crime Clock statistics, National Incident-Based Reporting System offenses (to include new crimes and categories), and the definition of rape, per the new Federal Bureau of Investigation (FBI) definition (revised and legacy definitions provided). The section on victims has been revised to include the Crime Victims’ Rights Act of 2004 and an added discussion on police as victims, per reviewer suggestion. The distinction between murder and homicide has also been clarified.
■ Chapter 4—Today’s Police and Police Agency: An Overview:
● This chapter has an added discussion of and content from the Final Report of the President’s Task Force on 21st Century Policing and a significantly expanded discussion on styles of policing to emphasize the requisite shift in law enforcement culture from warrior to guardian mindset. We have introduced the concept of procedural justice; scaled back the discussion on span of control; and updated the discussion of communication and technology, adding information on police use of social media to disseminate and receive information from the public, and the growing use of tablets in field operations. The section on the public’s confidence in the police has been updated to reflect recent survey results, and we’ve added to the discussion of police image to address the influence of the media and trends in public opinion polls. The section on 10-codes has been modified to explain their phase out, and new key terms have been added, including Ferguson effect, guardian, procedural justice, and warrior.
■ Chapter 5—Policing in a Post-9/11 Society:
● Most significantly, this chapter now comes earlier in the text; it was Chapter 7 in the previous edition. It has been updated to include more current examples of policing in action, new content on implicit bias and how it factors into delivering procedural justice, and a new section on asset mapping under evidence-based policing. We have clarified the role of the community policing philosophy and the emphasis of its relevance to today’s police mission, as supported by the President’s Task Force on 21st Century Policing and post-Ferguson assessments of policing, including an example of the Salinas (California) Police Department (2016), and elaborated on how a sense of community benefits the policing mission and provided links to stories where police departments acknowledge the importance of sense of community. We have expanded the discussion to support how the SARA (scanning, analyzing, responding, and assessing) model and the idea of “broken windows” are still relevant to post-9/11 policing, added content related to predictive policing (PredPol), and added a new figure on the four stages of the PredPol cycle. Additionally, we replaced content related to National Law Enforcement Research Agenda with discussion of the National Police Research Platform, as the preceding has been discontinued, and updated the list of current research priorities. Other notable additions include a new figure showing the primary elements of community policing, with focus placed on the organizational
transformation of a police agency, an example of a school-based program to build positive relationships between youth and the police, and two new key terms: asset mapping, implicit bias.
■ Chapter 6—Patrol: The Backbone of Policing:
● There have been some minor reorganization and scaling back on some of the content in this chapter because of the shuffling of chapters in this edition. We have added to the discussion on CompStat, speed cameras, and updated statistics throughout. We included information on Missouri v. McNeely (2013), a case that impacted police taking warrantless blood draws from DWI (driving while intoxicated) suspects, and included using drug recognition experts to detect impairment in drivers. We also deleted the term road rage and added aggressive driving to reflect change in terminology used by the National Highway Traffic Safety Administration.
■ Chapter 7—Specialized Roles of Police:
● Within this chapter, we reorganized and placed all forensic science and crime scene investigation content together to avoid disjointedness and changed the title of the section on “Profilers” to “Criminal Investigative Analysts” to follow change in terminology used by the FBI. We added the requirements specified by the International Crime Scene Investigators Association to become certified as a forensic crime scene investigator, content about the National Commission on Forensic Science and its purpose, information about biometric analysis and the FBI’s new Biometric Center of Excellence, a note about the Supreme Court ruling allowing the preconviction collection of DNA, a paragraph on mitochondrial DNA (mtDNA) and its usefulness to investigators, and detail on the requirements to becoming a criminal profiler or investigative analyst. There is additional discussion on school resource officers, specifically about the National Association of School Resource Officers’ mission and training programs, new examples of how various police agencies approach vice problems, and more information on bookmaking in the section on gambling. We have expanded the discussion on K-9 units to include more on training and certification requirements and factors to consider when applying to become a K-9 handler and added more about the requirements to become a reserve officer. There is one new key term (biometrics) and a new case, Florida v. Jardines (2013), which discusses the legality of dog sniffs at houses.
