Chapter 1: Introduction: What Is Corrections?

Test Bank

Multiple Choice

1. Corrections serves which primary functions for accused and convicted individuals?

a. management, job placement, drug counseling, and housing services

b. investigation, accusation, defense, and treatment

c. punishment, counseling, tracking, and coaching

d. management, punishment, supervision, and treatment

Learning Objective: 1-1: Describe the function of corrections and its philosophical underpinnings.

Cognitive Domain: Knowledge

Answer Location: Introduction: What Is Corrections?

Difficulty Level: Medium

2. According to the text, the primary responsibility of the government of any country is to ______.

a. build and fund a strong standing army

b. establish a police force with the authority to use discretion when conducting arrests

c. protect its citizens from those who would harm them

d. write legislation dictating what is and what is not lawful behavior

Learning Objective: 1-1: Describe the function of corrections and its philosophical underpinnings.

Cognitive Domain: Knowledge

Answer Location: Introduction: What Is Corrections?

Difficulty Level: Easy

3. Functions carried out by government agencies dealing with individuals who have been convicted or accused of crimes are called ______.

a. criminology

b. penology

c. corrections

d. deterrence

Learning Objective: 1-1: Describe the function of corrections and its philosophical underpinnings.

Cognitive Domain: Comprehension

Answer Location: Introduction: What Is Corrections?

Difficulty Level: Easy

4. Penology is ______.

a. functions carried out by government agencies having to do with the punishment of criminals

b. the study of the processes adopted for the punishment and prevention of crime

c. an attempt to control crime through the threat of punishment

d. the study of the nature and extent of crime

Learning Objective: 1-1: Describe the function of corrections and its philosophical underpinnings.

Cognitive Domain: Knowledge

Answer Location: Introduction: What Is Corrections?

Difficulty Level: Easy

5. According to Durkheim, rituals of punishment function to ______.

a. reaffirm the justness of social norms

b. reduce solidarity

c. inhibit the formation of close social bonds

d. undermine social norms

Learning Objective: 1-1: Describe the function of corrections and its philosophical underpinnings.

Cognitive Domain: Comprehension

Answer Location: From Arrest to Punishment

Difficulty Level: Medium

6. Which is the earliest known written code of punishment?

a. British Common Law

b. the Roman Regulus

c. the Civil Code

d. the Code of Hammurabi

Learning Objective: 1-1: Describe the function of corrections and its philosophical underpinnings.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

7. Beccaria advocates that a system of punishment should include ______.

a. proportional, certain, and swift punishment

b. a detailed legal code

c. an understanding that prisoners are subject to forces beyond their control

d. a system of social control founded on the principle of utility

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Medium

8. ______ believed that human action was often evoked by circumstances beyond the individual’s control.

a. Garofalo

b. Bentham

c. Beccaria

d. Wolfgang

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

9. Bentham’s philosophy of social control rests on the principle of ______.

a. retribution

b. restitution

c. utility

d. positivism

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Comprehension

Answer Location: From Arrest to Punishment

Difficulty Level: Medium

10. The Enlightenment concept of human nature sees individuals as all of the following EXCEPT ______.

a. possessing free will

b. constrained in their choices

c. hedonistic

d. rational

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Medium

11. The notion of legal responsibility was called into question by ______.

a. the classical school

b. positivism

c. the deterrence doctrine

d. the utility doctrine

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

12. Under Garofalo’s sentencing guidelines, the ______ criminal would be subjected to transportation to a penal colony.

a. impulsive

b. habitual

c. extreme

d. mentally ill

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Medium

13. The effect of punishment on future behavior depends on all of the following EXCEPT ______.

a. swiftness

b. severity

c. certainty

d. location

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

14. According to Durkheim, ______ offers a balance between calming moral outrage and exciting emotions of empathy and sympathy.

a. restitutive justice

b. restorative justice

c. retributive justice

d. restitutive and restorative justice

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

15. During what period in history did positivism emerge?

a. Antiquity

b. the Enlightenment

c. the 19th century

d. the 20th century

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

16. The desire to exact revenge can be traced to ______.

a. natural inclination

b. social norms

c. legal codes

d. familial beliefs

Learning Objective: 1-2: Explain the function and justification of punishment.

