TEST BANK FOR Criminal Justice AN INTRODUCTION Fourteenth Edition. By Frank Schmalleger by StudyGuide

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 1 What Is Criminal Justice? 1.1 Multiple Choice Questions 1) Which of the following was associated with the Prohibition years of the early twentieth century? A) An increase in street crime B) A rise in terrorist incidents C) A wave of organized criminal activity D) An increased emphasis on individual rights Answer: C Page Ref: 4 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Basic 2) As society became more focused on individual rights in the 1960s and 1970s, what happened to crime in the United States? A) Reported crime decreased dramatically. B) Reported crime increased dramatically. C) Reported crime remained stable. D) Unreported crime increased dramatically. Answer: B Page Ref: 5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Basic 3) In the 1990s, the perception that crime rates were increasing and that offenders were not being punished resulted in an increased focus on ________. A) social justice B) individual accountability C) due process D) the consensus model Answer: B Page Ref: 5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Intermediate

4) Which of the following would support the protection of personal freedoms and civil rights? A) Crime-control advocates B) States'-rights advocates C) Public-order advocates D) Individual-rights advocates Answer: D Page Ref: 9 Objective: Describe the public-order (crime-control) and individual-rights (due-process) perspectives of criminal justice, concluding with how the criminal justice system balances the two perspectives. Level: Difficult 5) A person who believes that under certain circumstances involving a criminal threat to public safety, the interests of society should take precedence over individual rights is a(n) ________. A) due-process advocate B) individual-rights advocate C) civil justice advocate D) public-order advocate Answer: D Page Ref: 9 Objective: Describe the public-order (crime-control) and individual-rights (due-process) perspectives of criminal justice, concluding with how the criminal justice system balances the two perspectives. Level: Difficult 6) ________ is an ideal that embraces all aspects of civilized life and is linked to fundamental notions of fairness and to cultural beliefs about right and wrong. A) Public order advocacy B) Vigilante justice C) Social justice D) Civil justice Answer: C Page Ref: 9 Objective: Explain the relationship of criminal justice to general concepts of equity and fairness. Level: Basic 7) Criminal justice is truth in action within the process of ________. A) administration of justice B) civil justice C) social justice D) civil rights Answer: A Page Ref: 10 Objective: Explain the relationship of criminal justice to general concepts of equity and fairness. Level: Intermediate 2 Copyright © 2024 Pearson Education, Inc.

8) Which model assumes that the components of the criminal justice system work together harmoniously to achieve justice? A) The consensus model B) The crime-control model C) The due-process model D) The conflict model Answer: A Page Ref: 11 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 9) The idea of a criminal justice nonsystem, in which different criminal justice agencies are more self-serving and focus more on performance measures than on justice, is the basis of the ________. A) due-process model B) consensus model C) crime-control model D) conflict model Answer: D Page Ref: 12 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 10) A(n) ________ issued by a judge provides the legal basis for the police to apprehend a suspect. A) warrant B) indictment C) arraignment D) hearing Answer: A Page Ref: 14 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic

11) During which stage in the criminal justice process are suspects photographed and fingerprinted? A) Arraignment B) Booking C) Preliminary hearing D) Indictment Answer: B Page Ref: 14 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic 12) During the ________, the judge may provide an opportunity for bail. A) adjudication B) preliminary hearing C) first appearance D) indictment Answer: C Page Ref: 15 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic 13) At the preliminary hearing, the judge will ________. A) decide whether the case should go to trial B) ask the defendant to enter a plea C) tell the suspects of the charges against them D) seek to determine whether there is probable cause Answer: D Page Ref: 15 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic 14) Due process refers to ________. A) multiculturalism B) evidence-based practices C) adversarial justice D) procedural fairness Answer: B Page Ref: 15 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic

15) Which Supreme Court era is remembered for its concern with protecting the innocent against massive power of the state in criminal proceedings? A) The Warren Court B) The Roberts Court C) The Burger Court D) The Rehnquist Court Answer: A Page Ref: 15 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic 16) An offender who has served a portion of their prison sentence may be released on ________. A) probation B) bail C) correction D) parole Answer: D Page Ref: 16 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic 17) Which model emphasizes the efficient arrest and conviction of criminal offenders? A) The due-process model B) The crime-control model C) The conflict model D) The public health model Answer: B Page Ref: 17 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic 18) Which model requires the police to recognize a suspect's rights during arrest and interrogation? A) The conflict model B) The crime-control model C) The due-process model D) The public health model Answer: C Page Ref: 17 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic

19) Which of the following best describes the public health model? A) It values efficient arrest and conviction of offenders. B) It emphasizes recognizing individual rights during criminal justice processing. C) It assumes that all agencies of the criminal justice system work together well. D) It treats violence like an infectious disease. Answer: D Page Ref: 17 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic 20) Crime-fighting strategies that have been scientifically tested and are based on social science research are known as ________. A) procedural strategies B) social justice C) sentinel events D) evidence-based practice Answer: D Page Ref: 19 Objective: Describe the role of evidence-based practice in contemporary criminal justice. Level: Basic 21) Multiculturalism is one form of ________. A) homogeneity B) traditionalism C) diversity D) ethnocentrism Answer: C Page Ref: 22 Objective: Explain how multiculturalism and social diversity present challenges to and opportunities for the American system of criminal justice. Level: Basic 22) A police officer working in a multicultural community requires a high level of ________ to be able to interact effectively with everyone in the community. A) ethnocentrism B) diversity C) cultural competence D) due process Answer: C Page Ref: 22 Objective: Explain how multiculturalism and social diversity present challenges to and opportunities for the American system of criminal justice. Level: Intermediate

1.2 True/False Questions 1) The crime epidemic that occurred between 1850 and 1880 was due primarily to social upheaval caused by large-scale immigration and the Civil War. Answer: TRUE Page Ref: 4 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Basic 2) The emphasis on individual rights seen during the 1960s and 1970s was accompanied by a dramatic decrease in reported criminal activity. Answer: FALSE Page Ref: 4-5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Basic 3) In the mid-1980s, the sale and use of illicit drugs decreased to an all-time low. Answer: FALSE Page Ref: 5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Basic 4) The 2002 Sarbanes-Oxley Act was intended to deter corporate fraud and to hold business executives accountable for their actions. Answer: TRUE Page Ref: 6 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Basic 5) During the civil rights era, society focused on providing increased rights to victims of crime. Answer: FALSE Page Ref: 7 Objective: Describe the public-order (crime-control) and individual-rights (due-process) perspectives of criminal justice, concluding with how the criminal justice system balances the two perspectives. Level: Basic

6) By the early twenty-first century, public opinion began to view criminal offenders as dangerous social predators. Answer: TRUE Page Ref: 8 Objective: Describe the public-order (crime-control) and individual-rights (due-process) perspectives of criminal justice, concluding with how the criminal justice system balances the two perspectives. Level: Basic 7) Public-order advocates support the interests of society over individual rights. Answer: TRUE Page Ref: 9 Objective: Describe the public-order (crime-control) and individual-rights (due-process) perspectives of criminal justice, concluding with how the criminal justice system balances the two perspectives. Level: Basic 8) The administration of justice focuses on the laws of civil procedure and the various procedures and activities relating to fairness in relationship between citizens, government agencies, and businesses in private matters. Answer: FALSE Page Ref: 10 Objective: Explain the relationship of criminal justice to general concepts of equity and fairness. Level: Basic 9) Civil justice concerns itself with fairness in relationships among citizens, government agencies, and businesses in private matters. Answer: TRUE Page Ref: 10 Objective: Explain the relationship of criminal justice to general concepts of equity and fairness. Level: Basic 10) The systems model of criminal justice is an accurate representation of how the criminal justice system works. Answer: FALSE Page Ref: 11-12 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Intermediate

11) The conflict model assumes that the criminal justice system's components function primarily to serve their own interests. Answer: TRUE Page Ref: 12 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 12) The purpose of the first appearance is to determine if there is enough evidence against the defendant to continue the criminal justice process. Answer: FALSE Page Ref: 15 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Intermediate 13) In some states, the prosecutor may seek to continue the case against a defendant by filing an information with the court. Answer: TRUE Page Ref: 15 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Intermediate 14) The first ten amendments of the United States Constitution are collectively known as the Bill of Rights. Answer: TRUE Page Ref: 15 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic 15) Many modern rights result from Supreme Court interpretations of the U.S. Constitution. Answer: TRUE Page Ref: 15 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic 16) The crime-control model emphasizes the efficient arrest and conviction of criminal offenders. Answer: TRUE Page Ref: 17 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic 9 Copyright © 2024 Pearson Education, Inc.

17) The public health model emphasizes individual rights at all states of justice system processing. Answer: FALSE Page Ref: 17 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic 18) Evidence-based practice refers to evidence of a crime that may be used at trial. Answer: FALSE Page Ref: 19 Objective: Describe the role of evidence-based practice in contemporary criminal justice. Level: Basic 19) In a society that respects and encourages diversity, all lifestyle choices are seen as acceptable. Answer: FALSE Page Ref: 22 Objective: Explain how multiculturalism and social diversity present challenges to and opportunities for the American system of criminal justice. Level: Intermediate 1.3 Fill in the Blank Questions 1) Social ________ is a condition that is said to exist when a group is faced with social change, conflict, and a lack of consensus. Answer: disorganization Page Ref: 5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Basic 2) ________ advocates focus on protecting personal freedoms and civil rights within society, including the criminal justice process. Answer: Individual-rights Page Ref: 9 Objective: Describe the public-order (crime-control) and individual-rights (due-process) perspectives of criminal justice, concluding with how the criminal justice system balances the two perspectives. Level: Basic 3) ________ justice is linked to notions of fairness and cultural beliefs about right and wrong Answer: Social Page Ref: 9 Objective: Explain the relationship of criminal justice to general concepts of equity and fairness. Level: Basic 10 Copyright © 2024 Pearson Education, Inc.

4) The ________ model of criminal justice assumes that each of the component parts strive toward a common goal. Answer: consensus Page Ref: 11 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 5) An individual who believes that the various criminal justice agencies have different and competing goals would probably adhere to the ________ model of criminal justice. Answer: conflict Page Ref: 12 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Intermediate 6) A(n) ________ issued by a judge provides the legal basis for the police to apprehend a suspect. Answer: warrant Page Ref: 14 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic 7) The defendant is asked to enter a plea at the ________. Answer: arraignment Page Ref: 15 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 8) Due process means ________ fairness. Answer: procedural Page Ref: 15 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic 9) The ________ Amendment to the U.S. Constitution makes due process binding on the states. Answer: Fourteenth Page Ref: 15 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic

10) The ________ model emphasizes individual rights at all stages of justice system processing. Answer: due-process Page Ref: 17 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Basic 11) ________ practice refers to strategies to fight crime that have been scientifically tested and that are based on social science research. Answer: Evidence-based Page Ref: 18 Objective: Describe the role of evidence-based practice in contemporary criminal justice. Level: Basic 12) A(n) ________ society is one that contains many diverse groups with unique identities that also participate in the larger society's legal and political systems. Answer: multicultural Page Ref: 19-20 Objective: Explain how multiculturalism and social diversity present challenges to and opportunities for the American system of criminal justice. Level: Basic 13) Cultural ________ involves the ability to interact effectively with people of different cultures. Answer: competence Page Ref: 22 Objective: Explain how multiculturalism and social diversity present challenges to and opportunities for the American system of criminal justice. Level: Basic

1.4 Matching Questions Match the time period with the corresponding historical event. A) The development of a "get tough on crime" era B) The passage of the USA PATRIOT Act C) A focus on corporate and white-collar crime and the passage of the Sarbanes-Oxley Act D) The growth of organized crime as a result of Prohibition E) A dramatic increase in the use and sale of illicit drugs F) A crime epidemic occurred, apparently related to social upheaval caused in part by large-scale immigration G) Relative stability of crime rates H) A focus on civil rights and a significant increase in reported crime I) An increase in reports of serious crimes such as assault, rape, and murder J) An epidemic of mass shootings and random violence in public venues 1) 1850-1880 Page Ref: 3-5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Intermediate 2) 1920-1933 Page Ref: 3-5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Intermediate 3) 1940s-1960s Page Ref: 3-5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Intermediate 4) 1960-1970 Page Ref: 3-5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Intermediate 5) 1970s Page Ref: 3-5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Intermediate

6) 1980s Page Ref: 3-5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Intermediate 7) Late 1990s Page Ref: 3-5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Intermediate 8) 2001 Page Ref: 3-5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Intermediate 9) 2002-2003 Page Ref: 3-5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Intermediate 10) 2012-2016 Page Ref: 3-5 Objective: Summarize the history of crime in America and corresponding changes in the American criminal justice system. Level: Intermediate Answers: 1) F 2) D 3) G 4) H 5) I 6) E 7) A 8) B 9) C 10) J

Match the core component of the criminal justice system to its functions. A) Correctional agencies B) Police C) Criminal courts 11) Carry out imposed sentences Page Ref: 10 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 12) Ensure due process Page Ref: 10 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 13) Rehabilitate convicted offenders Page Ref: 10 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 14) Maintain public order Page Ref: 10 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 15) Provide safe and humane custody and supervision of offenders Page Ref: 10 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 16) Decide criminal cases Page Ref: 10 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 17) Ensure community safety Page Ref: 10 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 15 Copyright © 2024 Pearson Education, Inc.

18) Apprehend offenders Page Ref: 10 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic 19) Impose sentences on the guilty Page Ref: 10 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Basic Answers: 11) A 12) C 13) A 14) B 15) A 16) C 17) B 18) B 19) C Match the element of the criminal justice process with its definition. A) The judge determines the punishment for a convicted offender B) A decision returned by a grand jury C) An administrative procedure where pictures, fingerprints and personal information are obtained D) Bringing suspects before a magistrate shortly after arrest to be advised of the charges against them, advised of their rights, and given the opportunity for bail E) A proceeding before a judge to establish if there is sufficient evidence against a person to continue the justice process F) The point at which the defendant is asked to enter a plea G) A formal written accusation filed with the court by the prosecutor H) Taking a person into custody and limiting their freedom 20) Preliminary Hearing Page Ref: 16-18 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic 21) Booking Page Ref: 16-18 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic 22) Sentencing Page Ref: 16-18 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic

23) Information Page Ref: 16-18 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic 24) Arrest Page Ref: 16-18 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic 25) First appearance Page Ref: 16-18 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic 26) Indictment Page Ref: 16-18 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic 27) Arraignment Page Ref: 16-18 Objective: Describe the process of American criminal justice, including the stages of criminal case processing. Level: Basic Answers: 20) E 21) C 22) A 23) G 24) H 25) D 26) B 27) F

1.5 Essay Questions 1) Explain the two main viewpoints within the criminal justice system – individual rights and public order advocates. Answer: Individual-rights advocates seek to protect personal freedoms within society and the criminal justice process. Public-order advocates believe that under certain circumstances involving a criminal threat to public safety, the interests of society should take precedence over individual rights. Page Ref: 9 Objective: Describe the public-order (crime-control) and individual-rights (due-process) perspectives of criminal justice, concluding with how the criminal justice system balances the two perspectives. Level: Intermediate 2) Identify the three core components of the criminal justice system and outline their main functions. Answer: The police enforce the law, investigate crimes, apprehend offenders, reduce and prevent crime, maintain public order, ensure community safety, provide emergency and related community services, and protect the fundamental rights and freedoms of individuals. The courts conduct fair and impartial trials, decide criminal cases, ensure due process, determine guilt or innocence, impose sentences on the guilty, uphold the law, require fairness throughout the justice process, protect the rights and freedoms of anyone facing processing by the justice system, and provide a check on the exercise of power by other justice system agencies. Corrections carries out sentences imposed by the courts; provides safe and humane custody and supervision of offenders; protects the community; rehabilitates, reforms, and reintegrates convicted offenders back into the community; and respects the legal and human rights of the convicted. Page Ref: 12 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Intermediate 3) Explain the consensus and conflict models. Answer: The consensus model is a criminal justice perspective that assumes that the system's components work together harmoniously to achieve the social product we call justice. It essentially emphasizes a systems model of criminal justice. The conflict model is a criminal justice perspective that assumes that the system's components function primarily to serve their own interests. According to this theoretical framework, justice is more a product of conflicts among agencies within the system than it is the result of cooperation among component agencies. Page Ref: 11-14 Objective: Describe the American criminal justice system in terms of its three major components and the consensus and conflict models. Level: Intermediate

4) Explain the two primary models of justice as well as the third model that has appeared more recently. Answer: The crime-control model emphasizes the efficient arrest and conviction of offenders. It is based on the need to enforce the law and maintain public order. The due-process model emphasizes individual rights throughout justice system processing and is based on the need to protect individuals from injustice, especially at the hands of the criminal justice system. More recently, a third crime-control model, the public health model, has emerged. This model puts people and communities first. It treats violence and crime like infectious diseases and analyzes risk factors to identify how they are spread. Page Ref: 17 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Intermediate 5) Define multiculturalism and discuss the importance of multiculturalism in the criminal justice process. Answer: Multiculturalism describes a society that is home to a multitude of different cultures, each with its own set of norms, values, and routine behaviors. Although American society today is truly a multicultural society, composed of a wide variety of racial and ethnic heritages, diverse religions, incongruous values, disparate traditions, and distinct languages, multiculturalism in America is not new. Race, ethnicity, diversity, and religion are all parts of this response and how they influence the justice system. Multiculturalism is the existence within one society of diverse groups that maintain unique cultural identities while frequently accepting and participating in the larger society's legal and political systems. Multiculturalism is often used in conjunction with the term diversity to identify many distinctions of social significance. Discussion of diversity and its impact on multiculturalism adds to the response. Page Ref: 19-22 Objective: Explain how multiculturalism and social diversity present challenges to and opportunities for the American system of criminal justice. Level: Intermediate 1.6 Critical Thinking Questions 1) Discuss how the anti-police movement, the distrust of the police, and the sense of injustice about how suspects, particularly suspects of color, are treated by the justice system may have created controversy between individual-rights and public-order advocates. Answer: Answers will vary but should include some discussion of the concerns of each perspective and the questions that supporters of each perspective may ask in response to these recent events. Page Ref: 3; 7-9 Objective: Describe the public-order (crime-control) and individual-rights (due-process) perspectives of criminal justice, concluding with how the criminal justice system balances the two perspectives. Level: Difficult

2) How do the views of individual-rights advocates and public-order advocates differ? What similarities are there between the two perspectives? How can the concerns of both viewpoints be balanced? Which model do you prefer and why? Answer: Answers will vary but should include a review of the main viewpoints of each perspective and a discussion of the challenge involved in balancing personal freedoms and individual rights with the need for social control and the respect for legitimate authority. Page Ref: 7-9 Objective: Describe the public-order (crime-control) and individual-rights (due-process) perspectives of criminal justice, concluding with how the criminal justice system balances the two perspectives. Level: Difficult 3) What does justice mean to you? Discuss the three types of justice and their effect on individual rights to support your answer. Answer: Answers will vary but should include a review of civil justice, criminal justice, and the administration of justice. Page Ref: 9-10 Objective: Explain the relationship of criminal justice to general concepts of equity and fairness. Level: Intermediate 4) What does due process of law mean to you? How important is due process in relation to social control and the control and prevention of crime? In what situations might it be appropriate to sacrifice some due process to ensure social control? Explain and support your answer. Answer: Answers will vary but should include a discussion of the concept of due process and the due process model, as well as a discussion of the crime control model and the importance of social control. Some discussion of the newer public health model may also be included. Page Ref: 15-18 Objective: Define due process of law, including how the American legal system guarantees due process. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 2 The Crime Picture 2.1 Multiple Choice Questions 1) If you are looking for national crime statistics and want data on crimes reported to the police, you should use which of the following sources of data? A) The Uniform Crime Reports B) The National Crime Victimization Survey C) An offender self-report survey D) The Sourcebook of Criminal Justice Statistics Answer: A Page Ref: 27 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 2) The UCR/NIBRS program is operated by which federal agency? A) The Bureau of Justice Statistics B) The Federal Bureau of Investigation C) The National Institute of Justice Statistics D) The National Criminal Justice Reference Service Answer: B Page Ref: 27 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate 3) UCR/NIBRS terminology may differ from ________ definitions of crime. A) statistical reporting B) the UCR Program's C) statutory D) the FBI's Answer: C Page Ref: 28 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate

4) For which of the following studies would you definitely want to use NIBRS rather than the UCR? A) A study examining changes in the overall crime rate in the U.S. over time B) A study examining crime patterns in the U.S. in the 1950s and 1960s C) A study examining rates of motor vehicle thefts in the U.S. today D) A study examining multiple crimes that occur within a single incident Answer: D Page Ref: 29-30 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Difficult 5) Although rates of traditional crimes in the U.S. have been declining in recent years, some cities are experiencing very high rates of which serious crime? A) Rape B) Murder C) Robbery D) Burglary Answer: B Page Ref: 30 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate 6) Clearances are based primarily on ________. A) charges B) arrests C) convictions D) dispositions Answer: B Page Ref: 35 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 7) Which weapon is used most often to commit murder? A) Firearms B) Blunt objects C) Knives D) Explosives Answer: A Page Ref: 36 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic

8) A murderer who kills at two or more locations with almost no time break between murders is a ________. A) mass murderer B) spree killer C) multiplex murderer D) serial killer Answer: B Page Ref: 36 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate 9) The killing of four or more victims at one location within one event is termed as ________. A) serial killing B) involuntary manslaughter C) second-degree murder D) mass murder Answer: D Page Ref: 36 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 10) Which major crime has the highest clearance rate? A) Murder B) Robbery C) Rape D) Arson Answer: A Page Ref: 37 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 11) Nonforcible rape with a victim younger than the age of consent is generally defined as ________. A) sexual attack B) date rape C) statutory rape D) sexual battery Answer: C Page Ref: 37 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic

12) The most cited reason why rape victims do not report their victimization is ________. A) embarrassment about the crime itself B) a fear of reprisal C) the belief that the police can't do anything D) exploitation by the criminal justice system Answer: A Page Ref: 37 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 13) Most rapes are committed by ________. A) a relative of the victim B) an acquaintance of the victim C) a stranger D) the victim's spouse Answer: B Page Ref: 38 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate 14) Which type of robbery is committed through intimidation and without the use of a weapon? A) Street robbery B) Strong-arm robbery C) Highway robbery D) Urban robbery Answer: B Page Ref: 38 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 15) Most aggravated assaults are committed with ________. A) blunt objects B) hands C) knives D) firearms Answer: A Page Ref: 39 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic

16) The unlawful entry of a structure to commit a felony or theft is the crime of ________. A) arson B) burglary C) robbery D) assault Answer: B Page Ref: 39 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 17) What is the most common form of larceny? A) Stealing motor vehicle parts B) Pocket picking C) Stealing from coin-operated machines D) Purse snatching Answer: A Page Ref: 40 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate 18) According to the UCR/NIBRS Program, the most frequently reported major crime is ________. A) larceny-theft B) homicide C) burglary D) arson Answer: A Page Ref: 40 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate 19) Shoulder surfing and dumpster diving are techniques used to commit which crime? A) Identity theft B) Embezzlement C) Robbery D) Burglary Answer: A Page Ref: 42 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic

20) When did the traditional UCR collect statistics on minor offenses? A) When a crime was committed B) When a crime was reported to the police C) When a person was taken into custody D) When a person was convicted of the crime Answer: C Page Ref: 44 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 21) The dark figure of crime refers to ________. A) crime that occurs at night B) crime that is not reported to the police C) crimes committed by the police D) bias crimes Answer: B Page Ref: 46 Objective: Describe the National Crime Victimization Survey (NCVS) program, including its purpose, history, and what it tells us about crime in the United States today. Level: Basic 22) The NCVS includes information on which of the following crimes? A) Kidnapping B) Murder C) Victimless crimes D) Robbery Answer: D Page Ref: 46 Objective: Describe the National Crime Victimization Survey (NCVS) program, including its purpose, history, and what it tells us about crime in the United States today. Level: Intermediate 23) Which of the following is a problem with the NCVS program? A) Not all victims contact the police to report their victimization. B) White-collar crime does not fit into traditional reporting categories. C) Victims may misrepresent the facts to the police. D) Victims may invent victimizations. Answer: D Page Ref: 48 Objective: Compare and contrast the UCR/NIBRS and the NCVS data-collection and reporting programs. Level: Intermediate

24) A classification of crimes along a particular dimension, such as legal categories, offender motivation, victim behavior, or the characteristics of individual offenders is known as a(n) ________. A) crime map B) crime profile C) crime analysis D) crime typology Answer: D Page Ref: 48-49 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 25) The use of the Internet to threaten or harass another person is known as ________. A) cyberstalking B) hate crime C) corporate crime D) organized crime Answer: A Page Ref: 50 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 26) Older people are more likely than younger people to ________. A) be victims of violent crimes B) refuse to report their victimization to the police C) be victimized by strangers D) be victims of hate crimes Answer: C Page Ref: 50 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 27) Most hate crimes are motivated by ________. A) bias regarding national origin B) religious bias C) sexual orientation bias D) bias regarding race or ethnicity Answer: D Page Ref: 51 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic

28) The recent economic downturn led to in a significant increase in which type of crime? A) Transnational organized crime B) Cyberstalking C) Mortgage fraud scams D) Hate crime Answer: C Page Ref: 53 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Intermediate 29) Unlawful activity committed by organized criminal groups that operate across national boundaries is known as ________ organized crime. A) international B) transnational C) intercontinental D) overseas Answer: B Page Ref: 54 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 30) Why don't gun-control laws have an impact on the crime rate in the U.S.? A) They do not significantly limit offenders' access to firearms. B) Gun manufacturers and sellers find ways to circumvent these laws. C) They do not require gun manufacturers to incorporate tracking technologies. D) They are too expensive to implement. Answer: A Page Ref: 55 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic

2.2 True/False Questions 1) NIBRS represents a significant redesign of the original UCR Program. Answer: TRUE Page Ref: 28 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 2) NIBRS classifies robbery as a personal or violent crime. Answer: FALSE Page Ref: 29 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate 3) The clearance rate refers to the proportion of reported crimes that have been solved. Answer: TRUE Page Ref: 35 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 4) Most murders are committed by strangers. Answer: FALSE Page Ref: 36 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 5) A spree killing involves the killing of at least four or more victims at one location within one event. Answer: FALSE Page Ref: 36 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 6) Rape is the least reported violent crime. Answer: TRUE Page Ref: 37 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic

7) Most burglars know their victims. Answer: FALSE Page Ref: 39 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 8) According to the hierarchy rule, only the most serious offense during a criminal incident is recorded in the UCR. Answer: TRUE Page Ref: 38-39 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 9) Identity theft is a form of larceny. Answer: TRUE Page Ref: 40-41 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 10) The dark figure of crime refers to crimes that are reported to the police. Answer: FALSE Page Ref: 46 Objective: Describe the National Crime Victimization Survey (NCVS) program, including its purpose, history, and what it tells us about crime in the United States today. Level: Basic 11) Men are more likely to be victims of crime than women. Answer: TRUE Page Ref: 46 Objective: Describe the National Crime Victimization Survey (NCVS) program, including its purpose, history, and what it tells us about crime in the United States today. Level: Basic 12) The National Crime Victimization Survey includes information about murder. Answer: FALSE Page Ref: 46 Objective: Describe the National Crime Victimization Survey (NCVS) program, including its purpose, history, and what it tells us about crime in the United States today. Level: Basic

13) NCVS interviewers validate the information obtained from victims against police records or other sources. Answer: FALSE Page Ref: 48 Objective: Compare and contrast the UCR/NIBRS and the NCVS data-collection and reporting programs. Level: Basic 14) When women are victims of violent crime, they are less likely to be injured than men. Answer: FALSE Page Ref: 49 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 15) Older victims are more likely than younger victims to attempt to protect themselves when they are victims of violent crime. Answer: FALSE Page Ref: 51 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 16) The most common motivation for a hate crime is racial bias. Answer: TRUE Page Ref: 51 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 17) A corporation cannot be convicted of a crime. Answer: FALSE Page Ref: 53 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 18) Most offenders buy guns from a store. Answer: FALSE Page Ref: 54 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic

19) Drug crimes have continued to increase even when other crimes were decreasing. Answer: TRUE Page Ref: 55 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 20) Most crimes committed using the Internet are new forms of offending. Answer: FALSE Page Ref: 57 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 2.3 Fill in the Blank Questions 1) ________ data is obtained by surveying offenders and asking them to reveal illegal activity in which they have been involved Answer: Self-report Page Ref: 27 Objective: Describe the National Crime Victimization Survey (NCVS) program, including its purpose, history, and what it tells us about crime in the United States today. Level: Basic 2) ________ classifies serious crimes as Group A offenses. Answer: NIBRS Page Ref: 30 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate 3) The number of robberies per 100,000 people in the U.S. is an example of a crime ________. Answer: rate Page Ref: 30 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate 4) Clearances are mainly based on ________ rather than judicial disposition. Answer: arrests Page Ref: 35 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate

5) ________ discrimination occurs when racism is not an isolated practice but an integral part of the justice system. Answer: Systemic Page Ref: 36 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 6) An offender who kills victims in at least three separate events has committed ________ murder. Answer: serial Page Ref: 37 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 7) Burglary is primarily a(n) ________ crime. Answer: property Page Ref: 39 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Basic 8) A crime ________ is used to classify crimes into categories based on some specific criteria. Answer: typology Page Ref: 48 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 9) The repeated harassing and threatening behavior by one individual against another is known as ________. Answer: stalking Page Ref: 49 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 10) The most common type of hate crime is ________. Answer: intimidation Page Ref: 51 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Intermediate

11) People who commit corporate crime are known as ________ criminals. Answer: white-collar Page Ref: 53 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic 12) ________ organized crime involves crimes committed by organized criminal groups that operate across national boundaries. Answer: Transnational Page Ref: 54 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Intermediate 13) ________ involves any crime that is committed through the use of computer technology. Answer: Cybercrime Page Ref: 56 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Basic

2.4 Matching Questions Match the characteristic to the data source. A) National Incident Based Reporting System (NIBRS) B) Traditional Uniform Crime Reports (UCR) C) National Crime Victimization Survey (NCVS) 1) Collects information on the dark figure of crime Page Ref: Throughout Objective: Multiple Level: Difficult 2) Classifies robbery as a property crime Page Ref: Throughout Objective: Multiple Level: Difficult 3) Distinguishes between Part I and Part II crimes Page Ref: Throughout Objective: Multiple Level: Difficult 4) Records all offenses occurring in an incident Page Ref: Throughout Objective: Multiple Level: Difficult 5) Collects data from crime victims Page Ref: Throughout Objective: Multiple Level: Difficult 6) Does not collect data on homicides Page Ref: Throughout Objective: Multiple Level: Difficult Answers: 1) C 2) A 3) B 4) A 5) C 6) C

Match the crime with the source of data on crime rates. A) NCVS only B) Both the NCVS and the UCR/NIBRS C) UCR/NIBRS only 7) Homicide Page Ref: Throughout Objective: Multiple Level: Difficult 8) Simple assault Page Ref: Throughout Objective: Multiple Level: Difficult 9) Crimes not reported to the police Page Ref: Throughout Objective: Multiple Level: Difficult 10) Arson Page Ref: Throughout Objective: Multiple Level: Difficult 11) Robbery Page Ref: Throughout Objective: Multiple Level: Difficult 12) Crimes against children under 12 Page Ref: Throughout Objective: Multiple Level: Difficult 13) Motor vehicle theft Page Ref: Throughout Objective: Multiple Level: Difficult 14) Attempted robbery Page Ref: Throughout Objective: Multiple Level: Difficult

15) Aggravated assault Page Ref: Throughout Objective: Multiple Level: Difficult Answers: 7) C 8) A 9) A 10) C 11) B 12) C 13) B 14) A 15) B Match the crime with the definition. A) Obtaining credit, merchandise, or services by fraudulent personal representation B) Financially motivated nonviolent crime committed by business and government professionals C) Killing at least four victims at one location within one event D) Killings at least two separate locations with almost no time break between murders E) The unlawful taking or attempted taking of property by force or threat of force F) The unlawful taking or attempted taking of property from the possession of another G) A crime motivated by personal bias or prejudice H) Repeated harassing and threatening behavior by one individual against another I) The unlawful entry of a structure to commit a felony 16) Robbery Page Ref: Throughout Objective: Multiple Level: Intermediate 17) Larceny Page Ref: Throughout Objective: Multiple Level: Intermediate 18) Identity Theft Page Ref: Throughout Objective: Multiple Level: Intermediate 19) Burglary Page Ref: Throughout Objective: Multiple Level: Intermediate 20) Stalking Page Ref: Throughout Objective: Multiple Level: Intermediate

21) Spree killing Page Ref: Throughout Objective: Multiple Level: Intermediate 22) Mass murder Page Ref: Throughout Objective: Multiple Level: Intermediate 23) Hate crime Page Ref: Throughout Objective: Multiple Level: Intermediate 24) White-collar crime Page Ref: Throughout Objective: Multiple Level: Intermediate Answers: 16) E 17) F 18) A 19) I 20) H 21) D 22) C 23) G 24) B 2.5 Essay Questions 1) Compare and contrast the traditional UCR and the enhanced UCR/NIBRS program and explain three of the differences between the two programs. What advantages does NIBRS have over the traditional UCR? Answer: Answers should include a description of both the traditional UCR and the NIBRS program, and review three of the differences listed in Table 2-1 in the textbook. Answers should also include a discussion of the advantages of an incident-based program over a summary program. Page Ref: 27 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate

2) Identify the three major shifts in victimization patterns that have been identified since crime statistics were first gathered. Explain the causes of each. Explain why it appears that a fourth shift in crime trends may be imminent. Answer: Answers should include a discussion of each of the three shifts and the possible causes of each. The first was a decrease in crime in the early 1940s, which was linked to the start of World War II, as large numbers of crime-prone young men entered military service. The second shift was a dramatic increase in crime from the 1960s to the 1990s. This was linked to the postwar baby boomers entering their crime-prone teenage years, increased police professionalism, increased reporting of crime, and the social upheaval of the 1960s. The third shift was a decrease in crime beginning in the 1990s, which has been linked to a shift in demographics caused by an aging of the population, an expanding justice system, police funding, changing crime-fighting technologies, and economic expansion. A fourth shift in crime trends may be on the horizon, with recent economic uncertainty, social unrest, the growing number of formerly justice-involved people now back on the streets, the growth of the teenage population, the influence of gangs, copycat crimes, and social disorganization fueling potential sustained increases in crime. Page Ref: 30-33 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate 3) Describe the UCR/NIBRS Program and the NCVS. How does each system serve a purpose in collecting and reporting crime data? Compare and contrast the two programs. Answer: Answers should include a description of each program, as well as the criticisms of each. Students should emphasize the difference between a reporting program (UCR/NIBRS) and a self-report program (NCVS) and how the type of program affects the information obtained. Some discussion of the dark figure of crime should be included. Answers should also review the similarities and the significant differences between the two programs. Page Ref: Throughout Objective: Multiple Level: Intermediate 4) Describe identity fraud and the common techniques used by identity thieves. Review the recent federal laws passed in an effort to combat identity theft. Answer: Answers should include a definition of identity fraud as a crime in which an impostor obtains key pieces of information, such as Social Security and driver's license numbers, to obtain credit, merchandise, and services in the name of the victim. Students should explain the common techniques used by identity thieves, including dumpster diving, shoulder surfing, eavesdropping, and the use of the Internet to obtain personal identifying information. Identity theft became a federal crime in 1998 with the passage of the Identity Theft and Assumption Deterrence Act. The 2004 Penalty Enhancement Act increased the penalty for various forms of identity theft. Page Ref: 40-42 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Intermediate

5) List and explain three of the various problems associated with the UCR/NIBRS program as well as three problems associated with the NCVS. Answer: Answers should include a discussion of three methodological problems of each program. Page Ref: 47-48 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Difficult 6) Define hate or bias crimes and explain how the terrorist attacks of September 11, 2001 affected the type of hate crimes committed in the U.S. Review two pieces of federal legislation relating to hate crime. Answer: Answers should include a definition of hate crime as a criminal offense motivated by the offender's bias against a race, gender, gender identity, religion, disability, sexual orientation, or ethnicity, and committed against persons, property, or society. After the terrorist attacks of 9/11, some jurisdictions reported a change in the nature of hate crimes, with a decrease in racemotivated crimes and a sharp increase in crimes motivated by religion or ethnicity. Muslim people in particularly were targets of many such crimes. Answers should discuss the 1994 Violent Crime Control and Law Enforcement Act and the 2010 Matthew Shepard and James Byrd, Jr. Hate Crimes Prevention Act. Page Ref: 47-48 Objective: Describe the FBI's UCR/NIBRS Program, including its purpose, its history, and what it tells us about crime in the United States today. Level: Difficult 2.6 Critical Thinking Questions 1) Define the dark figure of crime and explain why measuring it is so important. What impact does unreported crime have on the accuracy of the UCR/NIBRS data? Answer: Answers will vary but should explain that the dark figure of crime refers to crime that is not reported to the police and that remains unknown to officials. Answers should point out that without estimates of unreported crime, our view of crime is based only on crimes known to the police. Some discussion of the impact of the early NCVS results on how criminologists thought about crime should be included. Answers should explain that because the UCR/NCVS data do not include unreported crime, they may significantly underestimate the crime problem in the US. Page Ref: Throughout Objective: Multiple Level: Difficult

