Ch.19 The Death Penalty Test Questions & Answers 2nd Edition

Chapter 19: The Death Penalty

Test Bank

Multiple Choice

1. A life sentence with the additional condition that the person never be allowed parole is referred to as

a. Life without parole

b. Death penalty

c. Brutalizing effect

d. Community corrections

Learning Objective: 19-1: Describe the impact of public opinion on the retention or abolition of the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Death Penalty and Public Opinion

Difficulty Level: Easy

2. In 1966, ______ people were against the death penalty and ______ were in favor of the death penalty.

a. 40% and 60%

b. 47% and 42%

c. 50% and 50%

d. 75% and 25%

Learning Objective: 19-1: Describe the impact of public opinion on the retention or abolition of the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Death Penalty and Public Opinion

Difficulty Level: Easy

3. Which of the following is a form of execution?

a. Hanging

b. Electrocution

c. Gas Chamber

d. All of these

Learning Objective: 19-2: Explain the trends in the administration of the death penalty.

Cognitive Domain: Application

Answer Location: Methods of Execution Used in the United States

Difficulty Level: Easy

4. Historically, which of the following is the most common form of execution in the United States?

a. Lethal injection

b. Firing squad

c. Hanging

d. Gas chamber

Learning Objective: 19-2: Explain the trends in the administration of the death penalty.

Cognitive Domain: Application

Answer Location: Methods of Execution Used in the United States

Difficulty Level: Easy

5. Which of the following execution methods injects the condemned person with drugs that ultimately end in death:

a. Lethal injection

b. Gas chamber

c. Hanging

d. Electrocution

Learning Objective: 19-2: Explain the trends in the administration of the death penalty.

Cognitive Domain: Application

Answer Location: Methods of Execution Used in the United States

Difficulty Level: Easy

6. Which of the following cases was the first to successfully challenge the use of the death penalty?

a. Woodson v. North Carolina

b. Furman v. Georgia

c. Coker v. Georgia

d. Gregg v. Georgia

Learning Objective: 19-3: Identify the issues in major Supreme Court death penalty cases.

Cognitive Domain: Application

Answer Location: Legal Challenges

Difficulty Level: Easy

7. In which case did the Court rejected the statute that mandated that all persons convicted of first-degree murder should receive the death penalty as excessive and unduly rigid.

a. Furman v. Georgia

b. Coker v. Georgia

c. Woodson v. North Carolina

d. Gregg v. Georgia

Learning Objective: 19-3: Identify the issues in major Supreme Court death penalty cases.

Cognitive Domain: Knowledge

Answer Location: Legal Challenges

Difficulty Level: Easy

8. In ______, the Supreme Court upheld the constitutionality of the use of a bifurcated hearing.

a. Furman v. Georgia

b. Coker v. Georgia

c. Woodson v. North Carolina

d. Gregg v. Georgia

Learning Objective: 19-3: Identify the issues in major Supreme Court death penalty cases.

Cognitive Domain: Knowledge

Answer Location: Legal Challenges

Difficulty Level: Easy

9. Which court case ruled that the use of the death penalty for rape was unconstitutional?

a. Furman v. Georgia

b. Coker v. Georgia

c. Woodson v. North Carolina

d. Gregg v. Georgia

Learning Objective: 19-3: Identify the issues in major Supreme Court death penalty cases.

Cognitive Domain: Application

Answer Location: Legal Challenges

Difficulty Level: Easy

10. The assumption that rather than deterring homicides, they actually increase following executions is referred to as the

a. Brutalizing effect

b. Death penalty

c. Deterrent effect

d. incapacitation effect

Learning Objective: 19-5: Evaluate the difficulty in determining whether the death penalty is a deterrent.

Cognitive Domain: Knowledge

Answer Location: Does the Death Penalty Deter?

Difficulty Level: Easy

11. Which of the following is a major source of information on the death penalty in the United States.

a. Innocence Project

b. Death Penalty Information Center

c. American Civil Liberties Union

d. National Institute of Justice

Learning Objective: 19-4: Analyze and discuss the financial cost–benefit ratio of the death penalty.

Cognitive Domain: Knowledge

Answer Location: Financial Costs and the Death Penalty

Difficulty Level: Easy

12. Up until the mid-20th century, a(n) ______ could receive the death penalty for the attempted rape of a White woman.

a. Hispanic male

b. Caucasian male

c. African American male

d. Pacific Islander male

Learning Objective: 19-6: Articulate the arguments relating to racial disparity and the death penalty.

