Test Questions & Answers Ch11 Court Methods And Challenges - Criminal Justice Practice 3e Complete Test Bank by Kenneth J. Peak. DOCX document preview.
Chapter 11: Court Methods and Challenges: Sentencing and Punishment
Test Bank
Multiple Choice
1. The four goals of punishment include each of the following EXCEPT ______.
A. retribution
B. deterrence
C. incapacitation
D. recidivism
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
2. Which goal of punishment traces its roots to the Old Testament adage of “an eye for an eye; a tooth for a tooth”?
A. deterrence
B. retribution
C. incapacitation
D. rehabilitation
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
3. Public support for the death penalty for offenders who murder young children would be most closely aligned with which goal of punishment?
A. incapacitation
B. rehabilitation
C. deterrence
D. retribution
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Comprehension
Answer Location: Purposes of Punishment
Difficulty Level: Medium
4. During a victim impact statement, the mother of someone who was murdered advocates a sentence to serve as vindication for her slain child. She continues to note that she believes the offender will never experience remorse for his actions or change. Which type of punishment is the mother advocating for?
A. incapacitation
B. rehabilitation
C. deterrence
D. retribution
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Application
Answer Location: Purposes of Punishment
Difficulty Level: Hard
5. A woman is robbed by an armed 15-year-old male after she attends a sporting event in a downtown area. During the sentencing hearing, the woman notes that the offender is young and should be given a sentence that allows him to change his ways to become a productive member of society. Which of the following punishments is the woman advocating for?
A. incapacitation
B. rehabilitation
C. deterrence
D. retribution
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Application
Answer Location: Purposes of Punishment
Difficulty Level: Hard
6. An offender’s desire to avoid unpleasant consequences is most closely aligned with which goal of punishment?
A. incapacitation
B. rehabilitation
C. deterrence
D. retribution
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Comprehension
Answer Location: Purposes of Punishment
Difficulty Level: Medium
7. A punishment that is meant to persuade others and the offender that crime is not worthwhile is most closely aligned with which goal of punishment?
A. incapacitation
B. rehabilitation
C. deterrence
D. retribution
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.Cognitive Domain: Comprehension
Answer Location: Purposes of Punishment
Difficulty Level: Medium
8. Revoking Internet access from a habitual cybercriminal to keep him from committing crimes online is an example of which type of punishment?
A. incapacitation
B. rehabilitation
C. deterrence
D. retribution
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Application
Answer Location: Purposes of Punishment
Difficulty Level: Hard
9. Passing a strict law against drunk driving offenses with the purpose of dissuading people from driving after drinking would best meet which goal of punishment?
A. restitution
B. rehabilitation
C. specific deterrence
D. general deterrence
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Comprehension
Answer Location: Purposes of Punishment
Difficulty Level: Medium
10. Placing an offender in an environment in which he or she is unable to commit future crimes is known as ______.
A. deterrence
B. retribution
C. incapacitation
D. rehabilitation
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
11. Which of the following would be an example of incapacitation?
A. sentencing an offender to community service
B. charging an offender a fine
C. passing laws against criminal acts
D. incarcerating an offender
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Application
Answer Location: Purposes of Punishment
Difficulty Level: Hard
12. Attempting to reform an offender through treatment or educational programs with the goal of turning the offender from crime is best described by which goal of punishment?
A. incapacitation
B. rehabilitation
C. deterrence
D. retribution
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
13. Which of the following would be most closely aligned with the goal of rehabilitation?
A. requiring an offender to serve a jail term
B. ordering an offender to repay the victim for financial losses
C. sending an offender to classes to earn her General Equivalency Diploma
D. having an offender submit proof of employment
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Comprehension
Answer Location: Purposes of Punishment
Difficulty Level: Medium
14. What is the most important factor in determining an offender’s sentence?
A. seriousness of the offense
B. the offender’s level of cooperation
C. the offender’s prior record
D. recommendations made by the victim
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
15. Who can influence the sentencing decision by agreeing to engage in plea negotiations and by arguing certain points to the judge to enhance the sentencing penalty?