2) Explain hate crimes and review the various categories that are protected under federal hate crime laws. Why might some groups be protected while others are not? What other categories of individuals or groups who are not protected under the law might be targets for hate crimes? Answer: Answers will vary but should include a definition of hate crime as a crime motivated at least in part by bias. Students should review the main categories that are protected under federal hate crime laws, which include race, religion, ethnicity/national origin, gender, gender identity, sexual orientation, religion, and disability). Students should discuss why the laws protect these groups but not others. Students should also suggest unprotected categories that could be targets for hate or bias crimes; possible answers could include bias against people experiencing homelessness, age-related bias, and bias related to political affiliation. Page Ref: 49-50 Objective: Describe how the special categories of crime discussed in this chapter are significant today. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 3 Criminal Law 3.1 Multiple Choice Questions 1) Which type of law is also known as the "law on the books"? A) Statutory law B) Natural law C) Procedural law D) Administrative law Answer: A Page Ref: 64 Objective: Summarize the purpose, primary sources, and development of law. Level: Basic 2) In many states, ________ principles are used to interpret many legal issues. A) common law B) statutory law C) jurisprudence D) case law Answer: A Page Ref: 64 Objective: Summarize the purpose, primary sources, and development of law. Level: Basic 3) The concept of ________ expresses the belief that an orderly society must be governed by established principles to maintain order. A) rule of law B) stare decisis C) codification D) jurisprudence Answer: A Page Ref: 64 Objective: Define the rule of law, including its importance in Western democratic societies. Level: Basic 4) ________ is the philosophy of law. A) Mens rea B) The penal code C) Jurisprudence D) The M'Naghten rule Answer: C Page Ref: 65 Objective: Define the rule of law, including its importance in Western democratic societies. Level: Basic

5) The body of rules and regulations that define and specify the nature of and punishments for offenses of a public nature for wrongs committed against the state or society is called ________. A) criminal law B) procedural law C) administrative law D) civil law Answer: A Page Ref: 66 Objective: Summarize the various types of law, including the purpose of each. Level: Basic 6) Which of the following is an example of procedural law? A) A law that defines the crime of first-degree murder and specifies the appropriate punishment B) A vehicle regulation law C) A law that specifies the format for a will to be created D) A law that places restrictions on how a corporation may dispose of hazardous waste Answer: A Page Ref: 66 Objective: Summarize the various types of law, including the purpose of each. Level: Intermediate 7) Typically, the main objective of a civil lawsuit is to ________. A) punish a wrongdoer B) deter others from committing a similar offense C) seek compensation D) protect society Answer: C Page Ref: 66 Objective: Summarize the various types of law, including the purpose of each. Level: Basic 8) ________ is a legal principle that ensures that previous judicial decisions are considered when settling similar future cases. A) Stare decisis B) Corpus delicti C) Actus reus D) Mens rea Answer: A Page Ref: 66 Objective: Summarize the various types of law, including the purpose of each. Level: Basic

9) Elian has been convicted of a crime and been sentenced to be incarcerated for six months. Elian has most likely committed a(n) ________. A) felony B) inchoate offense C) misdemeanor D) infraction Answer: A Page Ref: 67 Objective: Describe six categories of crimes and their characteristics. Level: Basic 10) Which crime best describes an attempt by a U.S. citizen to overthrow the government of the United States? A) Espionage B) Conspiracy C) Treason D) Infraction Answer: C Page Ref: 68 Objective: Describe six categories of crimes and their characteristics. Level: Basic 11) Which of the following is an inchoate offense? A) Conspiracy B) Arson C) Simple assault D) Treason Answer: A Page Ref: 69 Objective: Describe six categories of crimes and their characteristics. Level: Basic 12) Which of the following refers to the criminal act element of the crime? A) Actus reus B) Mens rea C) Corpus delicti D) Concurrence Answer: A Page Ref: 69 Objective: Describe the eight general features of crime. Level: Basic

13) Because you were texting on your cell phone while driving, you hit and kill a pedestrian on your way to work. Which type of mens rea most likely exists in this situation? A) Reckless B) Negligent C) Purposeful D) Knowing Answer: B Page Ref: 71-72 Objective: Describe the eight general features of crime. Level: Intermediate 14) Jakub runs a stop sign. He did not see the sign and he did not intend to break the law. Jakub is guilty of a(n) ________ offense. A) strict liability B) procedural C) juvenile D) inchoate Answer: A Page Ref: 72 Objective: Describe the eight general features of crime. Level: Difficult 15) ________ requires that the criminal act and the mental state occur together in order for a crime to take place. A) Causation B) Attendant circumstance C) Concurrence D) Corpus delicti Answer: C Page Ref: 73 Objective: Describe the eight general features of crime. Level: Intermediate 16) Under the principle of legality, ________ laws, which hold a person legally responsible for acts committed before the law was passed, are not binding. A) actus reus B) ex post facto C) corpus delicti D) stare decisis Answer: B Page Ref: 74 Objective: Describe the eight general features of crime. Level: Basic

17) Some laws specify necessary ________ circumstances that must be present for a conviction to be obtained. A) third party B) criminal C) attendant D) special Answer: C Page Ref: 74 Objective: Describe the eight general features of crime. Level: Basic 18) To establish the ________ of a crime, the state must show that a criminal law was violated and that someone violated it. A) corpus delecti B) mens rea C) collateral estoppel D) stare decisis. Answer: A Page Ref: 76 Objective: Explain what is meant by the elements of a specific criminal offense. Level: Basic 19) A legal defense in which the defendant admits to committing the act in question but claims it was necessary in order to avoid some greater evil is called a(n) ________. A) procedural defense B) justification defense C) alibi D) excuse defense Answer: C Page Ref: 78 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 20) A legal defense in which the defendant claims that some personal condition or circumstance exists that prevents the defendant from being held accountable under the law is called a(n) ________. A) alibi B) procedural defense C) justification D) excuse Answer: D Page Ref: 79, 82 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic

21) Which of the following is an example of a justification defense? A) Consent B) Duress C) Insanity D) Mistake of fact Answer: A Page Ref: 79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 22) The ________ rule holds that a person can only defend a third party under circumstances and only to the degree that the third party could legally act on their own behalf. A) M'Naghten B) retreat C) alter ego D) stand your ground Answer: C Page Ref: 80 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Difficult 23) Sarah is accused of murdering her husband. She claims that she killed him after having been severely physically and sexually abused by her husband for years. Sarah is most likely using which defense? A) Insanity B) Provocation C) Necessity D) Duress Answer: B Page Ref: 83 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 24) The ________ holds that individuals cannot be held criminally responsible for their actions if at the time of the crime they did not know what they were doing or did not know that their actions were wrong. A) substantial capacity test B) irresistible-impulse test C) M'Naghten rule D) Durham rule Answer: C Page Ref: 84 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Difficult

25) The defense of ________ is used by a defendant whose ability to understand the wrongfulness of their behavior is significantly impaired. A) mental incompetence B) insanity C) temporary insanity D) diminished capacity Answer: D Page Ref: 87-88 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 26) Which of the following is an example of a procedural defense? A) The defendant was in another state at the time the crime occurred. B) The defendant committed the crime under duress. C) The defendant committed the crime in self-defense. D) The defendant was denied their right to a speedy trial. Answer: D Page Ref: 88 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 27) Which of the following refers to an improper or illegal inducement to crime by enforcement agents? A) Police fraud B) Entrapment C) Collateral estoppel D) Prosecutorial misconduct Answer: B Page Ref: 88-89 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 28) In which of the following situations can an offender claim the constitutional protection of double jeopardy? A) Because the members of the trial jury cannot agree on a verdict, resulting in a hung jury, the state orders a new trial B) Because the offender's conviction has been set aside because of a procedural error, the state plans to retry them on the same charges C) After the offender was acquitted, new evidence conclusively proving their guilt was uncovered and the prosecutor calls for a new trial D) After the offender was acquitted in criminal court, they are tried in civil court Answer: C Page Ref: 89 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Difficult

29) Which constitutional amendment guarantees the right to a speedy trial? A) Fourth B) Eighth C) Fifth D) Sixth Answer: D Page Ref: 90 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 3.2 True/False Questions 1) Case law is the written or codified law that is enacted by a government body or agency having the power to make laws. Answer: FALSE Page Ref: 64 Objective: Summarize the purpose, primary sources, and development of law. Level: Basic 2) Common law originates from usage and custom rather than from written statutes. Answer: TRUE Page Ref: 64 Objective: Summarize the purpose, primary sources, and development of law. Level: Basic 3) The rule of law allows people to disagree with the law but not to disobey the law. Answer: TRUE Page Ref: 64 Objective: Define the rule of law, including its importance in Western democratic societies. Level: Intermediate 4) Procedural law is one type of substantive criminal law. Answer: FALSE Page Ref: 66 Objective: Summarize the purpose, primary sources, and development of law. Level: Basic 5) A tort is a wrongful act, damage, or injury not involving a breach of contract. Answer: TRUE Page Ref: 66 Objective: Summarize the various types of law, including the purpose of each. Level: Basic

6) Civil suits typically seek punishment rather than compensation. Answer: FALSE Page Ref: 66 Objective: Summarize the various types of law, including the purpose of each. Level: Basic 7) Stare decisis is the principle of recognizing previous decisions as precedents to guide future deliberations. Answer: TRUE Page Ref: 67 Objective: Summarize the various types of law, including the purpose of each. Level: Basic 8) A sentence of two years in prison is a reasonable sentence for an offender convicted of an infraction. Answer: FALSE Page Ref: 68 Objective: Describe six categories of crimes and their characteristics. Level: Basic 9) Espionage can only be committed by a citizen of the United States. Answer: FALSE Page Ref: 68 Objective: Describe six categories of crimes and their characteristics. Level: Intermediate 10) An offense that has been completed is called an inchoate offense. Answer: FALSE Page Ref: 69 Objective: Describe six categories of crimes and their characteristics. Level: Basic 11) You fail to observe the speed limit in a school zone and hit a child. This is an example of negligent behavior. Answer: FALSE Page Ref: 71-72 Objective: Describe the eight general features of crime. Level: Intermediate 12) Statutory rape is a strict liability crime. Answer: TRUE Page Ref: 72 Objective: Describe the eight general features of crime. Level: Basic

13) If a law prohibiting a specific action goes into effect tomorrow, you cannot be punished for engaging in that action today. Answer: TRUE Page Ref: 74 Objective: Describe the eight general features of crime. Level: Basic 14) It is necessary to establish every element of a crime beyond a reasonable doubt in order to find a defendant guilty of that crime. Answer: TRUE Page Ref: 75 Objective: Explain what is meant by the elements of a specific criminal offense. Level: Basic 15) A key element of the corpus delicti of a crime is the identity of the person who committed it. Answer: FALSE Page Ref: 76 Objective: Explain what is meant by the elements of a specific criminal offense. Level: Intermediate 16) Because you can prove that you were visiting family in Canada when a crime occurred on campus, you may use an alibi defense. Answer: TRUE Page Ref: 78-79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 17) In general, deadly force may be used in the defense of home and property. Answer: FALSE Page Ref: 81 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 18) According to the Supreme Court, eliminating the insanity defense violates the U.S. Constitution. Answer: FALSE Page Ref: 86 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 19) A defendant who has been acquitted in criminal court can be tried in civil court without violating the principle of double jeopardy. Answer: TRUE Page Ref: 89 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 10 Copyright © 2024 Pearson Education, Inc.

20) Denial of a speedy trial is an example of a procedural defense. Answer: TRUE Page Ref: 90 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 3.3 Fill in the Blank Questions 1) The ________ code is the written form of the criminal law. Answer: Penal Page Ref: 64 Objective: Summarize the purpose, primary sources, and development of law. Level: Basic 2) ________ is the philosophy of law. Answer: Jurisprudence Page Ref: 65 Objective: Define the rule of law, including its importance in Western democratic societies. Level: Basic 3) Wrongful acts that violate the civil law are known as ________. Answer: torts Page Ref: 66 Objective: Summarize the various types of law, including the purpose of each. Level: Basic 4) According to the law of ________, a judge should consider the reasonings of prior courts when deciding a case. Answer: precedent Page Ref: 67 Objective: Summarize the various types of law, including the purpose of each. Level: Basic 5) If you commit a(n) ________, you will probably receive a ticket rather than a more severe punishment like jail time. Answer: infraction Page Ref: 68 Objective: Describe six categories of crimes and their characteristics. Level: Intermediate 6) A(n) ________ offense is one that has not been fully carried out. Answer: inchoate Page Ref: 69 Objective: Describe six categories of crimes and their characteristics. Level: Basic

7) While committing a bank robbery you fire your weapon at the armed security guard but miss and kill an unarmed customer instead. Although you did not intent to kill the customer, you may be found guilty of murder under the doctrine of ________ intent. Answer: transferred Page Ref: 71 Objective: Describe the eight general features of crime. Level: Intermediate 8) ________ requires that the actus reus and mens rea occur together for a crime to take place. Answer: Concurrence Page Ref: 73 Objective: Describe the eight general features of crime. Level: Basic 9) In some cases, additional necessary ________ circumstances may be specified by law as required elements of an offense. Answer: attendant Page Ref: 74 Objective: Explain what is meant by the elements of a specific criminal offense. Level: Intermediate 10) ________ force is the degree of force that is appropriate in a given situation and is not excessive. Answer: Reasonable Page Ref: 80 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 11) The defense of ________ claims that the defendant was compelled to commit the crime because of an unlawful threat. Answer: duress Page Ref: 82 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 12) An offender who claims they were insane only at the time they committed the crime may be using the defense of ________ insanity. Answer: temporary Page Ref: 87 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 13) ________ is an improper or illegal inducement to crime by agents of law enforcement. Answer: Entrapment Page Ref: 88-89 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 12 Copyright © 2024 Pearson Education, Inc.

14) The ________ Amendment to the U.S. Constitution guarantees the right to a speedy trial. Answer: Sixth Page Ref: 90 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 15) Prosecutorial misconduct is an example of a(n) ________ defense. Answer: procedural Page Ref: 90 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Basic 3.4 Matching Questions Match the type of law to its description. A) The body of regulations created by governments to control the activities of industries, businesses, and individuals B) Written, codified laws describing what constitutes particular crimes and specifies the appropriate punishment for the offense C) The law governing relationships between and among people, businesses and other organizations, and agencies of government D) Written, codified laws E) The body of rules that regulate how legal rights are enforced F) The rules and regulations that define and specify the nature of and punishments for offenses of a public nature or wrongs committed against society or the state G) The body of law originating from usage and custom rather than from written statutes H) The law of precedent 1) Criminal law Page Ref: 65-67 Objective: Summarize the various types of law, including the purpose of each. Level: Intermediate 2) Civil law Page Ref: 65-67 Objective: Summarize the various types of law, including the purpose of each. Level: Intermediate 3) Administrative law Page Ref: 65-67 Objective: Summarize the various types of law, including the purpose of each. Level: Intermediate

4) Procedural law Page Ref: 65-67 Objective: Summarize the various types of law, including the purpose of each. Level: Intermediate 5) Case law Page Ref: 65-67 Objective: Summarize the various types of law, including the purpose of each. Level: Intermediate 6) Statutory law Page Ref: 65-67 Objective: Summarize the various types of law, including the purpose of each. Level: Intermediate 7) Substantive criminal law Page Ref: 65-67 Objective: Summarize the various types of law, including the purpose of each. Level: Intermediate 8) Common law Page Ref: 65-67 Objective: Summarize the various types of law, including the purpose of each. Level: Intermediate Answers: 1) F 2) C 3) A 4) E 5) H 6) D 7) B 8) G

Match the category of crime to its definition. A) A minor violation of the law usually punished by a ticket B) A serious crime punishable by death or by incarceration of at least one year in prison C) Gathering, transmitting, or losing information related to the national defense in such a way that it becomes available to enemies of the U.S. and may be used to their advantage D) Actions by a U.S. citizen to help a foreign government overthrow, make war against, or seriously injure the U.S. E) A crime that has not been fully carried out F) A relatively minor crime that is punishable by up to one year of incarceration in a local jail 9) Espionage Page Ref: 67-69 Objective: Describe six categories of crimes and their characteristics. Level: Intermediate 10) Felony Page Ref: 67-69 Objective: Describe six categories of crimes and their characteristics. Level: Intermediate 11) Treason Page Ref: 67-69 Objective: Describe six categories of crimes and their characteristics. Level: Intermediate 12) Misdemeanor Page Ref: 67-69 Objective: Describe six categories of crimes and their characteristics. Level: Intermediate 13) Inchoate offense Page Ref: 67-69 Objective: Describe six categories of crimes and their characteristics. Level: Intermediate 14) Infraction Page Ref: 67-69 Objective: Describe six categories of crimes and their characteristics. Level: Intermediate Answers: 9) C 10) B 11) D 12) F 13) E 14) A

Match the defense with the category in which it falls. A) Procedural defense B) Justification C) Excuse 15) Entrapment Page Ref: 79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 16) Duress Page Ref: 79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 17) Double jeopardy Page Ref: 79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 18) Self-defense Page Ref: 79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 19) Resisting unlawful arrest Page Ref: 79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 20) Insanity Page Ref: 79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 21) Selective prosecution Page Ref: 79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 22) Consent Page Ref: 79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate

23) Mistake Page Ref: 79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate 24) Provocation Page Ref: 79 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Intermediate Answers: 15) A 16) C 17) A 18) B 19) B 20) C 21) A 22) B 23) C 24) C 3.5 Essay Questions 1) What is common law? What impact does common law have on contemporary American criminal justice? Answer: Answers should include a definition of the common law and an explanation of how it is the basis of much modern criminal law in the U.S. Answers should also explain that, in most states, common law has been largely supplanted by statutory law but that common law principles are still used to interpret legal issues in many states. Page Ref: 64 Objective: Summarize the purpose, primary sources, and development of law. Level: Difficult 2) List and define the six types of law. Answer: Answers should include a definition of the six main types of law outlined in Figure 3-1 in the textbook: criminal law, administrative law, statutory law, civil law, case law, and common law. It would also be appropriate for answers to discuss the two types of statutory law, substantive and procedural. Page Ref: 65-67 Objective: Summarize the types of categories of law, including the purpose of each. Level: Difficult 3) List and define the six general categories of crime and give an example of each. Answer: Answers should include a definition of the six general categories of crime outlined in Figure 3-2 in the textbook: felony, misdemeanor, infraction, treason, espionage, and inchoate offense. Answers should also include an example of each. Page Ref: 67-69 Objective: Describe six categories of crimes and their characteristics. Level: Intermediate 4) List and define the three main elements that are required for a crime to occur. Answer: Answers should include a discussion of actus reus (the guilty act), mens rea (the guilty mind), and concurrence. Page Ref: 69-73 Objective: Describe the eight general features of crime. Level: Difficult 17 Copyright © 2024 Pearson Education, Inc.

5) List and define the four main levels, or types, of mens rea and give an example of each. Answer: Answers should include a review of the four main types of mens rea: purposeful or intentional, knowing, reckless, and negligent. Answers should also give an example of each category. Page Ref: 70-72 Objective: Describe the eight general features of crime. Level: Difficult 6) Define strict liability, give an example of a strict liability offense, and explain why the issue of strict liability is relevant in a discussion of types of mens rea. Answer: Answers should explain strict liability as a category of crime that does not require a culpable mental state and an example of a strict liability crime (such as a routine traffic offense) should be presented. Answers should also explain that the issue of strict liability is relevant in a discussion of mens rea because crimes that fall into this category are an exception to the requirement of mens rea; it is not necessary for an individual to have mens rea to be found guilty of a strict liability crime. Page Ref: 72 Objective: Describe the eight general features of crime. Level: Difficult 7) Explain the difference between mental illness and legal insanity and describe two of the tests or rules that are used to determine legal insanity. What is the difference between being found not guilty by reason of insanity (NGRI) and being found "guilty but mentally ill" (GBMI)? Answer: Answers should compare and contrast legal insanity, which is a concept used by the judicial system when determining guilt or innocence, with the medical concept of mental illness. Tests that may be discussed in this essay include the M'Naghten Rule, the irresistible impulse test, the Durham rule, the substantial-capacity test, and the Brawner rule, as well as the federal definition of insanity (which is similar to that used in M'Naghten). Answers should also compare the two verdicts of NGRI and GBMI. Page Ref: 84-87 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Difficult 8) Procedural defenses claim that the defendant was discriminated against during the justice process or that some procedural law was violated. List and explain three procedural defenses. Answer: Answers may vary but should include a discussion of three of the procedural defenses reviewed in the text: entrapment, double jeopardy, collateral estoppel, selective prosecution, denial of a speedy trial, prosecutorial misconduct, and police fraud. Page Ref: 88-90 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Difficult

3.6 Critical Thinking Questions 1) What is the purpose of law? Explain the concept of "rule of law" and why it is so important. Would a society exist without laws? Comment on and analyze the pros and cons of these issues giving examples to support your opinions. Answer: Answers will vary but should include a discussion of the various purposes of law, as outlined in Table 3-1 in the text, and the elements of the rule of law. The student's opinion on the necessity of law for the existence of society and the support provided are key elements of this essay. Page Ref: 63-65 Objective: Summarize the purpose, primary sources, and development of law. Level: Difficult 2) Justification defenses claim a kind of moral high ground. They may be offered by people who find themselves forced to choose between "two evils." Do you think that such defenses are appropriate? Can causing harm be justified on the grounds that it prevents harm? Support your opinion. Answer: Answers will vary. The student's opinion regarding justification defenses, and the support provided for that opinion are key elements of the response. Page Ref: 79-82 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Difficult 3) If you could create your own rule for determining insanity in criminal trials, what would it be? Explain why you are proposing this rule. How would it differ from existing rules? Answer: Answers will vary but should include both a clear description of the student's proposed rule and the student's reasons for proposing it. Answers should also include an explanation of how the proposed rule differs from those described in the chapter. Page Ref: 84-87 Objective: Compare and contrast the four general categories of accepted criminal defense. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 4 Policing: Agencies and Structure 4.1 Multiple Choice Questions 1) Which federal agency is part of the Department of Justice? A) U.S. Coast Guard B) U.S. Marshals Service C) U.S. Capitol Police D) Federal Air Marshals Program Answer: B Page Ref: 99 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Basic 2) What is a Legat? A) A legal attaché office operated internationally by the FBI B) The director of a Joint Terrorism Task Force C) A traffic camera that has been found to result in tickets being issued disproportionally to drivers living in neighborhoods of color D) A form of private protective service Answer: B Page Ref: 99 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Basic 3) Which federal agency is responsible for managing a forensic database of DNA profiles of offenders? A) Drug Enforcement Administration B) U.S. Secret Service C) U.S. Customs D) Federal Bureau of Investigation Answer: D Page Ref: 99 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Basic 4) After 9/11 the main priority of the FBI became ________. A) transnational organized crime B) white-collar crime C) terrorism D) violent crime Answer: C Page Ref: 100 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Basic 1 Copyright © 2024 Pearson Education, Inc.

5) Recently the FBI refocused efforts to target which type of offender? A) Members of organized crime groups B) Cyber criminals C) Terrorists D) Corporate criminals Answer: B Page Ref: 100 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Basic 6) The centralized model of state policing ________. A) is no longer commonly used in the United States B) is characteristic of state police in the southern United States C) combines criminal investigations with patrol of state highways D) frequently requires states to have a number of adjunct state-level law enforcement agencies Answer: C Page Ref: 101 Objective: Identify the two major models of state law enforcement organization. Level: Basic 7) The first modern state police force was created in ________. A) South Carolina B) Pennsylvania C) Georgia D) New Hampshire Answer: B Page Ref: 101 Objective: Identify the two major models of state law enforcement organization. Level: Basic 8) The largest law enforcement agency in the U.S. is a ________. A) federal agency B) state police department C) county sheriff's department D) municipal department Answer: D Page Ref: 102 Objective: Describe the various kinds of local law enforcement agencies and their roles in enforcing the law. Level: Basic

9) Which agency head is most likely to be an elected official? A) The chief of a big city police department B) The director of a federal law enforcement agency C) The county sheriff D) The chief of a small municipal police department Answer: C Page Ref: 102 Objective: Describe the various kinds of local law enforcement agencies and their roles in enforcing the law. Level: Basic 10) Which local law enforcement official is responsible for serving court papers, maintaining security within courtrooms, and running the county jail? A) A sheriff B) A chief of police C) A precinct captain D) A prosecutor Answer: A Page Ref: 103 Objective: Describe the various kinds of local law enforcement agencies and their roles in enforcing the law. Level: Basic 11) Which statement about sheriff's departments is true? A) Sheriff's departments frequently contract with private security firms for police services. B) Most sheriff's departments are small. C) Sheriff's deputies mostly patrol within incorporated municipalities. D) Most counties today have limited the law enforcement duties of sheriffs. Answer: B Page Ref: 103 Objective: Describe the various kinds of local law enforcement agencies and their roles in enforcing the law. Level: Basic 12) Which agency would be considered a local law enforcement agency? A) Port authority B) Highway patrol C) AMTRAK police D) Tribal police Answer: C Page Ref: 104 Objective: Describe the various kinds of local law enforcement agencies and their roles in enforcing the law. Level: Basic

13) Which statement regarding private policing is true? A) Public police outnumber private police. B) Private security employment is expanding faster than public policing. C) Private agencies are funding by public monies. D) Private security is unlikely to become involved in anti-terrorist activities. Answer: B Page Ref: 105 Objective: Describe private protective services in the United States and their possible future roles. Level: Intermediate 14) Which of the following has been suggested as a reason for the rapid growth of the private security sector in the U.S.? A) Increasing rates of overall crime B) An increase in acts of domestic terrorism C) State fiscal crises D) Reduced trust in public police Answer: C Page Ref: 105 Objective: Describe private protective services in the United States and their possible future roles. Level: Intermediate 15) Private security forces may have been responsible for the recent ________. A) increase in crime B) decrease in fear of crime and terrorism C) increased cost of policing D) decrease in reported crime Answer: C Page Ref: 106 Objective: Describe private protective services in the United States and their possible future roles. Level: Intermediate 16) Which of the following is a characteristic of a fusion center? A) Fusions centers are generally run by the FBI. B) Fusion centers conduct criminal investigations. C) Fusion centers emphasize law enforcement cooperation. D) Fusion centers deal exclusively with issues related to terrorism. Answer: C Page Ref: 108 Objective: Describe private protective services in the United States and their possible future roles. Level: Intermediate

17) What is Interpol's main purpose? A) To serve as a global judicial institution with international jurisdiction complementing national legal systems around the world B) To collect and disseminate intelligence among the member nations of the European Union C) To act as a clearinghouse for information on offenses and suspects believed to operate across national boundaries D) To increase globalization of criminal justice Answer: C Page Ref: 109 Objective: Name two international police agencies that this chapter identifies. Level: Basic 18) EC3 is the focal point in the European Union's fight against which crime? A) Terrorism B) Cybercrime C) Human trafficking D) Organized crime Answer: B Page Ref: 110 Objective: Name two international police agencies that this chapter identifies. Level: Basic 19) Which of the following factors strongly influences how much local departments engage in terrorism prevention activities? A) The risk of a terrorist attack B) Public opinion C) The presence of a JTTF in the area D) The size of the local community Answer: A Page Ref: 111 Objective: Describe how concerns over terrorism have changed policing in America. Level: Basic 20) The "evidence" in evidence-based policing refers to ________. A) information obtained from witnesses to the crime B) fingerprints found at the crime scene C) scientific evidence D) information acquired from social media Answer: C Page Ref: 119 Objective: Explain evidence-based policing (EBP), including why it is so important today. Level: Basic

21) Which of the following may be the single most powerful force for change in policing today? A) JTTFs B) FIGs C) Fusion centers D) EBP Answer: C Page Ref: 119 Objective: Explain evidence-based policing (EBP), including why it is so important today. Level: Basic 22) A research report in Massachusetts found that officers who are women ________. A) see themselves as police officers first and women second B) are extremely devoted to their work C) are generally able to balance child-rearing and work responsibilities D) are more satisfied with their job when working in a uniformed capacity Answer: B Page Ref: 114 Objective: Identify some of the issues related to ethnic and gender diversity in policing, and suggest ways of addressing them. Level: Basic 23) Which of the following statements about women in policing is TRUE? A) Women are employed in policing in numbers that approach their representation in the population. B) Officers who are women are more likely than officers who are men to be accused of using excessive force. C) Officers who are women are often underutilized. D) Few departments are aggressively recruiting women. Answer: C Page Ref: 114-115 Objective: Identify some of the racial, ethnic, and gender diversity issues in policing. Level: Intermediate 4.2 True/False Questions 1) All federal law enforcement agencies are under the jurisdiction of the Department of Justice. Answer: FALSE Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Basic 2) Any law enforcement agency in the U.S. may receive laboratory services from the FBI without charge. Answer: TRUE Page Ref: 99 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Basic 6 Copyright © 2024 Pearson Education, Inc.

3) A key priority of FBI today is combating cyber criminals. Answer: TRUE Page Ref: 100 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Basic 4) Centralized state police agencies focus primarily on traffic and law enforcement duties on the state's highways. Answer: FALSE Page Ref: 101 Objective: Identify the two major models of state law enforcement organization. Level: Basic 5) The first modern centralized state police force was formed in Pennsylvania. Answer: TRUE Page Ref: 101 Objective: Identify the two major models of state law enforcement organization. Level: Basic 6) A decentralized state police agency often operates other associated state-level law enforcement agencies. Answer: TRUE Page Ref: 102 Objective: Identify the two major models of state law enforcement organization. Level: Basic 7) The NYPD is the largest law enforcement agency in the U.S. Answer: TRUE Page Ref: 102 Objective: Describe the various kinds of local law enforcement agencies and their roles in enforcing the law. Level: Basic 8) City police chiefs are usually elected public officials. Answer: FALSE Page Ref: 102 Objective: Describe the various kinds of local law enforcement agencies and their roles in enforcing the law. Level: Basic 9) Municipal police departments are responsible for operating county jails. Answer: FALSE Page Ref: 103 Objective: Describe the various kinds of local law enforcement agencies and their roles in enforcing the law. Level: Basic 7 Copyright © 2024 Pearson Education, Inc.

10) In most countries, private police outnumber public police officers. Answer: TRUE Page Ref: 105 Objective: Describe private protective services in the United States and their possible future roles. Level: Basic 11) One reason for the growth in private security is an increase in workplace crime. Answer: TRUE Page Ref: 105 Objective: Describe private protective services in the United States and their possible future roles. Level: Basic 12) The federal government employs private security personnel. Answer: TRUE Page Ref: 105 Objective: Describe private protective services in the United States and their possible future roles. Level: Basic 13) The majority of the critical infrastructure in the U.S. is protected by public police. Answer: FALSE Page Ref: 107 Objective: Describe private protective services in the United States and their possible future roles. Level: Basic 14) The central purpose of fusion centers is to develop intelligence. Answer: TRUE Page Ref: 108 Objective: Describe private protective services in the United States and their possible future roles. Level: Intermediate 15) Interpol agents are able to make arrests in member countries. Answer: FALSE Page Ref: 106 Objective: Describe private protective services in the United States and their possible future roles. Level: Basic

16) After the terrorist attacks of September 11, 2001, the core mission of the police changed to focus on terrorism. Answer: FALSE Page Ref: 110 Objective: Describe how concerns over terrorism have changed policing in America. Level: Basic 17) After the terrorist attacks of September 11, 2001, the core mission of the police changed to focus on terrorism. Answer: FALSE Page Ref: 110 Objective: Describe how concerns over terrorism have changed policing in America. Level: Basic 18) Evidence-based policing involves evaluating police programs. Answer: TRUE Page Ref: 113 Objective: Explain evidence-based policing (EBP), including why it is so important today. Level: Basic 19) People of color today are employed in policing in numbers well below their representation in the population. Answer: FALSE Page Ref: 114 Objective: Identify some of the racial, ethnic, and gender diversity issues in policing. Level: Basic 20) Officers who are women tend to be better at defusing and de-escalating potentially violent confrontations than officers who are men. Answer: FALSE Page Ref: 114 Objective: Identify some of the racial, ethnic, and gender diversity issues in policing. Level: Basic 4.3 Fill in the Blank Questions 1) The FBI is an agency of the Department of ________. Answer: Justice Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Basic 2) Currently, the FBI is focusing on ________ criminals. Answer: cyber Page Ref: 100 Objective: Explain the police mission in democratic societies. Level: Basic 9 Copyright © 2024 Pearson Education, Inc.

3) The ________ model of state policing draws a distinction between traffic enforcement and other state-level law enforcement functions. Answer: decentralized Page Ref: 101 Objective: Identify the two major models of state law enforcement organization. Level: Basic 4) A(n) ________ police department is a city- or town-based law enforcement agency. Answer: municipal Page Ref: 102 Objective: Describe the various kinds of local law enforcement agencies and their roles in enforcing the law. Level: Basic 5) ________ are elected law enforcement officials whose agencies are responsible for countywide law enforcement. Answer: Sheriffs Page Ref: 102 Objective: Describe the various kinds of local law enforcement agencies and their roles in enforcing the law. Level: Basic 6) A tribal police department would be considered a ________ law enforcement agency. Answer: local Page Ref: 104 Objective: Describe the various kinds of local law enforcement agencies and their roles in enforcing the law. Level: Basic 7) One reason for the rapid growth of private policing in America is an increase in fear of crime and ________. Answer: terrorism Page Ref: 104 Objective: Describe private protective services in the United States and their possible future roles. Level: Intermediate 8) ________ centers combine information from multiple agencies to develop actionable intelligence. Answer: Fusion Page Ref: 108 Objective: Describe private protective services in the United States and their possible future roles. Level: Basic

9) The integrated police intelligence-gathering and dissemination arm of the member nations of the European Union is called ________. Answer: Europol Page Ref: 110 Objective: Name two international police agencies that this chapter identifies. Level: Basic 10) ________ Intelligence Groups work closely with JTTFs to generate intelligence products and disseminate them. Answer: Field Page Ref: 111 Objective: Name two international police agencies that this chapter identifies. Level: Basic 11) ________ policing emphasizes the use of research to guide police work. Answer: Evidence-based Page Ref: 113 Objective: Explain evidence-based policing (EBP), including why it is so important today. Level: Basic

4.4 Matching Questions Match the federal agencies with the department they fall under. A) Department of Homeland Security B) Department of the Treasury C) Department of Justice D) Department of State E) Department of the Interior F) Department of Health and Human Services 1) Diplomatic Security Service Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Intermediate 2) Internal Revenue Service Criminal Investigation Division Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Intermediate 3) Bureau of Alcohol, Tobacco, Firearms and Explosives Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Intermediate 4) Bureau of Indian Affairs Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Intermediate 5) Transportation Security Administration Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Intermediate 6) U.S. Secret Service Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Intermediate 7) U.S. Bureau of Prisons Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Intermediate

8) National Park Service Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Intermediate 9) U.S. Marshals Service Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Intermediate 10) Food and Drug Administration Office of Criminal Investigations Page Ref: 97 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Intermediate Answers: 1) D 2) B 3) C 4) E 5) A 6) A 7) C 8) E 9) C 10) F Match the type of law enforcement agency to its level of enforcement activity. A) Local B) State C) Federal 11) Campus police Page Ref: 97-104 Objective: Multiple Level: Difficult 12) Customs enforcement Page Ref: 96-104 Objective: Multiple Level: Difficult 13) Tribal police Page Ref: 96-104 Objective: Multiple Level: Difficult 14) Highway police Page Ref: 96-104 Objective: Multiple Level: Difficult 15) Weigh station operations Page Ref: 96-104 Objective: Multiple Level: Difficult 13 Copyright © 2024 Pearson Education, Inc.

