Chapter.3 Defining And Measuring Crime Complete Test Bank - Crime and Criminal Justice 2nd Edition Test Bank with Answer Key by Stacy L. Mallicoat. DOCX document preview.
Chapter 3: Defining and Measuring Crime
Test Bank
Multiple Choice
1. Which of the following types of crime generally involves a criminal action against another person?
a. violent offense
b. status offense
c. crimes against the government
d. victimless crimes
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Violent Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
2. When people talk about crime, they are usually referring to ______.
a. victimless crimes
b. status offenses
c. crimes against the government
d. violent offenses
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Violent Offenses
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
3. Which of the following crimes invokes high levels of fear, but is the least common type of crime?
a. robbery
b. arson
c. burglary
d. murder
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Murder
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
4. Murder can carry the most serious penalty, which is ______.
a. imprisonment
b. capital punishment
c. restitution
d. community supervision
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Knowledge
Answer Location: Murder
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
5. Which degree of murder generally includes acts that are premeditated, committed with malice, or committed during the commission of a felony?
a. first-degree
b. second-degree
c. voluntary manslaughter
d. involuntary manslaughter
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Murder
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
6. Which degree of murder includes acts that are not premediated or planned and do not involve torture?
a. first-degree
b. second-degree
c. voluntary manslaughter
d. involuntary manslaughter
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Murder
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
7. Which degree of murder involves acts in which the offender intended to take someone’s life, but there are mitigating circumstances that might excuse or minimize the actions of the offender?
a. first-degree
b. second-degree
c. voluntary manslaughter
d. involuntary manslaughter
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Murder
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
8. Which degree of murder involves acts in which there was no intent to take someone’s life, but the loss of life, but the loss of life occurred due to negligence?
a. first-degree
b. second-degree
c. voluntary manslaughter
d. involuntary manslaughter
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Murder
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
9. Crimes of passion are considered to be ______.
a. first-degree
b. second-degree
c. voluntary manslaughter
d. involuntary manslaughter
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Murder
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
10. Jane drove while under the influence of alcohol and caused an accident that resulted in the death of the other driver. She has committed ______.
a. first-degree
b. second-degree
c. voluntary manslaughter
d. involuntary manslaughter
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Murder
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
11. Which of the following types of crimes generally involves someone who is legally unable to consent to sexual activity due to her or his age?
a. sexual assault
b. statutory rape
c. simple assault
d. aggravated assault
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Sexual Assault
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
12. At gunpoint, Tim took a wallet containing $500 from Ron. This is best described as ______.
a. larceny-theft
b. burglary
c. unlawful theft by taking
d. robbery
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Robbery
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
13. Which of the following crimes involves taking personal property from someone through the use of force or fear?
a. sexual assault
b. murder
c. aggravated assault
d. robbery
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Robbery
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
14. Robbery is often confused with the crime of ______.
a. grand theft
b. motor vehicle theft
c. burglary
d. assault
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Robbery
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
15. The most common category of crime is ______.
a. violent offense
b. status offense
c. victimless crime
d. property crime
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Knowledge
Answer Location: Property Offenses
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
16. Larceny is an example of a ______.
a. violent offense
b. status offense
c. victimless crime
d. property crime
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Property Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
17. Sherry entered the home of April with the intent of taking property without permission. This is the crime of ______, which is a ______.
a. robbery; violent crime
b. robbery; property crime
c. burglary; property crime
d. larceny-theft; victimless crime
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Property Offenses
Difficulty Level: Hard
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
18. Which of the following types of crimes involves the taking of property without the use of force?
a. burglary
b. robbery
c. larceny-theft
d. vandalism
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Property Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
19. Which of the following types of property crimes involves the destruction or damage of a physical structure or building?
a. vandalism
b. arson
c. robbery
d. burglary
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Property Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
20. Smashing storefront windows during a riot is considered an act of ______.
a. robbery
b. vandalism
c. arson
d. burglary
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Property Offenses
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
21. Shoplifting is an example of which of the following types of crimes?
a. larceny-theft
b. vandalism
c. robbery
d. arson
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Property Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
22. Which of the following most commonly committed by juveniles are actions that are only considered illegal for certain groups?