■ Chapter 8—Policing within the Law:
● We have added discussion of several new cases to this chapter: Horton v. California (1990) to the section on plain view evidence, to better clarify how plain view does not always invoke the plain view doctrine; Riley v. California (2014) and U.S. v. Wurie (2014), which deal with warrantless searches of digital data on cell phones; U.S. v. Davis (2014), which ruled that police do not need a warrant to retrieve cell phone location records in the course of an investigation; and State v. Brossart (2015), which addresses
the emerging law regarding drones. Table 8.2 has been expanded to include the new cases presented in the chapter. There is also clarified discussion of “beachheading” or questioning first tactics under Miranda section.
■ Chapter 9—Issues Concerning Police Conduct:
● This chapter was moved to follow Chapter 8 (it was Chapter 11 in the previous edition). There is new content regarding officer interaction with the LGBTQ (lesbian, gay, bisexual, transgender, or questioning) community, the criminalization of immigration in the United States, the use of body cameras and their pros and cons, Brady-Giglio impaired officers, credibility issues, and the negative repercussions of unethical behavior by officers. We deleted the use-of-force continuum figure and discussed the national trend of moving away from the use of such continuums. We added mention of the Deaths in Custody Reporting Act of 2000 and data from the Bureau of Justice Statistics’ Arrest-Related Deaths Program and noted the replacement of the Secure Communities immigration enforcement program by the Priority Enforcement Program (PEP) in July 2015. There are new data on excited delirium syndrome deaths, two new key terms (Brady rule, impeach), and one new case (Giglio v. United States, 1972).
■ Chapter 10—Gangs and Drugs: Threats to Our National Security:
● This chapter contains thoroughly updated statistics regarding gang membership and the prevalence of gangs, including results from the 2015 National Gang Report, a new discussion on Changing Course, a gang prevention publication co-produced by the National Institute of Justice and Centers for Disease Control and Prevention, and a brief addition of reasons why police and city officials may fear admitting a gang presence in their community. There is updated content related to the drug problem and how street gangs are teaming up with Mexican transnational criminal organizations and other transnational criminal organizations to expand drug trade and increase revenue, an added section on the National Survey on Drug Use and Health as a source of information about trends in national drug use and abuse, and an expanded discussion of heroin to cover the increasing number of heroin overdoses and the use of Naloxone (Narcan) by first responders, including police officers. We also note two documents related to cleanup of drug labs—the Drug Enforcement Agency’s Redbook and the Environmental Protection Agency’s Voluntary Guidelines—and added content about legalized marijuana and the increasing threat posed by synthetic marijuana (Spice, K2, and so on) and other designer drugs (“bath salts”).
■ Chapter 11—Terrorism and Homeland Security:
● Given the timeliness of this particular topic, this chapter has been expanded and revised greatly. We added new content about the threat of ISIL (ISIS), more recent examples of and statistics regarding terrorism in the U.S. post-9/11, a paragraph about the State and Local Anti-Terrorism Training Program, and discussion of resources available to help law enforcement
agencies develop a terrorism response (e.g., training, equipment). We modified the Homegrown Terrorist section to become homegrown violent extremists (HVEs), per current terminology, and discussed the formation of the Countering Violent Extremism (CVE) Task Force by the DHS. We have greatly expanded the discussion of domestic terrorist groups (per reviewer request) to include hate groups identified and tracked by the Southern Poverty Law Center: the Ku Klux Klan, neo-Nazis, white nationalists, racist skinheads, Christian identity, neo-Confederates, black separatist, and general hate groups. We revised the section on the USA PATRIOT Act to reflect its expiration and replacement by the USA Freedom Act, with discussion of modified provisions related to surveillance and bulk data collection (per reviewer feedback), updated discussion on DHS vision and core missions, and added mention of the Homeland Security Digital Library (HSDL.org) for students to peruse, per reviewer suggestion. There are new examples and links to terrorist plots thwarted in New York since 9/11 and several new key terms: crowdsourcing, Islamic State of Iraq and the Levant (ISIL), and “lone wolf” offender.
■ Chapter 12—Becoming a Law Enforcement Professional:
● This chapter has new findings and recommendations of the President’s Task Force on 21st Century Policing related to hiring and training and more information on the increasing popularity of right-to-work laws, which is also included as a new key term.
■ Chapter 13—U.S. Courts:
● Along with updated statistics, this chapter includes a brief addition of juveniles’ rights in court; more information on the consequences of Brady-Giglio violations; per reviewer suggestion; and a new key term, charge bargaining
■ Chapter 14—Corrections:
● This chapter has been reorganized slightly, with updated statistics throughout. There is added content on the “pay-to-stay” concept for jails and reasons for wrongful convictions, as well as new data on victimization of juvenile offenders while in custody.