16) Postal inspection Page Ref: 96-104 Objective: Multiple Level: Difficult Answers: 11) A 12) C 13) A 14) B 15) B 16) C 4.5 Essay Questions 1) Explain the primary functional responsibility of federal law enforcement agencies and identify the four specific functions that they may be authorized to perform. Answer: Answers should state that federal law enforcement agencies are responsible for enforcing federal criminal laws. Answers should identify the four specific functions of federal agencies: 1) conduct criminal investigations, 2) execute search warrants, 3) make arrests, or 4) carry firearms. Page Ref: 97-98 Objective: Briefly describe federal law enforcement agencies, including the FBI. Level: Intermediate 2) State police agencies are generally separated into two models. Compare and contrast the two models and define their functions within the states and communities they serve. Answer: Answers should include a description of the centralized and decentralized models, as well as a review of the functions and tasks of agencies in each model. Page Ref: 101-102 Objective: Identify the two major models of state law enforcement organization. Level: Intermediate 3) Define evidence-based policing (EBP), explain how it works, and discuss its effect on law enforcement and crime solving. Answer: Answers should define EPB as the use of the best available research on the outcomes of police work to implement guidelines and evaluate agencies, units, and officers. The importance of EBP as the most powerful force for change in policing should be included. Some mention could be made of the various organizations and institutes, such as the FBI's Futures Working Group, the Center for Evidence-Based Crime Policy, and the Campbell Crime and Justice Group, which lead the EBP movement. Page Ref: 113 Objective: Explain evidence-based policing (EBP), including why it is so important today. Level: Difficult

4.6 Critical Thinking Questions 1) The organization of American law enforcement, which has been called the most complex in the world, includes three major legislative and judicial jurisdictions. Discuss some of the problems that might result from having so many different types and levels of law enforcement agencies in the United States today. Answer: Answers will vary but should discuss the lack of uniformity and resulting possible confusion over the naming, function, and authority of law enforcement agencies. Page Ref: 97-104 Objective: Describe the three major levels of policing in the United States today. Level: Difficult 2) Review the issues affecting women in policing today. Suggest ways in which some of these issues could be resolved and how the representation of women in policing could be increased. Use examples to support your responses. Answer: Answers will vary but should discuss the key obstacles facing women in policing today and should suggest possible solutions to some of these obstacles. Specifically, methods of increasing representation of women in policing should be included. Page Ref: 113-115 Objective: Identify some of the racial, ethnic, and gender diversity issues in policing. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 5 Policing: Purpose and Organization 5.1 Multiple Choice Questions 1) Which of the following statements best describes police involvement in enforcing the law? A) The police spend the majority of their time involved in law enforcement activities. B) The police are able to enforce all laws. C) The police are expected to support the law. D) Most police officers are involved in intensive, ongoing crime-fighting activities. Answer: C Page Ref: 122 Objective: Explain the police mission in democratic societies. Level: Intermediate 2) ________ frequently requires a considerable amount of police work and painstaking investigation. A) Preventing crime B) Apprehending offenders C) Providing services D) Preserving the peace Answer: B Page Ref: 122 Objective: Explain the police mission in democratic societies. Level: Intermediate 3) ________ is a proactive approach to the problem of crime. A) Crime prevention B) Criminal investigation C) Police management D) Span of control Answer: A Page Ref: 122 Objective: Explain the police mission in democratic societies. Level: Intermediate 4) Crime prevention efforts include a focus on ________. A) service provision B) predicting crime C) reducing the public's fear of crime D) expanding the span of control Answer: C Page Ref: 123 Objective: Explain the police mission in democratic societies. Level: Intermediate

5) CompStat and CrimeStat are techniques to do which of the following? A) Investigate crime B) Predict crime C) Preserve the peace D) Provide services Answer: A Page Ref: 124 Objective: Explain the police mission in democratic societies. Level: Intermediate 6) Which statement applies to the peacekeeping role of the police? A) Peacekeeping involves addressing activities that may not violate the law. B) Peacekeeping is defined at the departmental level. C) Peacekeeping results in increased arrests of residents in higher economic brackets. D) Broken windows peacekeeping generally leads to the arrests of people who are likely to commit more serious crimes. Answer: A Page Ref: 124-125 Objective: Explain the police mission in democratic societies. Level: Intermediate 7) The broken windows model of policing focuses on which element of the police mission? A) Enforcing and supporting the law B) Investigating crimes and apprehending offenders C) Providing needed enforcement-related services D) Preserving the peace Answer: D Page Ref: 125 Objective: Explain the police mission in democratic societies. Level: Intermediate 8) The 3-1-1 system is designed to assist with which police activity? A) Enforcing the law B) Investigating crimes and apprehending offenders C) Providing services D) Preserving the peace Answer: C Page Ref: 125 Objective: Explain the police mission in democratic societies. Level: Intermediate

9) Police ________ involves administrative activities that control and direct police resources. A) line operations B) management C) span of control D) chain of command Answer: B Page Ref: 126 Objective: Summarize the typical organizational structure of a police department. Level: Intermediate 10) As a patrol officer in an urban police department, Lupa is mainly involved in ________ activities. A) staff B) support C) line D) criminal Answer: C Page Ref: 126-127 Objective: Summarize the typical organizational structure of a police department. Level: Intermediate 11) ________ describes the order of authority within a police department. A) Organizational hierarchy B) Span of control C) Personnel priorities D) Chain of command Answer: D Page Ref: 127 Objective: Summarize the typical organizational structure of a police department. Level: Basic 12) Unity of command involves which of the following? A) An unbroken line of authority within a police department B) Ensuring each individual has only one supervisor to answer to and take orders from C) The number of police personnel or units that a particular commander supervises D) Ensuring that line operations receive needed support Answer: B Page Ref: 127-128 Objective: Summarize the typical organizational structure of a police department. Level: Basic

13) Sarah is a police sergeant who is responsible for supervising six patrol officers. This number represents Sarah's ________. A) operational role B) chain of command C) span of control D) management hierarchy Answer: C Page Ref: 129 Objective: Summarize the typical organizational structure of a police department. Level: Intermediate 14) The political era of American policing was characterized by ________. A) police officers running for political office B) police, citizens, and politicians developing a close working relationship C) police serving the interests of politicians D) politicians funding police research Answer: C Page Ref: 128 Objective: Compare and contrast the three most common policing styles. Level: Basic 15) The reform era of policing was characterized by which of the following? A) Close ties between the police and political officials B) An emphasis on procedural fairness and police transparency C) A focus on quality-of-life offenses D) A focus on traditional crime fighting and capturing criminal offenders Answer: D Page Ref: 128 Objective: Compare and contrast the three most common policing styles. Level: Basic 16) The ________ era of policing was characterized by an increasing focus on quality-of-life offenses and the broken windows model of policing. A) new B) community C) political D) reform Answer: B Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Basic

17) Which era of policing involves a focus on homeland security? A) New era B) Community era C) Political era D) Reform era Answer: A Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Basic 18) Which best illustrates the watchman style of policing? A) Officers may use threats and violence to keep order. B) Officers are focused on enforcing the law. C) Officers ignore disruptive behavior that does not violate the law. D) Officers work with community groups to prevent crime. Answer: A Page Ref: 130 Objective: Compare and contrast the three most common policing styles. Level: Intermediate 19) A police chief instructs officers to write tickets for any motorists who are going at least one mile per hour above the speed limit. This department is most likely operating under the ________ style of policing. A) watchman B) reform C) legalistic D) service Answer: C Page Ref: 112 Objective: Compare and contrast the three most common policing styles. Level: Intermediate 20) Police-community relations ________. A) recognizes that the police derive their legitimacy from the community they serve B) emphasizes the need for less citizen participation in law enforcement C) encourages increased police emphasis on the apprehension of offenders D) has been used exclusively in metropolitan areas Answer: A Page Ref: 131 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic

21) Officer Markus has just been informed that he is being semi-permanently assigned to a particular neighborhood and is expected to become familiar with the neighborhood, its residents, and their problems and concerns. This is an example of ________ policing. A) intensive B) neighborhood C) block D) team Answer: D Page Ref: 131 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic 22) Which police strategy emphasizes an increased capacity to deal with crimes that are generally not well controlled by traditional methods? A) Problem-solving policing B) Strategic policing C) Community policing D) Team policing Answer: B Page Ref: 133 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic 23) A police officer asks residents to clean up litter, remove graffiti, and install better lighting in a nearby park that is known for extensive drug dealing. Such a request is characteristic of what type of policing? A) Strategic B) Problem-solving C) Rural D) Crime-fighting Answer: B Page Ref: 133 Objective: Explain community policing and tell how it differs from traditional policing. Level: Difficult 24) Under the ideal of community policing, the police and the community share responsibility for which of the following? A) Maintaining peaceful neighborhoods B) Solving crimes C) Crime prevention D) Uncovering social problems that cause crime Answer: D Page Ref: 134 Objective: Explain community policing and tell how it differs from traditional policing. Level: Difficult

25) Which of the following statements is characteristic of community policing? A) The police are seen as a government agency principally responsible for law enforcement. B) The role of the police is to solve crimes. C) Police efficiency is measured by detection and arrest rates. D) The role of headquarters is to preach organizational values. Answer: D Page Ref: 135 Objective: Explain community policing and tell how it differs from traditional policing. Level: Difficult 26) Which of the following statements is characteristic of traditional policing? A) The role of the police is to solve problems. B) Police professionalism involves keeping close to the community. C) Criminal intelligence is more important than crime intelligence. D) Police deal with incidents. Answer: D Page Ref: 135 Objective: Explain community policing and tell how it differs from traditional policing. Level: Difficult 5.2 True/False Questions 1) The police spend the majority of their time enforcing the law and fighting crime. Answer: FALSE Page Ref: 122 Objective: Explain the police mission in democratic societies. Level: Basic 2) CompStat is a tool for predicting criminal activity. Answer: TRUE Page Ref: 124 Objective: Explain the police mission in democratic societies. Level: Basic 3) The peacekeeping role of the police involves a focus on quality-of-life offenses. Answer: TRUE Page Ref: 124 Objective: Explain the police mission in democratic societies. Level: Basic 4) The broken windows model of policing is most relevant to the service provision role of the police. Answer: FALSE Page Ref: 125 Objective: Explain the police mission in democratic societies. Level: Basic 7 Copyright © 2024 Pearson Education, Inc.

5) A police sergeant is a police manager. Answer: TRUE Page Ref: 126 Objective: Summarize the typical organizational structure of a police department. Level: Basic 6) Administration, training, and budgeting are examples of a police department's line operations. Answer: FALSE Page Ref: 126 Objective: Summarize the typical organizational structure of a police department. Level: Intermediate 7) All police departments have both line and staff operations. Answer: FALSE Page Ref: 127 Objective: Summarize the typical organizational structure of a police department. Level: Intermediate 8) Span of control is the number of people a particular police commander supervises. Answer: TRUE Page Ref: 128 Objective: Summarize the typical organizational structure of a police department. Level: Intermediate 9) During the reform era, police focused on professional crime fighting and on capturing offenders. Answer: TRUE Page Ref: 128 Objective: Compare and contrast the three most common policing styles. Level: Basic 10) The community era saw an emphasis on terrorism prevention and evidence-based policing. Answer: FALSE Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Basic 11) Wilson's watchman style of policing is characteristic of the political era. Answer: TRUE Page Ref: 130 Objective: Compare and contrast the three most common policing styles. Level: Basic

12) Order maintenance is the primary concern of departments marked by a service style of policing. Answer: FALSE Page Ref: 130 Objective: Compare and contrast the three most common policing styles. Level: Basic 13) The legalistic style of policing is known as laissez-faire policing. Answer: TRUE Page Ref: 130 Objective: Compare and contrast the three most common policing styles. Level: Basic 14) Prosecutors may support the watchman style by agreeing not to prosecute law violators who voluntarily participate in counseling or treatment programs. Answer: FALSE Page Ref: 130 Objective: Compare and contrast the three most common policing styles. Level: Basic 15) Police-community relations was a move away from just focusing on catching criminal offenders. Answer: TRUE Page Ref: 131 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic 16) Team policing focused on solving crimes at the local level. Answer: TRUE Page Ref: 131 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic 17) Strategic policing includes a focus on nontraditional kinds of criminal offenders. Answer: TRUE Page Ref: 133 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic 18) Problem-solving policing is an example of strategic policing. Answer: FALSE Page Ref: 133 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic

19) Community policing may involve decentralization of command. Answer: TRUE Page Ref: 134 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic 20) In community policing, response times are used to determine police effectiveness. Answer: FALSE Page Ref: 135 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic 5.3 Fill in the Blank Questions 1) Crime ________ is a proactive approach to the problem of crime. Answer: prevention Page Ref: 122 Objective: Explain the police mission in democratic societies. Level: Basic 2) ________ is a crime-analysis and police management process built on crime mapping that was developed by the NYPD. Answer: CompStat Page Ref: 124 Objective: Explain the police mission in democratic societies. Level: Basic 3) ________ crimes are quality-of-life offenses that create disorder and demoralize residents of a community. Answer: Petty Page Ref: 124 Objective: Explain the police mission in democratic societies. Level: Basic 4) The broken ________ model of policing focuses on physical decay in a community that can breed disorder and lead to crime. Answer: windows Page Ref: 125 Objective: Explain the police mission in democratic societies. Level: Basic 5) ________ operations are field activities that relate directly to daily police work. Answer: Line Page Ref: 126 Objective: Summarize the typical organizational structure of a police department. Level: Basic 10 Copyright © 2024 Pearson Education, Inc.

6) Training and budgeting are examples of ________ operations in policing. Answer: staff Page Ref: 127 Objective: Summarize the typical organizational structure of a police department. Level: Basic 7) The ________ of command is the order of authority within a police department. Answer: chain Page Ref: 127 Objective: Summarize the typical organizational structure of a police department. Level: Basic 8) ________ of command exists when every individual has only one supervisor to answer to and to take orders from. Answer: Unity Page Ref: 128 Objective: Summarize the typical organizational structure of a police department. Level: Basic 9) During the ________ era, the police emphasized professional crime fighting. Answer: reform Page Ref: 128 Objective: Compare and contrast the three most common policing styles. Level: Basic 10) The ________ era saw a focus on quality-of-life offenses. Answer: community Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Basic 11) Departments that use the ________ style are mainly concerned with order maintenance. Answer: watchman Page Ref: 130 Objective: Compare and contrast the three most common policing styles. Level: Basic 12) The ________ style of policing emphasizes helping over strict enforcement. Answer: service Page Ref: 130 Objective: Compare and contrast the three most common policing styles. Level: Basic

13) ________ policing involves assigning officers semipermanently to particular neighborhoods, so they can become familiar with the residents, their problems, and their concerns. Answer: Team Page Ref: 131 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic 14) ________ policing includes a focus on nontraditional kinds of criminal offenders. Answer: Strategic Page Ref: 133 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic 15) ________ policing is based on the belief that many crimes are caused by existing social conditions in the community. Answer: Problem-solving Page Ref: 133 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic 16) ________ policing believes that the police are the public and the public are the police. Answer: Community Page Ref: 135 Objective: Explain community policing and tell how it differs from traditional policing. Level: Basic

5.4 Matching Questions Match the police role to the operational category. A) Line operation B) Staff operation 1) Patrol Page Ref: 126-127 Objective: Summarize the typical organizational structure of a police department. Level: Basic 2) Criminal investigation Page Ref: 126-127 Objective: Summarize the typical organizational structure of a police department. Level: Basic 3) Training Page Ref: 126-127 Objective: Summarize the typical organizational structure of a police department. Level: Basic 4) Traffic enforcement Page Ref: 126-127 Objective: Summarize the typical organizational structure of a police department. Level: Basic 5) Scientific analysis of evidence Page Ref: 126-127 Objective: Summarize the typical organizational structure of a police department. Level: Basic 6) Personnel management Page Ref: 126-127 Objective: Summarize the typical organizational structure of a police department. Level: Basic Answers: 1) A 2) A 3) B 4) A 5) B 6) B

Match the characteristic to the historical era. A) Reform era B) Community policing era C) New Era D) Political era 7) Crackdown on organized crime Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Intermediate 8) Focus on quality-of-life offenses Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Intermediate 9) Emphasis on procedural fairness Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Intermediate 10) Close ties between police and public officials Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Intermediate 11) Emphasis on professionalism and traditional crime-fighting Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Intermediate 12) Paramilitary style organization Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Intermediate 13) Broken windows model of policing Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Intermediate

14) Emphasis on intelligence-led policing Page Ref: 128-129 Objective: Compare and contrast the three most common policing styles. Level: Intermediate Answers: 7) A 8) B 9) C 10) D 11) A 12) D 13) B 14) D Match the characteristic to the type of policing. A) Team policing B) Problem-solving policing C) Police-community relations D) Community policing E) Strategic policing 15) Emphasizes a partnership between the police and the community Page Ref: 131-136 Objective: Explain community policing and tell how it differs from traditional policing. Level: Intermediate 16) Involves the use of public-relations officers to provide an array of services Page Ref: 131-136 Objective: Explain community policing and tell how it differs from traditional policing. Level: Intermediate 17) Assumes that many crimes are caused by existing social conditions within the community and that crime can be controlled by addressing these underlying issues Page Ref: 131-136 Objective: Explain community policing and tell how it differs from traditional policing. Level: Intermediate 18) Emphasizes the goal of professional crime fighting but expands the enforcement target to include nontraditional kinds of criminal offenders Page Ref: 131-136 Objective: Explain community policing and tell how it differs from traditional policing. Level: Intermediate 19) Officers were assigned semipermanently to particular neighborhoods. Page Ref: 131-136 Objective: Explain community policing and tell how it differs from traditional policing. Level: Intermediate Answers: 15) D 16) C 17) B 18) E 19) A

5.5 Essay Questions 1) List and explain the five basic purposes of policing in a democratic society. Answer: The basic purposes of policing in democratic societies are to enforce and support the laws of the society of which the police are a part, to investigate crimes and apprehend offenders, to prevent crime, to help ensure domestic peace and tranquility, and to provide the community with needed enforcement-related services. The police are required to enforce the law, although this is not their only job and most officers spend the majority of their time in non-crime-fighting activities. Police are not able to enforce all the laws, due to their limited resources. Apprehending offenders is another purpose of policing. Some offenders are apprehended during the investigation of a crime, or even during or immediately after its commission. However, many are only caught as the result of extensive police work involving a painstaking investigation, which may begin when a complaint is filed, or with the analysis of a crime scene. Crime prevention is a proactive approach to the problem of crime. In preventing crime, police agencies act before a crime happens, thus preventing victimization from occurring. Crime prevention techniques include hot-spot policing and predictive policing. Peacekeeping involves not only activities that violate the law but many other activities as well. Officers who supervise parades, public demonstrations, and picketing strikers, for example, typically attempt to ensure that the behavior of everyone involved remains civil so that it does not disrupt community life. Keeping the peace is often left to individual officers. Finally, the police provide a wide variety of non-emergency services to members of the public. Page Ref: 121-125. Objective: Explain the police mission in democratic societies. Level: Difficult

2) Compare and contrast James Q. Wilson's three policing styles and discuss the pros and cons of each style. Answer: James Q. Wilson identified three policing styles: watchman, legalistic, and service. These three styles characterize nearly all modern municipal law enforcement agencies in the U.S., although some departments are a mixture of two or more styles. Watchman-style departments are mainly concerned with order maintenance and the control of illegal and disruptive behaviors. The watchman style makes considerable use of discretion, particularly compared to the legalistic style. Order may be maintained by using informal police intervention, including persuasion and threats, or even by "roughing up" a few disruptive people from time to time. Some authors have suggested that the watchman style is unfairly found in lower-class or lower-middle-class communities, especially where interpersonal relations include a fair amount of violence or physical abuse. Legalistic-style departments focus on enforcing the letter of the law and generally avoid dealing with community disputes that result from violations of social norms that do not break the law. This enforcement style takes a hands-off approach to behaviors that are simply bothersome or inconsiderate of community principles. Service-style departments try to meet the needs of the community and serve its members. Service-style officers see themselves as helpers rather than as soldiers in a "war on crime." They tend to work with social services and other agencies to provide counseling for minor offenders and to assist community groups in preventing crimes and solving problems. While this style may seem more appropriate to wealthy communities or small towns, it can also exist in cities whose police departments actively seek citizen involvement in identifying issues that the police can help address. Page Ref: 130 Objective: Compare and contrast the three most common policing styles. Level: Difficult 5.6 Critical Thinking Questions 1) James Q. Wilson identified three styles of policing. In your opinion, which style best fits police work in today's society? Support your opinion with examples. Answer: Answers will vary but should express an opinion regarding the advantages of one of the three styles of policing over the others and should provide support for this opinion. Page Ref: 130 Objective: Compare and contrast the three most common policing styles. Level: Difficult 2) Discuss the advantages of community policing over traditional policing and review the problems with the community policing movement. Do you think that the advantages outweigh the problems? Why or why not? Support your opinion. Answer: Answers will vary but should include a review of the advantages and problems of community policing. The student's opinion about community policing should be included and support should be provided. Page Ref: 121 Objective: Explain community policing and tell how it differs from traditional policing. Level: Difficult 17 Copyright © 2024 Pearson Education, Inc.

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 6 Policing: Legal Aspects 6.1 Multiple Choice Questions 1) What is the importance of the Fourteenth Amendment? A) It extends constitutional protections to state-level criminal justice. B) It creates exceptions to the protections provided in the Bill of Rights. C) It places the need to ensure public safety above the need to protect individual rights. D) It requires police to advise suspects of their rights using the Miranda warnings. Answer: A Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 2) During which Supreme Court Justice's tenure did the rights of individuals expand dramatically? A) Warren Burger B) Earl Warren C) John Ashcroft D) William Rehnquist Answer: B Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 3) ________ cases produce substantial changes both in the understanding of the requirements of due process and in the practical day-to-day operations of the justice system. A) Sensational B) Landmark C) Crucial D) Clarification Answer: B Page Ref: 145 Objective: Explain how the ideas of due process and democratically inspired legal restraints on the police help to protect our personal freedoms. Level: Basic

4) Which Amendment prohibits unreasonable searches and seizures? A) The Fourth Amendment B) The Fifth Amendment C) The Sixth Amendment D) The Eighth Amendment Answer: A Page Ref: 145 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 5) Which U.S. Supreme Court case forms the basis of the exclusionary rule? A) Powell v. Alabama B) Weeks v. U.S. C) Chimel v. California D) Johnson v. Avery Answer: B Page Ref: 145 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 6) According to ________, evidence illegally seized by the police cannot be used in a trial. A) the exclusionary rule B) the Fifth Amendment C) Miranda v. Arizona D) the Sixth Amendment Answer: A Page Ref: 146 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 7) A writ of certiorari ________. A) asks the court to free somebody who has been wrongfully convicted B) identifies probable cause for the court to issue an arrest warrant C) allows officers to search a suspect's home D) allows appellate courts to review the record of a lower court case Answer: D Page Ref: 147 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic

8) Which legal principle states that any evidence that is later developed as a result of an illegal search or seizure is excluded from trial? A) The good-faith exception B) The compelling interest doctrine C) The plain view doctrine D) The fruit of the poisonous tree doctrine Answer: D Page Ref: 147 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 9) Officer Martin obtains an arrest warrant for Sami Jones. He finds Sami at home and promptly arrests him. Officer Martin does not have a search warrant but decides to conduct a search incident to arrest. Where is Officer Martin legally able to search? A) Officer Martin may search the house in which the arrest occurred. B) Officer Martin may only search the area which is in Sami's the arrestee's immediate control. C) Officer Martin may only search Sami himself. D) Officer Martin may not conduct a search without a valid search warrant. Answer: B Page Ref: 147-148 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Difficult 10) Jake and Mary rent a house together. Officer Smith requests permission to search for drugs. Jake's consents to the search but Mary refuses, because she has illegal drugs hidden in the kitchen. Based on Jake's consent, Officer Smith searches the house over Mary's objection, and finds the drugs. Which of the following is legally correct in the ensuing trial? A) The drugs can be used at Mary's trial because the police had Jake's consent to search the house. B) The drugs can be used at Mary's trial because the exclusionary rule does not apply in drug cases. C) The drugs cannot be used at Mary's trial because the police violated the plain-view doctrine. D) The drugs cannot be used at Mary's trial because she did not consent to the search. Answer: D Page Ref: 148 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Difficult

11) Probable cause is ________. A) a precedent-setting term concerned with the use of undercover operations B) a police procedural issue concerned with the use of deadly force C) a legal explanation for the use of interrogation as a means to elicit a confession D) a set of facts that cause a reasonable person to believe that a person committed a specific crime Answer: D Page Ref: 150 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 12) Officer Choi is questioning neighborhood residents about a series of burglaries. She knocks on Joe's door and is invited into the house. While in the kitchen, Officer Choi notices a marijuana plant on the windowsill. Officer Choi may legally seize the plant under the ________ doctrine. A) emergency search of property B) no-knock C) plain-view D) emergency search of a person Answer: C Page Ref: 152 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Difficult 13) An exigent circumstances search may be conducted in which of the following situations? A) Incident to arrest B) When there is clear danger of the destruction of evidence C) When the evidence to be seized is in an area open to public inspection D) When the evidence to be seized will inevitably be discovered even without a search Answer: B Page Ref: 154 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Intermediate 14) A(n) ________ warrant is issued based on probable cause to believe that evidence of a crime, while not currently at the place described, will likely be there when the warrant is executed. A) plain-view B) anticipatory C) latent D) electronic Answer: B Page Ref: 156 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Intermediate 4 Copyright © 2024 Pearson Education, Inc.

15) According to the Supreme Court, while the police are executing a valid search warrant, their authority to detain the occupants of the dwelling is ________. A) limited to a pat down B) as broad as the warrant allows C) absolute and unqualified D) limited by the Sixth Amendment Answer: C Page Ref: 157 Objective: Describe detention, arrest, and types of searches. Level: Intermediate 16) Which Supreme Court case set the standard for a "stop and frisk"? A) Brady v. U.S. B) Argersinger v. Hamlin C) Terry v. Ohio D) Miranda v. Arizona Answer: C Page Ref: 159 Objective: Describe detention, arrest, and types of searches. Level: Basic 17) According to the Supreme Court, the police may conduct a "stop and frisk" without a warrant based on ________. A) preponderance of evidence B) reasonable suspicion C) probable cause D) totality of the circumstances Answer: B Page Ref: 159 Objective: Describe detention, arrest, and types of searches. Level: Basic 18) The ________ exception to the exclusionary rule allows police to conduct warrantless searches of a motor vehicle. A) fleeting-targets B) plain view C) good faith D) reasonable suspicion Answer: A Page Ref: 163 Objective: Describe detention, arrest, and types of searches. Level: Intermediate

19) When are the police allowed to conduct a search of someone who is NOT suspected of a crime? A) Never; suspicionless searches are prohibited by the Fourth Amendment. B) If the police have reasonable grounds to believe that the individual being searched may have some knowledge of a crime. C) If the person being searched has a criminal record. D) If there is an overriding concern for public safety. Answer: D Page Ref: 166 Objective: Describe detention, arrest, and types of searches. Level: Intermediate 20) What legal concept provides the basis of a permissible suspicionless search? A) Fruit of the poisonous tree doctrine B) Reasonable suspicion C) Probable cause D) Compelling interest Answer: D Page Ref: 166 Objective: Describe detention, arrest, and types of searches. Level: Intermediate 21) In the case of Illinois v. Gates, the Supreme Court established the ________ test for evaluating whether information provided by an informant may be the basis for issuing a warrant. A) totality of the circumstances B) latent circumstances C) good-faith D) two-pronged Answer: A Page Ref: 169 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic 22) Which of the following fits the definition of interrogation, according to the Supreme Court? A) A police officer questions a witness at the scene of a crime B) A police officer gives a suspect some instructions during booking C) A police officer places a suspect into a lineup D) A police officer gives a suspect his Miranda warning before conducting a search of the immediate area Answer: C Page Ref: 170 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Intermediate

23) ________ involves tactics used by police interviewers that fall short of physical abuse but still pressure suspects to divulge information. A) Interrogation B) Inherent coercion C) Deception D) Coercion Answer: B Page Ref: 171 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic 24) The "Christian burial speech" led to the creation of which exception to the Miranda requirements? A) Inevitable discovery B) Public safety C) Good-faith D) Fleeing-targets Answer: A Page Ref: 176 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Intermediate 25) 19-year-old Dzhokhar Tsarnaev, the surviving Boston Marathon bomber, was initially questioned by law enforcement officers before he was read his Miranda rights under the ________ exception to Miranda. A) inevitable discovery B) public safety C) good faith D) fleeting-targets Answer: B Page Ref: 176 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Intermediate 26) What two principles are considered the Miranda triggers? A) Arrest and interrogation B) Custody and interrogation C) Stop and frisk D) Arrest and waiver Answer: B Page Ref: 178 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Intermediate 7 Copyright © 2024 Pearson Education, Inc.

27) Evidence that is relevant to a criminal investigation but that is not readily visible to the unaided eye is known as ________ evidence. A) forensic B) latent C) exculpatory D) documentary Answer: B Page Ref: 184 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic 6.2 True/False Questions 1) The Fourteenth Amendment is included in the Bill of Rights. Answer: FALSE Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 2) The Warren Court used the Fourteenth Amendment to require both state and federal criminal justice agencies to adhere to the Court's interpretation of the Constitution. Answer: TRUE Page Ref: 144 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 3) Landmark cases clarify the procedural guidelines the criminal justice system must follow. Answer: TRUE Page Ref: 145 Objective: Explain how the ideas of due process and democratically inspired legal restraints on the police help to protect our personal freedoms. Level: Basic 4) The fruit of the poisonous tree doctrine excludes from trial any evidence later developed as the result of an illegal search or seizure. Answer: TRUE Page Ref: 147 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic

5) A warrantless search incident to arrest may include the entire building in which the arrest was made. Answer: FALSE Page Ref: 147 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 6) If one resident consents to a warrantless search, the police may still conduct the search even if another resident refuses to consent. Answer: FALSE Page Ref: 148 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Intermediate 7) The good-faith exception may allow evidence obtained through an illegal search to be admitted at trial. Answer: TRUE Page Ref: 150 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 8) According to U.S. v. Irizarry, the plain-view doctrine applies if officers who are in a location legally move objects so that they can see evidence otherwise hidden from view. Answer: FALSE Page Ref: 152 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 9) The only justification for an exigent circumstances search is the belief that there is an immediate threat that evidence will be removed or destroyed. Answer: FALSE Page Ref: 154-155 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Intermediate 10) An anticipatory warrant requires probable cause. Answer: FALSE Page Ref: 156 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 9 Copyright © 2024 Pearson Education, Inc.

11) In technical terms, a person is under arrest if a law enforcement officer restricts that person's freedom to leave. Answer: TRUE Page Ref: 157 Objective: Describe detention, arrest, and types of searches. Level: Basic 12) Terry-type stops require reasonable suspicion. Answer: TRUE Page Ref: 159 Objective: Describe detention, arrest, and types of searches. Level: Basic 13) The fleeting-targets exception to the exclusionary rule allows warrantless searches of motor vehicles. Answer: TRUE Page Ref: 163 Objective: Describe detention, arrest, and types of searches. Level: Basic 14) Police may set up information-seeking roadblocks even though they are stopping people without any reasonable suspicion. Answer: TRUE Page Ref: 166 Objective: Describe detention, arrest, and types of searches. Level: Basic 15) The current test for determining probable cause based on informant information is the twopronged test. Answer: FALSE Page Ref: 169 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic 16) A lineup is a form of interrogation. Answer: TRUE Page Ref: 170 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic

17) During an interrogation, the police are permitted to use psychological manipulation in some limited circumstances. Answer: FALSE Page Ref: 172 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic 18) The police are required to provide a Miranda warning before questioning someone who is not under arrest. Answer: FALSE Page Ref: 178 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic 19) A confession is a form of nontestimonial evidence. Answer: FALSE Page Ref: 179 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic 20) Latent evidence cannot be readily seen by the unaided eye. Answer: TRUE Page Ref: 184 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic 6.3 Fill in the Blank Questions 1) The ________ Amendment provides protection against arrest without probable cause. Answer: Fourth Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 2) A police officer who conducts a search without a written judicial order authorizing that activity is conducting a(n) ________ search. Answer: warrantless Page Ref: 147 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic

3) The ________ exception to the exclusionary rule permits the use of evidence illegally seized by the police if the officers believed they were operating legally. Answer: good-faith Page Ref: 150 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 4) The ________ doctrine allows the police to seize evidence without a warrant if the evidence is readily visible to the police. Answer: plain-view Page Ref: 152 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 5) A(n) ________ warrant does not claim that evidence is present at the time the warrant is requested but expects that the evidence will be there when the warrant is executed. Answer: anticipatory Page Ref: 156 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Basic 6) A(n) ________ occurs when a police officer restricts an individual's freedom to leave. Answer: arrest Page Ref: 157 Objective: Describe detention, arrest, and types of searches. Level: Basic 7) The case of Terry v. Ohio permits a brief stop and frisk based on reasonable ________. Answer: suspicion Page Ref: 159 Objective: Describe detention, arrest, and types of searches. Level: Basic 8) The ________ exception to the exclusionary rule applies to warrantless searches of vehicles. Answer: fleeting-targets Page Ref: 163 Objective: Describe detention, arrest, and types of searches. Level: Basic

9) Requiring all employees to take mandatory drug tests, regardless of any beliefs about their use of drugs, is an example of a(n) ________ search. Answer: suspicionless Page Ref: 166 Objective: Describe detention, arrest, and types of searches. Level: Intermediate 10) ________ includes any police behaviors likely to produce an incriminating response from the suspect. Answer: Interrogation Page Ref: 170 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic 11) If a suspect who only speaks Spanish is read their Miranda rights in English, they cannot make a(n) ________ waiver because they are not in a condition to understand the rights. Answer: Knowing Page Ref: 176 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Intermediate 12) The Miranda ________ refer to the Supreme Court's ruling that the police are only required to provide warnings in situations involving both arrest and custodial interrogation. Answer: triggers Page Ref: 178 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic 13) ________ evidence is generally physical evidence. Answer: Nontestimonial Page Ref: 179 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic 14) Fingerprints and DNA are examples of non-visible or ________ evidence. Answer: latent Page Ref: 184 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Basic

6.4 Matching Questions Match the Constitutional right with the amendment that guarantees it. A) Fifth B) Fourth C) Sixth D) Eighth E) Fourteenth 1) Right against double jeopardy Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 2) Applicability of constitutional rights to all citizens, regardless of state law or procedure Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 3) Right against arrest without probable cause Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 4) Right to a lawyer Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 5) Right against self-incrimination Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 6) Right to reasonable bail Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 7) Right against unreasonable searches and seizures Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic

8) Right against excessive fines Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic 9) Right to a speedy trial Page Ref: 143 Objective: Explain how the Bill of Rights protects Americans from police abuse. Level: Basic Answers: 1) A 2) D 3) B 4) E 5) A 6) C 7) B 8) C 9) E Match the Supreme Court case to its main ruling. A) Mapp v. U.S. B) Escobedo v. Illinois C) Terry v. Ohio D) Chimel v. California E) Harris v. U.S. F) Silverthorne Lumber Co. v. U.S. G) U.S. v. Leon H) Weeks v. U.S. 10) Created the good-faith exception to the exclusionary rule Page Ref: Throughout Objective: Multiple Level: Difficult 11) Set the standard for a brief stop and frisk based on reasonable suspicion Page Ref: Throughout Objective: Multiple Level: Difficult 12) Formally recognized the right to have legal counsel present during police interrogation Page Ref: Throughout Objective: Multiple Level: Difficult 13) Established the exclusionary rule at the federal level Page Ref: Throughout Objective: Multiple Level: Difficult 14) Created the plain view doctrine Page Ref: Throughout Objective: Multiple Level: Difficult 15 Copyright © 2024 Pearson Education, Inc.