a. victimless crimes
b. crimes against the government
c. status offenses
d. property crimes
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Status Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
23. Truancy is an example of a ______.
a. violent offense
b. status offense
c. victimless crime
d. property crime
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Status Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
24. Running away from home is an example of a ______.
a. property crime
b. violent crime
c. status offense
d. white-collar crime
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Status Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
25. In ______, the offenders engage in acts that are harmful to themselves or that are consensual.
a. property crimes
b. victimless crimes
c. white-collar crimes
d. status offenses
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Status Offenses
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
26. ______ are acts that are considered illegal under the law, but do not involve victims in the traditional sense.
a. Crimes against the government
b. Status offenses
c. Victimless crimes
d. Property crimes
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Victimless Crimes
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
27. Embezzlement is an example of a ______.
a. violent offense
b. status offense
c. white-collar crime
d. property crime
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: White-Collar Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
28. Which of the following statements regarding white-collar offenses is true?
a. White-collar crimes involve only criminal violations.
b. White-collar crimes generally do not garner the same type of attention as street crimes.
c. Offenders tend to be from lower class backgrounds.
d. These types of crimes traditionally occur within the family.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: White-Collar Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
29. Espionage is an example of a ______.
a. white-collar crime
b. status offense
c. property crime
d. crime against the government
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Crimes Against the Government
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
30. In June 2013, Dzhokhar Tsarnaev was indicated on 30 counts related to using weapons of mass destruction to commit murder in an act of terrorism. This is an example of a ______.
a. white-collar crime
b. status offense
c. property crime
d. crime against the government
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Crimes Against the Government
Difficulty Level: Hard
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
31. Which of the following crimes refers to acts that attempt to overthrow the internet?
a. treason
b. sedition
c. terrorism
d. espionage
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Crimes Against the Government
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
32. ______ occurs when an individual or a government obtains secret or confidential information.
a. Terrorism
b. Espionage
c. Treason
d. Sedition
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Crimes Against the Government
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
33. ______ involves acts of violence with the goal of instilling fear within residents.
a. Terrorism
b. Espionage
c. Treason
d. Sedition
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Crimes Against the Government
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
34. Since 1930, the Federal Bureau of Investigations has been responsible for collecting and publishing the arrest data from police agencies in the United States. This is called the ______.
a. Uniform Crime Reports
b. National Crime Victimization Survey
c. National Incident Based Reporting System
d. Monitoring the Future Survey
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: Uniform Crime Reports
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
35. ______ data allow us to compare how crime changes over time, by comparing arrest data over a specific time frame or from one year to the next.
a. Uniform Crime Reports
b. National Crime Victimization Survey
c. National Incident Based Reporting System
d. Monitoring the Future Survey
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey
Answer Location: Uniform Crime Reports
REF: Cognitive Domain: Comprehension
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
36. In the Uniform Crime Report, Type 1 offenses include information for eight separate offenses that are divided into which of the following categories?
a. property crime and violent crime
b. violent crime and victimless crime
c. violent crime and crimes against the government
d. property crime and white-collar crime
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Application
Answer Location: Uniform Crime Reports
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
37. According to the author, datasets vary based on which of the following?
a. who works on the project
b. the type of information collected
c. the funding source
d. laws and regulations
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Application
Answer Location: Uniform Crime Reports
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
38. The Uniform Crime Reports includes which of the following variables?
a. religion
b. gender
c. income
d. education
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Application
Answer Location: Uniform Crime Reports
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
39. The Type 1 violent offenses that are the focus of the Uniform Crime Report include which of the following?
a. murder
b. vandalism
c. prostitution
d. simple assault
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Application
Answer Location: Uniform Crime Reports
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
40. Law enforcement agencies report on which of the following factors?
a. the educational background of the offender and victim
b. the socioeconomic status of both the offender and victim
c. the number of arrests made
d. the number of crimes known to the victims
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Application
Answer Location: Uniform Crime Reports
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
41. A crime ______ compares the number of occurrences of a particular crime to the size of the total population.
a. proportion
b. statistic
c. rate
d. trend
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Knowledge
Answer Location: Rates of Crime
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
42. Which of the following statements regarding crime rates is true?
a. Crime rates make it easy to understand trends in criminal activity and victimization over time.
b. A crime rate is calculated by taking the population and dividing it by the number of crimes.
c. Crimes rates cannot be used to compare the number of crimes across regions.
d. Crime are not typically reported in the Uniform Crime Report.