Cognitive Domain: Knowledge

Answer Location: Racial Disparity in Death Sentences

Difficulty Level: Easy

13. Which Supreme Court case held that the imposition of the death penalty on a mentally retarded defendant is not per se a violation of the Eighth Amendment?

a. Atkins v. Virginia

b. Coker v. Georgia

c. Furman v. Georgia

d. Penry v. Lynaugh

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Application

Answer Location: Mental Disability

Difficulty Level: Easy

14. Which Supreme Court case held that the imposition of the death penalty on a mentally disabled defendant is a violation of the Eighth Amendment?

a. Atkins v. Virginia

b. Coker v. Georgia

c. Furman v. Georgia

d. Penry v. Lynaugh

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Application

Answer Location: Mental Disability

Difficulty Level: Easy

15. The Innocence Project was founded in:

a. 1990

b. 1992

c. 1994

d. 1994

Learning Objective: 19-9: Explain the meaning of the innocence revolution and the issues surrounding the use of genetic and neuroimaging technology for determining exoneration and mitigation.

Cognitive Domain: Knowledge

Answer Location: The Innocence Revolution

Difficulty Level: Easy

16. Which of the following President’s signed the Justice For All Act?

a. Clinton

b. W. Bush

c. H. W. Bush

d. Obama

Learning Objective: 19-9: Explain the meaning of the innocence revolution and the issues surrounding the use of genetic and neuroimaging technology for determining exoneration and mitigation.

Cognitive Domain: Application

Answer Location: The Innocence Revolution

Difficulty Level: Easy

17. In almost ______ of DNA exoneration cases, the actual perpetrator was identified by DNA

a. 24%

b. 79%

c. 43%

d. 50%

Learning Objective: 19-1: Describe the impact of public opinion on the retention or abolition of the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Innocence Revolution

Difficulty Level: Easy

18. Which of the following elements increase the likelihood that a crime will be eligible for the death penalty?

a. Premeditated

b. Purposeful

c. Committed during the commission of another felony

d. All of these

Learning Objective: 19-6: Articulate the arguments relating to racial disparity and the death penalty.

Cognitive Domain: Application

Answer Location: The Issue of Victim’s Race

Difficulty Level: Easy

19. What percentage of female offenders has been executed in the United States?

a. 2%

b. 5%

c. 7%

d. 9%

Learning Objective: 19-7: Identify the differences in sentencing between men and women when it comes to the death penalty.

Cognitive Domain: Knowledge

Answer Location: Women and the Death Penalty

Difficulty Level: Easy

20. Which of the following is considered to be a lifelong condition of impaired or incomplete mental development?

a. Mental illness

b. Mental Disability

c. Insanity

d. Craziness

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Knowledge

Answer Location: Mental Disability

Difficulty Level: Easy

21. Which court case rules that it is constitutionally impermissible to hold a defendant in custody indefinitely based on his or her incompetence to stand trial?

a. Ford v. Wainwright

b. Jackson v. Indiana

c. Furman v. Georgia

d. Panetti v. Quarterman

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Application

Answer Location: Mental Illness

Difficulty Level: Easy

22. What percentage of murder cases are tried as capital cases?

a. 2–6%

b. 5–10%

c. 7–12%

d. 10–15%

Learning Objective: 19-5: Evaluate the difficulty in determining whether the death penalty is a deterrent.

Cognitive Domain: Knowledge

Answer Location: Does the Death Penalty Deter?

Difficulty Level: Easy

23. If a person is sentenced to death, what is the average time lapse between conviction and execution according to 2010 data?

a. 5 ½ years

b. 14 ½ years

c. 20 ½ years

d. 25 ½ years

Learning Objective: 19-5: Evaluate the difficulty in determining whether the death penalty is a deterrent.

Cognitive Domain: Knowledge

Answer Location: Does the Death Penalty Deter?

Difficulty Level: Easy

24. What percentage of African American defendants were more likely than White defendants to receive the death penalty?

a. 25%

b. 50%

c. 75%

d. 100%

Learning Objective: 19-6: Articulate the arguments relating to racial disparity and the death penalty.

Cognitive Domain: Knowledge

Answer Location: Racial Disparity in Death Sentences

Difficulty Level: Easy

25. How many women have been executed since 1976?

a. 5

b. 28

c. 9

d. 16

Learning Objective: 19-7: Identify the differences in sentencing between men and women when it comes to the death penalty.