15) Set forth the fruit of the poisonous tree doctrine Page Ref: Throughout Objective: Multiple Level: Difficult 16) Placed limits on searches incident to arrest Page Ref: Throughout Objective: Multiple Level: Difficult 17) Applied the exclusionary rule to the states Page Ref: Throughout Objective: Multiple Level: Difficult Answers: 10) G 11) C 12) B 13) H 14) E 15) F 16) D 17) A 6.5 Essay Questions 1) Define due process, as required by the Bill of Rights, and identify the three major areas where the due process environment affects police activities. Explain what a landmark case is and why it is important. Answer: Answers should include an explanation of the Constitutional requirement of due process, which mandates that justice system officials respect the rights of accused individuals throughout the criminal justice process. Answers should also define landmark cases as cases that produce substantial changes in the understanding of due process requirements and in the day-today operations of the justice system. They are important because they clarify the procedural guidelines by which the justice system, including the police, must abide. Page Ref: 144-145 Objective: Explain how the ideas of due process and democratically inspired legal restraints on the police help to protect our personal freedoms. Level: Difficult 2) Explain the exclusionary rule and the fruit of the poisonous tree doctrine. What limits do these place on the police? Answer: Answers should explain that the exclusionary rule holds that evidence illegally seized by the police cannot be used as evidence in a criminal trial, and should explain that the fruit of the poisonous tree doctrine bars from use at trial any evidence that derives from an illegal search or seizure, even if the specific evidence that was illegally seized is not used. These act as a control on police behavior, limiting their ability to violate a suspect's due process rights without potentially harming the case against that suspect. Page Ref: 145-147 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Difficult

3) Explain in detail two exceptions to the exclusionary rule. Answer: Answers will vary but should clearly explain two exceptions to the exclusionary rule. These may include the plain view exception, the good faith exception, the clerical errors exception, the emergency search exception, a search incident to arrest, or the fleeing targets exception, among others. An outline of the key exceptions is provided in Figure 6-1. Page Ref: Throughout Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Difficult 4) Define an arrest and explain how it differs from investigative detention. Explain the circumstances under which an arrest occurs and what steps must be in place for the arrest to exist. Answer: Answers should define arrest and should stress that arrest requires probable cause. Answers should also explain the concept of investigative detention, which only requires reasonable suspicion. Answers should point out that investigative detention falls short of arrest, because the amount of time a person may be detained is limited to the length of time it reasonably takes police to conduct the investigation. Page Ref: 157-158 Objective: Describe detention, arrest, and types of searches. Level: Intermediate 5) What is an interrogation? What limits have been placed on police interrogations? What behaviors are prohibited? Answer: Answers should include a definition of interrogation as any police behaviors likely to produce an incriminating response from the suspect. The police are not permitted to use physical abuse, inherent coercion, or psychological manipulation. The police are required to provide Miranda warnings to arrested suspects prior to interrogation and must allow suspects to have legal counsel present during interrogation. Page Ref: 170-175 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Intermediate 6) Define and explain "inevitable discovery" and discuss the "Christian burial speech." Answer: Answers should explain the concept of inevitable discovery as the idea that evidence, even if it was otherwise gathered inappropriately, can be used in a court of law if it would have invariably turned up in the normal course of events. Answers should also discuss the "Christian burial speech" and the two Supreme Court cases resulting from this event, and should explain the creation of the inevitable discovery exception to Miranda. Page Ref: 176 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Intermediate

7) Define electronic evidence and discuss the four special characteristics of electronic evidence. Discuss the issues relative to the gathering of electronic evidence. Answer: Answers should define electronic evidence and its four special characteristics and should explain that electronic evidence is a form of latent evidence. Answers should also discuss Supreme Court rulings regarding the ability of the police to collect electronic evidence without a warrant. Page Ref: 184 Objective: Describe the intelligence function, including the roles of police interrogation and the Miranda warning. Level: Intermediate 6.6 Critical Thinking Questions 1) The views of the U.S. Supreme Court with respect to individual rights have changed dramatically over time. Compare the views of the Warren Court to those of the Burger, Rehnquist, and Roberts Courts. Why do you think these courts had such divergent views? Which do you prefer and why? Support your opinions. Answer: Answers will vary but should include a comparison of the more liberal Warren Court to the significantly more conservative views of the later Courts. Page Ref: 143-144; 149-150 Objective: Multiple Level: Difficult 2) Define suspicionless searches and discuss the pros and cons of permitting searches of individuals who are not suspected of a crime. Do you think that public safety is a compelling interest that can negate an individual's right to privacy or are these searches a violation of the individual's constitutional rights? Support your response. Answer: Answers will vary but should include a definition of suspicionless searches. The student's opinion regarding the constitutionality of these searches, and the support offered, are key elements of this essay. Page Ref: 166-167 Objective: Describe the circumstances under which police officers may conduct searches or seize property legally. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 7 Policing: Issues and Challenges 7.1 Multiple Choice Questions 1) How do new police officers enter the police subculture? A) They apply for admission after graduating from the police academy. B) They are admitted into the subculture after completing their probationary period. C) They are socialized into the subculture. D) They join the subculture when they are first hired. Answer: C Page Ref: 191 Objective: Describe the police working personality and police subculture. Level: Intermediate 2) A police subculture includes ________. A) giving priority to the official department code B) shared values, beliefs, and forms of behavior C) the development of a symbolic assailant D) a focus on police professionalism Answer: B Page Ref: 191 Objective: Describe the police working personality and police subculture. Level: Basic 3) The two key elements in the definition of police corruption are ________. A) abuse of authority and absence of integrity B) absence of integrity and personal gain C) absence of integrity and cash benefit D) misuse of authority and personal gain Answer: D Page Ref: 194-195 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Basic 4) Which of the following activities best fits the definition of police corruption? A) An off-duty police officer steals a neighbor's lawn mower. B) A police officer knowingly participates in an illegal search. C) A police officer accepts money to ignore a traffic violation. D) A police officer uses drugs while off duty. Answer: C Page Ref: 194-195 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Difficult 1 Copyright © 2024 Pearson Education, Inc.

5) Barker and Carter describe acts of corruption that occur most often to further the organizational goals of law enforcement, as ________. A) meat eating B) abuse of authority C) occupational deviance D) grass eating Answer: B Page Ref: 195 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Basic 6) Which of the following is an example of a grass eater? A) An officer who accepts small bribes and minor services from citizens B) An officer who solicits bribes through threat or intimidation C) An officer who seeks out illicit moneymaking opportunities D) An officer who sells drugs confiscated from dealers Answer: A Page Ref: 195 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Intermediate 7) Which type of police corruption identified by the Knapp Commission involves the active seeking of illicit money-making opportunities by officers? A) Grass eating B) Profiling C) Occupational deviance D) Meat eating Answer: D Page Ref: 195-196 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Basic 8) Which of the following does the FBI consider an important strategy used to combat police corruption? A) Increased ethics training of both new and experienced officers B) Unannounced inspections of patrol forces in their patrol locations by supervisory personnel C) Setting up a "silent witness" telephone hotline to facilitate receipt of reports about potentially corrupt activities D) Reduction or elimination of one-man patrols Answer: A Page Ref: 197-198 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Intermediate 2 Copyright © 2024 Pearson Education, Inc.

9) In most big-city police departments, which branch is tasked with investigating charges of wrongdoing involving members of the department? A) Civil Rights Bureau B) Internal Affairs Division C) Civilian Review Board D) Police Ethics Unit Answer: B Page Ref: 198 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Basic 10) The courts have supported drug testing of police officers based on ________ that drug abuse is occurring. A) proof beyond a reasonable doubt B) probable cause C) an anonymous tip D) reasonable suspicion Answer: D Page Ref: 199 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Basic 11) The increasing formalization of police work and the accompanying rise in public acceptance of the police is known as ________. A) police ethics B) police discretion C) police professionalism D) legalistic police work Answer: C Page Ref: 200 Objective: Summarize the importance of police professionalism and ethics as well as methods for building them. Level: Basic

12) The special responsibility to adhere to moral duty and obligation that is inherent in police work is known as police ________. A) accreditation B) ethics C) working personality D) professionalism Answer: B Page Ref: 201 Objective: Summarize the importance of police professionalism and ethics as well as methods for building them. Level: Basic 13) Agencies such as CALEA provide ________ to police departments that meet specified minimum professional standards. A) professionalism B) ethical training C) accreditation D) departmental review Answer: C Page Ref: 201 Objective: Summarize the importance of police professionalism and ethics as well as methods for building them. Level: Basic 14) Which of the following is true of better-educated police officers? A) Educated officers are less likely to have disciplinary problems. B) Educated officers are less likely to leave police work. C) Educated officers are less likely to question orders. D) Educated officers are less likely to request reassignment within the department. Answer: A Page Ref: 203 Objective: Summarize the importance of police professionalism and ethics as well as methods for building them. Level: Intermediate 15) In general, officers killed in the line of duty are most likely to die in which type of incident (other than COVID-19)? A) A motor vehicle accident B) Assault C) Gunfire D) A duty-related illness Answer: C Page Ref: 204 Objective: Describe the dangers, conflicts, challenges, and sources of stress that police officers face in their work. Level: Intermediate 4 Copyright © 2024 Pearson Education, Inc.

16) ReST is a therapeutic program for officers that focuses on which of the following? A) PTSD B) Stress C) Moral injury D) Fatigue Answer: C Page Ref: 208 Objective: Describe the dangers, conflicts, challenges, and sources of stress that police officers face in their work. Level: Intermediate 17) In which situation are police officers most likely to use force? A) While responding to a domestic disturbance B) During a criminal investigation C) While making a traffic stop D) While making an arrest Answer: D Page Ref: 209 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Basic 18) The application of more force than is necessary to compel compliance from a subject is known as ________. A) excessive use of force B) excessive force C) police use of force D) force factor Answer: B Page Ref: 209 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Basic 19) The intentional use of a firearm or other instrument that results in a high probability of death is known as ________. A) deadly force B) excessive force C) physical force D) force factor Answer: A Page Ref: 211 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Basic

20) Prior to the Supreme Court ruling in Tennessee v. Garner, the use of deadly force by the police was governed by the ________ rule. A) fleeing felon B) objective reasonableness C) defense of life D) imminent danger Answer: A Page Ref: 211 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Basic 21) In which 1989 case did the U.S. Supreme Court establish the "objective reasonableness" standard for determining the appropriate use of deadly force by a police officer? A) Graham v. Connor B) Hunter v. Bryant C) Bivens v. Six Unknown Federal Agents D) Malley v. Briggs Answer: A Page Ref: 211 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Basic 22) The current standard for the use of deadly force by federal agents is ________. A) fleeing felon B) objective reasonableness C) defense of life D) imminent danger Answer: D Page Ref: 211 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Basic 23) Which of the following is an element of the federal deadly force policy? A) Deadly force may be used to prevent the escape of any fleeing suspect. B) Federal agents are required to give a verbal warning before any use of deadly force. C) Federal agents are not permitted to fire warning shots. D) Federal agents may fire weapons to disable moving vehicles. Answer: C Page Ref: 211-212 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Intermediate

24) A ________ weapon is designed to disable, capture, or immobilize, but not kill, a suspect. A) non-lethal B) lethal C) non-forcible D) less-lethal Answer: D Page Ref: 215 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Basic 25) The ability of police officers to make choices such as whether or not to investigate is known as ________. A) the police subculture B) police accreditation C) police professionalism D) police discretion Answer: D Page Ref: 215 Objective: Explain how police discretion affects contemporary law enforcement. Level: Basic 26) What was the original purpose of profiling? A) To identify suspected terrorists attempting to enter the United States B) To limit the use of police discretion C) To help catch drug couriers attempting to enter the United States D) To reduce the risk of biased policing Answer: C Page Ref: 218 Objective: Describe racial profiling and biased policing, including why they have become significant issues in policing. Level: Basic 27) In 2003, the U.S. Department of Justice banned its practice of racial profiling in all federal law enforcement agencies, except in cases involving ________. A) persons of color B) mass murderers C) terrorist suspects D) members of drug cartels Answer: C Page Ref: 218 Objective: Describe racial profiling and biased policing, including why they have become significant issues in policing. Level: Intermediate

28) Which of the following situations could lead to a civil suit for police negligence? A) A police officer makes an arrest without just cause. B) A police officer uses excessive force against a member of the public. C) A police officer conducts a search without probable cause. D) A police officer injures an innocent bystander during a high-speed vehicle pursuit. Answer: D Page Ref: 220-221 Objective: Describe civil liability issues associated with policing, including common sources of civil suits against the police. Level: Difficult 29) Law enforcement supervisors are ________. A) immune from civil liability for the actions of their officers B) civilly responsible for the actions of their officers C) civilly liable only for their own actions D) protected from civil liability under the Law Enforcement Code of Ethics Answer: B Page Ref: 221 Objective: Describe civil liability issues associated with policing, including common sources of civil suits against the police. Level: Intermediate 30) A federal civil suit alleging police misconduct that is filed against a federal law enforcement officer is commonly known as a ________. A) Title 42 lawsuit B) Section 1983 lawsuit C) Bivens action D) tort claim Answer: C Page Ref: 223 Objective: Describe the civil liability issues associated with policing, and identify common sources of civil suits against the police. Level: Basic 31) ________ shields law enforcement officers from constitutional lawsuits if reasonable officers would believe their actions were lawful in light of clearly established law and the available information possessed by the officers. A) Qualified immunity B) Absolute immunity C) Probable cause D) Sovereign immunity Answer: A Page Ref: 223 Objective: Describe civil liability issues associated with policing, including common sources of civil suits against the police. Level: Intermediate 8 Copyright © 2024 Pearson Education, Inc.

7.2 True/False Questions 1) The police subculture is mainly communicated through formal academy training. Answer: FALSE Page Ref: 191 Objective: Describe the police working personality and police subculture. Level: Basic 2) The police subculture tends to be similar in police departments throughout the United States. Answer: TRUE Page Ref: 192 Objective: Describe the police working personality and police subculture. Level: Basic 3) The "slippery slope" perspective suggests that accepting minor gratuities can lead to more serious violations of the law. Answer: TRUE Page Ref: 195 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Basic 4) Occupational deviance mainly occurs to further the organizational goals of law enforcement. Answer: FALSE Page Ref: 195 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Basic 5) Accepting a minor bribe is an example of meat eating. Answer: FALSE Page Ref: 195-196 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Basic 6) The courts have supported drug testing of police officers based on reasonable suspicion that drug abuse is occurring. Answer: TRUE Page Ref: 199 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Basic

7) Most police training programs today include an ethics component. Answer: TRUE Page Ref: 201 Objective: Summarize the importance of police professionalism and ethics as well as methods for building them. Level: Basic 8) Police chiefs and other agency leaders do not value accreditation due to its lack of rewards. Answer: TRUE Page Ref: 201 Objective: Demonstrate why professionalism and ethics are important in policing today. Level: Basic 9) Educated police officers are more likely than noneducated officers to leave police work. Answer: TRUE Page Ref: 203 Objective: Summarize the importance of police professionalism and ethics as well as methods for building them. Level: Basic 10) Many police officers never fire their weapons at a suspect. Answer: TRUE Page Ref: 204 Objective: Describe the dangers, conflicts, challenges, and sources of stress that police officers face in their work. Level: Basic 11) Police officers may refuse to render assistance to a person with HIV/AIDS or COVID-19 due to concerns of disease transmission. Answer: FALSE Page Ref: 205 Objective: Describe the dangers, conflicts, challenges, and sources of stress that police officers face in their work. Level: Basic 12) Humor is a method of stress reduction used by police officers. Answer: TRUE Page Ref: 207 Objective: Describe the dangers, conflicts, challenges, and sources of stress that police officers face in their work. Level: Basic

13) Excessive use of force refers to the unacceptable use of force on a department-wide basis. Answer: TRUE Page Ref: 209 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Intermediate 14) The Supreme Court case of Tennessee v. Garner established the fleeing felon rule for the use of deadly force by the police. Answer: FALSE Page Ref: 211 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Intermediate 15) Less-lethal weapons offer a potential solution to incidents of "suicide by cop." Answer: TRUE Page Ref: 215 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Intermediate 16) Police discretion includes the decision whether or not to make an arrest. Answer: TRUE Page Ref: 215-216 Objective: Explain how police discretion affects contemporary law enforcement. Level: Intermediate 17) Behavioral profiling is a form of biased policing. Answer: FALSE Page Ref: 218 Objective: Describe racial profiling and biased policing, including why they have become significant issues in policing. Level: Basic 18) Profiling was originally intended to help the police identify and apprehend serious violent offenders such as serial killers. Answer: FALSE Page Ref: 218 Objective: Describe racial profiling and biased policing, including why they have become significant issues in policing. Level: Basic

19) Law enforcement supervisors can be held liable for the actions of the officers under their command. Answer: TRUE Page Ref: 221 Objective: Describe civil liability issues associated with policing, including common sources of civil suits against the police. Level: Basic 20) 1983 lawsuits are civil suits filed in state court. Answer: FALSE Page Ref: 222 Objective: Describe civil liability issues associated with policing, including common sources of civil suits against the police. Level: Basic 21) A federal lawsuit directed specifically at federal officials or enforcement agents is known as a Bivens action. Answer: TRUE Page Ref: 223 Objective: Describe civil liability issues associated with policing, including common sources of civil suits against the police. Level: Basic 22) The Supreme Court gives qualified immunity to officers to protect them from lawsuits if the officers believed their actions were lawful based on the information they possessed at the time. Answer: TRUE Page Ref: 223-224 Objective: Describe civil liability issues associated with policing, including common sources of civil suits against the police. Level: Basic 23) Police officers who violate set standards can be brought up on criminal charges. Answer: TRUE Page Ref: 224 Objective: Describe civil liability issues associated with policing, including common sources of civil suits against the police. Level: Basic

7.3 Fill in the Blank Questions 1) The police ________ involves a set of values, beliefs, and acceptable forms of behavior that is characteristic of the police. Answer: subculture Page Ref: 191 Objective: Describe the police working personality and police subculture. Level: Basic 2) Police ________ involves the abuse of police authority for personal or organizational gain. Answer: corruption Page Ref: 195 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Basic 3) The ________ Commission investigated police corruption in New York City in the early 1970s. Answer: Knapp Page Ref: 196 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Basic 4) Police ________ involves the increasing formalization of police work and increasing public acceptance of the police. Answer: professionalism Page Ref: 200 Objective: Summarize the importance of police professionalism and integrity as well as methods for building them. Level: Basic 5) Police ________ refers to the special responsibility to adhere to moral duty and obligations inherent in police work Answer: ethics Page Ref: 201 Objective: Summarize the importance of police professionalism and integrity as well as methods for building them. Level: Basic 6) Anthrax, smallpox, and any other infectious diseases used illegally to cause death and injury to people are considered ________ weapons. Answer: biological Page Ref: 205 Objective: Describe the dangers, conflicts, challenges, and sources of stress that police officers face in their work. Level: Basic 13 Copyright © 2024 Pearson Education, Inc.

7) Humor, exercise, and meditation are useful techniques for reducing ________. Answer: stress Page Ref: 208 Objective: Describe the dangers, conflicts, challenges, and sources of stress that police officers face in their work. Level: Basic 8) The force ________ is the level of force used by the police relative to the suspect's level of resistance. Answer: factor Page Ref: 209 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Basic 9) The federal standard for use of deadly force by federal agents is the ________ danger standard. Answer: imminent Page Ref: 211 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Basic 10) ________ weapons are designed to disable, capture, or immobilize suspects without killing them. Answer: Less-lethal Page Ref: 215 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Basic 11) ________ gives officers the opportunity to exercise choice in their police activities. Answer: Discretion Page Ref: 215 Objective: Explain how police discretion affects contemporary law enforcement. Level: Basic 12) ________ profiling uses a person's demeanor, actions, bearing, and manner to identify an offender before they can act. Answer: Behavioral Page Ref: 218 Objective: Describe racial profiling and biased policing, including why they have become significant issues in policing. Level: Basic

13) A police officer who injures innocent bystanders during a high-speed pursuit may be liable for a civil lawsuit because their actions may be considered ________. Answer: negligent Page Ref: 221 Objective: Describe racial profiling and biased policing, including why they have become significant issues in policing. Level: Basic 14) A(n) ________ action is a civil suit brought against a federal government official for denying someone's constitutional rights. Answer: Bivens Page Ref: 223 Objective: Describe civil liability issues associated with policing, including common sources of civil suits against the police. Level: Intermediate 15) In the past, the doctrine of ________ immunity barred legal actions against state and local governments. Answer: sovereign Page Ref: 223 Objective: Describe civil liability issues associated with policing, including common sources of civil suits against the police. Level: Basic

7.4 Matching Questions Match the example to the type of corruption. A) Gratuities B) Violent crime C) Denial of civil rights D) Role malfeasance E) Criminal enterprise 1) Planting evidence Page Ref: 196 Objective: Describes the different types of police corruption and possible methods for building police integrity. Level: Intermediate 2) Accepting free coffee Page Ref: 196 Objective: Describes the different types of police corruption and possible methods for building police integrity. Level: Intermediate 3) Physically abusing a suspect Page Ref: 196 Objective: Describes the different types of police corruption and possible methods for building police integrity. Level: Intermediate 4) Reselling drugs confiscated by the police Page Ref: 196 Objective: Describes the different types of police corruption and possible methods for building police integrity. Level: Intermediate 5) Destroying evidence Page Ref: 196 Objective: Describes the different types of police corruption and possible methods for building police integrity. Level: Intermediate Answers: 1) C 2) A 3) B 4) E 5) D

Match the term to the definition. A) The use of physical restraint by a police officer when dealing with a member of the public B) The application of force greater than that required to compel compliance from a suspect C) The level of force used by the police relative to the suspect's level of resistance D) The unacceptable use of force, often on a department-wide basis E) Situations in which the use of force by police violates a law or statute 6) Excessive force Page Ref: 208-209 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Intermediate 7) Excessive use of force Page Ref: 208-209 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Intermediate 8) Illegal use of force Page Ref: 208-209 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Intermediate 9) Police use of force Page Ref: 208-209 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Intermediate 10) Force factor Page Ref: 208-209 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Intermediate Answers: 6) B 7) D 8) E 9) A 10) C

7.5 Essay Questions 1) Describe the police subculture and the police working personality and the relationship between them. What are the main sources of the police working personality? Answer: Answers should include a definition of the police subculture as a set of values, beliefs, and acceptable forms of behavior characteristic of the police, and the working personality as those aspects of the traditional values and patterns of behavior evidenced by officers who have been effectively socialized into the police subculture. Officers are socialized into the subculture informally by seasoned veterans; this plays a much greater role than formal academy training in determining how rookies come to see police work. The main sources of the police working personality include pre-existing traits and socialization into the subculture. Page Ref: 191-192 Objective: Describe the police working personality and police subculture. Level: Intermediate 2) Define police corruption and distinguish between occupational deviance and abuse of authority. Explain the two types of corrupt officers identified by the Knapp Commission. Answer: Answers should include a definition of police corruption as the abuse of police authority for personal or organizational gain. Answers should explain that occupational deviance is corruption committed for the individual's personal benefit while abuse of authority is done to further the organizational goals of law enforcement. Answers should explain the difference between grass eaters and meat eaters, as defined by the Knapp Commission. Page Ref: 194-195 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Difficult 3) List and define three types of police corruption and give an example of each. Answer: Answers should identify and define three types of corruption from among those listed in Figure 7-1 in the textbook. An example of each should be provided. Page Ref: 196 Objective: Describe different types of police corruption and possible methods for building police integrity. Level: Intermediate 4) List and define three areas of stress that affect police officers and explain how these stressors influence officers' lives. Explain the concept of moral injury and identify methods that may be used to reduce stress among police officers. Answer: Answers should identify three major causes of stress, which may include frustration, long hours on the job; traumatic events and disturbing encounters, danger, boredom, moral dilemmas, personal issues and family life, macho attitudes, and physical ailments. Answers should define moral injury and should review various stress reduction techniques. Page Ref: 206-208 Objective: Describe the dangers, conflicts, challenges, and sources of stress that police officers face in their work. Level: Difficult 18 Copyright © 2024 Pearson Education, Inc.

5) Compare and contrast the concepts of use of force, excessive force, the excessive use of force, and the illegal use of force. Answer: Answers should include definitions of use of force as the use of physical restraint by a police officer when dealing with a member of the public; excessive force as using more force than is necessary to compel compliance from a subject; and the excessive use of force as the phenomenon of force being used unacceptably, often on a department-wide basis. Answers should define the illegal use of force as referring to situations in which the use of force by police violates a law or statute. Page Ref: 208-209 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Intermediate 6) Explain why the Federal Bureau of Investigation adopted an "imminent danger" standard for the use of deadly force, and discuss the five key elements of that policy. Answer: Answers should discuss the events in Waco, Texas in 1995 and the 1992 Ruby Ridge shooting and explain their effects on the FBI's move to an imminent danger standard for the use of deadly force. The five elements of the federal deadly force policy should be reviewed, including defense of life, fleeing subject, verbal warnings, warning shot, and vehicles. Page Ref: 211-212 Objective: Summarize the guidelines for using force and for determining when excessive force has been used. Level: Intermediate 7.6 Critical Thinking Questions 1) Define police discretion. Do you think police discretion is a necessary element of police work? Why or why not? What problems can you envision to giving police officers discretion in the performance of their duties? Answer: Answers will vary but should include a definition of discretion as the opportunity for officers to exercise choice in their enforcement activities. Students should present and support their views about the need for discretion and identify problems created by the use of discretion. Page Ref: 215-216 Objective: Explain how police discretion affects contemporary law enforcement. Level: Difficult 2) Explain the concept of racial profiling. What arguments could be made to support the use of racial profiling by the police? Do you agree with these arguments? Why or why not? Are there situations in which the use of racial or characteristics may be appropriate when targeting a suspected offender? Explain your response. Answer: Answers will vary but should include a description of racial profiling and a discussion of arguments or defenses of the process. Students should explain their views of racial profiling and provide support for these views. Page Ref: 218-219 Objective: Describe racial profiling and biased policing, including why they have become significant issues in policing. Level: Difficult 19 Copyright © 2024 Pearson Education, Inc.

3) Explain the concept of qualified immunity. Why do you think the Supreme Court supports this type of immunity? What are the advantages and disadvantages of giving police officers qualified immunity from civil lawsuits? Should police agencies also be given some form of immunity? Explain your response. Answer: Answers will vary but should include a description of qualified immunity and a discussion of the student's belief as to why the Court has supported this type of immunity. Students should discuss the pros and cons of qualified immunity. Answers should also include the student's opinion regarding providing police agencies with immunity from civil suits. Page Ref: 223-224 Objective: Describe civil liability issues associated with policing, including common sources of civil suits against the police. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 8 The Courts: Structure and Participants 8.1 Multiple Choice Questions 1) Because the states wanted to retain significant legislative authority and judicial autonomy, the United States has a(n) ________ system. A) appellate court B) dual-court C) multi-court D) autonomous court Answer: B Page Ref: 233 Objective: Summarize the development of American courts, including the concept of the dualcourt system. Level: Basic 2) ________ refers to the lawful authority of a court to hear or to act on a case from its beginning and to pass judgment on the law and the facts. A) Appellate jurisdiction B) Overlapping jurisdiction C) Original jurisdiction D) Limited jurisdiction Answer: C Page Ref: 234 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic 3) Courts that have the authority to review a decision made by a lower court are said to have ________ jurisdiction. A) appellate B) original C) limited D) special Answer: A Page Ref: 235 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic

4) TV shows like The People's Court and Judge Judy are examples of which type of court? A) Appellate courts B) Courts of limited jurisdiction C) Trial de novo courts D) Courts of general jurisdiction Answer: B Page Ref: 236 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Intermediate 5) Which of the following provides the first appellate level for courts of limited jurisdiction? A) Courts of last resort B) Courts of general jurisdiction C) Intermediate appellate courts D) District courts Answer: B Page Ref: 236 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic 6) A trial de novo occurs when ________. A) a new case is brought before the court for the first time B) a case is retried on appeal C) a case that lost on appeal is brought before another court D) a state case is moved to federal court Answer: B Page Ref: 216 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Intermediate 7) Which of the following provides the first appellate level for courts of limited jurisdiction? A) District courts B) Intermediate appellate courts C) Courts of last resort D) Trial courts of general jurisdiction Answer: B Page Ref: 236 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic

8) While Kupa was studying in the library, his wallet was stolen. When the thief was caught, Kupa opted to resolve the case informally at a ________ staffed by volunteer mediators. A) community court B) criminal justice center C) dispute-resolution center D) deferral court Answer: C Page Ref: 237-238 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Difficult 9) A drug court is an example of a(n) ________. A) problem-solving court B) community court C) court of last resort D) dispute resolution center Answer: A Page Ref: 239 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic 10) The federal court system was created by ________. A) Article III, Section 1 of the U.S. Constitution B) The Judiciary Act of 1789 C) The Bill of Rights D) President George Washington Answer: A Page Ref: 239 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Basic 11) U.S. district courts are the ________ for the federal court system. A) trial courts B) appellate courts C) courts of last resort D) civil courts Answer: A Page Ref: 240 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Basic

12) How are federal district court judges selected? A) They are elected by a popular vote. B) They are appointed by Congress with the approval of the President. C) They are appointed by the President with the consent of the Senate. D) They are chosen by sitting federal judges. Answer: C Page Ref: 240 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Intermediate 13) ________ appeals to federal appellate courts involve major questions of law and policy where there is considerable professional disagreement among the courts. A) Nonconsensual B) Procedural C) Ritualistic D) Frivolous Answer: A Page Ref: 242 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Intermediate 14) The power of judicial review allows the U.S. Supreme Court to ________. A) expand the scope of its original jurisdiction in state-level cases B) review and approve the structure of state court systems C) review lower-court decisions and state and federal statutes D) conduct trials in federal cases when it considers the issue to warrant it Answer: C Page Ref: 242 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Intermediate 15) Which U.S. Supreme Court case established the Court's authority as the final interpreter of the U.S. Constitution? A) Sell v. U.S B) U.S. v. Hazzard C) U.S v. Montalvo-Murillo D) Marbury v. Madison Answer: D Page Ref: 243 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Basic

16) Which of the following is a member of the courtroom work group? A) The victim B) A member of the jury C) A public defender D) The defendant Answer: C Page Ref: 244 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 17) The judge ________. A) is responsible for presenting the state's case against the defendant B) determines what charge to bring against a suspect C) holds ultimate authority in ruling on matters of law D) is responsible for testing the strength of the prosecution's case Answer: C Page Ref: 245 Objective: Identify all typical job titles of the courtroom work group members. Level: Intermediate 18) The Missouri Plan is a ________. A) method of judicial selection based on merit B) plan for restructuring state courts systems to increase efficiency and reduce case backlog C) proposed method for increasing the effectiveness of court-appointed counsel D) guide to jury reform Answer: B Page Ref: 246 Objective: Identify all typical job titles of the courtroom work group members. Level: Intermediate 19) The most important form of prosecutorial discretion lies in the power to ________. A) test the credibility and memory of the witness B) handle matters relating to individuals who have been declared mentally incompetent C) serve as a judge of probate to oversee wills and the administration of estates D) charge, or not to charge, a person with an offense Answer: D Page Ref: 248 Objective: Identify all typical job titles of the courtroom work group members. Level: Intermediate

20) ________ evidence is information having a tendency to clear a person of guilt or blame. A) Exculpatory B) Direct C) Virtual D) Real Answer: A Page Ref: 250 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 21) Calvin has been accused of multiple crimes. Why would the prosecutor want to try Calvin separately on each charge? A) Trying charges separately would save the state considerable time and money. B) Trying charges separately would allow the prosecutor to present a complete sequence of all criminal events. C) Trying charges separately would allow another trial on a new charge if Calvin is found not guilty at a trial. D) Trying charges separately would let the prosecutor present a considerable amount of evidence at trial. Answer: C Page Ref: 250 Objective: Identify all typical job titles of the courtroom work group members. Level: Intermediate 22) A defendant who can afford private attorney fees will have which type of defense attorney? A) A public defender B) Retained counsel C) Assigned counsel D) Court-appointed counsel Answer: B Page Ref: 252 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 23) Which type of indigent defense provides representation through written contracts between a government entity and a nonprofit entity? A) Governmental public defender offices B) Governmental conflict public defender offices C) Assigned or appointed counsel D) Nongovernmental public defender offices Answer: D Page Ref: 253 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic

24) The ________ keeps order in the courtroom and announces the judge's entry to the courtroom. A) court recorder B) bailiff C) clerk of court D) court administrator Answer: B Page Ref: 257 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 25) The role of the ________ is to create a record of all that occurs during a trial. A) court administrator B) clerk of court C) court reporter D) bailiff Answer: C Page Ref: 258 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 26) The clerk of court is responsible for ________. A) ensuring order in the courtroom during a trial B) creating a record of everything that occurs at a trial C) providing uniform court management D) summoning members of the public for jury duty Answer: D Page Ref: 258 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 27) The Daubert standard focuses on which of the following? A) When scientific evidence may be introduced at trial B) How a defendant is determined to qualify for indigent legal defense C) Whether a defendant is permitted to waive their right to an attorney D) When subpoenas are legally allowed to be issued Answer: A Page Ref: 259 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic

28) An eyewitness who saw a crime being committed is an example of a(n) ________ witness. A) hostile B) known C) lay D) expert Answer: C Page Ref: 261 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Basic 29) A(n) ________ provides information about the defendant's personality, family life, business acumen, and so on, in an effort to show that the defendant is not the kind of person who would commit the crime with which they are charged. A) character witness B) secure witness C) eyewitness D) expert witness Answer: A Page Ref: 261 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Basic 30) A subpoena ________. A) orders the sheriff to make an arrest B) is issued by a bailiff C) results in a trial de novo D) is a written order requiring an individual to appear in court Answer: D Page Ref: 261 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Basic 31) ________ are often considered the most forgotten people in the courtroom. A) Victims B) Defendants C) Jurors D) Lay witnesses Answer: A Page Ref: 263 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Basic

32) The defendant exercises choice in the court process in which of the following decisions? A) Deciding what charges will be brought B) Deciding what plea to enter C) Selecting which form of indigent defense will be provided D) Deciding whether to be tried in absentia Answer: B Page Ref: 264 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Basic 8.2 True/False Questions 1) The dual-court system allows the state to retain a significant amount of autonomy separate from federal control. Answer: TRUE Page Ref: 233 Objective: Summarize the development of American courts, including the concept of the dualcourt system. Level: Intermediate 2) A court with original jurisdiction has the lawful authority to review a decision made by a lower court. Answer: FALSE Page Ref: 234-235 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic 3) The same court can have both original and appellate jurisdiction. Answer: TRUE Page Ref: 236 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Intermediate 4) Trial courts of general jurisdiction operate using the adversarial process. Answer: TRUE Page Ref: 236 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic

5) The court of last resort is the court authorized by law to hear the final appeal on a matter. Answer: TRUE Page Ref: 236 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Intermediate 6) After they accept an appeal, appellate courts will conduct a new trial. Answer: FALSE Page Ref: 236 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic 7) Most convictions are reversed upon appeal to a higher court. Answer: FALSE Page Ref: 237 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic 8) Defendants who were tried in a state court system may have the option of appealing to the U.S. Supreme Court. Answer: TRUE Page Ref: 237 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Intermediate 9) Community courts are official components of the formal criminal justice system. Answer: TRUE Page Ref: 238 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Intermediate 10) A domestic violence court is an example of a problem-solving court. Answer: TRUE Page Ref: 239 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic

11) At the federal level, a case will generally start out in the U.S. circuit courts. Answer: FALSE Page Ref: 240 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Basic 12) The U.S. courts of appeals have mandatory jurisdiction over district court decisions. Answer: TRUE Page Ref: 242 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Basic 13) The U.S. Supreme Court is required to hear cases that are appealed from U.S. circuit courts. Answer: FALSE Page Ref: 243 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Intermediate 14) Decisions rendered by the U.S. Supreme Court must be unanimous. Answer: FALSE Page Ref: 243 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Basic 15) Jurors are members of the courtroom work group. Answer: FALSE Page Ref: 244 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 16) The primary duty of the trial judge is to ensure justice. Answer: TRUE Page Ref: 245 Objective: Identify all typical job titles of the courtroom work group members. Level: Intermediate 17) The Missouri Plan is designed to reform prosecutorial discretion. Answer: FALSE Page Ref: 246 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic

18) A prosecutor exercises prosecutorial discretion when deciding which witnesses to call for trial. Answer: TRUE Page Ref: 248-250 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 19) States are only required to provide court-appointed counsel for indigent defendants who are charged with felonies. Answer: FALSE Page Ref: 252 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 20) Attorneys representing indigent defendants under an assigned or appointed counsel system are full-time employees of the state. Answer: FALSE Page Ref: 253 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 21) Defendants have the constitutional right to represent themselves. Answer: TRUE Page Ref: 254 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 22) A defense attorney who violates client confidentiality to prevent a serious violent crime from occurring will be subject to penalties under state codes of professional conduct. Answer: FALSE Page Ref: 256 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 23) The clerk of court is responsible for keeping order in the courtroom and controlling access to members of the jury. Answer: FALSE Page Ref: 257-258 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 24) The reports of the court recorder are the basis for appellate review. Answer: TRUE Page Ref: 258 Objective: Identify all typical job titles of the courtroom work group members. Level: Intermediate 12 Copyright © 2024 Pearson Education, Inc.

25) The Daubert standard is used to determine if scientific evidence is admissible in criminal court. Answer: TRUE Page Ref: 259 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 26) A victim may be a lay witness. Answer: TRUE Page Ref: 261 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Intermediate 27) In most jurisdictions, non-citizens may serve on a jury if they have been legal residents of the U.S. for a specified minimum period of time. Answer: FALSE Page Ref: 262 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Intermediate 28) In most cases, defendants must be present at trial. Answer: TRUE Page Ref: 263-264 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Intermediate 29) A change of venue involves postponing the date of a trial to allow emotions to cool, as a way of ensuring a fair trial and an impartial jury. Answer: FALSE Page Ref: 264 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Intermediate

8.3 Fill in the Blank Questions 1) A court's ________ is the territory, subject matter, or people over which that court may exercise authority. Answer: jurisdiction Page Ref: 233 Objective: Summarize the development of American courts, including the concept of the dualcourt system. Level: Basic 2) In a typical three-tiered state court structure, the lowest court is a(n) court of ________ jurisdiction. Answer: limited Page Ref: 236 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic 3) Trials operate within a framework known as the ________ process. Answer: adversarial Page Ref: 236 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic 4) A(n) ________ by a convicted defendant asks that a higher court review the actions of a lower court. Answer: appeal Page Ref: 236 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic 5) The operational functions of most state court systems are managed by a state court ________. Answer: administrator Page Ref: 237 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic 6) ________ courts are low-level courts that focus on quality-of-life crimes that erode a neighborhood's morale. Answer: Community Page Ref: 238 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Basic 14 Copyright © 2024 Pearson Education, Inc.