A. prosecutor
B. police officer
C. expert witness
D. bailiff
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
16. Which Amendment protects against cruel and unusual punishment?
A. Twelfth
B. Tenth
C. Eighth
D. Sixth
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
17. Offenders who have numerous prior convictions are known as ______ offenders.
A. reformed
B. habitual
C. retributive
D. heinous
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
18. In which model of corrections were offenders separated from each other in order to reflect upon their criminal behavior and expected to work 10 hr a day, 6 days a week?
A. colonial model
B. penitentiary model
C. progressive model
D. reformatory model
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Comprehension
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Medium
19. Which of the following reflects the progressive model of corrections?
A. Inmates worked in prison farms and factories that produced food and items for internal consumption.
B. Offenders marched in lockstep in close, single-file lines and were not allowed visitors.
C. Inmates received treatment focused on individuals and their specific problems.
D. Offenders were released on parole based on good behavior.
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Comprehension
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Medium
20. The United States currently utilizes which model of corrections?
A. progressive model
B. reformatory model
C. community model
D. crime control model
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Knowledge
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Easy
21. During the ______ period, most Americans lived under laws that were transferred from England.
A. progressive
B. reformatory
C. colonial
D. crime control
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Comprehension
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Medium
22. The ______ Jail introduced the use of solitary confinement as a means to reform inmates.
A. Walnut Street
B. Auburn
C. State Street
D. Jackson Street
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Comprehension
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Medium
23. Which model included the idea that criminals are mentally ill and emphasized treatment?
A. progressive model
B. medical model
C. colonial model
D. crime control model
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Knowledge
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Easy
24. Which of the following is a true statement regarding the death penalty?
A. The number of executions in the United States has been declining since 2000.
B. The number of executions in the United States has been rising since 2000.
C. The United States Congress recently passed legislation banning executions for certain offenders.
D. The crimes for which executions have been issued have become more violent.
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Knowledge
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Easy
25. The design of which penitentiary emphasized complete solitary confinement and became the most influential in U.S. History?
A. Auburn Prison
B. Eastern State Penitentiary
C. Alcatraz
D. Elmira Reformatory
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Knowledge
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Easy
26. Which model of punishment viewed fixed sentences, lockstep, and isolation as destructive to inmate initiative?
A. progressive model
B. medical model
C. colonial model
D. reformatory model
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Knowledge
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Easy
27. In a discussion about different models of punishment and crime, your friend, Wanda, notes that she believes prisons interfere with an offender’s ability to reintegrate back into society. With which model of correction does this most align?
A. progressive model
B. medical model
C. community model
D. reformatory model
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Knowledge
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Easy
28. Mandatory sentencing laws are a major part of which correctional model?
A. progressive model
B. medical model
C. community model
D. reformatory model
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Knowledge
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Easy
29. Probation was launched as a part of which correctional model?
A. progressive model
B. medical model
C. community model
D. reformatory model
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Comprehension
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Medium
30. Positivist criminology was the basis for which correctional model?
A. progressive model
B. medical model
C. community model
D. reformatory model
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Comprehension
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Medium
31. Which of the following is TRUE regarding the crime control model?
A. It advocates for creating a way to help offenders lead a crime-free lifestyle.
B. It notes that criminal activity is cause by mental illness.
C. It calls for longer sentences for career criminals and violent offenders.
D. It holds that criminals have biological deficiencies.
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Comprehension
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Medium
32. Joe received a prison term of 5 years for burglary, which is indicative of what kind of sentence?
A. indeterminate
B. determinate
C. presumptive
D. aggravated
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.
Cognitive Domain: Application
Answer Location: Types of Sentences to be Served
Difficulty Level: Hard
33. Jane was sentenced to a 5- to 10-year prison term for armed robbery, which is indicative of what kind of sentence?
A. indeterminate
B. determinate
C. presumptive
D. aggravated
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.
Cognitive Domain: Comprehension
Answer Location: Types of Sentences to be Served
Difficulty Level: Medium
34. Which of the following describes sentences in which the separate counts are served together?
A. indeterminate sentences
B. determinate sentences
C. concurrent sentences
D. consecutive sentences
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.