HoW To uSE THiS TEXT
Introduction to Law Enforcement and Criminal Justice is more than a text. It is a learning experience requiring your active participation to obtain the best results. You will get the most out of the book if you first familiarize yourself with the total scope of law enforcement: Read and think about the subjects listed in the table of contents. Then follow five steps for each chapter to achieve triple-strength learning:
1. Read the learning objectives at the beginning of each chapter. This is your first exposure to the key concepts of the text. Also review the key terms and think about their meaning in the context of law enforcement.
2. Read the chapter, underlining or taking notes if that is your preferred study style. Pay special attention to all information set apart in the text with a graphic symbol. This is your second exposure to the chapter’s key concepts. Also pay attention to all words in bold print. All key terms will be in bold print when they are first used and defined.
3. Read the summary carefully. This will be your third exposure to the key concepts. By this point, you should have internalized the information.
4. To make sure you have learned the information, when you have finished reading a chapter, reread the list of learning objectives given at the beginning of that chapter to make certain you can address each one. If you find yourself stumped, find the appropriate material in the chapter and review it. Often these main topics will be used for essay questions during testing.
5. Review the key terms to be certain you can define each. These also are frequently used as test items.
Note: The material selected as learning objectives, to be highlighted using the triple-strength learning instructional design, includes only the chapter’s key concepts. Although this information is certainly important because it provides a structural foundation for understanding the topic(s) discussed, you cannot simply glance over the learning objective boxes and summaries and expect to have mastered the chapter. You are also responsible for reading and understanding the material that surrounds these basics—the “meat” around the bones, so to speak.
Good reading and learning!
AnCiLLAriES
For the instructor
online instructor’s Manual The manual includes learning objectives, key terms, a detailed chapter outline, student activities, and media tools. The learning objectives are correlated with the discussion topics, student activities, and media tools. The manual is available for download on the password-protected website and can also be obtained by e-mailing your local Cengage Learning representative.
o nline Test Bank Each chapter of the test bank contains questions in multiple-choice, true/false, completion, and essay formats, with a full answer key. The test bank is coded to the learning objectives that appear in the main text, references to the section in the main text where the answers can be found, and Bloom’s taxonomy. Finally, each question in the test bank has been carefully reviewed by experienced criminal justice instructors for quality, accuracy, and content coverage. The Test Bank is available for download on the password-protected website and can also be obtained by e-mailing your local Cengage Learning representative.
Cengage Learning Testing, Powered by Cognero This assessment software is a flexible, online system that allows you to import, edit, and manipulate test bank content from the Criminal Investigation test bank or elsewhere, including your own favorite test questions; create multiple test versions in an instant; and deliver tests from your LMS, your classroom, or wherever you want.
online Powerpoint Lectures Helping you make your lectures more engaging while effectively reaching your visually oriented students, these handy Microsoft PowerPoint slides outline the chapters of the main text in a classroom-ready presentation. The PowerPoint slides are updated to reflect the content and organization of the new edition of the text and feature some additional examples and real-world cases for application and discussion. Available for download on the password-protected instructor companion website, the presentations and can also be obtained by e-mailing your local Cengage Learning representative.
For the Student Mindtap for Criminal investigation
With MindTap™ Criminal Justice for Introduction to Law Enforcement and Criminal Justice, you have the tools you need to better manage your limited time, with the ability to complete assignments whenever and wherever you are ready to learn. Course material that is specially customized for you by your instructor in a proven, easyto-use interface, keeps you engaged and active in the course. MindTap helps you achieve better grades today by cultivating a true understanding of course concepts and with a mobile app to keep you on track. With a wide array of course specific tools and apps—from note taking to flashcards—you can feel confident that MindTap is a worthwhile and valuable investment in your education.
You will stay engaged with MindTap’s video cases and career scenarios and remain motivated by information that shows where you stand at all times—both individually and compared with the highest performers in class. MindTap eliminates the guesswork, focusing on what’s most important with a learning path designed specifically by your instructor and for your Law Enforcement course. Master the most important information with built-in study tools such as visual chapter summaries and integrated learning objectives that will help you stay organized and use your time efficiently.