7) The ________ courts are the trial courts of the federal court system. Answer: district Page Ref: 240 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Basic 8) ________ appeals are brought mainly because of the demands of litigants, even though it is very unlikely that the lower court's decision will be reversed. Answer: Ritualistic Page Ref: 242 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Basic 9) The ________ has the primary duty of ensuring justice. Answer: judge Page Ref: 245 Objective: Identify all typical job titles of the courtroom work group members. Level: Intermediate 10) The ________ Plan for judicial selection combines elements of both election and appointment. Answer: Missouri Page Ref: 246 Objective: Identify all typical job titles of the courtroom work group members. Level: Intermediate 11) A prosecutor who chooses to accept a plea bargain is exercising prosecutorial ________. Answer: discretion Page Ref: 248 Objective: Identify all typical job titles of the courtroom work group members. Level: Intermediate 12) ________ evidence is information that has a tendency to clear a person of guilt or blame. Answer: Exculpatory Page Ref: 250 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 13) A private attorney who is hired by the defendant is known as ________ counsel. Answer: retained Page Ref: 252 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 15 Copyright © 2024 Pearson Education, Inc.

14) The ________ is responsible for the order and security of the courtroom. Answer: bailiff Page Ref: 257 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 15) A(n) ________ witness is permitted to express opinions and draw conclusions while testifying in court. Answer: expert Page Ref: 259 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 16) The ________ standard is a test used to determine whether scientific evidence may be introduced at trial. Answer: Daubert Page Ref: 259 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 17) A(n) ________ is a written document notifying witnesses that they are required to appear in court to testify. Answer: subpoena Page Ref: 261 Objective: Identify all typical job titles of the courtroom work group members. Level: Basic 18) In most states, a jury is composed of ________ people. Answer: 12 Page Ref: 262 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Basic 19) The ________ is often the forgotten person in the courtroom. Answer: victim Page Ref: 263 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Intermediate 20) The movement of a trial or lawsuit from one jurisdiction to another or from one location to another within the same jurisdiction is known as change of ________. Answer: venue Page Ref: 265 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Intermediate

8.4 Matching Questions Match the type of jurisdiction with its definition. A) Gives a court jurisdiction over a restricted range of less serious cases B) The right of a court to hear all issues not delegated to lower courts C) Requires a court to hear cases brought to it D) The lawful authority of a court to review a decision made by a lower court E) The lawful authority of a court to hear a case from the beginning and to pass judgment on the law and facts 1) Original jurisdiction Page Ref: Throughout Objective: Multiple Level: Difficult 2) Appellate jurisdiction Page Ref: Throughout Objective: Multiple Level: Difficult 3) Limited jurisdiction Page Ref: Throughout Objective: Multiple Level: Difficult 4) General jurisdiction Page Ref: Throughout Objective: Multiple Level: Difficult 5) Mandatory jurisdiction Page Ref: Throughout Objective: Multiple Level: Difficult Answers: 1) E 2) D 3) A 4) B 5) C

Match the courtroom participant with their category. A) Member of the courtroom work group B) Nonprofessional courtroom participant 6) Public defender Page Ref: Throughout Objective: Multiple Level: Intermediate 7) Lay witness Page Ref: Throughout Objective: Multiple Level: Intermediate 8) Juror Page Ref: Throughout Objective: Multiple Level: Intermediate 9) Clerk of court Page Ref: Throughout Objective: Multiple Level: Intermediate 10) Bailiff Page Ref: Throughout Objective: Multiple Level: Intermediate 11) Defendant Page Ref: Throughout Objective: Multiple Level: Intermediate 12) Expert witness Page Ref: Throughout Objective: Multiple Level: Intermediate 13) Victim Page Ref: Throughout Objective: Multiple Level: Intermediate

14) Member of the press Page Ref: Throughout Objective: Multiple Level: Intermediate 15) Court reporter Page Ref: Throughout Objective: Multiple Level: Intermediate Answers: 6) A 7) B 8) B 9) A 10) A 11) B 12) A 13) B 14) B 15) A Match the member of the courtroom work group with their duty or responsibility. A) Maintain all records of criminal cases B) Announce the entrance of the judge C) Provide uniform court management D) Create a record of everything that occurs during a trial E) Ensure justice F) Present the state's case against the defendant G) Ensure the defendant's civil rights are not violated during criminal justice system processing 16) Defense counsel Page Ref: Throughout Objective: Describe the roles of professional members of the courtroom work group. Level: Difficult 17) Trial court administrator Page Ref: Throughout Objective: Describe the roles of professional members of the courtroom work group. Level: Difficult 18) Court reporter Page Ref: Throughout Objective: Describe the roles of professional members of the courtroom work group. Level: Difficult 19) Clerk of court Page Ref: Throughout Objective: Describe the roles of professional members of the courtroom work group. Level: Difficult 20) Bailiff Page Ref: Throughout Objective: Describe the roles of professional members of the courtroom work group. Level: Difficult 19 Copyright © 2024 Pearson Education, Inc.

21) Judge Page Ref: Throughout Objective: Describe the roles of professional members of the courtroom work group. Level: Difficult 22) Prosecutor Page Ref: Throughout Objective: Describe the roles of professional members of the courtroom work group. Level: Difficult Answers: 16) G 17) C 18) D 19) A 20) B 21) E 22) F 8.5 Essay Questions 1) Explain the dual court system and why it developed. Answer: Answers should explain the existence of both state and federal court systems and discuss the view of the nation's founders concerning the need for individual states to retain significant legislative authority and judicial autonomy separate from federal control. Answers may also discuss the different jurisdictions of the two systems. Page Ref: 233 Objective: Summarize the development of American courts, including the concept of the dualcourt system. Level: Intermediate 2) Define dispute-resolution centers, community courts, and problem-solving courts, including an explanation of the focus of each. Answer: Answers should include a definition and description of each type of each type. Dispute-resolution centers are informal and hear victims' claims regarding minor wrongs. They do not have to be part of the formal criminal justice system. Community courts are official components of the justice system and are low-level courts focusing on quality-of-life crimes that erode a neighborhood's morale. Problem-solving courts focus on relatively minor offenses and handle special populations (such as veterans, people with mental illness, or people experiencing homelessness) or deal with specific offenses (such as gun courts, domestic violence courts, or drug courts). Page Ref: 237-238 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Difficult

3) Identify the three levels of the federal court system and explain the jurisdiction and role of each. Answer: Answers should include a discussion of U.S. district courts as the federal trial courts, U.S. circuit courts or courts of appeal as the appellate court hearing appeals from district courts, and the U.S. Supreme Court as the federal court of last resort. Page Ref: 240-244 Objective: Describe the structure of the federal court system, including the various types of federal courts. Level: Intermediate 4) List and define three areas of prosecutorial discretion and discuss the benefits and pitfalls of each area. Answer: Answers will vary. Answers should include, but are not limited to, discussion of prosecutorial decisions to accept plea bargains, divert suspects to public or private social service agencies, ask suspects to seek counseling, to dismiss cases entirely, file separate or multiple charges, determine what charges will be brought against a defendant, determine which witnesses will be called, and make sentencing recommendations to the judge. Page Ref: 248-251 Objective: Identify all typical job titles of the courtroom work group members. Level: Intermediate 5) List and define the five systems that are used to deliver legal services to criminal defendants who cannot afford to pay for legal representation. Answer: Answers should include a discussion of the five types of indigent defense systems identified by the Bureau of Justice Statistics: governmental public defender offices, governmental conflict public defender offices, nongovernmental public defender offices, contract systems, and assigned or appointed counsel systems. Page Ref: 253 Objective: Identify all typical job titles of the courtroom work group members. Level: Intermediate 6) List and define three nonprofessional courtroom participants and explain their roles in the courtroom. Answer: Answers will vary. Answers should include a discussion of three of the following: defendants, victims, jurors, lay witnesses, spectators, and the press. Page Ref: 260-264 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Intermediate

7) In what ways might press reports and news coverage create problems for the criminal justice system and be damaging to the objective outcome of a criminal trial? Answer: Answers should explain the ways in which press reports often create problems for the criminal justice system at all states of a criminal investigation. Answers should also focus on how pretrial publicity may affect the court's ability to find jurors who have not already formed an opinion regarding the defendant's guilt or innocence and how new reports from the courtroom may create confusion among jurors. The legality of gag orders and alternative methods available to judges to deal with pretrial publicity should also be discussed. Page Ref: 264-265 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Difficult 8.6 Critical Thinking Questions 1) Explain the two sets of goals that motivate most problem-solving court programs. How might these goals conflict with each other? Which do you think should take priority in case of conflicts? Explain your views. Answer: Answers will vary but should include a discussion of the two main goals of problemsolving courts: case management and therapeutic jurisprudence. Answers should also consider ways in which the desire to expedite case processing and reduce caseloads could conflict with the focus on therapeutic jurisprudence and reduction of offending, and should discuss which of the two goals should take precedence in that situation. Support for the student's opinion should also be provided. Page Ref: 239 Objective: Describe a typical state court system, including some of the differences between the state and federal court systems. Level: Difficult 2) Discuss the two ways in which state judges are selected. Which method do you prefer and why? Do you agree with the Missouri Plan? Why or why not? Support your response. What other method might be used to select judges that could avoid some of the problems of the current systems? Answer: Answers will vary but should discuss judicial selection by election and political appointment and provide an opinion as to which method is preferable. Answers should also present an opinion as to the usefulness of the Missouri Plan. Support for all opinions is a key element of the response. Answers should also include a proposal for an alternative method of judicial selection. Page Ref: 246 Objective: Identify all typical job titles of the courtroom work group members. Level: Difficult

3) Compare and contrast the roles of the courtroom work group with those of nonprofessional courtroom participants. Analyze how they work together to ensure a successful completion to a case before the court. Do their individual roles intertwine to make the system work? Answer: Answers will vary but should focus on the statutory requirements and ethical considerations that guide members of the courtroom workgroup and the roles of each member. Answers should also explain the various nonprofessional participants and discuss how the courtroom work group and nonprofessional outsiders work together within the criminal justice system. Page Ref: 244-264 Objective: Multiple Level: Difficult 4) Discuss the legality of allowing the press to bring video, television, and still cameras into the courtroom. What impact might audio and video recordings of court proceedings have on the ability of the court to provide a fair trial? Do you think that court proceedings should be televised, photographed, or recorded in any way? Why or why not? Explain and support your views. Answer: Answers will vary but should review court opinions regarding allowing photographing or recording various types of court proceedings as well as the pros and cons of allowing this type of access. The student's views on this issue should be presented and supported. Page Ref: 264-265 Objective: Describe the roles of outsiders, or nonprofessional courtroom participants. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 9 Pretrial Activities and the Criminal Trial 9.1 Multiple Choice Questions 1) What is the earliest stage of the court process at which defendant may be given formal notice of the charges against them? A) Arraignment B) Preliminary hearing C) Grand jury hearing D) First appearance Answer: D Page Ref: 270 Objective: Describe pretrial steps and activities. Level: Basic 2) Based on the decision in McNabb v. U.S., the standard maximum time by which a first appearance should be held has been set at ________ hours after arrest. A) 72 B) 12 C) 48 D) 24 Answer: C Page Ref: 270 Objective: Describe pretrial steps and activities. Level: Basic 3) When is a probable cause hearing necessary? A) When there is an extended delay before the defendant appears before a magistrate B) When the arrest was made without a warrant C) When the suspect is being held without bail D) When the suspect requests one Answer: B Page Ref: 270 Objective: Describe pretrial steps and activities. Level: Intermediate 4) Which of the following is a purpose of bail? A) To ensure that defendants are able to spend time with their families B) To allow defendants to assist the attorneys with their case C) To ensure that defendants remain employed during the pretrial period D) To prevent unconvicted suspects from suffering imprisonment unnecessarily Answer: D Page Ref: 272 Objective: Describe pretrial steps and activities. Level: Basic 1 Copyright © 2024 Pearson Education, Inc.

5) Release on recognizance ________. A) requires the defendant to pay bail in cash B) permits the defendant to post non-cash collateral C) results in the pretrial detention of a suspect D) permits release on the basis of a written promise to appear Answer: D Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Basic 6) Liu consigned all of his stock holdings to the court as collateral to ensure he would not abscond before trial. What type of bail did Liu post? A) Unsecured bond B) Signature bond C) Deposit bail D) Property bond Answer: D Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Intermediate 7) Defendants who are given the option of deposit bail ________. A) are required to post the full amount of the bail with the court B) forfeit the entire amount of court-ordered bail if they fair to appear in court C) receive the full amount of the deposit back when they appear in court D) are required to comply with various conditions imposed by the court Answer: D Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Basic 8) A ________ law limits the right to bail for certain kinds of offenders. A) judicial concern B) security C) detention D) danger Answer: D Page Ref: 277 Objective: Describe pretrial steps and activities. Level: Basic

9) An indictment is filed by the ________. A) grand jury B) prosecutor C) bailiff D) defense attorney Answer: A Page Ref: 278 Objective: Describe pretrial steps and activities. Level: Basic 10) If a grand jury is not used, the prosecutor files an ________ against the accused. A) indictment B) assessment C) arraignment D) information Answer: D Page Ref: 278 Objective: Describe pretrial steps and activities. Level: Basic 11) What is the primary purpose of the preliminary hearing? A) To give defendants the opportunity to challenge the legal basis for their detention B) To once again inform defendants of the specific charges against them C) To allow defendants to enter a plea D) To help ensure defendants will reappear when summoned by the court Answer: A Page Ref: 279 Objective: Describe pretrial steps and activities. Level: Basic 12) What type of plea is most similar to a guilty plea? A) Nolo contendere B) Innocent C) Not guilty D) Standing mute Answer: A Page Ref: 280 Objective: Describe pretrial steps and activities. Level: Intermediate

13) When a defendant "stands mute" at arraignment, they are considered to have entered a ________ plea. A) no-contest B) not guilty C) guilty D) negotiated Answer: B Page Ref: 279 Objective: Describe pretrial steps and activities. Level: Intermediate 14) Overall, almost ________ percent of state criminal convictions are the result of plea bargaining. A) 55 B) 75 C) 85 D) 95 Answer: D Page Ref: 280 Objective: Describe pretrial steps and activities. Level: Intermediate 15) The primary purpose of a criminal trial is to ________. A) determine the guilt or innocence of a defendant B) determine if a crime has been committed C) safeguard the trial system of the United States D) ensure a defendant's rights have been safeguarded Answer: A Page Ref: 282 Objective: State the purpose of the criminal trial. Level: Basic 16) ________ guilt is established only when the prosecutor presents sufficient evidence to convince the judge or jury that the defendant is guilty as charged. A) Adversarial B) Legal C) Factual D) Evidential Answer: B Page Ref: 282 Objective: State the purpose of the criminal trial. Level: Basic

17) American criminal trial courts operate under a structure known as ________. A) presentation of evidence B) the adversarial system C) jury selection D) the reasonable doubt doctrine Answer: B Page Ref: 282 Objective: State the purpose of the criminal trial. Level: Basic 18) The right to a speedy trial is guaranteed by the ________ Amendment to the U.S. Constitution. A) Fourth B) Fifth C) Sixth D) Eighth Answer: C Page Ref: 283 Objective: Describe the criminal trial process. Level: Basic 19) The federal Speedy Trial Act allows for the dismissal of charges when a trial does NOT begin within ________ working days after indictment. A) 30 B) 70 C) 120 D) 180 Answer: B Page Ref: 284 Objective: Describe the criminal trial process. Level: Intermediate 20) ________ do not require the attorney making it to provide a reason for the challenge. A) Challenges for knowledge B) Challenges for cause C) Peremptory challenges D) Challenges to the array Answer: C Page Ref: 285 Objective: Identify the various stages of a criminal trial. Level: Intermediate

21) During jury selection, challenges for cause ________. A) are restricted in number by statute B) do not require the attorney to give a reason for the challenge C) signify the belief that the juror pool is biased in some way D) claim that an individual juror cannot be fair or impartial Answer: D Page Ref: 285 Objective: Identify the various stages of a criminal trial. Level: Intermediate 22) The purpose of ________ the jury is to remove the jurors from all possible outside influences. A) segregating B) separating C) sequestering D) subpoenaing Answer: C Page Ref: 286 Objective: Describe the criminal trial process. Level: Basic 23) ________ evidence requires interpretation or requires a judge or jury to reach a conclusion based on what the evidence indicates. A) Circumstantial B) Exculpatory C) Real D) Direct Answer: A Page Ref: 289 Objective: Describe the criminal trial process. Level: Basic 24) Weapons, tire tracks, and fingerprints are examples of ________ evidence. A) circumstantial B) real C) exculpatory D) testimonial Answer: B Page Ref: 289 Objective: Describe the criminal trial process. Level: Intermediate

25) Daichi has been sworn in as a witness in a criminal trial. When asked about the defendant's whereabouts at the time of the crime, Daichi deliberately lies to give the defendant an alibi. Daichi's action is known as ________. A) probative value B) perjury C) hearsay D) reasonable doubt Answer: B Page Ref: 291 Objective: Describe the criminal trial process. Level: Intermediate 26) If the prosecutor calls a witness to the stand, who conducts the redirect examination? A) The prosecutor B) The defense attorney C) The judge D) The jury Answer: A Page Ref: 291 Objective: Describe the criminal trial process. Level: Intermediate 27) Which of the following is an exception to the hearsay rule? A) An opening statement B) A peremptory challenge C) A dying declaration D) The presentation of direct evidence Answer: C Page Ref: 292 Objective: Describe the criminal trial process. Level: Intermediate 28) The standard of proof required for conviction in a criminal trial is ________. A) reasonable grounds B) probable cause C) beyond a reasonable doubt D) preponderance of the evidence Answer: C Page Ref: 294 Objective: Describe the criminal trial process. Level: Basic

29) What is a hung jury? A) A jury that refuses to leave after the trial ends B) A jury that ignores the evidence when deciding its verdict on the case C) A jury that is not impartial D) A jury that is unable to agree on a verdict Answer: D Page Ref: 295 Objective: Describe the criminal trial process. Level: Basic 30) Court ________ would reduce the number of different jurisdictions. A) sequestration B) unification C) nullification D) professionalization Answer: B Page Ref: 297-299 Objective: Describe ways of improving the adjudication process. Level: Basic 31) Critics of virtual courtrooms argue that online criminal trials violate the ________. A) Sixth Amendment B) Speedy Trial Act C) Eighth Amendment D) Confrontation Clause Answer: D Page Ref: 299-300 Objective: Describe ways of improving the adjudication process. Level: Basic 9.2 True/False Questions 1) During the first appearance, the suspect is given the opportunity to present evidence of their innocence. Answer: FALSE Page Ref: 272 Objective: Describe pretrial steps and activities. Level: Basic 2) Defendants are entitled to be represented by counsel at their first appearance. Answer: TRUE Page Ref: 272 Objective: Describe pretrial steps and activities. Level: Basic

3) The right to bail is guaranteed in the Constitution. Answer: FALSE Page Ref: 273 Objective: Describe pretrial steps and activities. Level: Basic 4) Release on recognizance requires the payment of a cash bond. Answer: FALSE Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Intermediate 5) The bail reform movement claims that cash bonds are unfair and discriminatory. Answer: TRUE Page Ref: 275 Objective: Describe pretrial steps and activities. Level: Intermediate 6) The defendant must be present at a grand jury hearing. Answer: FALSE Page Ref: 278 Objective: Describe pretrial steps and activities. Level: Intermediate 7) The purpose of a preliminary hearing is to determine the guilt of a defendant. Answer: FALSE Page Ref: 279 Objective: Describe pretrial steps and activities. Level: Basic 8) Plea bargaining reduces the time needed to resolve a criminal case by circumventing the trial process. Answer: TRUE Page Ref: 280 Objective: Describe pretrial steps and activities. Level: Basic 9) The majority of criminal cases are resolved through negotiated pleas. Answer: TRUE Page Ref: 280 Objective: Describe the criminal trial process. Level: Basic

10) Legal guilt refers to determining whether the defendant is actually responsible for the crime of which they are accused. Answer: FALSE Page Ref: 282 Objective: State the purpose of the criminal trial. Level: Basic 11) The adversarial system used in the U.S. is based on the advocacy model. Answer: TRUE Page Ref: 282 Objective: State the purpose of the criminal trial. Level: Basic 12) If a defendant requests a three-week continuance, this delay does not affect the time limits required for a speedy trial. Answer: TRUE Page Ref: 284 Objective: Describe the criminal trial process. Level: Basic 13) A challenge to the array is used by judges to bar real evidence from the criminal trial. Answer: FALSE Page Ref: 285 Objective: Describe the criminal trial process. Level: Basic 14) Peremptory challenges may not be used to exclude potential jurors on the basis of either race or gender. Answer: TRUE Page Ref: 287 Objective: Describe the criminal trial process. Level: Basic 15) If evidence has probative value, judges are required to admit it. Answer: FALSE Page Ref: 289 Objective: Describe the criminal trial process. Level: Basic 16) Testimony is oral evidence offered by a sworn witness on the witness stand during a criminal trial. Answer: TRUE Page Ref: 290 Objective: Describe the criminal trial process. Level: Basic

17) If a defendant refuses to testify during a trial, the prosecution can inform the jury this is an indication that the defendant is guilty. Answer: FALSE Page Ref: 290-291 Objective: Describe the criminal trial process. Level: Basic 18) For a witness to be guilty of perjury, the false statement must have been made intentionally. Answer: TRUE Page Ref: 291 Objective: Describe the criminal trial process. Level: Basic 19) A dying declaration is an exception to the hearsay rule. Answer: TRUE Page Ref: 292 Objective: Describe the criminal trial process. Level: Basic 20) During the closing argument, the judge reviews the evidence and explains the statutory elements of the alleged offense to the jury. Answer: FALSE Page Ref: 294 Objective: Describe the criminal trial process. Level: Basic 21) According to the U.S. Supreme Court, jury verdicts must be unanimous. Answer: TRUE Page Ref: 295 Objective: Describe the criminal trial process. Level: Basic 22) A "hung jury" is deadlocked and cannot come to a unanimous decision. Answer: TRUE Page Ref: 295 Objective: Describe the criminal trial process. Level: Basic 23) A professional jury system may lead to a lack of peer juries. Answer: TRUE Page Ref: 297 Objective: Describe the criminal trial process. Level: Intermediate

24) Court unification would prevent sentencing variation by different judges. Answer: FALSE Page Ref: 299 Objective: Describe ways of improving the adjudication process. Level: Intermediate 25) Most jails today have been equipped with the digital equipment needed for virtual courtroom appearances. Answer: FALSE Page Ref: 300 Objective: Describe ways of improving the adjudication process. Level: Intermediate 9.3 Fill in the Blank Questions 1) The practice of pretrial ________ involves holding defendants who are considered flight risks in jail until trial. Answer: detention Page Ref: 272 Objective: Describe pretrial steps and activities. Level: Basic 2) The most common release/detention decision-making mechanism in the courts is ________. Answer: bail Page Ref: 272 Objective: Describe pretrial steps and activities. Level: Basic 3) ________ bonds are an alternative to bail that allow release based on the defendant's written promise to appear. Answer: Signature Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Intermediate 4) In some states, ________ laws limit the right to bail to certain kinds of offenders. Answer: danger Page Ref: 277 Objective: Describe pretrial steps and activities. Level: Intermediate 5) A(n) ________ is a formal written accusation submitted to the court by a grand jury. Answer: indictment Page Ref: 278 Objective: Describe pretrial steps and activities. Level: Basic 12 Copyright © 2024 Pearson Education, Inc.

6) In states that do not use grand juries, the prosecutor files a(n) ________ or complaint against the accused. Answer: information Page Ref: 278 Objective: Describe pretrial steps and activities. Level: Basic 7) A defendant generally enters a plea at the ________. Answer: arraignment Page Ref: 279 Objective: Describe pretrial steps and activities. Level: Intermediate 8) Criminal trials under the U.S. system of justice are built around a(n) ________ system. Answer: adversarial Page Ref: 282 Objective: State the purpose of the criminal trial. Level: Basic 9) ________ challenges allow an attorney to remove a potential juror without giving a reason. Answer: Peremptory Page Ref: 285 Objective: Describe the criminal trial process. Level: Basic 10) A(n) ________ jury is isolated from the public during the course of a trial and throughout the deliberation process. Answer: sequestered Page Ref: 286 Objective: Describe pretrial steps and activities. Level: Basic 11) The 1986 ________ decision laid out the requirements that defendants must prove when seeking to establish the discriminatory use of peremptory challenges. Answer: Batson Page Ref: 287 Objective: Describe the criminal trial process. Level: Intermediate 12) ________ evidence requires interpretation or requires a judge or jury to reach a conclusion based on what the evidence indicates. Answer: Circumstantial Page Ref: 289 Objective: Describe the criminal trial process. Level: Basic

13) Before witnesses are permitted to testify, their ________ to testify must be established. Answer: competence Page Ref: 290 Objective: Describe the criminal trial process. Level: Basic 14) A dying declaration is an exception to the ________ rule. Answer: hearsay Page Ref: 292 Objective: Describe the criminal trial process. Level: Basic 15) After making a decision in a case, the jury presents its ________ to the court. Answer: verdict Page Ref: 295 Objective: Describe the criminal trial process. Level: Basic 16) In cases involving a hung jury, the judge may be able to use the ________ charge to encourage them to come to a decision. Answer: Allen Page Ref: 295 Objective: Describe the criminal trial process. Level: Basic 17) Court ________ would reduce the number of jurisdictions. Answer: unification Page Ref: 299 Objective: Describe ways of improving the adjudication process. Level: Basic 18) Critics of virtual courtrooms argue that holding criminal trials online violates the ________ Clause of the U.S. Constitution. Answer: Confrontation Page Ref: 299-300 Objective: Describe ways of improving the adjudication process. Level: Basic

9.4 Matching Questions Match the action with the pretrial activity during which it first occurs. Some pretrial activities may be used more than once. A) Grand jury B) First appearance C) Arraignment D) Preliminary hearing 1) Refers an indictment to the trial court Page Ref: Throughout Objective: Describe pretrial steps and activities. Level: Difficult 2) Court determines if there is probable cause to hold the defendant for trial Page Ref: Throughout Objective: Describe pretrial steps and activities. Level: Difficult 3) Defendants may be ordered to undergo evaluation to determine if they are competent to stand trial Page Ref: Throughout Objective: Describe pretrial steps and activities. Level: Difficult 4) Defendants are given formal notice of the charges against them Page Ref: Throughout Objective: Describe pretrial steps and activities. Level: Difficult 5) Defendants enter a plea Page Ref: Throughout Objective: Describe pretrial steps and activities. Level: Difficult 6) Defendants are advised of their rights Page Ref: Throughout Objective: Describe pretrial steps and activities. Level: Difficult Answers: 1) A 2) D 3) D 4) B 5) C 6) B

Match the bail alternative with its definition. A) A bail alternative that does not require the defendant to deposit money with the court, but which does permit the court to seize the entire amount of the bond if the defendant fails to appear B) A form of cash bond that is posted with the court and eliminates the need for a separate bail bond agent C) An alternative to bail that places responsibility for the defendant's appearance in court on another individual or agency D) A form of pretrial release that imposes requirements on the defendant E) Permits individuals to pledge non-cash items as collateral against pretrial flight F) Pretrial release of individuals arrested for serious crimes based on a written agreement to appear in court as required 7) Release on recognizance Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Intermediate 8) Property bond Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Intermediate 9) Deposit bail Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Intermediate 10) Conditional release Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Intermediate 11) Third-party custody Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Intermediate 12) Unsecured bond Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Intermediate Answers: 7) F 8) E 9) B 10) D 11) C 12) A

Place the stages of a criminal trial in the proper order. A) Trial initiation B) Jury deliberations C) Judge's charge to the jury D) Opening statements E) Presentation of evidence F) Jury selection G) Closing arguments H) Verdict 13) First stage Page Ref: 283 Objective: Describe the criminal trial process. Level: Difficult 14) Second stage Page Ref: 283 Objective: Describe the criminal trial process. Level: Difficult 15) Third stage Page Ref: 283 Objective: Describe the criminal trial process. Level: Difficult 16) Fourth stage Page Ref: 283 Objective: Describe the criminal trial process. Level: Difficult 17) Fifth stage Page Ref: 283 Objective: Describe the criminal trial process. Level: Difficult 18) Sixth stage Page Ref: 283 Objective: Describe the criminal trial process. Level: Difficult 19) Seventh stage Page Ref: 283 Objective: Describe the criminal trial process. Level: Difficult

20) Eighth stage Page Ref: 283 Objective: Describe the criminal trial process. Level: Difficult Answers: 13) A 14) F 15) D 16) E 17) G 18) C 19) B 20) H Match the type of jury selection challenge to the example. A) The defense attorney claims that the pool of potential jurors is not truly representative of the community. B) The defense attorney claims that a potential juror cannot be fair or impartial. C) The prosecutor removes a potential juror but does not give any reason for doing so. 21) Peremptory challenge Page Ref: 285 Objective: Describe the criminal trial process. Level: Basic 22) Challenge to the array Page Ref: 285 Objective: Describe the criminal trial process. Level: Basic 23) Challenge for cause Page Ref: 285 Objective: Describe the criminal trial process. Level: Basic Answers: 21) C 22) A 23) B

Match the type of evidence to the example. A) Physical material or traces of physical activity B) Evidence that proves a fact without requiring the judge to draw inferences C) Evidence that requires the jury to make inferences and draw conclusions 24) Circumstantial evidence Page Ref: 289 Objective: Describe the criminal trial process. Level: Basic 25) Direct evidence Page Ref: 289 Objective: Describe the criminal trial process. Level: Basic 26) Real evidence Page Ref: 289 Objective: Describe the criminal trial process. Level: Basic Answers: 24) C 25) B 26) A 9.5 Essay Questions 1) List and define three of the alternatives to cash bail that may be available to a defendant. Answer: Answers should include definitions of three of the following: • Release on recognizance (ROR) • Property bond • Deposit bail • Conditional release • Third-party custody • Unsecured bond • Signature bond Page Ref: 274 Objective: Describe pretrial steps and activities. Level: Intermediate 2) Explain the purpose and function of the grand jury and describe how grand juries operate. Answer: Answers should explain how grand juries are used and their primary purpose as a filter to eliminate cases where there is not enough evidence for further processing. Answers should also discuss how grand jury hearings are held and the process of these hearings. A true bill should also be explained. Page Ref: 278 Objective: Describe pretrial steps and activities. Level: Intermediate 19 Copyright © 2024 Pearson Education, Inc.

3) Explain the difference between legal and factual guilt and why this distinction is important. Answer: Answers should define factual guilt as relating to the issue of whether the defendant is actually responsible for the crime of which they are accused (i.e., did the defendant actually do it?) and legal guilt as being established only when the prosecutor presents evidence that is sufficient to convince the judge or jury that the defendant is guilty as charged. The distinction is important because it highlights the fact that the burden of proof rests with the prosecution and also because it indicates the possibility that a factually guilty defendant may be found "not guilty" (i.e., not legally guilty). Page Ref: 282 Objective: State the purpose of the criminal trial. Level: Difficult 4) List and explain the three types of challenges that are recognized in criminal courts during the jury selection process. Answer: Answers should discuss the three types of challenges: challenges to the array, challenges for cause, and peremptory challenges. Page Ref: 285-286 Objective: Describe the criminal trial process. Level: Difficult 5) Explain the concept of "hearsay" and the hearsay rule in court. Identify two exceptions to this rule. Answer: Answers should define hearsay as information not based on the witness's personal knowledge and should describe the hearsay rule, which prohibits the use of hearsay evidence in court. Exceptions to the hearsay rule that may be discussed include a dying declaration, a spontaneous statement, and certain out-of-court statements. Page Ref: 292-294 Objective: Describe the criminal trial process. Level: Difficult 6) Define and explain at least two different approaches that are being used to improve the adjudication process. Answer: Answers will vary but should include discussion of approaches such as court unification, the increasing use of court-watch citizens' groups, and the statistical measurement of court performance. Answers may also discuss the use of virtual courtrooms. Page Ref: 297-300 Objective: Describe ways of improving the adjudication process. Level: Difficult

9.6 Critical Thinking Questions 1) Discuss the pros and cons of pretrial release. How can the court ensure that the defendant's rights are protected while also protecting society? How might the bail system discriminate against defendants with low income and what might be done to reduce this type of discrimination? Answer: Answers will vary but should include a discussion of the need to balance the rights of unconvicted defendants with the possible risk to society if a dangerous defendant is released before trial. Answers should also discuss the recent report by the National Advisory Commission on Criminal Justice Standards and Goals which found that the vast majority of felony defendants were unable to raise the money to make bail and should reflect on how this affects those individuals, especially compared to those defendants who could afford bail. Some discussion of alternative non-financial bail options should also be included. For example: a discussion of the way some states have enacted significant bail reforms that either eliminate money bail for nonviolent offenses or set a cap on the use of money bail for minor offenses, or the trend towards requiring judges to take a defendant's financial situation into account when setting bail. Page Ref: 272-277 Objective: Describe pretrial steps and activities. Level: Difficult 2) Discuss the advantages of plea bargaining and some concerns that exist with the process. What potential for misuse exists and what are the risks to the defendant? What benefits does plea bargaining provide? Do you think that plea bargaining should be eliminated or at least limited in scope? Explain your opinion. Answer: Answers will vary but should explain the pros and cons of plea bargaining, including potential for misuse by prosecutors and defense attorneys who are more interested in a quick resolution to a case than to seeing justice done. The student's opinion regarding the use of plea bargaining, and the student's support for that opinion, are key elements of the response. Page Ref: 279-281 Objective: Describe pretrial steps and activities. Level: Difficult 3) One suggestion for improving the jury trial is to use professional jurors. Discuss the pros and cons of using professional jurors. Do you agree with the use of a professional jury system? Why or why not? Support your response. Answer: Answers will vary but should discuss advantages such as dependability, knowledge, and equity, as well as potential problems such as juror boredom leading to decisions made out of hand, the possibility that jurors may categorize defendants based on previous experiences, the difficulty of establishing job requirements and evaluating job performance, and the concerns about providing peer jurors. The student's opinion of the professional juror system and support for that opinion are key elements of the response. Page Ref: 297 Objective: Describe the criminal trial process. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 10 Sentencing 10.1 Multiple Choice Questions 1) The just deserts model of sentencing emphasizes ________. A) the use of fines B) retribution C) restitution D) restoration Answer: B Page Ref: 306 Objective: Describe the five goals of contemporary criminal sentencing. Level: Basic 2) Which goal of sentencing focuses on separating offenders from society to reduce opportunities for further criminality? A) Incapacitation B) Deterrence C) Retribution D) Rehabilitation Answer: A Page Ref: 307 Objective: Describe the five goals of contemporary criminal sentencing. Level: Basic 3) General deterrence attempts to ________. A) prevent individual offenders from engaging in future criminal acts B) make the victim whole again C) discourage potential offenders from committing crimes D) separate offenders from the community to reduce opportunities for future criminality Answer: C Page Ref: 307 Objective: Describe the five goals of contemporary criminal sentencing. Level: Basic 4) Which of the following is a characteristic of restorative justice? A) Crime is seen as an act against the state and a violation of the law. B) Crime control is the responsibility of the criminal justice system. C) Victims tend to be peripheral in the process of resolving a crime. D) Crime has individual and social dimensions of responsibility. Answer: D Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate

5) A sentence of 8 to 15 years in prison is an example of ________ sentencing. A) consecutive B) concurrent C) indeterminate D) structured Answer: C Page Ref: 309 Objective: Define indeterminate sentencing, including its purpose. Level: Basic 6) Under the indeterminate sentencing model, what is the primary determinant of the amount of time served? A) The leniency of the judge B) The inmate's behavior while incarcerated C) Pressure from politicians D) The leniency of the parole board Answer: B Page Ref: 309 Objective: Describe indeterminate sentencing, including its purpose. Level: Intermediate 7) Proportionality means that ________. A) caseloads must be distributed equally among the available judges B) there should be a direct relationship between the severity of the sanction and the seriousness of the crime C) the offender's criminal history should be objectively considered at sentencing D) similar crimes are punished with similar sentences Answer: B Page Ref: 311 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 8) ________ is a sentencing principle that holds that an offender's criminal history should be taken into account in sentencing decisions. A) Equity B) Proportionality C) Social debt D) Good time Answer: C Page Ref: 311 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate

9) Which of the following is a form of structured sentencing? A) Indeterminate sentencing B) Contemporary sentencing C) Quasi-independent sentencing D) Determinate sentencing Answer: D Page Ref: 311 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 10) Which of the following is a mitigating circumstance? A) The offender induced others to participate in the crime. B) The crime was committed for hire. C) The offender acted under strong provocation. D) The offender possessed a deadly weapon during the crime. Answer: C Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 11) Federal sentencing guidelines ________. A) provide a range of punishments for a specific crime B) eliminate judicial discretion completely C) tend to be uniform across states D) do not permit departures from the guidelines Answer: A Page Ref: 313 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 12) ________ is a type of sentencing plan that allows no leeway in the imposition of a sentence for a person convicted of a crime. A) Mandatory sentencing B) Indeterminate sentencing C) Presumptive sentencing D) Truth in sentencing Answer: A Page Ref: 317 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Basic

13) ________ involves suspending criminal proceedings before sentencing and referring the offender to a private agency. A) Diversion B) Presentence investigation C) Deterrence D) Three-strikes Answer: A Page Ref: 318 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Basic 14) What appears to be the most dramatic result of the recent emphasis on the use of mandatory sentencing and other get-tough policies? A) Crime rates have fallen dramatically. B) The average length of prison terms has decreased. C) The use of incarceration as a sentencing option has increased significantly. D) Offender rehabilitation programs have become increasingly successful. Answer: C Page Ref: 319 Objective: Tell how get-tough-on-crime sentencing practices led to significant prison overcrowding in the United States. Level: Intermediate 15) The biggest drivers of rising incarceration rates in the United States are ________. A) state and federal budgets B) crime rates C) birth rates D) sentencing policies Answer: D Page Ref: 320 Objective: Tell how get-tough-on-crime sentencing practices led to significant prison overcrowding in the United States. Level: Intermediate 16) Community service and home detention are examples of ________ sentencing. A) determinate B) alternative C) proportionate D) concurrent Answer: B Page Ref: 323 Objective: Describe alternative sentences and their relationship to justice reinvestment strategies. Level: Intermediate

17) What is the main priority of justice reinvestment? A) Prioritizing the use of alternatives to incarceration for nonviolent offenders B) Increasing the use of fines as a punishment to create a sustained revenue stream for the criminal justice system C) Developing an investment portfolio to eventually allow the criminal justice system to be selfsupporting D) Expanding the use of mandatory sentencing policies Answer: A Page Ref: 323 Objective: Describe alternative sentences and their relationship to justice reinvestment strategies. Level: Intermediate 18) If a judge requests information on a convicted defendant's background, the probation or parole office will conduct a ________ investigation. A) probation B) presentence C) presumptive sentencing D) general deterrence Answer: B Page Ref: 324-325 Objective: Explain the purpose of presentence investigations and presentence investigation reports. Level: Basic 19) What is the main limitation of the Crime Victims' Rights Act? A) It only provides rights to victims of federal crimes. B) It does not require courts to ensure that victims are afforded their rights. C) It does not give victims the legal authority necessary to assert their rights in court. D) The Act does not have any limitations. Answer: A Page Ref: 328 Objective: Describe the history of victims' rights and services, including the growing role of the victim in criminal justice proceedings today. Level: Difficult 20) Research into victim-impact statements has found that ________. A) they have a significant impact on judicial sentencing decision-making B) juries are not required to consider victim-impact statements C) sentencing decisions are rarely affected by them D) oral impact statements have more impact than written documents Answer: C Page Ref: 330 Objective: Describe the history of victims' rights and services, including the growing role of the victim in criminal justice proceedings today. Level: Intermediate 5 Copyright © 2024 Pearson Education, Inc.