Cognitive Domain: Comprehension

Answer Location: From Arrest to Punishment

Difficulty Level: Medium

17. Positivists rejected much of the philosophical basis of classical thinkers’ arguments and, instead, relied on what?

a. studies of the causes of crime to determine appropriate punishment

b. the view of individuals as hedonistic

c. similar punishments for similar crimes

d. swift justice regardless of the circumstances of a crime

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

18. ______ may be defined as the state-authorized imposition of some form of deprivation upon a person justly convicted of a violation of the criminal law.

a. A sentence

b. Punishment

c. Retaliation

d. Revenge

Learning Objective: 1-2: Explain the function and justification of punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

19. Which doctrine maintains that all life goals are desirable only as means to the end of achieving pleasure or avoiding pain?

a. rationalism

b. revenge

c. utility

d. hedonism

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Medium

20. The method by which individuals are assumed to logically weigh the anticipated benefits of a given course of action against its possible costs is known as ______.

a. the utilitarian principle

b. hedonistic calculus

c. the punishment doctrine

d. the Code of Hammurabi

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

21. When the state assumes responsibility for punishing wrongdoers, rather than leaving this up to individuals, this is best characterized as ______.

a. the classical approach

b. a hedonistic calculus

c. penology

d. controlled vengeance

Learning Objective: 1-2: Explain the function and justification of punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

22. Who is most closely associated with the classical school?

a. Beccaria

b. Garofalo

c. Wolfgang

d. Packer

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

23. According to the classical school, which of the following is NOT an element of effective punishment?

a. severity

b. fairness

c. certainty

d. swiftness

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Comprehension

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

24. The belief that human behavior is caused by forces outside an individual's control is associated with ______.

a. the classical school

b. positivism

c. utilitarianism

d. the due process model

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

25. ______ is the state of having good sense and sound judgment.

a. Hedonism

b. Positivism

c. Rationality

d. Anomie

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

26. Which of the following is NOT a philosophical justification for punishment?

a. human agency

b. rationality

c. hedonism

d. determinism

Learning Objective: 1-2: Explain the function and justification of punishment.

Cognitive Domain: Comprehension

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

27. Nationwide, approximately 33% of former prisoners reoffend within what time period?

a. 1 year

b. 3 years

c. 6 months

d. 2 weeks

Learning Objective: 1-2: Explain the function and justification of punishment.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Medium

28. General deterrence focuses on the prevention of criminal behavior in ______.

a. the individual prisoner

b. the public as a whole

c. the prison population

d. population groups known to have high crime rates

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

29. Which perspective on punishment assumes that individuals can be transformed through effective programming?

a. retribution

b. reintegration

c. deterrence

d. incapacitation

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

30. The ______ model finds its roots in the medical model.

a. incapacitation

b. retribution

c. rehabilitation

d. deterrence

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Comprehension

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

31. ______ is the most recently identified objective of the practice of punishment.

a. Rehabilitation

b. Retribution

c. Incapacitation

d. Reintegration

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

32. The incapacitation perspective on punishment views offenders as ______.

a. generally good people who have made bad decisions

b. mentally ill patients who need treatment

c. rational beings who weighed the costs and benefits of their crime

d. wicked people who need to be separated from innocent people

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

33. Incapacitation works as a form of ______ while offenders are incarcerated.

a. punitive deterrence

b. general defense

c. social deterrence

d. social defense

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Comprehension

Answer Location: The Major Punishment Justifications

Difficulty Level: Medium

34. Deterrence research, in general, finds that legal sanctions have ______ effect on criminality.

a. a substantial

b. a mild

c. no

d. an ambiguous

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Comprehension

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

35. The Babylonian Code of Hammurabi is consistent with ______.

a. deterrence

b. retribution

c. incapacitation

d. rehabilitation

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Application

Answer Location: The Major Punishment Justifications

Difficulty Level: Hard

36. Which justification for punishment focuses on both actual and potential offenders?

a. deterrence

b. retribution

c. incapacitation

d. rehabilitation

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

37. The idea that offenders are not to be trusted and should be constrained is associated with ______.

a. deterrence

b. retribution

c. incapacitation

d. rehabilitation

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

38. The notion that good people sometimes go astray is associated with ______.

a. deterrence

b. retribution

c. incapacitation

d. rehabilitation

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

39. A candidate for public office recently stated, “Criminals deserve to suffer because of the harm they cause our society.” This statement corresponds with ______.