Cognitive Domain: Knowledge

Answer Location: Women and the Death Penalty

Difficulty Level: Easy

26. Which of the following posits that females who defy traditional gender roles by not exacting a feminine identity invite the wrath of the male-dominated criminal justice system?

a. The Evil Women Hypothesis

b. The Chivalry Hypothesis

c. The Female Offender Hypothesis

d. The Mad Women Hypothesis

Learning Objective: 19-7: Identify the differences in sentencing between men and women when it comes to the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Evil-Woman Hypothesis

Difficulty Level: Easy

27. Mental disability is characterized by which of the following elements?

a. Significantly subaverage intellectual functioning

b. Concurrent and related limitations in two or more adaptive skill areas

c. Manifestation before the age of 18

d. All of these

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Application

Answer Location: Mental Disability

Difficulty Level: Easy

28. Which of the following are issues the courts have had to resolve with both mental deficiency and illness?

a. Is the person competent to stand trial?

b. Did this person at the time of the crime have the requisite ability to form mens rea?

c. Does the person’s mental condition warrant a more lenient sentence than would normally attach to this crime?

d. all of these

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Application

Answer Location: The Death Penalty and Mental Disability and Mental Illness

Difficulty Level: Medium

29. The repeal of the death penalty in New Mexico took place in:

a. 2007

b. 2008

c. 2009

d. 2010

Learning Objective: 19-9: Explain the meaning of the innocence revolution and the issues surrounding the use of genetic and neuroimaging technology for determining exoneration and mitigation.

Cognitive Domain: Knowledge

Answer Location: The Innocence Revolution

Difficulty Level: Easy

30. The Justice For All Act was signed into law in:

a. 2000

b. 2004

c. 2008

d. 2012

Learning Objective: 19-9: Explain the meaning of the innocence revolution and the issues surrounding the use of genetic and neuroimaging technology for determining exoneration and mitigation.

Cognitive Domain: Knowledge

Answer Location: The Innocence Revolution

Difficulty Level: Easy

31. Abolitionist arguments used to center on things such as

a. fairness

b. morality

c. financial cost

d. all of these

Learning Objective: 19-9: Explain the meaning of the innocence revolution and the issues surrounding the use of genetic and neuroimaging technology for determining exoneration and mitigation.

Cognitive Domain: Comprehension

Answer Location: The Innocence Revolution

Difficulty Level: Easy

32. Which of the following is often touted as the “holy grail” of guilt and innocence?

a. law

b. DNA

c. confessions

d. witnesses

Learning Objective: 19-9: Explain the meaning of the innocence revolution and the issues surrounding the use of genetic and neuroimaging technology for determining exoneration and mitigation.

Cognitive Domain: Comprehension

Answer Location: Some Concerns With DNA Technology

Difficulty Level: Easy

33. The restoration of sanity was an issue in

a. Ford v. Wainwright

b. Jackson v. Indiana

c. Furman v. Georgia

d. Panetti v. Quarterman

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Application

Answer Location: Mental Illness

Difficulty Level: Easy

34. In Ford v. Wainwright the Supreme Court held that the ______ Amendment prohibits the execution of the insane.

a. Fourth

b. Fifth

c. Sixth

d. Eighth

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Comprehension

Answer Location: Mental Illness

Difficulty Level: Easy

35. The rational-understanding test was established in which of the following court cases?

a. Ford v. Wainwright

b. Jackson v. Indiana

c. Furman v. Georgia

d. Panetti v. Quarterman

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Application

Answer Location: Mental Illness

Difficulty Level: Easy

36. In ______, the Supreme Court ruled that in a prison environment, an inmate be involuntarily medicated if the inmate is dangerous to himself or others and the treatment is in the inmate’s medical interest.

a. Washington v. Harper

b. Jackson v. Indiana

c. Furman v. Georgia

d. Panetti v. Quarterman

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Comprehension

Answer Location: Mental Illness

Difficulty Level: Easy

37. A subaverage level of intellectual functioning is defined as an IQ of

a. 70 or below

b. 80 or below

c. 90 or below

d. 100 or below

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Comprehension

Answer Location: Mental Disability

Difficulty Level: Easy

38. In _____, the Court overruled itself with regard to executing the mentally disabled.

a. Washington v. Harper

b. Penry v. Lynaugh

c. Furman v. Georgia

d. Atkins v. Virginia

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Comprehension

Answer Location: Mental Disability

Difficulty Level: Easy

39. _____ typically involves the withholding of exculpatory evidence.

a. Snitch testimony

b. Prosecutorial misconduct

c. Eyewitness identification

d. False confessions

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Comprehension

Answer Location: The Death Penalty and Mental Disability and Mental Illness

Difficulty Level: Easy

40. If an informant serving time or awaiting sentencing conjures up stories to support a prosecutor’s theory in exchange for some consideration, it is considered

a. bad science

b. false confessions

c. prosecutorial misconduct

d. snitch testimony

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Comprehension

Answer Location: The Death Penalty and Mental Disability and Mental Illness

Difficulty Level: Easy

True/False

1. The death penalty is not the most controversial issue in corrections.

Learning Objective: 19-1: Describe the impact of public opinion on the retention or abolition of the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Death Penalty and Public Opinion