21) Offenders convicted of felonies in state court are most likely to receive which traditional sanction? A) Imprisonment B) Capital punishment C) A fine D) Probation Answer: A Page Ref: 331 Objective: List the four traditional sentencing options. Level: Difficult 22) Which of the following is an advantage of the imposition of fines as a criminal sanction? A) Fines are expensive to administer. B) Fines can be made proportionate to the seriousness of the crime. C) Fines can reduce offender recidivism through incapacitation. D) Fines contribute to increased prison overcrowding. Answer: B Page Ref: 332 Objective: List the four traditional sentencing options. Level: Basic 23) The day-fine system solves which objection to the use of fines? A) The collection of fines is expensive and creates administrative difficulties for the criminal justice system. B) Fines are unfair because offenders with higher income can buy their way out of prison while offenders with lower income are unable to pay fines. C) Not only do fines not appear to reduce recidivism, they have been linked to increased involvement in future crime. D) It is difficult to ensure proportionality when imposing fines. Answer: B Page Ref: 333 Objective: List the four traditional sentencing options. Level: Intermediate 24) The majority of death-penalty states authorize which means of execution? A) Firing squad B) Hanging C) Electrocution D) Lethal injection Answer: D Page Ref: 335 Objective: State the arguments for and against capital punishment. Level: Basic

25) ________ requires that a prison inmate be brought before a judicial officer to determine if they are being lawfully imprisoned. A) Restorative justice B) Diversion C) A victim impact statement D) A writ of habeas corpus Answer: D Page Ref: 336 Objective: State the arguments for and against capital punishment. Level: Basic 26) Which of the following Acts has limited opportunities for federal appeals by death-row inmates? A) The Victim and Witness Protection Act B) The Victims of Crime Act C) The Violent Crime Control and Law Enforcement Act D) The Antiterrorism and Effective Death Penalty Act Answer: D Page Ref: 338 Objective: State the arguments for and against capital punishment. Level: Basic 27) Which of the following arguments regarding the death penalty is a retentionist rationale? A) Just deserts B) Lack of proven deterrence C) Arbitrariness D) Discrimination Answer: A Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Basic 28) The Innocence Protection Act of 2004 provides federal funds to help eliminate ________. A) the misinterpretation of forensic evidence at trial B) witness misidentification C) the backlog of unanalyzed DNA samples in crime labs D) withholding of evidence by prosecutors Answer: C Page Ref: 341 Objective: State the arguments for and against capital punishment. Level: Basic

29) The protectionist argument justifying capital punishment is fairly weak because the underlying social interest can also be met by which other sentencing option? A) Severe fines B) Incarceration C) Probation D) The use of alternative sanctions Answer: B Page Ref: 346 Objective: State the arguments for and against capital punishment. Level: Intermediate 30) The Supreme Court's decision in the case of Furman v. Georgia was a statement against ________. A) the use of capital punishment by the criminal justice system B) giving a jury the authority to impose a capital sentence C) the manner in which statutes permitted the death penalty to be imposed D) the disproportionality of the death penalty for crimes other than first degree murder Answer: C Page Ref: 346 Objective: State the arguments for and against capital punishment. Level: Difficult 31) In which case did the Supreme Court approve a two-step procedure that separates the determination of guilt from the determination of the sentence? A) Furman v. Georgia B) Woodson v. North Carolina C) Wilkerson v. Utah D) Gregg v. Georgia Answer: D Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Basic 32) The U.S. Supreme Court has ruled that ________ must decide the facts that lead to a death sentence. A) juries B) high courts C) appellate courts D) judges Answer: A Page Ref: 347-348 Objective: State the arguments for and against capital punishment. Level: Basic

33) Based on the Supreme Court's ruling in Woodson v. North Carolina, when is a mandatory death sentence for first degree murder constitutional? A) When there are aggravating circumstances that make the crime even more serious B) When the victim was a police officer who was killed during the performance of their duty C) When the murder was committed by a prison inmate already serving a life sentence without the possibility of parole D) Never–mandatory application of the death penalty is unconstitutional. Answer: D Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Basic 10.2 True/False Questions 1) Specific deterrence focuses on reducing recidivism by convicted offenders. Answer: TRUE Page Ref: 307 Objective: Describe the five goals of contemporary criminal sentencing. Level: Basic 2) Rehabilitation depends on a fear of the consequences of violating the law. Answer: FALSE Page Ref: 307 Objective: Describe the five goals of contemporary criminal sentencing. Level: Basic 3) A sentence of "four years in prison" is an indeterminate sentence. Answer: FALSE Page Ref: 309 Objective: Define indeterminate sentencing, including its purpose. Level: Basic 4) The severity of an inmate's crime is the primary determinate of the actual amount of time served under an indeterminate sentence. Answer: FALSE Page Ref: 309 Objective: Define indeterminate sentencing, including its purpose. Level: Basic 5) The indeterminate sentencing model can result in judicial discrimination based on the offender's race or social class. Answer: TRUE Page Ref: 310 Objective: Define indeterminate sentencing, including its purpose. Level: Basic

6) The concept of social debt would suggest that an offender with a prior criminal record should receive a more severe punishment than a first-time offender committing the same offense. Answer: TRUE Page Ref: 311 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Basic 7) Federal judges are not permitted to depart from the federal sentencing guidelines. Answer: FALSE Page Ref: 313 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Basic 8) Three-strikes laws are a form of mandatory sentencing. Answer: TRUE Page Ref: 317 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Basic 9) The rising crime rates in the U.S. are the biggest drivers of rising incarceration rates. Answer: FALSE Page Ref: 320 Objective: Tell how get-tough-on-crime sentencing practices led to significant prison overcrowding in the United States. Level: Basic 10) Justice reinvestment emphasizes the use of alternative sanctions for nonviolent offenders. Answer: TRUE Page Ref: 323 Objective: Describe alternative sentences and their relationship to justice reinvestment strategies. Level: Basic 11) Presentence investigations are conducted by the court. Answer: FALSE Page Ref: 324 Objective: Explain the purpose of presentence investigations and presentence investigation reports. Level: Basic

12) At the federal level, victims' rights have been included in the U.S. Constitution. Answer: FALSE Page Ref: 327 Objective: Describe the history of victims' rights and services, including the growing role of the victim in criminal justice proceedings today. Level: Basic 13) Research suggests that victim-impact statements have a significant effect on judicial sentencing decisions. Answer: FALSE Page Ref: 330 Objective: Describe the history of victims' rights and services, including the growing role of the victim in criminal justice proceedings today. Level: Basic 14) The use of fines can help reduce the problem of prison overcrowding. Answer: TRUE Page Ref: 331-332 Objective: List the four traditional sentencing options. Level: Basic 15) The automatic review of death sentences by appellate courts helps to reduce the delay in carrying out sentences of execution. Answer: FALSE Page Ref: 335 Objective: State the arguments for and against capital punishment. Level: Basic 16) According to the Supreme Court, a simple showing of racial discrepancies in the application of the death penalty constitutes a constitutional violation. Answer: FALSE Page Ref: 345 Objective: State the arguments for and against capital punishment. Level: Basic 17) The death penalty may not be imposed on an adult offender if he was under the age of 18 at the time the crime was committed. Answer: TRUE Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Basic 18) Support for the use of the death penalty in the U.S. has declined overall since the mid-1990s. Answer: TRUE Page Ref: 350 Objective: State the arguments for and against capital punishment. Level: Basic 11 Copyright © 2024 Pearson Education, Inc.

10.3 Fill in the Blank Questions 1) The sentencing goal of ________ involves punishment based on the need for revenge. Answer: retribution Page Ref: 306 Objective: Describe the five goals of contemporary criminal sentencing. Level: Basic 2) ________ is a sentencing goal that focuses on preventing the offender from committing crimes by reducing their opportunities for crime. Answer: Incapacitation Page Ref: 307 Objective: Describe the five goals of contemporary criminal sentencing. Level: Basic 3) The ________ justice model defines crime as an act against the state and a violation of the law. Answer: retributive Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 4) ________ time is deducted from the amount of time an offender must serve in prison on a given sentence because the offender participated in a special project or program. Answer: Gain Page Ref: 310 Objective: Define indeterminate sentencing, including its purpose. Level: Basic 5) The principle of ________ suggests that two offenders who commit the same crime in different states should receive about the same sentence. Answer: equity Page Ref: 311 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Basic 6) ________ circumstances may be used by the defense to show reduced criminal responsibility and suggest a lesser sentence is called for. Answer: Mitigating Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Basic

7) Three-strikes laws are an example of ________ sentencing. Answer: mandatory Page Ref: 317 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 8) ________ involves officially suspending criminal proceedings against an alleged offender and referring them to a treatment program. Answer: Diversion Page Ref: 318 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 9) ________ shaming is a sentencing innovation that uses public embarrassment to attempt to change an offender's behavior. Answer: Stigmatic Page Ref: 323 Objective: Describe alternative sentences and their relationship to justice reinvestment strategies. Level: Basic 10) Victim-offender mediation, intensive supervision, and day reporting are examples of ________ sentencing. Answer: alternative Page Ref: 323 Objective: Describe alternative sentences and their relationship to justice reinvestment strategies. Level: Basic 11) The Crime Victims' Rights Act only provides statutory rights to victims of ________ crimes. Answer: federal Page Ref: 328 Objective: Describe the history of victims' rights and services, including the growing role of the victim in criminal justice proceedings today. Level: Intermediate 12) The traditional sanction most-commonly imposed upon convicted felons is ________. Answer: imprisonment. Page Ref: 331 Objective: List the four traditional sentencing options. Level: Intermediate

13) The ________ argument against capital punishment emphasizes racial disproportionality in the imposition of death sentences. Answer: discrimination Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Basic 14) The retentionist claim of ________ is the weakest argument for capital punishment. Answer: protection Page Ref: 346 Objective: State the arguments for and against capital punishment. Level: Basic 15) In the case of Ring v. Arizona, the Supreme Court ruled that ________ must decide the facts that lead to a death sentence. Answer: juries Page Ref: 347-348 Objective: State the arguments for and against capital punishment. Level: Basic

10.4 Matching Questions Match the sentencing goal to its definition. A) Uses punishment to prevent a particular offender from engaging in repeat criminality. B) Attempts to inhibit criminal behavior among people who have not yet been arrested through the fear of punishment. C) Attempts to reform convicted offenders. D) Attempts to make the victim and community "whole again" by addressing the damage crime causes. E) Separates offenders from the community to reduce opportunities for future criminality. F) Emphasizes taking revenge on offenders. 1) General deterrence Page Ref: 306-308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 2) Retribution Page Ref: 306-308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 3) Incapacitation Page Ref: 306-308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 4) Specific deterrence Page Ref: 306-308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 5) Restoration Page Ref: 306-308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 6) Rehabilitation Page Ref: 306-308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate Answers: 1) B 2) F 3) E 4) A 5) D 6) C

Match the characteristic to the type of justice. A) Retributive justice B) Restorative justice 7) Victims are central to the process of resolving a crime. Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 8) Negotiation and dialogue are emphasized. Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 9) Crime is a violation of a law. Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 10) Offender accountability is defined as taking punishment. Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 11) Crime control lies primarily with the community. Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 12) The offender is defined by the capacity to make reparation. Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 13) The criminal justice system controls crime. Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 14) There is an emphasis on adversarial relationships. Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate

15) The offender and victim are directly involved. Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 16) Pain is imposed to deter, punish, and prevent crime. Page Ref: 308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate Answers: 7) B 8) B 9) A 10) A 11) B 12) B 13) A 14) A 15) B 16) A Match the type of sentencing to its definition. A) A sentencing model that includes a range of sentences for each charge and provides a mechanism for review of departure from the guidelines B) A sentencing model that allows no leeway in the nature of the sentence required for a specific offense C) A sentencing model in which the offender is given a fixed term of imprisonment that may be reduced by good time or gain time D) Sentencing models that provide greater control over sentencing systems E) A sentencing model that encourages rehabilitation through the use of general and relatively unspecific sentences 17) Indeterminate sentencing Page Ref: 309-319 Objective: Multiple Level: Difficult 18) Determinate sentencing Page Ref: 309-319 Objective: Multiple Level: Difficult 19) Structured sentencing Page Ref: 309-319 Objective: Multiple Level: Difficult 20) Presumptive sentencing Page Ref: 309-319 Objective: Multiple Level: Difficult

21) Mandatory sentencing Page Ref: 309-319 Objective: Multiple Level: Difficult Answers: 17) E 18) C 19) D 20) A 21) B Match each characteristic of a crime with the type of circumstance it represents in court. A) Aggravating circumstance B) Mitigating circumstance 22) The crime was especially cruel. Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 23) The defendant made restitution to the victim. Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 24) The defendant helped the police apprehend another felon. Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 25) The defendant was hired to commit the crime. Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 26) The victim was an on-duty police officer engaged in the performance of police duties. Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 27) The defendant has a good reputation in the community. Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 18 Copyright © 2024 Pearson Education, Inc.

28) The victim participated voluntarily in the crime. Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 29) The defendant had a gun. Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 30) The defendant used a position of trust to commit the crime. Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate 31) The defendant committed the crime to avoid being arrested. Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Intermediate Answers: 22) A 23) B 24) B 25) A 26) A 27) A 28) B 29) A 30) A 31) A Match the capital punishment argument to its focus. A) Abolitionist B) Retentionist 32) Just deserts Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Intermediate 33) Lack of proven deterrence Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Intermediate 34) Discrimination Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Intermediate 19 Copyright © 2024 Pearson Education, Inc.

35) Retribution Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Intermediate 36) Expense Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Intermediate 37) Human life is sacred. Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Intermediate 38) Arbitrariness Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Intermediate 39) Infliction on the innocent Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Intermediate 40) Protection Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Intermediate Answers: 32) B 33) A 34) A 35) A 36) B 37) A 38) B 39) A 40) B

Match the capital punishment argument to its counterclaim. A) The taking of a life demands revenge. B) Justice is beyond price. C) Forgiveness and rehabilitation are higher goals. D) There are multiple safeguards at all levels of processing to protect the innocent and ensure the guilty are put to death. E) Capital punishment is ineffective because it is not imposed with swiftness and certainty. F) There is no evidence that innocent people have been executed. G) Capital punishment is a holdover from more primitive times and modern standards of human decency require the use of other alternatives. H) Claims of disproportionality do not consider variations in frequency and seriousness of criminal behavior between and within different groups. I) There are other ways to meet societal goals, such as life imprisonment. 41) Just deserts Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Difficult 42) Lack of proven deterrence Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Difficult 43) Discrimination Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Difficult 44) Expense Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Difficult 45) Retribution Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Difficult 46) Human life is sacred Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Difficult

47) Arbitrariness Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Difficult 48) Infliction on the innocent Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Difficult 49) Protection Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Difficult Answers: 41) G 42) E 43) H 44) B 45) C 46) A 47) D 48) F 49) I

Match the Supreme Court case on the death penalty to its ruling. A) Abolished the imposition of the death penalty on an offender who was under the age of 18 at the time the crime was committed. B) Upheld a bifurcated trial procedure in capital cases. C) Statutes requiring a mandatory sentence of death for first degree murder are unconstitutional. D) Decisions on facts such as aggravating circumstances that may lead to a death sentence must be made by juries, not judges. E) Imposing the death penalty for the rape of a child where the crime did not result in and was not intended to result in the victim's death is unconstitutional. F) Struck down statutes imposing the death penalty for the rape of an adult woman. G) The execution of people with intellectual disabilities is unconstitutional. H) An IQ score of 70 or greater is not sufficient to bar an inmate from claiming an intellectual disability in the face of execution. I) Statutes that allowed for an arbitrary and capricious application of the death penalty were invalidated. 50) Furman v. Georgia Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Difficult 51) Gregg v. Georgia Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Difficult 52) Woodson v. North Carolina Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Difficult 53) Coker v. Georgia Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Difficult 54) Ring v. Arizona Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Difficult 55) Roper v. Simmons Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Difficult 23 Copyright © 2024 Pearson Education, Inc.

56) Atkins v. Virginia Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Difficult 57) Kennedy v. Louisiana Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Difficult 58) Hall v. Florida Page Ref: 347 Objective: State the arguments for and against capital punishment. Level: Difficult Answers: 50) I 51) B 52) C 53) F 54) D 55) A 56) G 57) E 58) H 10.5 Essay Questions 1) List and define the five goals of criminal sentencing. Answer: Answers should include definitions of the five goals of criminal sentencing: retribution, incapacitation, deterrence, rehabilitation, and restoration. Page Ref: 306-308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 2) Explain the concept of restorative justice and describe its focus, purpose, and goals. List and explain at least four differences between retributive and restorative justice. Answer: Answers should define restorative justice is a sentencing model that builds on restitution and community participation in an attempt to make the victim and the community "whole again". There is a focus on balance, which is achieved by giving equal consideration to offender accountability and community safety. The community safety dimension of the restorative justice philosophy recognizes that the community can participate in ensuring its own safety, while the accountability element defines criminal conduct in terms of obligations incurred by the offender. The main goal of restorative justice is to improve the quality of life for all members of the community. Differences between restorative and retributive justice, as discussed in Table 10-2 in the textbook, should be included in the response. Page Ref: 307-308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Difficult

3) Explain aggravating and mitigating circumstances and when they are used. List and describe at least three aggravating and three mitigating circumstances. Answer: Answers should define aggravating circumstances as circumstances relating to the commission of a crime that make it more serious than the average instance of that crime and mitigating circumstances as circumstances relating to the commission of a crime that may be considered to reduce the defendant's blameworthiness. In jurisdictions with sentencing guidelines or presumptive sentencing, these are considered by the judge when imposing a sentence that is at variance from the guidelines or presumptive term. A discussion of specific aggravating and mitigating circumstances, as described in Exhibit 10-1, should be included in the response. Page Ref: 312 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Difficult 4) Explain the role of plea bargaining in the federal court system. What conditions did the Sentencing Commission place on plea bargaining? Answer: Answers should discuss the major role played by plea bargaining in the federal judicial system, and should emphasize that approximately 90% of all federal sentences are the result of guilty pleas, and the large majority of those stem from plea negotiations. Answers should discuss the requirements and conditions created by the Sentencing Commission and should discuss the impact of these requirements, including preventing defendants from hiding the actual nature of their offense behind a substitute plea. Page Ref: 314 Objective: Describe structured sentencing models in use that became popular during the late twentieth century, using the federal model as an example. Level: Difficult 5) Describe the presentence investigation process. Explain who conducts the investigation and why is it done. Also, who orders the investigation and what is done with the completed report? Be specific in your answer, using examples when necessary. Answer: Answers should define the presentence investigation (PSI) as the examination of a convicted offender's background prior to sentencing and should explain that they are ordered by the court for use in the sentencing decision and are generally conducted by probation or parole officers. The three main forms of presentence reports should be described. Page Ref: 324-326 Objective: Explain the purpose of presentence investigations and presentence investigation reports. Level: Difficult

6) List and define two abolitionist and two retentionist arguments regarding capital punishment. For each, explain the counterclaim to the argument. Answer: Answers should discuss the rationales regarding capital punishment as discussed in Table 10-4 in the textbook. Abolitionist arguments may include the concern regarding the execution of the innocent, a lack of proven deterrence, arbitrariness, discrimination, expense, and the view of human life as sacred. Retentionist arguments may include just deserts, revenge/retribution, and protection. The counterclaim for each argument the student presents should also be explained. Page Ref: 340 Objective: State the arguments for and against capital punishment. Level: Difficult 10.6 Critical Thinking Questions 1) Of the five goals of criminal sentencing, which do you believe is the most effective in dealing with defendants? Provide support for your opinion. Answer: Answers will vary but must include a discussion of the student's opinion regarding the most effective sentencing goal and must provide support for that opinion. Page Ref: 305-308 Objective: Describe the five goals of contemporary criminal sentencing. Level: Intermediate 2) Compare and contrast determinate and indeterminate sentencing structures. Discuss the rationale for each and the critiques or problems with each. Explain which sentencing scheme you prefer and why. Provide support for your views, including examples as needed. Answer: Answers will vary but should include definitions of both determinate and indeterminate sentencing. The purpose or rationale for each scheme should be discussed as well as critiques of each. Students should also identify their preferred sentencing scheme and provide support for that preference. Page Ref: 309-312 Objective: Multiple Level: Difficult 3) Explain the advantages of fines as a sentencing alternative and the concerns that have been raised regarding the use of this punishment. Discuss which types of crimes you think should be punishable by fines and which should not, and explain your views. How can fines be imposed so that they do not discriminate based on an offender's socioeconomic status? Provide support for your views. Answer: Answers will vary but should review the advantages of fines discussed in the text as well as the concerns regarding the differential impact the punishment has on offenders with higher income versus offenders with lower income. Answers should include a discussion of types of crimes that are and are not suitable to be punished using a fine. Answers should also provide suggestions for ways of imposing fines so that they do not discriminate against offenders who are less affluent and should provide support. Support for the student's views should be included. Page Ref: 331-333 Objective: List the four traditional sentencing options. Level: Difficult 26 Copyright © 2024 Pearson Education, Inc.

4) Discuss the concerns regarding the possibility of sentencing innocent persons to death. What does the research suggest about this issue? Do you think that this concern is sufficient to warrant the abolition of the death penalty? Why or why not? Support your answer with examples and statistics. Answer: Answers will vary but should discuss the evidence and research presented in the text regarding claims of innocence. The student's opinion regarding the significance of this issue and the support for that opinion are key elements of the response. Page Ref: 339-343 Objective: State the arguments for and against capital punishment. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 11 Probation, Parole, and Reentry 11.1 Multiple Choice Questions 1) Probation is ordered by the ________. A) parole board B) victim C) investigating officer D) court Answer: D Page Ref: 359 Objective: Describe the history, purpose, and characteristics of probation. Level: Basic 2) What is the most common form of criminal sentencing in the United States? A) Incarceration B) Fine C) Parole D) Probation Answer: D Page Ref: 360 Objective: Describe the history, purpose, and characteristics of probation. Level: Basic 3) Mary is sentenced to probation. The conditions she must observe apply to all probationers in the jurisdiction where she was sentenced. These are known as ________ conditions. A) specific B) special C) general D) binding Answer: C Page Ref: 360 Objective: Describe the history, purpose, and characteristics of probation. Level: Intermediate 4) General conditions of probation ________. A) are ordered by the judge and are tailored to the needs of the individual offender B) are designed to reduce the cost of probation supervision C) apply to all probationers in a given jurisdiction D) relate mainly to military justice systems Answer: C Page Ref: 360 Objective: Describe the history, purpose, and characteristics of probation. Level: Basic

5) Which of the following is most likely to be a special condition of probation, rather than a general condition? A) The probationer must remain within the jurisdiction of the court. B) The probationer may not possess a firearm. C) The probationer must surrender their driver's license. D) The probationer must allow the probation officer to visit at home or work. Answer: C Page Ref: 360-361 Objective: Describe the history, purpose, and characteristics of probation. Level: Intermediate 6) Which of the following is a prisoner reentry strategy? A) Community service B) Probation C) Restitution D) Parole Answer: D Page Ref: 362 Objective: Describe the history, purpose, and characteristics of parole and reentry. Level: Intermediate 7) Parole boards make decisions regarding ________ parole. A) discretionary B) mandatory C) statutory D) restitution Answer: A Page Ref: 362 Objective: Describe the history, purpose, and characteristics of parole and reentry. Level: Basic 8) The use of ________ is increasing. A) discretionary release B) reentry parole C) medical parole D) mandatory parole Answer: C Page Ref: 363 Objective: Describe the history, purpose, and characteristics of parole and reentry. Level: Basic

9) Luca violated several conditions of his parole. This resulted in parole ________ and he was returned to prison. A) revocation B) reentry C) restitution D) desistance Answer: A Page Ref: 364 Objective: Describe the history, purpose, and characteristics of parole and reentry. Level: Basic 10) Why was the case of Griffin v. Wisconsin so significant? A) Because it extends key procedural safeguards to parolees and probationers B) Because it addresses the relative lack of punishment resulting from community-based sanctions like parole and probation C) Because it ensures that probationers are entitled to due process rights during revocation hearings D) Because it considers probation to be similar to incarceration and holds that the exclusionary rule does not apply Answer: D Page Ref: 366 Objective: Identify significant court cases affecting probation and parole. Level: Intermediate 11) ________ hearings determine whether parolees have violated the conditions of their parole. A) Judicial B) Revocation C) Investigatory D) Imprisonment Answer: B Page Ref: 366 Objective: Identify significant court cases affecting probation and parole. Level: Basic 12) Which of the following is one of the three most frequent violations for which probation or parole revocation occurs? A) The offender commits a new violent or property crime while under supervision. B) The offender leaves the jurisdiction without permission while under supervision. C) The offender is found in possession of a firearm while under supervision. D) The offender uses alcohol or drugs while under supervision. Answer: D Page Ref: 366 Objective: Identify significant court cases affecting probation and parole. Level: Intermediate

13) In the case of Morrisey v. Brewer, the Supreme Court ruled that procedural safeguards are required at ________. A) parole revocation hearings B) preliminary hearings C) parole board hearings D) parole supervision meetings Answer: D Page Ref: 367 Objective: Identify significant court cases affecting probation and parole. Level: Intermediate 14) As a new probation officer, the most active stage of your job will involve ________. A) intake procedures B) needs assessment and diagnosis C) supervision of clients D) providing investigative assistance to prosecutors Answer: C Page Ref: 368 Objective: Compare and contrast the work of probation officers and parole officers. Level: Intermediate 15) Which of the following is a characteristic of the social work model of probation and parole? A) Clients are "wards" who are controlled by probation and parole officers. B) There is an emphasis on community protection. C) Officers assist clients meet the conditions imposed upon them by their sentences. D) Officers must be willing to report clients for new offenses or violations of release conditions. Answer: C Page Ref: 368 Objective: Compare and contrast the work of probation officers and parole officers. Level: Basic 16) Which of the following is an advantage of intermediate sanctions? A) They are more directly related to the offense committed. B) They more severely punish offenders C) They are socially cost-effective. D) They more clearly stigmatize the offender. Answer: C Page Ref: 371 Objective: Describe various intermediate sanctions. Level: Intermediate

17) Which sanction requires the offender to serve some time in a local jail before a period of supervised probation? A) Shock probation B) Split sentence C) Shock incarceration D) Mixed sentence Answer: B Page Ref: 371 Objective: Describe various intermediate sanctions. Level: Basic 18) Who makes the release decision when an offender is sentenced to shock parole? A) The prosecutor B) The parole board C) The sentencing commission D) The sentencing judge Answer: B Page Ref: 371 Objective: Describe various intermediate sanctions. Level: Basic 19) Which intermediate sanction resembles a military-style boot camp? A) Shock incarceration B) Shock probation C) Shock parole D) Intensive supervision Answer: A Page Ref: 371-372 Objective: Describe various intermediate sanctions. Level: Basic 20) Which of the following is an example of a mixed sentence? A) An offender is sentenced to spend 60 days in jail, followed by two years on supervised probation. B) An offender is sentenced to 4 months in a boot-camp style prison. C) An offender is sentenced to home confinement and must wear electronic monitoring equipment D) An offender is sentenced to spend weekends in jail and be supervised by a probation officer during the week. Answer: D Page Ref: 372 Objective: Describe various intermediate sanctions. Level: Intermediate

21) What form of probation requires frequent face-to-face contacts between the correctional client and the probation officer? A) Intensive probation supervision B) Split probation C) Concentrated probation D) Shock probation Answer: A Page Ref: 373 Objective: Describe various intermediate sanctions. Level: Basic 22) Sari has been convicted of a federal crime and is sentenced to home confinement. She is only allowed to leave home for court appearances and medical appointments. Sari has been sentenced to which type of home confinement? A) Home IPS B) Home incarceration C) Home detention D) Curfew Answer: B Page Ref: 376 Objective: Describe various intermediate sanctions. Level: Intermediate 23) According to critics of parole, why are there so many parole violations? A) Parole boards are releasing large groups of offenders. B) Parole boards are imposing too many conditions on parolees. C) Incarcerated people are not properly reintegrated into society. D) Parole officers are not adequately supervising parolees. Answer: C Page Ref: 378 Objective: Describe the likely future of probation and parole. Level: Intermediate 24) What does research suggest about Serious Violent Offender Reentry Initiative (SVORI) programs? A) Participation in SVORI programs was associated with longer times to arrest. B) SVORI programs were more effective at reducing reincarceration for women offenders. C) SVORI programs were particularly effective at reducing post-release reincarceration. D) SVORI programs appear to be ineffectual. Answer: A Page Ref: 379 Objective: Describe the likely future of probation and parole. Level: Intermediate

25) What was the main purpose of the 2008 Second Chance Act? A) To create alternatives to prison for convicted offenders B) To give judges greater discretion in sentencing nonviolent repeat offenders C) To reduce the number of parolees being returned to prison for technical violations D) To reduce the use of parole Answer: C Page Ref: 379 Objective: Describe the likely future of probation and parole. Level: Basic 26) What is the primary purpose of probation? A) Incapacitation B) Deterrence C) Retribution D) Rehabilitation Answer: D Page Ref: 380 Objective: Describe the likely future of probation and parole. Level: Basic 27) According to the National Institute of Corrections, ________ had the largest impact on reducing recidivism. A) treatment-oriented intensive supervision B) cognitive-behavioral programs C) substance use treatment in prison D) vocational education in prison Answer: A Page Ref: 382 Objective: Describe the likely future of probation and parole. Level: Basic 11.2 True/False Questions 1) Probation is a sentence imposed by the court. Answer: TRUE Page Ref: 359 Objective: Describe the history, purpose, and characteristics of probation. Level: Basic 2) Parole is the most common form of criminal sentencing in the United States today. Answer: FALSE Page Ref: 360 Objective: Describe the history, purpose, and characteristics of probation. Level: Basic

3) Offenders convicted of serious violent crimes are not eligible for probation. Answer: FALSE Page Ref: 360 Objective: Describe the history, purpose, and characteristics of probation. Level: Basic 4) Violation of special conditions of probation can result in revocation of probation. Answer: TRUE Page Ref: 360-361 Objective: Describe the history, purpose, and characteristics of probation. Level: Basic 5) Because federal probation officers are law enforcement officers, they have the authority to arrest. Answer: TRUE Page Ref: 361 Objective: Describe the history, purpose, and characteristics of probation. Level: Basic 6) Parole boards grant discretionary parole. Answer: TRUE Page Ref: 362 Objective: Describe the history, purpose, and characteristics of parole and reentry. Level: Basic 7) The use of medical parole is declining. Answer: FALSE Page Ref: 363 Objective: Describe the history, purpose, and characteristics of parole and reentry. Level: Basic 8) Individuals on parole may be required to pay a supervisory fee to cover some of the cost of community corrections. Answer: TRUE Page Ref: 364 Objective: Describe the history, purpose, and characteristics of parole and reentry. Level: Basic 9) A probation officer must get a search warrant before a search of a probationer's residence is permitted. Answer: FALSE Page Ref: 366 Objective: Identify significant court cases affecting probation and parole. Level: Basic

10) Failing to report to a probation or parole officer when required is one of the most frequent violations for which revocation occurs. Answer: TRUE Page Ref: 366 Objective: Identify significant court cases affecting probation and parole. Level: Basic 11) Probation and parole officers may be responsible for making sentencing recommendations to judges. Answer: TRUE Page Ref: 368 Objective: Explain the work of probation officers and parole officers. Level: Basic 12) Parole officers who view their clients as wards who must be controlled are identifying with the social work model of parole. Answer: FALSE Page Ref: 368 Objective: Explain the work of probation officers and parole officers. Level: Basic 13) Parole officers who view their clients as wards who must be controlled are identifying with the social work model of parole. Answer: FALSE Page Ref: 368 Objective: Explain the work of probation officers and parole officers. Level: Basic 14) Some individuals on probation are allowed to contact their probation officers by mail rather than being required to attend in-person meetings. Answer: TRUE Page Ref: 369 Objective: Explain the work of probation officers and parole officers. Level: Basic 15) Working as a probation or parole officer is attractive because of the small caseloads and opportunities for career mobility. Answer: FALSE Page Ref: 369 Objective: Explain the work of probation officers and parole officers. Level: Basic 16) Boot camp programs do not appear to have a significant impact on offender recidivism. Answer: TRUE Page Ref: 372 Objective: Describe various intermediate sanctions. Level: Basic 9 Copyright © 2024 Pearson Education, Inc.

17) A mixed sentence includes elements of both probation and parole. Answer: FALSE Page Ref: 372 Objective: Describe various intermediate sanctions. Level: Basic 18) Intensive probation supervision can be effective at reducing recidivism. Answer: TRUE Page Ref: 374 Objective: Describe various intermediate sanctions. Level: Basic 19) Federal offenders on home detention are on full-time lockdown at home except to go to court or medical appointments. Answer: FALSE Page Ref: 376 Objective: Describe various intermediate sanctions. Level: Basic 20) Research suggests that electronic monitoring reduces the risk of parole revocation. Answer: TRUE Page Ref: 376 Objective: Describe various intermediate sanctions. Level: Basic 21) Reintegration appears to be a key element in reducing recidivism rates among inmates released on parole. Answer: TRUE Page Ref: 378 Objective: Describe the likely future of probation and parole. Level: Intermediate 22) Reentry courts oversee an offender's supervised release into the community. Answer: TRUE Page Ref: 379 Objective: Describe the likely future of probation and parole. Level: Intermediate 23) Evidence-based practices are not commonly used in probation and parole. Answer: FALSE Page Ref: 382 Objective: Describe the likely future of probation and parole. Level: Intermediate

11.3 Fill in the Blank Questions 1) ________ is a sentence served while under supervision in the community. Answer: Probation Page Ref: 359 Objective: Describe the history, purpose, and characteristics of probation. Level: Basic 2) A violation of conditions of probation may result in probation ________. Answer: revocation Page Ref: 360 Objective: Describe the history, purpose, and characteristics of probation. Level: Basic 3) Parole boards make decisions about ________ parole. Answer: discretionary Page Ref: 362 Objective: Describe the history, purpose, and characteristics of parole and reentry. Level: Basic 4) ________ parole may be an early-release option for low-risk inmates with serious health conditions. Answer: Medical Page Ref: 363 Objective: Describe the history, purpose, and characteristics of parole and reentry. Level: Basic 5) One condition of parole may be to require parolees to make ________ payments to the victim of the crime. Answer: restitution Page Ref: 364 Objective: Describe the history, purpose, and characteristics of parole and reentry. Level: Basic 6) In the case of Morrissey v. Brewer, the Supreme Court ruled that procedural safeguards are required during revocation hearings involving individuals on ________. Answer: parole Page Ref: 367 Objective: Identify significant court cases affecting probation and parole. Level: Basic 7) Conducting presentence investigations is part of the ________ function of parole and probation work. Answer: intake Page Ref: 367-368 Objective: Explain the work of probation officers and parole officers. Level: Basic 11 Copyright © 2024 Pearson Education, Inc.