Cognitive Domain: Knowledge
Answer Location: Types of Sentences to be Served
Difficulty Level: Easy
35. ______ sentence means the offender will serve one sentence after the other.
A. Consecutive
B. Concurrent
C. Indeterminate
D. Determinate
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.
Cognitive Domain: Knowledge
Answer Location: Types of Sentences to be Served
Difficulty Level: Easy
36. If an individual is convicted of two counts of burglary and received two different sentences of 3 years in prison, to be served consecutively, how many years does he/she have to serve?
A. 2
B. 3
C. 6
D. 8
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.
Cognitive Domain: Application
Answer Location: Types of Sentences to be Served
Difficulty Level: Hard
37. Which is a scheme in which a fixed-period punishment is ordered by a court?
A. rehabilitation
B. determinant sentence
C. indeterminate sentence
D. probation
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.
Cognitive Domain: Knowledge
Answer Location: Types of Sentences to be Served
Difficulty Level: Easy
38. If someone is given the punished of servicing 10–16 years in prison, which sentence has he or she received?
A. rehabilitation
B. determinant sentence
C. indeterminate sentence
D. probation
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.
Cognitive Domain: Comprehension
Answer Location: Types of Sentences to be Served
Difficulty Level: Medium
39. Which of the following sentences takes an offender’s remorsefulness and amenability when inside the prison system into account?
A. consecutive sentence
B. determinant sentence
C. indeterminate sentence
D. concurrent sentence
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.
Cognitive Domain: Knowledge
Answer Location: Types of Sentences to be Served
Difficulty Level: Easy
40. An instrument developed by the federal government that uses a grid system that allows the court to arrive at a more consistent sentence is the ______.
A. sentencing guidelines
B. truth in sentencing laws
C. habitual offender statutes
D. determinate sentencing laws
Learning Objective: 11-4: Review the federal sentencing guidelines.
Cognitive Domain: Knowledge
Answer Location: Sentencing Guidelines
Difficulty Level: Easy
41. Which of the following spurred the creation of federal sentencing guidelines?
A. steady increase of death sentences
B. increase in crime within prison systems
C. growing discontent with indeterminate sentences
D. rise in white-collar crimes
Learning Objective: 11-4: Review the federal sentencing guidelines.
Cognitive Domain: Comprehension
Answer Location: Sentencing Guidelines
Difficulty Level: Medium
42. Which of the following occurred when enacting the Sentencing Reform Act?
A. Rehabilitation was dropped as one of the goals of punishment.
B. All federal sentences were made indeterminate.
C. Appellate review of sentences was discontinued.
D. The U.S. Sentencing Commission was disbanded.
Learning Objective: 11-4: Review the federal sentencing guidelines.
Cognitive Domain: Knowledge
Answer Location: Sentencing Guidelines
Difficulty Level: Easy
43. Federal sentencing guidelines have been found by the U.S. Supreme court to be which of the following?
A. mandatory
B. advisory
C. illegal
D. unjustifiable
Learning Objective: 11-4: Review the federal sentencing guidelines.
Cognitive Domain: Knowledge
Answer Location: Sentencing Guidelines
Difficulty Level: Easy
44. Which of the following is meant to ensure that sentences for federal crimes are reasonable?
A. required standards of proof
B. mandated sentencing guidelines
C. broad sentencing discretion
D. appellate review of sentences
Learning Objective: 11-4: Review the federal sentencing guidelines.
Cognitive Domain: Knowledge
Answer Location: Sentencing Guidelines
Difficulty Level: Easy
45. What was the purpose of the U.S. Sentencing Commission?
A. to ensure reasonableness of federal sentences
B. to enforce required standards of proof
C. to establish sentencing guidelines
D. to issue sentences for federal crimes
Learning Objective: 11-4: Review the federal sentencing guidelines.
Cognitive Domain: Knowledge
Answer Location: Sentencing Guidelines
Difficulty Level: Easy
46. Which of the following was a reason the Sentencing Reform Act was enacted?
A. to make administration of punishment more certain
B. to intensify punishment for violent crimes
C. to give federal judges broader discretion
D. to increase rehabilitative approach to inmates
Learning Objective: 11-4: Review the federal sentencing guidelines.