Difficulty Level: Easy

2. Life without the possibility of parole is provided as an alternative to a death sentence.

Learning Objective: 19-1: Describe the impact of public opinion on the retention or abolition of the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Death Penalty and Public Opinion

Difficulty Level: Easy

3. Public support for the death penalty is a major factor in its retention in the United States.

Learning Objective: 19-1: Describe the impact of public opinion on the retention or abolition of the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Death Penalty and Public Opinion

Difficulty Level: Easy

4. Historically, there has only been one method used for execution.

Learning Objective: 19-2: Explain the trends in the administration of the death penalty.

Cognitive Domain: Knowledge

Answer Location: Methods of Execution Used in the United States

Difficulty Level: Easy

5. The first woman to be executed in the United States was hanged in 1865.

Learning Objective: 19-7: Identify the differences in sentencing between men and women when it comes to the death penalty.

Cognitive Domain: Knowledge

Answer Location: Women and the Death Penalty

Difficulty Level: Easy

6. Electrocution is the most common form of execution.

Learning Objective: 19-2: Explain the trends in the administration of the death penalty.

Cognitive Domain: Knowledge

Answer Location: Methods of Execution Used in the United States

Difficulty Level: Easy

7. The electric chair was originally introduced as a more humane method of execution than hanging.

Learning Objective: 19-2: Explain the trends in the administration of the death penalty.

Cognitive Domain: Knowledge

Answer Location: Methods of Execution Used in the United States

Difficulty Level: Easy

8. Woodson v. North Carolina was the first case to successfully challenge the use of the death penalty.

Learning Objective: 19-3: Identify the issues in major Supreme Court death penalty cases.

Cognitive Domain: Knowledge

Answer Location: Legal Challenges

Difficulty Level: Easy

9. Some criminologists argue that capital punishment has a brutalizing effect rather than a deterrent effect.

Learning Objective: 19-5: Evaluate the difficulty in determining whether the death penalty is a deterrent.

Cognitive Domain: Knowledge

Answer Location: Does the Death Penalty Deter?

Difficulty Level: Easy

10. Life without parole is more expensive than the cost of a capital case (from arrest to execution).

Learning Objective: 19-4: Analyze and discuss the financial cost–benefit ratio of the death penalty.

Cognitive Domain: Knowledge

Answer Location: Financial Costs and the Death Penalty

Difficulty Level: Easy

11. A major concern is whether the death penalty is applied in a racially discriminatory fashion.

Learning Objective: 19-6: Articulate the arguments relating to racial disparity and the death penalty.

Cognitive Domain: Knowledge

Answer Location: Racial disparity in Death Sentences

Difficulty Level: Easy

12. Between 1930 and 1980, 53% of persons executed were Black.

Learning Objective: 19-6: Articulate the arguments relating to racial disparity and the death penalty.

Cognitive Domain: Knowledge

Answer Location: Racial Disparity in Death Sentences

Difficulty Level: Easy

13. The imposition of the death penalty on a mentally retarded defendant has always been a violation of the Eighth Amendment.

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Knowledge

Answer Location: Mental Disability

Difficulty Level: Easy

14. Mental illness and mental disability are considered two different conditions.

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Death Penalty and Mental Disability and Mental Illness

Difficulty Level: Easy

15. Mental disability is “a lifelong condition of impaired or incomplete mental development.”

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Knowledge

Answer Location: Mental Disability

Difficulty Level: Easy

16. A number of police labs have been accused and found guilty of falsifying and fabricating DNA.

Learning Objective: 19-9: Explain the meaning of the innocence revolution and the issues surrounding the use of genetic and neuroimaging technology for determining exoneration and mitigation.

Cognitive Domain: Knowledge

Answer Location: Some Concerns With DNA Technology

Difficulty Level: Easy

17. The CT is the workhorse of neuroimaging used to assess the functioning of a person’s brain while engaged in some task.

Learning Objective: 19-9: Explain the meaning of the innocence revolution and the issues surrounding the use of genetic and neuroimaging technology for determining exoneration and mitigation.