8) The number of clients assigned to a probation or parole officer is that officer's ________. Answer: caseload Page Ref: 368-369 Objective: Explain the work of probation officers and parole officers. Level: Basic 9) ________ sanctions fall between probation and incarceration. Answer: Intermediate Page Ref: 369 Objective: Describe various intermediate sanctions. Level: Basic 10) A(n) ________ sentence generally requires an offender to serve a short period of incarceration followed by a term of supervised probation. Answer: split Page Ref: 371 Objective: Describe various intermediate sanctions. Level: Basic 11) A sentencing option that makes use of "boot camp"-type prisons to impress on convicted offenders the realities of prison life is known as ________ incarceration. Answer: shock Page Ref: 371-371 Objective: Describe various intermediate sanctions. Level: Intermediate 12) An offender who participates in a community service program while on probation in the community is serving a(n) ________ sentence. Answer: mixed Page Ref: 372 Objective: Describe various intermediate sanctions. Level: Basic 13) The form of federal home confinement that requires participants to remain at home during certain times of day, usually in the evening is known as ________. Answer: curfew Page Ref: 376 Objective: Describe various intermediate sanctions. Level: Basic 14) A key goal of offender reentry programs is to show ________ from crime, or the cessation of offending. Answer: desistance Page Ref: 378 Objective: Describe the likely future of probation and parole. Level: Basic 12 Copyright © 2024 Pearson Education, Inc.

15) ________ courts are designed to help reduce recidivism by overseeing an offender's supervised release into the community. Answer: Reentry Page Ref: 379 Objective: Describe the likely future of probation and parole. Level: Basic 16) The primary purpose of probation has always been ________. Answer: rehabilitation Page Ref: 380 Objective: Describe the likely future of probation and parole. Level: Basic 11.4 Matching Questions Identify whether each item is characteristic of probation, parole, or both. A) Probation B) Both probation and parole C) Parole 1) A court-ordered sanction Page Ref: Throughout chapter Objective: Multiple Level: Difficult 2) Offenders must abide by mandatory conditions. Page Ref: Throughout chapter Objective: Multiple Level: Difficult 3) The most common form of criminal sentencing in the U.S. today Page Ref: Throughout chapter Objective: Multiple Level: Difficult 4) A prisoner reentry strategy Page Ref: Throughout chapter Objective: Multiple Level: Difficult 5) Violations may result in incarceration. Page Ref: Throughout chapter Objective: Multiple Level: Difficult 13 Copyright © 2024 Pearson Education, Inc.

6) Abolished at the federal level for crimes committed after Nov. 1, 1978. Page Ref: Throughout chapter Objective: Multiple Level: Difficult 7) Increases the offender's ability to make restitution to the victim. Page Ref: Throughout chapter Objective: Multiple Level: Difficult 8) Effectiveness may be improved through the use of reentry courts. Page Ref: Throughout chapter Objective: Multiple Level: Difficult Answers: 1) A 2) B 3) A 4) C 5) B 6) C 7) B 8) C

Match the Supreme Court case on probation and/or parole to its ruling. A) A probationer's incriminating statements to a probation officer may be used as evidence against them if the probationer does not specifically claim a right against self-incrimination. B) Parole cannot be revoked for a failure to pay a fine and make restitution if it cannot be shown that the defendant was responsible for the failure. C) Police officers may conduct a warrantless search of a person who is subject to a prole search condition, even when there is no suspicion of criminal wrong doing and even when the sole reason for the search is that the person is on parole. D) Parole boards do not have to specify the evidence or reasoning used in deciding to deny parole. E) The exclusionary rule does not apply to searches by parole officers, even when such searches yield evidence of parole violations. F) Probation officers may conduct searches of a probationer's residence without a search warrant or probable cause. G) Procedural safeguards are necessary in revocation hearings involving parolees. H) Procedural safeguards are necessary in revocation hearings involving probationers. 9) Morrissey v. Brewer Page Ref: 366-367 Objective: Identify significant court cases affecting probation and parole. Level: Difficult 10) Gagnon v. Scarpelli Page Ref: 366-367 Objective: Identify significant court cases affecting probation and parole. Level: Difficult 11) Greenholtz v. Nebraska Penal Inmates Page Ref: 366-367 Objective: Identify significant court cases affecting probation and parole. Level: Difficult 12) Bearden v. Georgia Page Ref: 366-367 Objective: Identify significant court cases affecting probation and parole. Level: Difficult 13) Minnesota v. Murphy Page Ref: 366-367 Objective: Identify significant court cases affecting probation and parole. Level: Difficult

14) Griffin v. Wisconsin Page Ref: 366-367 Objective: Identify significant court cases affecting probation and parole. Level: Difficult 15) Samson v. California Page Ref: 366-367 Objective: Identify significant court cases affecting probation and parole. Level: Difficult 16) Pennsylvania Board of Probation and Parole v. Scott Page Ref: 366-367 Objective: Identify significant court cases affecting probation and parole. Level: Difficult Answers: 9) G 10) H 11) D 12) B 13) A 14) F 15) C 16) E Match the intermediate sanction to its definition or characteristic. A) The strictest form of probation for adults in the U.S. B) A form of house arrest calling for 24-hour-lockdown, except for court appearances C) An offender is on probation during the week but spends weekends in jail. D) Boot camp E) A form of house arrest requiring participants to remain at home every day during certain times F) Essentially involves a resentencing decision by the court. G) An offender serves a period of time in jail and is then placed on supervised probation. 17) Shock incarceration Page Ref: 369-376 Objective: Describe various intermediate sanctions. Level: Difficult 18) Split sentencing Page Ref: 369-376 Objective: Describe various intermediate sanctions. Level: Difficult 19) Shock probation Page Ref: 369-376 Objective: Describe various intermediate sanctions. Level: Difficult 20) Curfew Page Ref: 369-376 Objective: Describe various intermediate sanctions. Level: Difficult 16 Copyright © 2024 Pearson Education, Inc.

21) Mixed sentence Page Ref: 369-376 Objective: Describe various intermediate sanctions. Level: Difficult 22) Intensive supervision Page Ref: 369-376 Objective: Describe various intermediate sanctions. Level: Difficult 23) Home incarceration Page Ref: 369-376 Objective: Describe various intermediate sanctions. Level: Difficult Answers: 17) G 18) D 19) F 20) E 21) C 22) A 23) B 11.5 Essay Questions 1) Describe three significant U.S. Supreme Court cases since the 1970s that provide the legal framework for probation and parole supervision. Answer: Answers will vary but should include a review of three of the U.S. Supreme Court cases discussed in Table 11-1 in the text. Note that answers should not include a discussion of either Escoe v. Zerbst or Mempa v. Rhay, as these cases both occurred before the 1970s. Page Ref: 366-367 Objective: Identify significant court cases affecting probation and parole. Level: Difficult 2) List and explain the functions of probation and parole work and the duties involved in each function. Explain the two of the major challenges they face in their daily work. Answer: Answers should review the four main functions of probation/parole work: intake procedures, diagnosis and needs assessment, client supervision, and resentence investigation. For each function, answers should include a description of the primary duties involved. Responses should also discuss two challenges faced by parole and probation officers, which may include the need to balance two conflicting sets of duties, large caseloads, lack of opportunity for career mobility, and high levels of stress. Page Ref: 367-369 Objective: Compare and contrast the work of probation officers and parole officers. Level: Difficult

3) Discuss the underlying purpose of using intermediate sanctions and explain three distinct advantages that intermediate sanctions have when compared to incarceration. Answer: Answers will vary but should explain the purpose of intermediate sanctions as a way of providing the courts with a greater range of sentencing options that allow them to apply appropriate punishments to convicted offenders without being limited by the traditional choice between prison and probation. The three advantages of intermediate sanctions should be discussed: they are less expensive than imprisonment, they are socially cost-effective, and they provide greater flexibility. Answers should include a detailed explanation of three of the intermediate sanctions discussed in the text, which include split sentencing, shock probation or parole, shock incarceration, community service, intensive supervision, and home confinement. Page Ref: 369-376 Objective: Describe various intermediate sanctions. Level: Difficult 4) Describe shock incarceration and explain its effect on recidivism rates. Answer: Shock incarceration uses a military-style "boot camp" setting to provide the inmate with a highly structured and regimented environment. Strict discipline, rigorous physical training and hard labor are employed to reduce recidivism. Programs target young first offenders, and tend to be of short duration, usually running only 90 to 180 days. However, inmates who fail or quit the program are moved to the general prison population to complete a longer sentence. A comprehensive study of boot-camp prison programs in eight states found that the impact of these programs on offender recidivism is negligible at best. Page Ref: 371-372 Objective: Describe various intermediate sanctions. Level: Intermediate 5) Explain the purpose of the Second Chance Act. Identify the common characteristic of the types of programs funded by the Act. What impact has the Act had? Include statistics where relevant in your response. Answer: Answers should identify the primary purpose of the Second Chance Act as reducing the number of people being returned to prison after parole release due to state-run "hair-trigger" parole systems that send large numbers of people back to prison for technical violations or other relatively minor reasons, rather than for new crimes. The programs funded by the Act focus on assisting offenders in the transition from prison to the community. The Act appears to be successful as the recidivism rate among parolees who left supervision has dropped by 6% between 2008 and 2013. Page Ref: 379 Objective: Describe the likely future of probation and parole. Level: Difficult

11.6 Critical Thinking Questions 1) There has been a move away from the use of discretionary parole at the federal level and in some states as well. Discuss the implications of this for the criminal justice system. Do you believe that parole should be significantly limited or abolished altogether? Why or why not? Support your response with statistics where appropriate. Answer: Answers will vary but could consider the effect that the reduction or elimination of parole may have on sentencing, prison crowding, and offender behavior. The student's opinion regarding the reduction or abolition of parole and the support for this opinion are key elements of the response. Page Ref: Throughout Objective: Multiple Level: Difficult 2) Your state is developing a new probation initiative in an effort to reduce the risk of probation revocation and offender recidivism. Suggest at least three elements that should be included in such an initiative and provide support for your choices, including evidence as to how these elements will meet the goals of the new initiative. Answer: Answers will vary but should include not only suggestions for programmatic elements but also statistics and research evidence to support the claim that these elements will contribute to a reduced risk of revocation and recidivism. The HOPE program discussed in the text may be a good starting point for this essay. Page Ref: Throughout Objective: Describe the likely future of probation and parole. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 12 Prisons and Jails 12.1 Multiple Choice Questions 1) Which of the following is a reason for the increase in prison populations in the late 20th century? A) A significant increase in crime rates in the U.S. B) Changes in sentencing laws that focused on drug offenders C) A need for increased prison labor D) A social preference for prison as a form of punishment Answer: B Page Ref: 389 Objective: Describe the growth of American prisons. Level: Basic 2) Which of the following statements regarding the state prison population in the U.S. is true? A) The overall incarceration rate for men and women in the U.S. today is similar. B) Most states have similar rates of imprisonment. C) The typical state prison today is a large maximum-security institution. D) Incarceration rates are increasing while crime rates are decreasing Answer: D Page Ref: 389 Objective: Describe the growth of American prisons. Level: Intermediate 3) The ________ philosophy gave society an acceptable rationale for continued prison expansion. A) just deserts B) mass incarceration C) deterrence D) rehabilitation Answer: A Page Ref: 389 Objective: Describe the growth of American prisons. Level: Intermediate 4) The national focus on evidence-based corrections occurred during the ________ movement. A) just deserts B) mass incarceration C) decarceration D) rehabilitation Answer: C Page Ref: 390 Objective: Describe the growth of American prisons. Level: Intermediate 1 Copyright © 2024 Pearson Education, Inc.

5) Which of the following individuals has the greatest lifetime chance of going to prison? A) Raul, a Hispanic man B) Alex, a Black man C) Cole, a White man D) Kapil, an Indian man Answer: B Page Ref: 391 Objective: Describe the purpose and major characteristics of today's prisons. Level: Intermediate 6) A typical state prison today ________. A) is a massive high security facility housing over 1,000 inmates B) is fairly small, with a population of less than 500 inmates C) uses an open-style design D) emphasizes the use of solitary confinement Answer: B Page Ref: 392 Objective: Describe the purpose and major characteristics of today's prisons. Level: Intermediate 7) Who has the highest lifetime chance of going to prison? A) A White man B) A White woman C) A Black man D) A Black woman Answer: C Page Ref: 352 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 8) A journalist is writing an article on prison overcrowding in the U.S. and wants to use the estimate that shows the highest amount of overcrowding. Which definition of prison capacity would they most likely choose to use? A) Rated capacity B) Design capacity C) Confinement capacity D) Operational capacity Answer: B Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic

9) Operational capacity is ________. A) the size of the inmate population that a facility can handle according to the judgment of experts B) the inmate population that the institution was originally built to handle C) the number of inmates a prison can effectively accommodate based on management considerations D) the number of program opportunities an institution can effectively make available to inmates Answer: C Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 10) Which Supreme Court case held that overcrowding in prisons is NOT by itself cruel and unusual punishment? A) Rhodes v. Chapman B) Bell v. Wolfish C) Schall v. Martin D) Holt v. Sarver Answer: A Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 11) ________ incapacitation seeks to identify the most dangerous criminal offenders and incarcerate them to protect society. A) Focused B) Collective C) Massive D) Selective Answer: D Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 12) An important security tool in medium-security prisons is ________. A) laser motion detectors B) the count C) gun towers D) inmate restraint Answer: B Page Ref: 395 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic

13) All death-row inmates are held in ________ prisons. A) medium-security B) federal C) minimum-security D) maximum-security Answer: D Page Ref: 395 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 14) The typical American prison today is ________. A) an ADMAX prison B) minimum or medium custody C) a privately operated facility D) maximum custody Answer: B Page Ref: 396 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 15) What is the purpose of an external or initial classification system in corrections? A) To assign new inmates to a custody level B) To assign new inmates to treatment programs C) To identify which inmates should be assigned to prison labor programs D) To determine whether an inmate should be placed in a state or federal prison Answer: A Page Ref: 396 Objective: Describe the purpose and major characteristics of today's prisons. Level: Intermediate 16) Federal inmates are most commonly sentenced for ________. A) property crime B) drug law violations C) violent crimes D) immigration law violations Answer: B Page Ref: 398 Objective: Describe the purpose and major characteristics of today's prisons. Level: Intermediate

17) Medium- and low-security facilities in the federal prison system are called ________. A) federal penitentiaries B) U.S. penitentiaries C) federal prison camps D) federal correctional institutions Answer: D Page Ref: 398 Objective: Provide an overview of the federal prison system. Level: Basic 18) Which of the following is a characteristic of a medium-security federal correctional institution? A) It provides inmate labor to off-site work programs. B) It has the highest staff-to-inmate ratio. C) It has mostly cell-type housing. D) It is often located next to a military base. Answer: C Page Ref: 399 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 19) What is a federal ADMAX prison? A) A prison for white-collar criminals B) A maximum-security prison for women C) A facility for housing offenders who have violated administrative law D) An ultra-high-security prison Answer: D Page Ref: 400 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 20) Which of the following is considered to be the most secure prison ever built by the federal government? A) FCC at Allenwood, Pennsylvania B) ADMAX at Florence, Colorado C) California City Correctional Center D) CCM at Washington, D.C. Answer: B Page Ref: 400 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic

21) What was the original purpose of a jail? A) To hold inmates who have been sentenced to long periods of incarceration B) To operate community-based programs with a custodial component C) To serve as a transfer point for offenders with mental illness D) To hold arrested suspects who are awaiting trial Answer: D Page Ref: 403 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Intermediate 22) Most people admitted to local jails in the U.S. are ________. A) juveniles B) senior citizens C) women D) people of color Answer: D Page Ref: 404 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Basic 23) According to the text, the fastest-growing population of jail inmates is ________. A) women B) Hispanic Americans C) Black Americans D) Asian Americans Answer: A Page Ref: 405 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Basic 24) Women who are officers working in jails ________. A) are disproportionately skewed toward jobs in the lower ranks B) make up about 50% of the workforce C) are usually regarded negatively by officers who are men D) are usually not allowed to supervise incarcerated men in unscreened showers Answer: A Page Ref: 405 Objective: Identify the role jails currently play in American corrections and issues jail administrators face. Level: Basic

25) The jail strategy that eliminates traditional barriers between inmates and corrections staff is known as ________ supervision. A) intense B) direct C) custodial D) close Answer: B Page Ref: 407 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Intermediate 26) Jails that are built and run using the combined resources of a variety of local jurisdictions are called ________. A) direct-supervision jails B) county jails C) regional jails D) jail boot camps Answer: C Page Ref: 408 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Basic 27) Why are regional jails becoming more popular? A) They provide inmates with opportunities for job training. B) They are more economical. C) They are more humane. D) They have been shown to have reduced levels of inmate violence. Answer: B Page Ref: 408 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Intermediate 28) ________ involves the construction, staffing, and operation of prisons by private companies for profit. A) Privatization B) Warehousing C) Evidence-based corrections D) Justice reinvestment Answer: C Page Ref: 410 Objective: Describe the current and likely future roles of private prisons. Level: Basic

29) Which of the following statements regarding prison privatization is true? A) The privatization movement began in the early 21st century and has been expanding quickly. B) Research suggests that private prisons produce significant cost savings over publicly-run institutions. C) More inmates are currently held in private prisons than in government-operated prisons. D) Correctional officers working in private prisons are not covered by state laws that govern the activities of public correctional officers. Answer: D Page Ref: 411 Objective: Describe the current and likely future roles of private prisons. Level: Difficult 12.2 True/False Questions 1) Before prisons were developed, physical punishments were often used on offenders. Answer: TRUE Page Ref: 388 Objective: Describe the growth of American prisons. Level: Basic 2) The just deserts philosophy encourages a reduction in the use of incarceration as a punishment for convicted offenders. Answer: FALSE Page Ref: 389 Objective: Describe the growth of American prisons. Level: Basic 3) The recent decrease in the national crime rate in the U.S. has been accompanied by an increase in the rate of imprisonment. Answer: TRUE Page Ref: 389 Objective: Describe the growth of American prisons. Level: Basic 4) Decarceration is seen as a way to reduce the problem of mass incarceration. Answer: TRUE Page Ref: 389 Objective: Describe the growth of American prisons. Level: Intermediate 5) The rate of imprisonment varies widely by state. Answer: TRUE Page Ref: 391 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic

6) The rate of imprisonment is about the same for adult Latinos and Black men. Answer: FALSE Page Ref: 391 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 7) The design capacity of a prison is the number of inmates the prison was intended to hold when it was built. Answer: TRUE Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 8) According to the U.S. Supreme Court, overcrowding in prison constitutes cruel and unusual punishment. Answer: FALSE Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 9) One criticism of selective incapacitation is the high rate of false positives. Answer: TRUE Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 10) Death-row inmates are placed in maximum-security institutions. Answer: TRUE Page Ref: 395 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 11) The typical American prison today is a maximum-security institution. Answer: FALSE Page Ref: 396 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 12) Internal classification systems are used to determine what treatment and other programs are needed by individual inmates within a particular facility. Answer: TRUE Page Ref: 396 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic

13) The ADMAX unit is the highest-security federal correctional institution. Answer: TRUE Page Ref: 399-400 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 14) Most people confined in local jails have been convicted of a crime. Answer: FALSE Page Ref: 404 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Basic 15) Most people processed through jails are White. Answer: FALSE Page Ref: 404 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Basic 16) The majority of justice-involved women in jail have not graduated from high school. Answer: TRUE Page Ref: 405 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Basic 17) Women who work in jails generally have equal status with staffers who are men. Answer: TRUE Page Ref: 405 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Basic 18) Research suggests that violence between inmates and staff is more common in direct supervision jails because of the lack of barriers separating them. Answer: FALSE Page Ref: 407 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Intermediate

19) Jails rarely provide programs for inmates who need drug treatment. Answer: TRUE Page Ref: 408 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Basic 20) According to various studies, private prisons have failed to create significant cost savings for the states that use them. Answer: TRUE Page Ref: 411 Objective: Describe the current and likely future roles of private prisons. Level: Intermediate 21) Like public employees, corrections officers employed by private prisons are limited in their ability to strike. Answer: FALSE Page Ref: 411 Objective: Describe the current and likely future roles of private prisons. Level: Basic 12.3 Fill in the Blank Questions 1) In the 1980s, the rate of incarceration ________. Answer: increased Page Ref: 389 Objective: Describe the growth of American prisons. Level: Basic 2) The process of reducing the number of persons in confinement facilities is known as ________. Answer: decarceration Page Ref: 390 Objective: Describe the growth of American prisons. Level: Basic 3) ________ corrections emphasizes a rational science-based approach to corrections. Answer: Evidence-based Page Ref: 390 Objective: Describe the growth of American prisons. Level: Basic 4) ________ women have been charged with or adjudicated for a violation of the law. Answer: Justice-involved Page Ref: 391 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 11 Copyright © 2024 Pearson Education, Inc.

5) Mass incarceration led to an increase in the prison population, creating a problem of prison ________ in many states, despite increased prison construction. Answer: overcrowding. Page Ref: 392 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 6) The ________ capacity is the number of inmates that a prison can handle according to the judgement of experts. Answer: rated Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 7) ________ incapacitation is a strategy that focuses on identifying the most dangerous criminal offenders and sending them to prison as a way of protecting society. Answer: Selective Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 8) A concern with selective incapacitation is the high rate of ________ positives. Answer: false Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 9) Death-row inmates are all housed in ________ security prisons. Answer: maximum Page Ref: 395 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 10) Prisons use a(n) ________ system to assign new inmates to initial custody levels based on perceived dangerousness, escape risk, and type of offense. Answer: classification Page Ref: 396 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 11) The most common offense among individuals in federal prisons is ________ offenses. Answer: drug Page Ref: 3989 Objective: Describe the purpose and major characteristics of today's prisons. Level: Basic 12 Copyright © 2024 Pearson Education, Inc.

12) Federal prison camps are ________-security prisons. Answer: minimum Page Ref: 399 Objective: Describe the purpose and major characteristics of today's prisons. Level: Intermediate 13) An offender sentenced to a term of incarceration of 7 months would be held in a(n) ________. Answer: jail Page Ref: 404 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Intermediate 14) ________ are the largest growth groups in American jails today. Answer: Women Page Ref: 405 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Intermediate 15) ________ jails are built and run using the combined resources of a variety of local jurisdictions. Answer: Regional Page Ref: 408 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Intermediate 16) The ________ movement emphasizes the wider use of private prisons. Answer: Privatization Page Ref: 410 Objective: Describe the current and likely future roles of private prisons. Level: Basic

12.4 Matching Questions Match the method of measuring prison capacity to its definition. A) The inmate population that the institution was originally built to handle B) The number of inmates that a facility can effectively accommodate based on an appraisal of the institution's staff, programs, and services C) The size of the inmate population that a facility can handle according to the judgment of experts 1) Design capacity Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Intermediate 2) Operational capacity Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Intermediate 3) Rated capacity Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Intermediate Answers: 1) A 2) B 3) C Match the federal security level with its main characteristics. A) Institutions with different missions and security levels located in close proximity B) Strengthened perimeters, mostly cell-type housing C) Double fenced perimeters with electronic detection systems, mostly dormitory or cubicle housing D) Dormitory housing, limited/no perimeter fencing, relatively low staff-to-inmate ratio E) Facilities with special missions F) Highly secured perimeters with walls or reinforced fences, single and multiple occupant cell housing 4) Administrative facilities Page Ref: 398-400 Objective: Describe the purpose and major characteristics of today's prisons. Level: Difficult 5) Federal correctional complexes Page Ref: 398-400 Objective: Describe the purpose and major characteristics of today's prisons. Level: Difficult 14 Copyright © 2024 Pearson Education, Inc.

6) High security U.S. penitentiaries Page Ref: 398-400 Objective: Describe the purpose and major characteristics of today's prisons. Level: Difficult 7) Medium security federal correctional institutions Page Ref: 398-400 Objective: Describe the purpose and major characteristics of today's prisons. Level: Difficult 8) Low security federal correctional institutions Page Ref: 398-400 Objective: Describe the purpose and major characteristics of today's prisons. Level: Difficult 9) Minimum security federal prison camps Page Ref: 398-400 Objective: Describe the purpose and major characteristics of today's prisons. Level: Difficult Answers: 4) E 5) A 6) F 7) B 8) C 9) D 12.5 Essay Questions 1) Explain collective and selective incapacitation and discuss the advantages and problems with each strategy. Answer: Answers should define both collective and selective incapacitation. Answers should also include a review of the problems with each type of incapacitation and the benefits of each. Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Intermediate 2) Explain the use of prison classification systems, including the two main types of systems. Answer: Answers should explain the use of prison classification systems as a way of assigning inmates to custody levels based on factors such as perceived dangerousness, offense history, escape risk, and type of offense. Answers should review the two types of classification systems: initial or external custody classification and internal classification. Page Ref: 396-397 Objective: Describe the purpose and major characteristics of today's prisons. Level: Intermediate

3) In addition to holding arrested suspects who are awaiting trial, jails today have many different purposes. List and explain three of these additional purposes. Answer: Answers may vary but should include a discussion of three of the following: • Jails receive individuals pending arraignment and hold them awaiting trial, conviction, or sentencing. • Jails readmit probation, parole, and bail-bond violators and absconders. • Jails temporarily detain juveniles, inmates with mental illness, and others pending transfer to appropriate facilities. • Jails hold individuals for the military, for protective custody, for contempt, and for the courts as witnesses. • Jails release convicted inmates to the community upon completion of their sentence. • Jails transfer inmates to federal, state, or other authorities. • Jails house inmates for federal, state, or other authorities because of overcrowding in their facilities. • Jails operate community-based programs with day reporting, home detention, electronic monitoring, or other types of supervision. • Jails hold inmates sentenced to short terms (generally less than one year). Page Ref: 403-404 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Intermediate 4) List and explain three special problems or challenges faced by women incarcerated in jails today. Answer: Answers will vary but should discuss problems faced by jailed women today, such as a lack of a gender-specific classification system, lack of separate housing for women, substance use, low education, pregnancy, a lack of substantive medical programs for incarcerated women, and the demand that jailed mothers contribute to the support of their dependent children. Page Ref: 405 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Difficult

12.6 Critical Thinking Questions 1) While the stated goal of selective incapacitation is to avoid incarcerating offenders who could be better served through other sanctions, many states are implementing it as a way to deal with budgetary challenges. What possible conflicts could arise if states prioritize budgetary concerns over other goals of selective incapacitation? What problems are created by the high rate of false positives and how might these impact society? Answer: Answers will vary but should discuss the concern that emphasizing selective incapacitation as a way of reducing the number of incarcerated offenders and therefore reducing prison operating costs may result in a push to release inmates who may pose a threat to society or who may benefit more from a term of incarceration. Additionally, answers should discuss the concerns raised about the high rate of false positives, which involve the identification of low-risk offenders as potentially dangerous and result in the unnecessary incarceration of individuals who do not represent a continuing threat to society. Page Ref: 394 Objective: Describe the purpose and major characteristics of today's prisons. Level: Difficult 2) Given that women only make up about 14% of the jail population in the U.S., should states be required to provide special services for them or do you think that this would create an unfair burden on correctional systems in a time of budget cuts? Support your opinion. Answer: Answers will vary but the student's opinion regarding the need for special services for women jail inmates and the support provided for that opinion are key elements of the response to this question. Page Ref: 4-5 Objective: Summarize the role jails currently play in American corrections and the issues that jail administrators face. Level: Difficult 3) Prison privatization is an important topic today. Discuss some of the arguments for and against the privatization of prisons. Do you agree with privatizing prisons? Explain and support your opinion. Answer: Answers will vary but should include a discussion of some of the arguments for and against privatization that are provided in CJ Exhibit 12-4. The student's view about privatization and their support for that view are key elements of the response. Page Ref: 410-412 Objective: Describe the current and likely future roles of private prisons. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 13 Prison Life 13.1 Multiple Choice Questions 1) A(n) ________ institution is an enclosed facility separated from society both socially and physically, where the inhabitants share all aspects of their daily lives. A) correctional B) total C) regimented D) juvenile Answer: B Page Ref: 417 Objective: Describe early research on prison life, including the development of the concept of total institutions. Level: Basic 2) The socialization of new inmates into the prison subculture is called ________. A) administration B) prisonization C) neutralization D) adaptation Answer: B Page Ref: 418 Objective: Describe the realities of prison life in men's prisons. Level: Basic 3) What is prison argot? A) The prison code B) Prison slang C) A type of alcohol prison inmates secretly brew D) A code name for drugs in prison Answer: B Page Ref: 419 Objective: Describe the realities of prison life in men's prisons. Level: Basic 4) In The Society of Captives, Gresham Sykes identified the pains of imprisonment as ________ that incarcerated people experience. A) deprivations B) importations C) victimizations D) illnesses Answer: A Page Ref: 420 Objective: Describe the realities of prison life in men's prisons. Level: Basic 1 Copyright © 2024 Pearson Education, Inc.

5) The ________ model of prison culture suggests that inmates bring values, roles, and behavioral patterns from the outside world. A) importation B) liberty C) autonomy D) deprivation Answer: A Page Ref: 420 Objective: Describe the realities of prison life in men's prisons. Level: Basic 6) An inmate who takes advantage of the positive experiences the prison has to offer is a(n) ________. A) retreatist B) opportunist C) legalist D) hedonist Answer: B Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate 7) Which type of inmate is most likely to think of prison as his home? A) The colonizer B) The radical C) The legalist D) The hedonist Answer: A Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Basic 8) Which of the following best describes a realist inmate? A) George, who acts as a jailhouse lawyer for other inmates in the prison B) Frank, who sees the time he spends in prison as an unfortunate cost of his involvement in crime C) Mark, who sees himself as a political prisoner of a society who distributes wealth and power inequitably D) Zane, who takes advantage of self-improvement activities in prison, such as education and job training Answer: B Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Basic

9) Many sexual aggressors in prison continue to participate in gang rapes because they ________. A) are gay B) need sexual release C) want to avoid becoming victims themselves D) have a damaged masculinity Answer: C Page Ref: 423 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate 10) Which of the following best describes offenders who are women? A) Disproportionately White B) In their 20s C) Most likely to have been convicted of a property crime D) Survivors of physical or sexual abuse as children Answer: D Page Ref: 425 Objective: Differentiate between men's and women's prisons. Level: Basic 11) Which of the following is common among women who are incarcerated? A) High school education B) Excellent health C) Substance use disorder D) Sexual aggression Answer: C Page Ref: 425 Objective: Differentiate between men's and women's prisons. Level: Basic 12) What is a primary reason why many children of incarcerated women are unlikely to visit their mothers during the period of incarceration? A) Many children are angry at their mothers and do not want to visit them. B) Many children are afraid of the prison environment and unwilling to engage with it. C) Women's prisons are in remote locations and many children lack transportation. D) The trauma experienced by children of incarcerated women prevents them from participating in allowed visitation. Answer: C Page Ref: 427 Objective: Differentiate between men's and women's prisons. Level: Basic

13) Most incarcerated women are housed in ________. A) centralized state institutions dedicated exclusively to housing incarcerated women B) special wings of facilities that are otherwise institutions for men C) coed prisons that allow men and women access to the same facilities at the same time D) coed prisons that allow men and women access to the same facilities at different times Answer: A Page Ref: 428 Objective: Differentiate between men's and women's prisons. Level: Basic 14) Women who are career offenders, have adapted to prison life, and generally keep to themselves represent which style of adaptation to prison life? A) The square B) The cool C) The life D) The homebody Answer: B Page Ref: 430-431 Objective: Differentiate between men's and women's prisons. Level: Basic 15) In prison argot, "crack kids" are ________. A) babies born in prison B) streetwise young women with no respect for traditional prison values C) streetwise young women who are drug dealers in prison D) incarcerated women who are children of drug dealers Answer: B Page Ref: 430-431 Objective: Differentiate between men's and women's prisons. Level: Basic 16) What are rookie correctional officers most likely to learn through socialization? A) The ideals of professionalism rarely translate into reality. B) Rehabilitation is the number one priority of corrections officials. C) It is best to keep to oneself and not fraternize with other officers. D) All prison inmates are "monsters." Answer: A Page Ref: 432 Objective: Describe prison life from the corrections officer's point of view. Level: Intermediate

17) One of the leading formative influences on the staff culture of corrections officers is the ________. A) lack of opportunity for promotion and career development B) lack of political support for raises C) potential threat that inmates pose D) frustration and boredom associated with the job Answer: C Page Ref: 432 Objective: Describe prison life from the corrections officer's point of view. Level: Basic 18) The ten years between 1970 and 1980 have been called the ________ of prison riots. A) "historic era" B) "death knell" C) "explosive decade" D) "mainstay" Answer: C Page Ref: 433 Objective: Describe the nature of security threat groups and summarize the causes of prison riots. Level: Basic 19) An inmate organization whose members act together to pose a threat to the safety of corrections staff or the public is a(n) ________. A) security threat group B) total institutional organization C) domestic terrorist group D) RICO group Answer: A Page Ref: 434 Objective: Describe the nature of security threat groups and summarize the causes of prison riots. Level: Basic 20) What is civil death? A) The legal status of death row inmates who have exhausted all possible appeals in state and federal appellate courts B) The effect on an inmate who files a civil suit, regardless of the eventual ruling by the civil court C) The legal status of inmates denied certain rights because they are incarcerated felons D) The result of prison administrators refusing inmates access to the prison law library Answer: C Page Ref: 437 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Basic 5 Copyright © 2024 Pearson Education, Inc.

21) How did the Supreme Court case of Pell v. Procunier affect prisoners' rights? A) It established grievance procedures for federal inmates to file complaints when their rights are violated. B) It ended the hands-off doctrine. C) It reinforced the right of states to deny voting rights to individuals with prior felony convictions. D) It established a balancing test to weigh individual rights against public order and protection. Answer: D Page Ref: 438 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Basic 22) Why do inmates' rights bear a strong resemblance to privileges? A) Inmates must earn back their constitutional rights. B) Most inmates' rights are optional and granted at the discretion of individual correctional officers. C) The rights of inmates are constrained by the legitimate needs of imprisonment. D) The rights of inmates are not governed by laws external to the institution. Answer: C Page Ref: 438 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Intermediate 23) A(n) ________ is a formalized arrangement, usually involving a neutral hearing board, whereby inmates have the opportunity to register complaints about the conditions of their confinement. A) grievance procedure B) court hearing C) balancing test D) inquisition Answer: A Page Ref: 439 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Basic

24) According to the Supreme Court decision in Wolff v. McDonnell ________. A) sanctions cannot be levied against inmates without appropriate due process B) inmates have the right to consult jailhouse lawyers when trained legal assistance is not available C) double-celling is not in itself cruel and unusual punishment D) prison officials are required to provide proper medical care to inmates Answer: A Page Ref: 439 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Basic 25) Challenges to prison conditions by inmates, which are brought under the Eighth Amendment, must show ________ by the officials responsible for the conditions. A) wanton infliction B) recklessness C) criminality D) deliberate indifference Answer: D Page Ref: 443 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Basic 26) What was the purpose behind the Prison Litigation Reform Act? A) It was designed to increase inmate access to legal counsel when filing civil lawsuits. B) It was an effort to reduce the number of lawsuits brought by state prison inmates in federal courts. C) It was an attempt to ensure that inmates had reasonable grounds before they filed criminal appeals in federal court. D) It was intended to ensure inmates received their constitutional rights. Answer: B Page Ref: 446 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Intermediate 27) Inmates who were over the age of 50 when they entered prison are most likely to have committed ________. A) violent crimes B) property crimes C) non-violent drug crimes D) victimless crimes Answer: A Page Ref: 447 Objective: Describe the major issues that prisons face today. Level: Basic 7 Copyright © 2024 Pearson Education, Inc.

28) Which of the following statements regarding inmates with neurodivergence is true? A) The number of inmates with severe mental illness is similar to the number in the general population. B) Inmates with significant neurodivergence only account for a small number of incarcerated individuals. C) Only a few states operate facilities specializing in psychiatric confinement of convicted criminal offenders. D) Inmates with neurodivergence can be required to take antipsychotic drugs against their will. Answer: D Page Ref: 448-449 Objective: Describe the major issues that prisons face today. Level: Basic 13.2 True/False Questions 1) Residents in total institutions generally are cut off from the larger society. Answer: TRUE Page Ref: 417 Objective: Describe early research on prison life, including the development of the concept of total institutions. Level: Basic 2) Prisonization refers to the slang or jargon that characterizes prison subcultures and prison life. Answer: FALSE Page Ref: 374 Objective: Describe the realities of prison life in men's prisons. Level: Basic 3) Research has shown that prior to release, inmates begin to demonstrate a new appreciation for conventional values as opposed to prison values. Answer: TRUE Page Ref: 419 Objective: Describe the realities of prison life in men's prisons. Level: Basic 4) Prison subcultures tend to remain stable over time, despite changes in the wider culture. Answer: FALSE Page Ref: 419 Objective: Describe the realities of prison life in men's prisons. Level: Basic

5) The deprivation model of prison subculture suggests that inmates bring values, roles and behavior patterns from the outside world into prison with them. Answer: FALSE Page Ref: 420 Objective: Describe the realities of prison life in men's prisons. Level: Basic 6) Inmates who are realists tend to continue their involvement in crime after being released from prison. Answer: TRUE Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Basic 7) Gay and bisexual inmates are at greater risk of sexual victimization while incarcerated. Answer: TRUE Page Ref: 424 Objective: Describe the realities of prison life in men's prisons. Level: Basic 8) Incarcerated men are more likely than incarcerated women to have experienced physical or sexual abuse. Answer: FALSE Page Ref: 425 Objective: Differentiate between men's and women's prisons. Level: Basic 9) The primary reason most children of incarcerated women never visit their mothers during the period of incarceration is the desire to avoid the prison environment. Answer: FALSE Page Ref: 427 Objective: Differentiate between men's and women's prisons. Level: Basic 10) Most women's prisons lack programs specifically designed for incarcerated women. Answer: TRUE Page Ref: 427 Objective: Differentiate between men's and women's prisons. Level: Basic 11) Sexual misconduct between staff and inmates is more common in women's prisons than in men's prisons. Answer: TRUE Page Ref: 430 Objective: Differentiate between men's and women's prisons. Level: Basic 9 Copyright © 2024 Pearson Education, Inc.