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Application
Answer Location: Rates of Crime
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
43. From Uniform Crime Report data, we know that most offenders are ______.
a. white, male and under the age of 18
b. white, male and over the age of 18
c. black, male and under the age of 18
d. black, male and over the age of 18
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Knowledge
Answer Location: Data on Offenders
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
44. The most common crime, regardless of age, is ______.
a. simple assault
b. fraud
c. larceny-theft
d. arson
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Knowledge
Answer Location: Data on Offenders
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
45. According to the data on offenders, ______ make up the majority of arrests for six of the eight index crimes.
a. Whites
b. Blacks
c. Asians
d. American Indians/Alaska Natives
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Knowledge
Answer Location: Data on Offenders
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
46. Blacks represent a greater proportion of arrests for which of the following crimes?
a. robbery, murder, and negligent manslaughter
b. arson, burglary, and homicide
c. aggravated assault, rape, and robbery
d. sexual assault, murder, and larceny-theft
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Application
Answer Location: Data on Offenders
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
47. ______ comprises the greatest representation for Hispanic/Latino offenders.
a. Sexual assault
b. Robbery
c. Aggravated assault
d. Murder
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Application
Answer Location: Data on Offenders
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
48. ______ are crimes that are unreported to the police. As a result, they are not represented in the Uniform Crime Report data.
a. Victimless crimes
b. Open cases
c. Dark figures of arrest
d. Dark figures of crime
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: Limitations of the UCR
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
49. Which of the following is considered to be the key variable for the Uniform Crime Report data?
a. arrests
b. offender demographics
c. location
d. type of crime
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Application
Answer Location: Limitations of the UCR
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
50. Counting only the most serious crime on the Uniform Crime Report is referred to as the ______.
a. dark figure of crime
b. key variable
c. hierarchy rule
d. crime rate
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: Limitations of the UCR
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
51. Uniform Crime Report data is organized ______.
a. daily
b. weekly
c. monthly
d. annually
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: Limitations of the UCR
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
52. The ______ divides its data into three themes: crimes against persons, crimes against property, and crimes against society.
a. Uniform Crime Reports
b. National Crime Victimization Survey
c. National Incident Based Reporting System
d. Monitoring the Future Survey
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: National Incident Based Reporting System
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
53. The ______ catalog involves data on 22 offense categories and includes 46 specific crimes known as Group A offenses. Data on 11 lesser offenses (Group B offenses) are also collected.
a. Uniform Crime Reports
b. National Crime Victimization Survey
c. National Incident Based Reporting System
d. Monitoring the Future Survey
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: National Incident Based Reporting System
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
54. The National Incident-Based Reporting System divides crimes into which of the following themes?
a. crimes against oneself
b. crimes against the government
c. crimes against persons
d. crimes against thoughts
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Application
Answer Location: National Incident Based Reporting System
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
55. Across all three categories, ______ data indicate that crime is generally 40% to 50% higher between noon and 11:59 pm compared to between midnight and 11:59 am.
a. Uniform Crime Reports
b. National Crime Victimization Survey
c. National Incident Based Reporting System
d. Monitoring the Future Survey
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Comprehension
Answer Location: Data Collected
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
56. The ______ represents the largest victimization study conducted in the United States.
a. UCR
b. NCVS
c. NIBRS
d. YRBS
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: National Crime Victimization Survey
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
57. The greatest achievement of the ______ lies in its attempt to fill the gap between reported and unreported crime.
a. Uniform Crime Reports
b. National Crime Victimization Survey
c. National Incident Based Reporting System
d. Monitoring the Future Survey
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Comprehension
Answer Location: National Crime Victimization Survey
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
58. Based on the ______ findings, the Bureau of Justice Statistics make generalizations to the population regarding the prevalence of victimization in the United States.
a. UCR
b. NCVS
c. NIBRS
d. YRBS
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: Data Collected
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
59. One of the most influential longitudinal studies on at-risk behaviors and youth is the ______.
a. Youth Risk Behavior Surveillance Study
b. National Youth Survey Family Study
c. Monitoring the Future Survey
d. National Crime Victimization Survey
Learning Objective: 3-4: Assess how self-report studies of crime provide a different perspective on offending.