Cognitive Domain: Knowledge
Answer Location: Sentencing Guidelines
Difficulty Level: Easy
47. The need to target specific offenders with more serious penalties was ______.
A. the basis for requiring indeterminate federal sentences
B. the primary focus of the Adult Sentencing Guidelines Manual
C. a hindrance to creating federal sentencing guidelines
D. a reason Congress enacted the Sentencing Reform Act
Learning Objective: 11-4: Review the federal sentencing guidelines.
Cognitive Domain: Knowledge
Answer Location: Sentencing Guidelines
Difficulty Level: Easy
48. Which of the following is a statement provided prior to sentencing that helps the court focus on the human cost of the crime by noting the cost of the crime to the surviving family members or victims of a crime?
A. statement of interested parties
B. human impact statement
C. victim compensation statement
D. victim impact statement
Learning Objective: 11-5: Explain the law and purposes surrounding the use of victim impact statements.
Cognitive Domain: Knowledge
Answer Location: Victim Impact Statements
Difficulty Level: Easy
49. Which case upheld the use of victim impact statements?
A. Payne v. Tennessee
B. Tennessee v. Garner
C. Smith v. Indiana
D. Payne v. South Dakota
Learning Objective: 11-5: Explain the law and purposes surrounding the use of victim impact statements.
Cognitive Domain: Knowledge
Answer Location: Victim Impact Statements
Difficulty Level: Easy
50. Neda’s 12-year-old daughter was kidnapped two years ago. The man who kidnapped her was convicted of the crime. During sentencing, Neda speaks on behalf of her daughter. Neda notes that the crime has affected her daughter’s ability to socialize, sleep, and learn in school. Which of the following does this describe?
A. capital punishment
B. determinant sentencing
C. state-level sentencing guideline
D. victim impact statement
Learning Objective: 11-5: Explain the law and purposes surrounding the use of victim impact statements.
Cognitive Domain: Application
Answer Location: Victim Impact Statements
Difficulty Level: Hard
51. Which of the following statements is TRUE regarding the death penalty?
A. The death penalty has been consistently in use in the United States since the Declaration of Independence was signed.
B. Some states have halted death sentences given the number of death row inmates found to be innocent.
C. Research findings consistently report no deterrent effect in using the death penalty.
D. The percentage of Americans in favor of the death penalty has been steadily rising since 2000.
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
52. What was the critical essence of the U.S. Supreme Court ruling in Furman v. Georgia (1972)?
A. It found the death penalty was cruel and unusual punishment.
B. It reinstated the death penalty.
C. It prohibited executing those who were insane.
D. It prohibited execution of juveniles.
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
53. The ______ Amendment prohibits the execution of persons who are mentally incompetent at the time of their execution.
A. Eighth
B. Sixth
C. Tenth
D. Fourth
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
54. In which case did the U.S. Supreme Court prohibit application of the death penalty on those under age 18 at the time the crime occurred?
A. Furman v. Georgia (1972)
B. Ford v. Wainwright (1986)
C. Roper v. Simmons (2005)
D. Kennedy v. Louisiana (2008)
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
55. Which method of execution is currently the most commonly used in the United States?
A. firing squad
B. lethal injection
C. electrocution
D. lethal gas
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Figure 11.2 Under Methods of Execution
Difficulty Level: Easy
56. The United States Supreme Court held that the use of lethal injection violates the constitution if ______.
A. it was deliberately intended to inflict pain
B. anything other than a specific three-drug combination
C. anyone other than a board-certified physician administers it
D. the inmate experiences any pain or suffering
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
57. ______ is used by some as reasoning in favor of capital punishment.
A. Respondeat superior
B. Lex talionis
C. Exoneration
D. Rehabilitation
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Comprehension
Answer Location: Capital Punishment
Difficulty Level: Medium
58. According to studies cited in the text, which group of defendants is treated more harshly in the criminal justice system than others?