a. deterrence

b. retribution

c. incapacitation

d. rehabilitation

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Difficulty Level: Medium

Cognitive Domain: Analysis

Answer Location: The Major Punishment Justifications

Difficulty Level: Medium

40. Based on 2015 data, which of the following crimes is most likely to be cleared by arrest or exceptional means?

a. motor vehicle theft

b. robbery

c. rape

d. aggravated assault

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

41. Based on 2015 data, which of the following crimes is least likely to be cleared by arrest or exceptional means?

a. murder

b. burglary

c. rape

d. aggravated assault

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer location: The Major Punishment Justifications

Difficulty Level: Easy

42. Which of the following accurately describes recidivism?

a. attempts to use correctional supervision to help criminals reenter society

b. is a philosophy of punishment driven by a passion for revenge

c. involves an offender committing additional crimes after being punished

d. sees human behavior based on a cost/benefit analysis

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer location: The Major Punishment Justifications

Difficulty Level: Easy

43. In the cohort studies by Wolfgang, Figlio, and Sellin (1972), what percentage of the population studied committed over 70% of the murders, rapes, and robberies attributed to that group?

a. 6.3%

b. 10.4%

c. 20.6%

d. 34.2%

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

44. Which country’s incarceration rate approaches that of the United States?

a. Russia

b. South Africa

c. China

d. England

Learning Objective: 1-6: Understand the usefulness of a comparative perspective.

Cognitive Domain: Knowledge

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Easy

45. Which model emphasizes community protection from criminals and stresses that civil liberty can only have real meaning in a safe, well-ordered society?

a. crime control model

b. due process model

c. retribution model

d. restorative model

Learning Objective: 1-5: Explain the distinction between the crime control and due process models.

Cognitive Domain: Comprehension

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Easy

46. Who proposed two “ideal type” models undergirding the operation of the criminal justice system?

a. Bentham

b. Beccaria

c. Packer

d. Garofalo

Learning Objective: 1-5: Explain the distinction between the crime control and due process models.

Cognitive Domain: Knowledge

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Easy

47. The due process model emphasizes ______.

a. the rights of the community

b. the rights of the accused

c. balancing the rights of all parties involved

d. the rights of law enforcement officers

Learning Objective: 1-5: Explain the distinction between the crime control and due process models.

Cognitive Domain: Knowledge

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Easy

48. Crime rates are calculated per how many citizens?

a. 1,000

b. 10,000

c. 100,000

d. 1,000,000

Learning Objective: 1-6: Understand the usefulness of a comparative perspective.

Cognitive Domain: Knowledge

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Easy

49. Which of the following nations has the highest incarceration rate?

a. the United States

b. Chile

c. Canada

d. Japan

Learning Objective: 1-6: Understand the usefulness of a comparative perspective.

Cognitive Domain: Knowledge

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Easy

50. Which of the following nations has the lowest incarceration rate?

a. the United States

b. Chile

c. Canada

d. Japan

Learning Objective: 1-6: Understand the usefulness of a comparative perspective.

Cognitive Domain: Knowledge

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Easy

True/False

1. The correctional enterprise is primarily about punishment.

Learning Objective: 1-1: Describe the function of corrections and its philosophical underpinnings.

Cognitive Domain: Knowledge

Answer Location: Introduction: What Is Corrections?

Difficulty Level: Easy

2. Penology is the study of the penal code.

Learning Objective: 1-1: Describe the function of corrections and its philosophical underpinnings.

Cognitive Domain: Knowledge

Answer Location: Introduction: What Is Corrections?

Difficulty Level: Easy

3. The practice of brutal punishment and arbitrary legal codes began to wane with the beginning of a period historians call the Enlightenment.

Learning Objective: 1-2: Explain the function and justification of punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

4. The positivist school was founded by Beccaria.

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

5. Lex Talionis refers to the principle of “an eye for an eye.”

Learning Objective: 1-2: Explain the function and justification of punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

6. Enlightenment ideas eventually led to the positivist school of thought.

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

7. Positivist approaches to punishment invoked the notion of science to determine the causes of crime and craft the appropriate punishments.

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

8. The principle of utility was used to evaluate the success of prisons.

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

9. Early state-controlled punishment was typically as severe as uncontrolled vengeance.

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

10. Beccaria is associated with the idea of hedonistic calculus.

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

11. “Controlled vengeance” is about the state taking responsibility for punishing wrongdoers from the individuals who were wronged.