12) Correctional officers are at the top of the prison staff hierarchy. Answer: FALSE Page Ref: 432 Objective: Describe prison life from the corrections officer's point of view. Level: Basic 13) The primary concern of correctional officers today is offender rehabilitation. Answer: FALSE Page Ref: 432 Objective: Describe prison life from the corrections officer's point of view. Level: Basic 14) Security threat groups are prison gangs. Answer: TRUE Page Ref: 434 Objective: Describe the nature of security threat groups and summarize the causes of prison riots. Level: Basic 15) Civil death ends when an offender fully completes their sentence. Answer: FALSE Page Ref: 437 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Intermediate 16) The balancing test weighs individual rights against the need for public order. Answer: FALSE Page Ref: 438 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Intermediate 17) Because they are subject to the needs of imprisonment, prisoners' rights are considered to be absolute rights. Answer: FALSE Page Ref: 438 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Intermediate

18) Correctional authorities may not impose punishments on inmates without appropriate due process. Answer: TRUE Page Ref: 440 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Intermediate 19) Inmates who challenge prison conditions must show deliberate indifference on the part of prison officials. Answer: TRUE Page Ref: 443 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Basic 20) The Prison Litigation Reform Act was designed to reduce the number of lawsuits filed by state prisoners in federal courts. Answer: TRUE Page Ref: 446 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Basic 21) Large-scale prison construction during the 1980s has contributed to an increase in the number of older inmates in prison today. Answer: TRUE Page Ref: 447 Objective: Describe the major issues that prisons face today. Level: Basic 22) According to the Supreme Court, inmates with neurodivergence cannot be required to take antipsychotic drugs against their will. Answer: FALSE Page Ref: 449 Objective: Describe the major issues that prisons face today. Level: Basic 23) Many states mainstream inmates with intellectual disabilities into the general prison population. Answer: TRUE Page Ref: 449 Objective: Describe the major issues that prisons face today. Level: Basic

24) Inmates in prison are targets for radicalization. Answer: TRUE Page Ref: 451 Objective: Describe the major issues that prisons face today. Level: Basic 25) Prisons today are vulnerable to bioterrorist attacks. Answer: TRUE Page Ref: 451 Objective: Describe the major issues that prisons face today. Level: Basic 13.3 Fill in the Blank Questions 1) The prison ________ includes the values and behavioral patterns characteristic of prison inmates. Answer: subculture Page Ref: 418 Objective: Describe the realities of prison life in men's prisons. Level: Basic 2) ________ is the process by which newly institutionalized offenders come to accept prison lifestyles and criminal values. Answer: Prisonization Page Ref: 418 Objective: Describe the realities of prison life in men's prisons. Level: Basic 3) According to the ________ model of the prison subculture, inmates bring with them values, roles, and behavior patterns from the outside world. Answer: importation Page Ref: 420 Objective: Describe the realities of prison life in men's prisons. Level: Basic 4) Inmates who consider prison as their home and do not want to leave are known as ________. Answer: colonizers Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Basic

5) Gender ________ refers to the need to understand and take account of the differences that women and men bring to the criminal justice system, and to adjust strategies and practices in ways that appropriately respond to those conditions. Answer: responsiveness Page Ref: 427 Objective: Differentiate between men's and women's prisons. Level: Basic 6) In women's prisons, ________ inmates tend to sympathize with the values and attitudes of conventional society. Answer: square Page Ref: 430 Objective: Differentiate between men's and women's prisons. Level: Basic 7) ________ is a major staff concern that ensures order within the prison. Answer: Control Page Ref: 432 Objective: Describe prison life from the corrections officer's point of view. Level: Basic 8) The ________ doctrine was the neutral approach that the courts took towards prison management until the late 1960s. Answer: Hands-off Page Ref: 434 Objective: Describe the nature of security threat groups and summarize the causes of prison riots. Level: Basic 9) Gangs in prison are known as security ________ groups. Answer: threat Page Ref: 434 Objective: Describe the nature of security threat groups and summarize the causes of prison riots. Level: Basic 10) The ________ test, established in Pell v. Procunier, attempts to weigh the rights of an individual against the state's need to restrict a person's freedom to protect society. Answer: balancing Page Ref: 438 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Intermediate

11) Because they are constrained by the legitimate needs of imprisonment, prisoners' rights are considered to be ________. Answer: conditional Page Ref: 438 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Intermediate 12) Modern ________ procedures involve formal arrangements allowing inmates to file complaints about the conditions of confinement with the authorities and receive mandated responses. Answer: grievance Page Ref: 439 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Basic 13) ________ indifference involves a wanton disregard by corrections personnel for the wellbeing of an inmate, requiring both actual knowledge that a harm is occurring and disregard of the risk of harm. Answer: Deliberate Page Ref: 443 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Basic 14) The ________ of America's prison population is due in part to new sentencing policies that result in longer prison sentences. Answer: graying Page Ref: 447 Objective: Describe the major issues that prisons face today. Level: Intermediate 15) Gathering and sharing ________ is a way for corrections officers to help in the fight against terrorism. Answer: intelligence Page Ref: 451 Objective: Describe the major issues that prisons face today. Level: Basic

13.4 Matching Questions Match the type of inmate in a men's prison to the appropriate description. A) An inmate who acts as a "jailhouse lawyer" B) An inmate who is affiliated with a gang within prison and uses membership to obtain desired goods inside and outside of prison C) An inmate who sees himself as a political prisoner and society as an oppressor forcing criminality on members of the public through the unequal distribution of power and wealth D) An inmate who may experience neurotic or psychotic episodes, become involved in drug and alcohol use, or attempt suicide to avoid the realities of prison E) An inmate who takes advantage of the positive experiences offered by prison, such as education, job training, and counseling F) An inmate who tends to live for the moment, rather than considering the future, and who is involved in officially condemned activities such as smuggling contraband, sexual behavior, and gambling G) An inmate who views prison as home and does not look forward to leaving, and who usually holds a position of power or respect among the inmate population H) An inmate who sees prison as a natural consequence of crime and who is likely to continue a life of crime once released from prison I) An inmate who adjusts to prison by being violent, who is frequently written up, and who spends a lot of time in solitary confinement J) An inmate who participates in spiritual activities and who may ask the prison administration to accommodate special spiritual needs 1) The retreatist Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate 2) The hedonist Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate 3) The religious Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate 4) The mean dude Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate

5) The legalist Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate 6) The opportunist Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate 7) The gang-banger Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate 8) The realist Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate 9) The radical Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate 10) The colonizer Page Ref: 421-422 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate Answers: 1) D 2) F 3) J 4) I 5) A 6) E 7) B 8) H 9) C 10) G

Match the type of inmate in a women's prison to the appropriate description. A) Inmates who are more likely to be career offenders, who generally support inmate values, and who tend to keep to themselves B) Inmates who are familiar with lives of crime and who are full participants in the economic, social, and familial arrangements of the prison C) Streetwise young women with little respect for traditional prison values or for their elders D) Inmates who have few early experiences with criminal lifestyles and who tend to sympathize with the values and attitudes of conventional society 11) The square Page Ref: 430-431 Objective: Differentiate between men's and women's prisons. Level: Intermediate 12) The life Page Ref: 430-431 Objective: Differentiate between men's and women's prisons. Level: Intermediate 13) The cool Page Ref: 430-431 Objective: Differentiate between men's and women's prisons. Level: Intermediate 14) The crack kid Page Ref: 430-431 Objective: Differentiate between men's and women's prisons. Level: Intermediate Answers: 11) D 12) B 13) A 14) C

Match the Supreme Court case to its finding. A) Inmates with mental illness may be required to take antipsychotic drugs against their wishes. B) Sanctions may not be levied against inmates without appropriate due process. C) Incarcerated inmates do not have to be advised of their Miranda rights when being questioned by law enforcement officers. D) Inmates must have reasonable opportunity to practice their religious faiths. E) The totality of the circumstances must be considered when determining if prisoners' rights are violated — conditions that may not violate inmate rights individually may do so in combination. F) Invalidated a policy that involved racially segregating incarcerated people entering a new correctional facility. G) Prison officials have a duty to provide proper medical care to inmates. H) Created a balancing test for inmate rights. 15) Estelle v. Gamble Page Ref: 441-442 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Difficult 16) Howes v. Fields Page Ref: 441-442 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Difficult 17) Pell v. Procunier Page Ref: 441-442 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Difficult 18) Washington v. Harper Page Ref: 441-442 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Difficult 19) Wolff v. McDonnell Page Ref: 396-397 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Difficult

20) Johnson v. California Page Ref: 441-442 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Difficult 21) Wilson v. Seiter Page Ref: 441-442 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Difficult 22) Cruz v. Beto Page Ref: 441-442 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Difficult Answers: 15) G 16) C 17) H 18) A 19) B 20) F 21) E 22) D 13.5 Essay Questions 1) Explain the prison subculture, the concept of prisonization, and the evolution of prison subculture. Discuss the two models used to explain the existence of prison subcultures. Answer: Answers should define the concept of the prison subculture and explain the process of prisonization, including its purpose. Answers should also review the deprivation and importation models of prison subculture. Page Ref: 418-420 Objective: Describe the realities of prison life in men's prisons. Level: Intermediate 2) What is gender responsiveness? Why is it an important issue in corrections? Explain two of the National Institute of Corrections recommendations regarding gender responsiveness in prison. Answer: Answers should define the concept of gender responsiveness and explain the impact on incarcerated women of a prison system that was designed for incarcerated men and that is run mainly by men. Answers should also explain two of the recommendations made in the recent NIC report regarding gender-responsive policies and practices. Page Ref: 427-428 Objective: Differentiate between men's and women's prisons. Level: Difficult

3) List and explain the three different lifestyles researcher Esther Heffernan found as indicative of lifestyle adaptation in women's prisons. Also identify the new type of inmate that began arriving in women's prisons about 20 years ago and explain how this inmate type affected the social structure of women's prisons. Answer: Answers should explain the three styles of adaptation to prison life identified by Heffernan: the square, the cool, and the life. Answers should also discuss crack kids and explain their impact on the social structure of women's prisons. Page Ref: 430-431 Objective: Differentiate between men's and women's prisons. Level: Difficult 4) Explain the 1996 Prison Litigation Reform Act (PLRA). What was the purpose of this act and why was it needed? How has the Supreme Court responded to the Act and what criticisms have been raised by opponents of the Act? What impact has the Act had? Be comprehensive in your response. Answer: Answers should explain the problems within the justice system that led to the passage of the PLRA and discuss the purpose of the Act. Concerns raised by opponents of the PLRA should also be presented. Answers should incorporate statistics that were used to support the passage of the Act as well as the results of research on the effect of the PLRA. Page Ref: 446-447 Objective: Discuss the legal aspects of prisoners' rights, including the consequences of related, precedent-setting U.S. Supreme Court cases. Level: Difficult 13.6 Critical Thinking Questions 1) Explain the concept of a total institution. Do you think that prisons today should be total institutions? Why or why not? Support your opinion. Answer: Answers will vary but should include a description of a total institution as an enclosed facility that is separated from society both socially and physically, and where inhabitants share all aspects of their daily lives. A discussion of the appropriateness of continuing to create prisons that are total institutions is a key element of the student's response. Page Ref: 417 Objective: Describe early research on prison life, including the development of the concept of total institutions. Level: Difficult

2) Discuss the pros and cons of continuing to incarcerate older inmates. How do you think states should deal with aging inmates? If these offenders are released, what effect will that have on society? Answer: Answers will vary, but should include a discussion of some of the problems involved in incarcerating long-term and older inmates, including their special needs, the inability of prisons to deal adequately with the medial needs of aging offenders, and the high costs of confining incarcerated people over age 50. Answers should also address the issue of rehabilitating older offenders and the reduced risk of recidivism. A discussion of the effect of releasing older inmates should also be included. Page Ref: 447-448 Objective: Describe the major issues that prisons face today. Level: Difficult

Criminal Justice: An Introduction, 14e (Schmalleger) Chapter 14 Juvenile Justice 14.1 Multiple Choice Questions 1) According to the age-crime curve, at what age are arrests for violence most common? A) Ages 14-15 B) Ages 16-17 C) Ages 18-19 D) Ages 22-23 Answer: C Page Ref: 460 Objective: Explain how adolescent development relates to justice-involved youth. Level: Basic 2) Which of the following statements about justice-involved youth is true? A) Increasing the length of time a youth is housed in a juvenile institution reduces recidivism. B) Community-based supervision is an effective component of aftercare only for youth who have committed minor crimes. C) Treatment for substance use disorder does not influence recidivism. D) Most youth who commit serious crimes reduce their involvement over time, even without treatment or intervention. Answer: D Page Ref: 460-461 Objective: Explain how adolescent development relates to justice-involved youth. Level: Intermediate 3) Under Roman law, the ________ had absolute control over the child. A) state B) mother C) father D) courts Answer: C Page Ref: 461 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 4) The legal principle of parens patriae ________. A) permits the state to assume the role of the parents B) permits the state to declare juveniles delinquent C) defines status offenses D) defines undisciplined children Answer: A Page Ref: 461-462 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 1 Copyright © 2024 Pearson Education, Inc.

5) The child-savers movement ________. A) created a separate juvenile justice system B) resulted in the creation of the reform school C) focused on providing homes for children who were living on the streets D) embodied the legal principle of parens patriae Answer: B Page Ref: 462 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate 6) The philosophical principles on which the juvenile court movement was based state that the ________ is the "higher or ultimate parent" of the child. A) child's father B) church C) child's mother D) state Answer: D Page Ref: 464 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 7) Which of the following is one of the key philosophical principles on which the juvenile court movement was based? A) Parents should have ultimate control over and responsibility for their children. B) Justice should be individualized and tailored to the child. C) Punitive procedures should be used to save children. D) Juveniles are entitled to the same due process rights as adults. Answer: B Page Ref: 464 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate 8) Fifteen-year-old Mary breaks into Jacy's apartment and steals his laptop. Mary is a(n) ________ child. A) dependent B) neglected C) delinquent D) abused Answer: C Page Ref: 464 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Difficult

9) Children who purchase cigarettes, buy alcohol, and are truant are ________. A) status offenders B) neglected children C) dependent children D) delinquent offenders Answer: A Page Ref: 464 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 10) Aaron was sexually abused by his uncle when he was a child. Now, as a teenager, he commits a variety of property crimes, including larceny and burglary. Aaron best falls into which of the following categories? A) Abused child B) Dependent child C) Crossover youth D) Dual-system youth Answer: C Page Ref: 464-465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 11) Which landmark U.S. Supreme Court case guaranteed juveniles many of the same procedural due process rights as adults? A) In re Gault B) Breed v. Jones C) In re Winship D) Roper v. Simmons Answer: A Page Ref: 467 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Basic 12) What is currently the minimum age at which someone may commit first-degree murder and be sentenced to death? A) 14 B) 16 C) 18 D) 21 Answer: C Page Ref: 468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Basic

13) The 1974 Juvenile Justice and Delinquency Prevention Act requires that any state who accepts federal funds through the Act must ________. A) grant juveniles the right to trial by jury B) establish teen courts C) deinstitutionalize status offenders D) abandon the doctrine of parens patriae Answer: C Page Ref: 468-469 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Intermediate 14) Currently, it is not clear whether juveniles ________. A) can waive their Miranda rights B) have a right to trial by jury under the U.S. Constitution C) have a right to counsel in juvenile court proceedings D) can be executed for a crime committed at age 16 Answer: A Page Ref: 469 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Intermediate 15) ________ jurisdiction applies when the juvenile court is the only court that has statutory authority to deal with children for specified infractions. A) Concurrent B) Original C) Exclusive D) Mandatory Answer: C Page Ref: 470 Objective: Explain how the juvenile justice system works. Level: Basic 16) Juvenile courts have original jurisdiction over juveniles charged with ________. A) serious felonies B) status offenses C) first-degree murder D) federal offenses Answer: B Page Ref: 470-471 Objective: Explain how the juvenile justice system works. Level: Basic

17) Which of the following is a characteristic of juvenile proceedings rather than adult processing? A) A focus on criminality B) The right to a trial by jury C) A specific right to treatment D) The right to a public trial Answer: C Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Basic 18) Compared to the adult system, the juvenile justice system is more likely to ________. A) employ diversion from further formal processing at all stages in the process B) impose the death penalty for first-degree murder C) protect the defendant's due process rights D) focus on legal issues of guilt or innocence Answer: A Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Intermediate 19) A(n) ________ is a document filed in juvenile court alleging that a juvenile is delinquent. A) disposition B) adjudication C) writ of certiorari D) juvenile petition Answer: D Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Basic 20) A juvenile petition filed in juvenile court is similar to a ________ in adult court. A) verdict B) criminal complaint C) warrant D) waiver Answer: B Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Basic

21) The first step in decision making in a case regarding a juvenile whose behavior is in violation of the law is known as ________. A) adjudication B) the disposition C) intake D) the arraignment Answer: C Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Intermediate 22) Transfer hearings are held in ________. A) appellate courts B) adult courts C) juvenile courts D) family group conferences Answer: C Page Ref: 475 Objective: Explain how the juvenile justice system works. Level: Basic 23) The juvenile court's fact-finding process, which is similar to an adult trial, is known as a(n) ________ hearing A) intake B) transfer C) dispositional D) adjudicatory Answer: D Page Ref: 475 Objective: Explain how the juvenile justice system works. Level: Basic 24) 15-year-old Micah is brought before a Juan, juvenile court judge. There is considerable evidence to show that Micah is guilty of violating the criminal law. In this situation, Juan has the power to ________. A) open the courtroom to the press and public B) sentence a juvenile to death C) waive the juvenile's Miranda rights D) still decide it is not in the child's best interest to be adjudicated delinquent Answer: D Page Ref: 475-476 Objective: Explain how the juvenile justice system works. Level: Intermediate

25) Teen court is an alternative approach to juvenile justice in which juvenile offenders are sentenced by a ________. A) jury of teachers and social workers B) specially appointed judge C) jury of their peers D) juvenile court judge Answer: C Page Ref: 476 Objective: Explain how the juvenile justice system works. Level: Intermediate 26) The ________ hearing is the final stage in the processing of adjudicated juveniles and is similar to an adult sentencing hearing. A) dispositional B) detention C) adjudicatory D) exit Answer: A Page Ref: 476 Objective: Explain how the juvenile justice system works. Level: Intermediate 27) The primary objective of the juvenile court is ________. A) deterrence B) rehabilitation C) incapacitation D) retribution Answer: B Page Ref: 476 Objective: Explain how the juvenile justice system works. Level: Difficult 28) In the majority of adjudicated delinquency cases, the judge decides to ________. A) confine the juvenile in a secure institution B) order the juvenile to pay restitution or participate in community service C) place the juvenile on formal probation D) order postadjudicatory review Answer: C Page Ref: 476 Objective: Explain how the juvenile justice system works. Level: Basic

29) A juvenile who is confined in a private facility is likely to be ________. A) held for a violent offense B) a sex offender C) younger than 14 D) a White boy Answer: D Page Ref: 478 Objective: Explain how the juvenile justice system works. Level: Basic 30) In recent years, the juvenile justice system appears to be ________. A) becoming increasingly similar to the adult criminal court system B) returning to the original principles of the juvenile court C) limiting the rights of victims of juvenile crime D) moving towards increasingly severe punishments for juveniles Answer: B Page Ref: 480 Objective: Briefly describe possible future directions in juvenile justice. Level: Intermediate 31) Juvenile justice reform that involves policymakers and administrators making direct managerial changes is an example of a ________ strategy. A) resolution B) reinvestment C) realignment D) reinvention Answer: A Page Ref: 484 Objective: Briefly describe possible future directions in juvenile justice. Level: Basic 32) The governor has announced that the state will close the majority of state juvenile justice facilities. The state will provide funds to each county to help them deal with juveniles in the community. This is an example of a ________ strategy. A) resolution B) reinvestment C) realignment D) reinvention Answer: C Page Ref: 484 Objective: Briefly describe possible future directions in juvenile justice. Level: Basic

33) A ________ sentence imposes both a juvenile sanction and an adult criminal sentence on an adjudicated delinquent. A) blended B) combined C) dual D) mandatory Answer: C Page Ref: 485 Objective: Briefly describe possible future directions in juvenile justice. Level: Basic 14.2 True/False Questions 1) Adolescents are more sensitive to proximal external influences than adults. Answer: TRUE Page Ref: 459 Objective: Explain how adolescent development relates to justice-involved youth. Level: Basic 2) Incorporating community-based supervision into aftercare is primarily effective on juveniles who committed status offenses. Answer: FALSE Page Ref: 461 Objective: Explain how adolescent development relates to justice-involved youth. Level: Basic 3) Before the modern era, children who committed crimes in the Western world received no preferential treatment because of their youth. Answer: TRUE Page Ref: 461 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 4) New York's houses of refuge were intended to shelter serious delinquent offenders. Answer: FALSE Page Ref: 462 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate 5) The 1899 Illinois Juvenile Court Act emphasized retribution in place of reformation. Answer: FALSE Page Ref: 463 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic

6) Delinquent children would be considered criminal offenders if they were adults. Answer: TRUE Page Ref: 464 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 7) Status offenders are delinquent children who have been transferred to adult court. Answer: FALSE Page Ref: 464 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 8) A juvenile who was a victim of child abuse and now commits delinquent acts is a crossover youth. Answer: TRUE Page Ref: 465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 9) In the case of Kent v. United States, the Supreme Court said that courts must provide the essentials of due process in juvenile proceedings. Answer: TRUE Page Ref: 466 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Basic 10) When Jack was 16, he killed a classmate. Because he was not tried for the crime until he was 22 and a legal adult, the court was able to impose a sentence of death. Answer: FALSE Page Ref: 468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Basic 11) According to the Juvenile Justice and Delinquency Prevention Act, status offenders must be deinstitutionalized. Answer: TRUE Page Ref: 469 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Basic

12) A juvenile court has original jurisdiction when it is the only court that has statutory authority to deal with children for specified infractions. Answer: FALSE Page Ref: 470-471 Objective: Explain how the juvenile justice system works. Level: Basic 13) When compared with adult justice, the juvenile justice system emphasizes punishment rather than treatment. Answer: FALSE Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Intermediate 14) The juvenile court philosophy limits judicial discretion. Answer: FALSE Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Basic 15) The purpose of the preliminary hearing is to determine whether there is probable cause to believe that the juvenile committed the alleged act. Answer: TRUE Page Ref: 474 Objective: Explain how the juvenile justice system works. Level: Basic 16) When a serious offense is involved, the court will hold an adjudicatory hearing to determine if the case should be transferred to adult court. Answer: FALSE Page Ref: 475 Objective: Explain how the juvenile justice system works. Level: Intermediate 17) Teen court is an alternative approach to juvenile justice in which alleged offenders who are teenagers are dealt with by judges who specialize in adolescent offenders and offenses. Answer: FALSE Page Ref: 476 Objective: Explain how the juvenile justice system works. Level: Basic 18) The majority of juveniles who are adjudicated delinquent are placed on formal probation. Answer: TRUE Page Ref: 476 Objective: Explain how the juvenile justice system works. Level: Intermediate 11 Copyright © 2024 Pearson Education, Inc.

19) Juveniles in secure confinement are most likely to have committed a status offense. Answer: FALSE Page Ref: 477 Objective: Explain how the juvenile justice system works. Level: Intermediate 20) Overcrowding is a significant problem in most juvenile institutions. Answer: FALSE Page Ref: 478 Objective: Explain how the juvenile justice system works. Level: Intermediate 21) Appeals are less important at the juvenile level because most sentences of confinement are so short that the juvenile may be released before the appellate review process is completed. Answer: TRUE Page Ref: 478 Objective: Explain how the juvenile justice system works. Level: Intermediate 22) States today are moving away from the original principles of the juvenile court. Answer: FALSE Page Ref: 480 Objective: Briefly describe possible future directions in juvenile justice. Level: Intermediate 23) Resolution strategies for changing the juvenile justice system involve permanent organizational and structural modifications, such as closing facilities or eliminating agencies. Answer: FALSE Page Ref: 484 Objective: Briefly describe possible future directions in juvenile justice. Level: Basic 24) A blended sentence is a juvenile court disposition that imposes both a juvenile sanction and an adult criminal sentence upon an adjudicated delinquent. Answer: TRUE Page Ref: 485 Objective: Briefly describe possible future directions in juvenile justice. Level: Basic

14.3 Fill in the Blank Questions 1) A justice-________ youth has been charged with a violation of the law. Answer: involved Page Ref: 460 Objective: Explain how adolescent development relates to justice-involved youth. Level: Basic 2) The ________ Juvenile Court Act created the first juvenile court that was separate in form and function from adult criminal courts. Answer: Illinois Page Ref: 463 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 3) A(n) ________ offender is a child who has committed an act that is against the law only because of the offender's age. Answer: status Page Ref: 465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 4) ________ children are not receiving proper care from their parents or guardians. Answer: Neglected Page Ref: 464 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 5) ________ youth have been victims of maltreatment and have also engaged in delinquent acts. Answer: Crossover Page Ref: 465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Basic 6) According to the Supreme Court, a mandatory sentence of life without parole for murder committed by a juvenile violates the ________ Amendment. Answer: Eighth Page Ref: 468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Basic

7) The ________ network was created to facilitate rapid response by law enforcement and the community to kidnapped or abducted children. Answer: AMBER Page Ref: 469 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Basic 8) A juvenile court has ________ jurisdiction over juveniles when another court has equal statutory authority to originate proceedings. Answer: concurrent Page Ref: 471 Objective: Explain how the juvenile justice system works. Level: Basic 9) A juvenile ________ is a document filed in juvenile court alleging illegal behavior by a juvenile is. Answer: petition Page Ref: 473 Objective: Explain how the juvenile justice system works. Level: Basic 10) A(n) ________ hearing determines if a juvenile will be released pending juvenile proceedings. Answer: detention Page Ref: 474 Objective: Explain how the juvenile justice system works. Level: Basic 11) ________ is the first step in decision making regarding a juvenile whose behavior or alleged behavior is in violation of the law. Answer: Intake Page Ref: 474 Objective: Explain how the juvenile justice system works. Level: Basic 12) The ________ hearing is similar to an adult criminal trial. Answer: adjudicatory Page Ref: 475 Objective: Explain how the juvenile justice system works. Level: Basic

13) If a juvenile is found delinquent, a(n) ________ hearing will be held to determine the form of treatment or penalty that should be imposed. Answer: dispositional Page Ref: 476 Objective: Explain how the juvenile justice system works. Level: Basic 14) The juvenile appellate process is known as ________ review. Answer: postadjudicatory Page Ref: 479 Objective: Explain how the juvenile justice system works. Level: Basic 15) Research suggests that adolescent behavior differs from that of adults due to significant differences in adolescent ________ development. Answer: brain Page Ref: 483 Objective: Briefly describe possible future directions in juvenile justice. Level: Intermediate 16) ________ strategies for changing the juvenile justice system involve direct managerial changes brought about by the efforts of administrators, policymakers, and elected officials. Answer: Resolution Page Ref: 484 Objective: Briefly describe possible future directions in juvenile justice. Level: Basic 17) A(n) ________ sentence imposes both a juvenile sanction and an adult criminal sentence on a juvenile. Answer: blended Page Ref: 485 Objective: Briefly describe possible future directions in juvenile justice. Level: Intermediate 18) States are focusing on developing and improving ________ programs that help transition and reintegrate juveniles back into society and reduce recidivism. Answer: aftercare Page Ref: 486 Objective: Briefly describe possible future directions in juvenile justice. Level: Basic

14.4 Matching Questions Match the category of juvenile to the description. A) Children who suffer physical harm at the hands of parents or guardians B) Children who do not have parents or guardians to care for them C) Children who do not receive proper care from their parents or guardians D) Children who violate laws written only for them E) Children who have formally entered both the juvenile justice and child welfare systems F) Children who are beyond parental control G) Children who have been victims of maltreatment and also engage in delinquent acts H) Children who violate the criminal law 1) Status offenders Page Ref: 464-465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate 2) Dependent children Page Ref: 464-465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate 3) Undisciplined children Page Ref: 464-465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate 4) Delinquent children Page Ref: 464-465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate 5) Abused children Page Ref: 464-465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate 6) Neglected children Page Ref: 464-465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate 7) Dual-system youth Page Ref: 464-465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate 16 Copyright © 2024 Pearson Education, Inc.

8) Crossover youth Page Ref: 464-465 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate Answers: 1) D 2) B 3) F 4) H 5) A 6) C 7) E 8) G Match the Supreme Court case to its decision. A) Permitted pretrial detention of juveniles and held that it may be necessary for the protection of the child and others. B) Prohibited execution of offenders who committed capital crimes when under the age of 18. C) Held that sentencing a juvenile to life without the possibility of parole for a crime not involving homicide was unconstitutional. D) Held that mandatory sentences of life without parole for juveniles convicted of homicide are unconstitutional. E) Provided juveniles with basic due process rights at hearings that could result in institutional commitment. F) Juveniles do not have a constitutional right to trial by a jury of their peers. G) Severely restricted the conditions under which transfers from juvenile to adult court may occur. H) Set the evidentiary standard in delinquency cases as proof beyond a reasonable doubt. I) Held that the age of suspects must be considered when determining whether they would feel free not to respond to police questioning. J) Required courts to provide the essentials of due process in juvenile proceedings. 9) In re Gault Page Ref: 466-468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult 10) Graham v. Florida Page Ref: 466-468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult 11) Roper v. Simmons Page Ref: 466-468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult

12) Kent v. U.S. Page Ref: 466-468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult 13) Mckeiver v. Pennsylvania Page Ref: 466-468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult 14) Schall v. Martin Page Ref: 466-468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult 15) Miller v. Alabama Page Ref: 466-468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult 16) In re Winship Page Ref: 466-468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult 17) J.D.B. v. North Carolina Page Ref: 466-468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult 18) Breed v. Jones Page Ref: 466-468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult Answers: 9) E 10) C 11) B 12) J 13) F 14) A 15) D 16) H 17) I 18) G

Match the characteristic to the type of proceedings, adult, juvenile, or both. A) Both juvenile and adult proceedings B) Juvenile proceedings C) Adult criminal proceedings 19) Focus on criminality Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Difficult 20) Assumed innocent until proven guilty Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Difficult 21) Right against self-incrimination Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Difficult 22) Closed hearings Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Difficult 23) Specific right to treatment Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Difficult 24) Right to an attorney Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Difficult 25) Public record of proceedings Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Difficult 26) System goals are protection and treatment Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Difficult

27) Limited rights against unreasonable searches Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Difficult 28) Adversarial setting Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Difficult Answers: 19) C 20) C 21) A 22) B 23) B 24) A 25) C 26) B 27) B 28) C Match the type of juvenile hearing to its description. A) Determines if there is probable cause to believe the juvenile committed the alleged act. B) Used to decide what treatment or penalty the court should impose on a delinquent juvenile. C) Similar to an adult criminal trial; the fact-finding process by which the court determines whether there is enough evidence to sustain the allegations. D) Occurs only in cases involving serious offenses; determines whether the case should be handled by the adult criminal court. E) Part of the intake process; may be conducted by a judge or officer of the court and may involve diversion of the juvenile to a social service agency. 29) Detention hearing Page Ref: 474-476 Objective: Explain how the juvenile justice system works. Level: Difficult 30) Preliminary hearing Page Ref: 474-476 Objective: Explain how the juvenile justice system works. Level: Difficult 31) Adjudicatory hearing Page Ref: 474-476 Objective: Explain how the juvenile justice system works. Level: Difficult 32) Dispositional hearing Page Ref: 474-476 Objective: Explain how the juvenile justice system works. Level: Difficult 33) Transfer hearing Page Ref: 474-476 Objective: Explain how the juvenile justice system works. Level: Difficult 20 Copyright © 2024 Pearson Education, Inc.

Answers: 29) E 30) A 31) C 32) B 33) D 14.5 Essay Questions 1) Identify three key ways in which adolescents differ from adults and children that contribute to differences in behavior and are relevant to justice-involved youth. Answer: Answers should include a discussion of the three key differences: • Adolescents lack mature capacity for self-regulation in emotionally charged contexts, relative to adults. • Adolescents have a heightened sensitivity to proximal external influences, such as peer pressure and immediate incentives, relative to children and adults. • Adolescents show less ability than adults to make judgments and decisions that require future orientation. Page Ref: 459 Objective: Explain how adolescent development relates to justice-involved youth. Level: Difficult 2) List and explain three of the five philosophical principles on which the juvenile court movement was based. Answer: Answers should include a discussion of three of the following: • The state is the "higher or ultimate parent" of all the children within its borders. • Children are worth saving, and non-punitive procedures should be used to save the child. • Children should be nurtured. While the nurturing process is under way, they should be protected from the stigmatizing impact of formal adjudicatory procedures. • To accomplish the goal of reformation, justice needs to be individualized; that is, each child is different, and the needs, aspirations, living conditions, etc., of each child must be known in their individual particulars if the court is to be helpful. • Noncriminal procedures are necessary to give primary consideration to the needs of the child. The denial of due process can be justified in the face of constitutional challenges because the court acts not to punish, but to help. Page Ref: 464 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Difficult 3) Most jurisdictions identify six categories of juveniles who are subject to juvenile court jurisdiction. List and define three of these six categories. Answer: Answers should include discussion of three of the following: delinquent children, undisciplined children, dependent children, neglected children, abused children, and status offenders. Page Ref: 464 Objective: Describe how the juvenile justice system has evolved in the Western world. Level: Intermediate

4) During the 21st century, several Supreme Court cases focused specifically on the constitutionality of imposing a sentence of death or life without parole on juveniles. List and explain these cases and discuss how juveniles who have been convicted of homicide may be sentenced in light of these decisions. Answer: Answers should review Roper v. Simmons, Graham v. Florida, and Miller v. Alabama. Answers may also discuss the case of Montgomery v. Louisiana. Answers should also synthesize the findings of these cases and explain what sentences currently are permitted for offenders who are convicted of homicide committed while under the age of 18. Page Ref: 468 Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult 5) Compare and contrast the similarities and differences between juvenile and adult court proceedings. List and explain two similarities and four differences between them. Answer: Answers should include, but should not be limited to, the information in Exhibit 51-1. Note that the primary similarities mentioned in this exhibit are that both systems provide a right against self-incrimination and a right to an attorney. Page Ref: 472 Objective: Explain how the juvenile justice system works. Level: Intermediate 14.6 Critical Thinking Questions 1) While the U.S. Supreme Court has guaranteed juveniles many of the same procedural rights as adults, not all adult procedural rights have been extended to juveniles charged with delinquent behaviors. Discuss some of the rights that juveniles currently are denied. Do you believe that juveniles should have all the same due process rights as adults? Why or why not? Provide support for your opinion. Answer: Answers will vary but should discuss some of the rights that are not provided to juveniles, such as the right to a jury trial, the right to a public trial, the presumption of innocence, and the protection against unreasonable searches and seizures. The student's opinion regarding juvenile rights and support for that opinion are key elements of the response. Page Ref: Throughout Objective: Describe important U.S. Supreme Court decisions relating to juvenile justice, including their impact on the handling of juveniles by the system. Level: Difficult

2) Although adjudicatory hearings for juveniles are similar to adult trials, there are some notable differences. Do you believe these differences benefit juveniles or harm them? Explain your opinion and provide support, using specific examples of differences between adjudicatory hearings and adult trials. Answer: Answers will vary but should include examples of some of the key differences between adjudicatory hearings and adult trials, such as an emphasis on privacy; informality; speed; evidentiary standard; the philosophy of the court; and no right to a trial by jury. The student's opinion regarding the impact of these differences on juveniles and support for that opinion are key elements of the answer. Page Ref: 475-476 Objective: Explain how the juvenile justice system works. Level: Difficult 3) According to a recent study of strategies for changing the juvenile justice system, the models of reform that have been adopted by various states can be categorized into three groups. List, define, and explain the three groups. Identify the model that you believe works the best and provide support for your opinion. Answer: Answers should include a clear discussion of resolution, reinvestment, and realignment strategies. The student's opinion regarding the most effective model and support for that opinion are also key elements of the response. Page Ref: 484 Objective: Briefly describe possible future directions in juvenile justice. Level: Difficult