A. women
B. men
C. African Americans
D. Caucasians
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
59. Furman v. Georgia found that which group was given death sentences disproportionately and was denied equal protection under the law?
A. women
B. men
C. juveniles
D. poor
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
60. Why do some hold that lethal injection is inhumane?
A. It prolongs the offender’s death.
B. It employs the use of too many drugs concurrently.
C. It both causes extreme pain and masks symptoms of pain.
D. It deliberately inflicts suffering.
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
61. According to the Death Penalty Information Center, DNA evidence has helped ______ 20 people who previously faced the death penalty.
A. rehabilitate
B. exonerate
C. aggravate
D. mitigate
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
62. DNA testing has led to approximately how many exonerations of death row inmates?
A. 142
B. 20
C. 249
D. 57
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
63. Which of the following would be considered an aggravating circumstance?
A. offender has no prior criminal record
B. offender uses a weapon
C. offender was acting under duress
D. offender has a mental illness
Learning Objective: 11-7: Describe aggravating and mitigating circumstances as they apply to sentencing decisions.
Cognitive Domain: Application
Answer Location: Aggravating and Mitigating Circumstances
Difficulty Level: Hard
64. Andrew is a 25-year-old male with a prior criminal record. He is accused of shooting and killing another a person who was attempting to kidnap his 5-year-old daughter from a playground. Which element would be considered a mitigating circumstance?
A. Andrew’s use of a gun
B. Andrew’s killing of another person
C. Andrew’s criminal record
D. Andrew’s age
Learning Objective: 11-7: Describe aggravating and mitigating circumstances as they apply to sentencing decisions.
Cognitive Domain: Application
Answer Location: Aggravating and Mitigating Circumstances
Difficulty Level: Hard
65. Sara is a 30-year-old woman who has just been fired from her job. She lives alone in an apartment that she rents and is having trouble making ends meet. Although she has no previous criminal record, she becomes desperate and decides to rob a bank in the next county. During the robbery, she shows a gun to intimidate the tellers and make them comply with her demands. Which element would be considered an aggravating circumstance?
A. Sara’s use of a gun
B. Sara losing her job
C. Sara’s criminal record
D. Sara living alone
Learning Objective: 11-7: Describe aggravating and mitigating circumstances as they apply to sentencing decisions.
Cognitive Domain: Application
Answer Location: Aggravating and Mitigating Circumstances
Difficulty Level: Hard
66. Jurors may only impose the death penalty in murder cases in which ______.
A. none of the jurors oppose the death penalty
B. the crime was committed in an especially cruel and heinous manner
C. guilt beyond a reasonable doubt
D. at least one aggravating circumstance is proven beyond a reasonable doubt
Learning Objective: 11-7: Describe aggravating and mitigating circumstances as they apply to sentencing decisions.
Cognitive Domain: Knowledge
Answer Location: Aggravating and Mitigating Circumstances
Difficulty Level: Easy
67. What rights to counsel does an indigent defendant have in the appellate process?
A. free legal counsel for the first appeal
B. free legal counsel for all appeals
C. free legal counsel only for death penalty cases
D. free legal counsel for two appeals
Learning Objective: 11-8: Explain the right to appeals by those who are convicted.
Cognitive Domain: Knowledge
Answer Location: Criminal Appeals
Difficulty Level: Easy
68. In a writ of habeas corpus, what is the inmate contesting?
A. violations of due process at trial
B. the legality of his or her confinement
C. conditions in the prison
D. ineffective representation by appointed counsel
Learning Objective: 11-8: Explain the right to appeals by those who are convicted.
Cognitive Domain: Comprehension
Answer Location: Criminal Appeals
Difficulty Level: Medium
69. What is the overall role of the appellate court?
A. to review the transcript of cases for errors
B. to grant defendants new legal counsel
C. to commute sentences from lower courts
D. to uphold the rulings and sentences of lower courts
Learning Objective: 11-8: Explain the right to appeals by those who are convicted.
Cognitive Domain: Knowledge
Answer Location: Criminal Appeals
Difficulty Level: Easy
70. An inmate files a civil lawsuit against the prison warden where she is being held. Which of the following would this be considered?