Learning Objective: 1-2: Explain the function and justification of punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

12. Retributive justice is driven by simple deterrence and is humanistic and tolerant.

Learning Objective: 1-2: Explain the function and justification of punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

13. Enrico Ferri believed the purpose of punishment was to rehabilitate offenders.

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

14. Severity of punishment is the most effective element in deterrence.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

15. The contrast effect compares the possible punishment for a crime to the life experience of the individual to be punished.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

16. Both specific and general deterrence rely on individuals engaging in hedonistic calculus.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Comprehension

Answer Location: The Major Punishment Justifications

Difficulty Level: Medium

17. Nobel Prize–winning economist Gary Becker dismisses the idea that criminals lack the knowledge and the foresight to take punitive probabilities into consideration when deciding whether to continue committing crimes.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

18. There are three types of deterrence.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

19. Rehabilitation refers to the "just desserts" model, which demands that punishment match as closely as possible the degree of harm criminals have inflicted on their victims.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

20. Underlying all systems of criminal law is the philosophical belief that individuals are deterred by the threat of punishment.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Comprehension

Answer Location: The Major Punishment Justifications

Difficulty Level: Medium

21. General deterrence is aimed at potential offenders.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Easy

22. A review of the research on deterrence indicates that legal sanctions have “little if any” effect on actual behavior.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Medium

23. The crime control model is similar to an obstacle course in which impediments to carrying the accused’s case further are encountered at every stage of processing.

Learning Objective: 1-5: Explain the distinction between the crime control and due process models.

Cognitive Domain: Knowledge

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Easy

24. The United States has a high incarceration rate relative to other nations.

Learning Objective: 1-6: Understand the usefulness of a comparative perspective.

Cognitive Domain: Knowledge

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Easy

25. Russia has a higher incarceration rate than the United States.

Learning Objective: 1-6: Understand the usefulness of a comparative perspective.

Cognitive Domain: Knowledge

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Easy

Essay

1. What is corrections?

Learning Objective: 1-1: Describe the function of corrections and its philosophical underpinnings.

Cognitive Domain: Knowledge

Answer Location: Introduction: What Is Corrections?

Difficulty Level: Easy

2. What is the function of punishment? Why is punishment important, in your opinion?

Learning Objective: 1-2: Explain the function and justification of punishment.

Cognitive Domain: Analysis

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

3. What is the principle of utility?

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

4. What is hedonism?

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Easy

5. Who was Raffaele Garofalo and what did he contribute to corrections?

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Medium

6. Who was Jeremy Bentham and what did he contribute to corrections?

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Comprehension

Answer Location: From Arrest to Punishment

Difficulty Level: Medium

7. Explain Beccaria’s view on crime and punishment.

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Medium

8. Who was Émile Durkheim and how did he relate to the function of punishment?

Learning Objective: 1-3: Differentiate between the classical and positivist schools in terms of their respective stances on punishment.

Cognitive Domain: Knowledge

Answer Location: From Arrest to Punishment

Difficulty Level: Medium

9. How does specific deterrence differ from general deterrence?

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Analysis

Answer Location: The Major Punishment Justifications

Difficulty Level: Medium

10. Explain the major justifications for punishment.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Hard

11. Compare and contrast the rehabilitation and reintegration goals of punishment.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Analysis

Answer Location: The Major Punishment Justifications

Difficulty Level: Hard

12. What is deterrence? Explain the types of deterrence.

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Knowledge

Answer Location: The Major Punishment Justifications

Difficulty Level: Medium

13. Which major objective and justification for punishment do you believe best fits how you feel? Why?

Learning Objective: 1-4: Define and describe retribution, deterrence, incapacitation, rehabilitation, and reintegration.

Cognitive Domain: Analysis

Answer Location: The Major Punishment Justifications

Difficulty Level: Medium

14. Taking a comparative corrections approach, discuss the four legal traditions and why they are useful to know.

Learning Objective: 1-6: Understand the usefulness of a comparative perspective.

Cognitive Domain: Comprehension

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Medium

15. Compare and contrast the crime control model with the due process model.

Learning Objective: 1-5: Explain the distinction between the crime control and due process models.

Cognitive Domain: Analysis

Answer Location: The Due Process and Crime Control Models and Cultural Comparisons

Difficulty Level: Medium