REF: Cognitive Domain: Knowledge
Answer Location: Self-Reported Offending Datasets
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
60. The ______ began in 1991 and includes data on several categories of at-risk behaviors in youth.
a. Youth Risk Behavior Surveillance Study
b. National Crime Victimization Survey
c. National Incident Based Reporting System
d. Monitoring the Future Survey
Learning Objective: 3-4: Assess how self-report studies of crime provide a different perspective on offending.
REF: Cognitive Domain: Knowledge
Answer Location: Data Collected
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
61. White-collar offenses usually include acts such as ______.
a. forgery
b. arson
c. larceny-theft
d. burglary
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Knowledge
Answer Location: Current Controversy 3.1: Is White-Collar Crime Harmful to Society?
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
62. Which of the following was identified as a characteristic of a white-collar crime offender?
a. They live in rural areas.
b. They are female.
c. They are well educated.
d. They have no families.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Knowledge
Answer Location: Current Controversy 3.1: Is White-Collar Crime Harmful to Society?
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
63. All of the following were identified as reasons why violent crime is increased EXCEPT ______.
a. proliferation of firearms
b. sustained poverty
c. gang violence
d. media sensationalization
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Knowledge
Answer Location: Current Controversy 3.2: Is Violent Crime on the Rise?
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
True/False
1. In the text, crimes are organized into six categories: violent offenses, property offenses, status offenses, victimless crimes, white-collar offenses, and crimes against the government.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Knowledge
Answer Location: Defining Crime
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
2. When people tend to talk about crime, it is violent offenses that are typically the first that come to mind.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Knowledge
Answer Location: Violent Offenses
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
3. While the laws vary from state to state, murder can generally be classified into three subcategories.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Knowledge
Answer Location: Murder
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
4. Not all sexually based offenses are considered violent crimes.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Sexual Assault
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
5. Statutory rape is considered a strict liability crime.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Sexual Assault
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
6. Arson involves the physical harm (or the threat of physical harm) of a victim.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Knowledge
Answer Location: Assault
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
7. The most common form of violent crime is assault.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Knowledge
Answer Location: Assault
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
8. Cases of simple assault do not usually involve the use of a weapon and have minor injuries.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Knowledge
Answer Location: Assault
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
9. The crime of burglary involves a face-to-face confrontation.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Knowledge
Answer Location: Robbery
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
10. Robbery and burglary are types of property crime.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Property Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
11. Status offenses are acts that are considered illegal for only certain groups of offenders.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Status Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
12. The term white-collar crimes describes a category of offenses that traditionally occur within the corporate and related fields and includes crimes such as gambling.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: White-Collar Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
13. Espionage involves acting as a spy for or against the government, whereas treason refers to betraying one’s country by working against the government.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Crimes Against the Government
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
14. The Uniform Crime Reports are published annually by the FBI and present the rates and volume of crime by offense type, based on arrests made by police.
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: Uniform Crime Reports
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
15. Uniform Crime Report data allow us to compare how crime changes over time.
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Comprehension
Answer Location: Uniform Crime Reports
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
16. The Uniform Crime Report is considered to be one of the smallest datasets on crime.
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: Uniform Crime Reports
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
17. A crime rate compares the number of occurrences of a particular crime to the size of the total population.
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Knowledge
Answer Location: Rates of Crime
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
18. A crime rate is calculated by taking number of people in the population and dividing it by the number of crimes. Then, taking the answer and multiplying it by 100,000.
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Comprehension
Answer Location: Rates of Crime
Difficulty Level: Hard
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
19. According to the Uniform Crime Report data, most offenders are white, male, and over the age of 18.
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Application
Answer Location: Rates of Crime
Difficulty Level: Hard
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
20. The hierarchy rule, which is a weakness of UCR data, refers to cases where only the most serious crime is reported when multiple crimes are committed during a single criminal event.