We would like to thank the reviewers for the 12th edition:
John C. Gregory, Tidewater Community College
Don Haley, Tidewater Community College
Rick James, Tidewater Community College
Aaron Pomeranz, Tidewater Community College
David L. White, Tidewater Community College
First, we must acknowledge Henry M. Wrobleski (1922–2007), the original lead author for the first six editions of this text. Henry was the former coordinator of the Law Enforcement Program at Normandale Community College, Bloomington, Minnesota. He was a respected author, lecturer, consultant, and expert witness with 30 years of experience in law enforcement. He was also the dean of instruction for the Institute for Professional Development and a graduate of the FBI Academy. Other Cengage texts Mr. Wrobleski coauthored are Introduction to Private Security, 4th edition, and Police Operations, 3rd edition. He is truly missed.
For their valuable suggestions for the previous editions of Introduction to Law Enforcement and Criminal Justice, thank you to Constance M. Bennett, Seminole Community College; Kenneth Bowser, Westfield State College; Robert Brode, College of the Canyons; Roger Brown, Golden Valley Lutheran College; Steven Brown, East Tennessee State University; William Castleberry, University of Tennessee–Martin; Megan Cole, Brown College; Lisa Kay Decker, Indiana State University; Vincent Del Castillo, John Jay College of Criminal Justice; Elizabeth DeValve, Fayetteville State University; Rita Dorsey, Shelby Community College; David G. Epstein, Brunswick Junior College; Chris W. Eskridge, University of Nebraska; Mary Beth Finn, Herzing University; Judith Fitzgerald, Bowie State University; Larry Gaines, Eastern Kentucky University; James N. Gilbert, University of Nebraska; Larry A. Gould, Northern Arizona University; George Green, Mankato State University; Martin A. Greenberg, Ulster County Community College; Edmund Grosskopf, Indiana State University; Daniel Gunderson, Chippewa Valley Technical College; Burt C. Hagerman, Oakland Community College; Hill Harper, Valdosta State University; Larry W. Hensel, Tallahassee Community College; Thomas Hinze, Riverland Community College; Robert G. Huckabee, Indiana State University; Robert Ingram, Florida International University; Robert R. Ives, Rock Valley College; Paul H. Johnson, Murray State University; William Kelly, Auburn University; William R. K ing, Bowling Green State University; Leonard Luzky, Ocean City College; Sidney A. Lyle, Odessa College; Michael Moberly, Southern Illinois University at Carbondale; Glen Morgan, Lincoln Land
Community College; M. G. Neithercutt, California State University–Hayward; James E. Newman, Police Academy, Rio Hondo Community College; Darek Niklas, Rhode Island College; E. W. Oglesby, Fullerton College; Charles Ousley, Seminole State College; Joseph Polanski, Sinclair Community College; Frank Post, Fullerton College; James W. Robinson, Louisiana State University–Eunice; Chad Rosa, Kaplan University and MSB/Globe University; Steve Rugger, University of South Carolina Upstate; Jack Spurlin, Missouri Southern College; James Stinchcomb, Miami Dade Community College; Christine L. Stymus, Bryant & Stratton College; Jack Taylor, Oscar Rose Junior College; Gary W. Tucker, Sinclair Community College; Larry Tuttle, Palm Beach Junior College; Lawrence Trostle, University of Anchorage; Myron Utech, University of Wisconsin at Eau Claire; Tim Vieders, Niagara County Community College; Robert F. Vodde, Fairleigh Dickinson University; Robert C. Wadman, Weber State University; James Walsh, Mount San Jacinto College; Douglas Watson, Northern Essex Community College; David A. Wilson, Turnbull Police Department; Dawn B. Young, Bossier Parish Community College; and Gay A. Young, Johnson County Community College.
Any errors in the text are, however, the sole responsibility of the authors. Thank you also to our editorial and production teams at Cengage Learning:
Jessica Alderman, Associate Content Developer; Carolyn Henderson Meier, Senior Product Manager; Jim Zayicek, Senior Content Project Manager; Tim Kappler, Editorial Assistant Lumina Datamatics:
Sharib Asrar, Associate Program Manager; Cheryl Dubois, Photo Researcher; Magesh Rajagopalan, Text Researcher; Danielle Shaw, Copyeditor.
We also extend a heartfelt thank you to Jennifer Molan Cho for her content expertise, research, and many contributions to this revision. Finally, we thank our families and colleagues for their support and assistance throughout the evolution of this text.