Cognitive Domain: Knowledge

Answer Location: Some Concerns With DNA Technology

Difficulty Level: Easy

18. Genomic and brain sciences over the past 3 decades have revolutionized death penalty discourse in the United States.

Learning Objective: 19-9: Explain the meaning of the innocence revolution and the issues surrounding the use of genetic and neuroimaging technology for determining exoneration and mitigation.

Cognitive Domain: Knowledge

Answer Location: The Innocence Revolution

Difficulty Level: Easy

19. Ethel Spinelli was referred to as the “coldest, hardest character, male, or female.”

Learning Objective: 19-7: Identify the differences in sentencing between men and women when it comes to the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Evil-Woman Hypothesis

Difficulty Level: Easy

20. Ineffective defense counsel is simply poor legal representation.

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Death Penalty and Mental Disability and Mental Illness

Difficulty Level: Easy

Short Answer

1. When an offender is sentenced to life without parole, what does that mean?

Learning Objective: 19-1: Describe the impact of public opinion on the retention or abolition of the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Death Penalty and Public Opinion

Difficulty Level: Easy

2. What is lethal injection?

Learning Objective: 19-2: Explain the trends in the administration of the death penalty.

Cognitive Domain: Knowledge

Answer Location: Methods of Execution Used in the United States

Difficulty Level: Easy

3. Discuss the electrocution as a means of execution.

Learning Objective: 19-2: Explain the trends in the administration of the death penalty.

Cognitive Domain: Knowledge

Answer Location: Execution

Difficulty Level: Easy

4. What is the brutalizing effect?

Learning Objective: 19-5: Evaluate the difficulty in determining whether the death penalty is a deterrent.

Cognitive Domain: Knowledge

Answer Location: Does the Death Penalty Deter?

Difficulty Level: Easy

5. What is a functional magnetic resonance imaging (fMRI)?

Learning Objective: 19-9: Explain the meaning of the innocence revolution and the issues surrounding the use of genetic and neuroimaging technology for determining exoneration and mitigation.

Cognitive Domain: Knowledge

Answer Location: Some Concerns With DNA Technology

Difficulty Level: Easy

6. What is the Innocence Project?

Learning Objective: 19-9: Explain the meaning of the innocence revolution and the issues surrounding the use of genetic and neuroimaging technology for determining exoneration and mitigation.

Cognitive Domain: Knowledge

Answer Location: The Innocence Revolution

Difficulty Level: Easy

7. List the methods of execution from LEAST humane to MOST humane.

Learning Objective: 19-2: Explain the trends in the administration of the death penalty.

Cognitive Domain: Knowledge

Answer Location: Methods of Execution Used in the United States

Difficulty Level: Easy

8. What factors have to be considered for the method of a hanging to be as painless as possible?

Learning Objective: 19-2: Explain the trends in the administration of the death penalty.

Cognitive Domain: Knowledge

Answer Location: Methods of Execution Used in the United States

Difficulty Level: Easy

9. Explain whether you agree or disagree with the use of the death penalty in corrections. Use information from the text to support your answer.

Learning Objective: NA

Cognitive Domain: Analysis

Answer Location: Various Pages

Difficulty Level: Hard

10. What is bad science?

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Death Penalty and Mental Disability and Mental Illness

Difficulty Level: Easy

Essay

1. Discuss the case of Furman v. Georgia (1972). What were the circumstances around the case? What did the court rule?

Learning Objective: 19-3: Identify the issues in major Supreme Court death penalty cases.

Cognitive Domain: Knowledge

Answer Location: Legal Challenges

Difficulty Level: Easy

2. Discuss the case of Coker v. Georgia (1977). What were the circumstances around the case? What did the court rule?

Learning Objective: 19-3: Identify the issues in major Supreme Court death penalty cases.

Cognitive Domain: Knowledge

Answer Location: Legal Challenges

Difficulty Level: Easy

3. Discuss the case of Atkins v. Virginia (2002). What did the court rule? Do you agree or disagree with the ruling? Support your answer with information from the chapter

Learning Objective: 19-3: Identify the issues in major Supreme Court death penalty cases.

Cognitive Domain: Knowledge

Answer Location: Legal Challenges

Difficulty Level: Easy

4. What is the difference between mental illness, mental disability, and “presently insane”? What are the key issues the courts have had to resolve with both mental deficiency and illness?

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Knowledge

Answer Location: The Death Penalty and Mental Disability and Mental Illness

Difficulty Level: Easy

5. Discuss the case of Ford v. Wainwright (1986). What were the circumstances in the case? What was the court’s decision?

Learning Objective: 19-8: Discuss some of the issues around mental illness and mental disability and the death penalty.

Cognitive Domain: Knowledge

Answer Location: Mental Illness

Difficulty Level: Easy