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Application
Answer Location: Limitations of the UCR
Difficulty Level: Hard
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
21. The National Incident Based Reporting System divides its data into three themes: crimes against persons, crimes against property, and crimes against society.
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: National Incident Based Reporting System
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
22. One of the major weaknesses of the National Crime Victimization Survey is its inability to capture the dark figure of crime. This is something the Uniform Crime Report gives us a much better picture of.
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Comprehension
Answer Location: National Crime Victimization Survey
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
23. The National Crime Victimization Survey represents the largest victimization study conducted in the United States.
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: National Crime Victimization Survey
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
24. Self-reported data refers to crime statistics that are based on personal disclosures.
Learning Objective: 3-4: Assess how self-report studies of crime provide a different perspective on offending.
REF: Cognitive Domain: Knowledge
Answer Location: Self-Reported Offending Datasets
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
25. Self-report studies typically involve one of three populations: at-risk or general populations, offenders involved in the criminal justice process, and convicted offenders that are either incarcerated or are participating in a community-based sanction.
Learning Objective: 3-4: Assess how self-report studies of crime provide a different perspective on offending.
REF: Cognitive Domain: Knowledge
Answer Location: Self-Reported Offending Datasets
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
Short Answer
1. What are the six different categories of crime? Provide two examples of each category.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Defining Crime
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
2. Explain the major difference between robbery and burglary. Why are these in separate categories?
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Defining Crime
Difficulty Level: Hard
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
3. What are status offenses? Give at least three examples.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Status Offenses
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
4. Provide three examples of crimes against the government.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Application
Answer Location: Crimes Against the Government
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
5. Describe the demographic characteristics of criminals, according to the UCR.
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: Uniform Crime Reports
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
6. What index offense are women most likely to commit, according to the UCR?
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Comprehension
Answer Location: Uniform Crime Reports
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
7. What is the UCR? What can it tell us about crime?
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Knowledge
Answer Location: Uniform Crime Reports
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
8. What is self-reported data?
Learning Objective: 3-4: Assess how self-report studies of crime provide a different perspective on offending.
REF: Cognitive Domain: Knowledge
Answer Location: Self-Reported Offending Datasets
Difficulty Level: Easy
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
9. What populations are usually under study in self-reported data?
Learning Objective: 3-4: Assess how self-report studies of crime provide a different perspective on offending.
REF: Cognitive Domain: Comprehension
Answer Location: Self-Reported Offending Datasets
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
10. What is the Youth Risk Behavior Surveillance Study?
Learning Objective: 3-4: Assess how self-report studies of crime provide a different perspective on offending.
REF: Cognitive Domain: Knowledge
Answer Location: Data Collected
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
Essay
1. Murder is the killing of one human being by another. While the laws vary from state to state, murder can generally be classified into four subcategories. List and define each.
Learning Objective: 3-1: Identify the six different categories of crime.
REF: Cognitive Domain: Comprehension
Answer Location: Murder
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
2. Discuss the major strengths and weaknesses of the Uniform Crime Report.
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Comprehension
Answer Location: Uniform Crime Reports
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
3. How are crime rates calculated?
Learning Objective: 3-3: Explain how crime rates are used to understand the prevalence of crime in society.
REF: Cognitive Domain: Knowledge
Answer Location: Rates of Crime
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
4. What is the National Crime Victimization Survey? How can it offer criminologists a better understanding of crime?
Learning Objective: 3-2: Compare the differences between the Uniform Crime Reports, the National Incident Based Reporting System, and the National Crime Victimization Survey.
REF: Cognitive Domain: Comprehension
Answer Location: National Crime Victimization Survey
Difficulty Level: Medium
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
5. Some self-reported studies are longitudinal studies. What does this mean and what are the limitations of self-reported studies?
Learning Objective: 3-4: Assess how self-report studies of crime provide a different perspective on offending.
REF: Cognitive Domain: Comprehension
Answer Location: Limitations of Self-Reported Offending Datasets
Difficulty Level: Hard
TOP: SAGE Course Outcome: Articulate the foundations of criminal justice, including definitions, theories, typologies, measurement issues, policies, and the law.
Document Information
Connected Book
Crime and Criminal Justice 2nd Edition Test Bank with Answer Key
By Stacy L. Mallicoat