A. initial appeal
B. collateral attack
C. discretionary appeal
D. conviction attack
Learning Objective: 11-8: Explain the right to appeals by those who are convicted.
Cognitive Domain: Knowledge
Answer Location: Criminal Appeals
Difficulty Level: Easy
True/False
1. Sending an offender to substance abuse treatment and educational programs would be considered retribution.
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
2. Incapacitation places offenders in an environment in which they are unlikely to commit another crime.
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
3. Placing an offender on probation in the community with specific rules to follow would be a form of incapacitation.
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Comprehension
Answer Location: Purposes of Punishment
Difficulty Level: Medium
4. Supporters of the death penalty who argue the punishment fits the crime would be most closely aligned with the goal of rehabilitation.
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Comprehension
Answer Location: Purposes of Punishment
Difficulty Level: Medium
5. Habitual offenders are those convicted of numerous offenses, either felonies or misdemeanors.
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
6. The medical model of corrections reflected a belief that offenders were mentally ill and needed rehabilitation and treatment.
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Knowledge
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Easy
7. The United States is currently adhering to the community model, which emphasizes the use of probation and parole and other forms of community supervision as a means of relief for overburdened prison populations.
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Knowledge
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Easy
8. The authority to grant discretionary early release to a prisoner varies from one state to another.
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.
Cognitive Domain: Knowledge
Answer Location: Types of Sentences to be Served
Difficulty Level: Easy
9. In states using a determinate sentencing structure, convicted offenders are sentenced for a fixed term.
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.
Cognitive Domain: Knowledge
Answer Location: Types of Sentences to be Served
Difficulty Level: Easy
10. Jim was convicted of two counts of armed robbery and sentenced to a separate 10-year term for each. This would be considered a concurrent sentence.
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.
Cognitive Domain: Application
Answer Location: Types of Sentences to be Served
Difficulty Level: Hard
11. The Sentencing Reform Act was passed to ensure that offenders who commit similar crimes and have similar background characteristics are sentenced in a more uniform manner.
Learning Objective: 11-4: Review the federal sentencing guidelines.
Cognitive Domain: Knowledge
Answer Location: Sentencing Guidelines
Difficulty Level: Easy
12. Families of homicide victims are afforded the right to make a statement to the court at sentencing to explain how the crime impacted the family.
Learning Objective: 11-5: Explain the law and purposes surrounding the use of victim impact statements.
Cognitive Domain: Knowledge
Answer Location: Victim Impact Statements
Difficulty Level: Easy
13. Those who oppose the death penalty argue it has claimed the lives of innocent people and that it has no deterrent value.
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
14. The most common method of execution in the United States is lethal gas.
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Figure 11.2 Under Methods of Execution
Difficulty Level: Easy
15. Indigent defendants have the right to appointed counsel for their first appeal only.
Learning Objective: 11-8: Explain the right to appeals by those who are convicted.
Cognitive Domain: Knowledge
Answer Location: Criminal Appeals
Difficulty Level: Easy
Short Answer
1. List the four goals of punishment.
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
2. Distinguish between specific and general deterrence.
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.Cognitive Domain: Knowledge
Answer Location: Purposes of Punishment
Difficulty Level: Easy
3. Describe the factors that are most important in determining what sentence should be imposed on an offender.
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Comprehension
Answer Location: Purposes of Punishment
Difficulty Level: Medium
4. Discuss how the crime control model of corrections influences current sentencing practices.
Learning Objective: 11-2: Describe the historical development of, and different philosophies regarding, crime and punishment from the colonial era to today, and how different types of prisons were built accordingly.
Cognitive Domain: Comprehension
Answer Location: Punishment Models, Methods, and Reforms
Difficulty Level: Medium
5. Distinguish between consecutive and concurrent sentences.
Learning Objective: 11-4: Review the federal sentencing guidelines.Cognitive Domain: Knowledge
Answer Location: Types of Sentences to be Served
Difficulty Level: Easy
6. What was the purpose of the Sentencing Reform Act?
Learning Objective: 11-4: Review the federal sentencing guidelines.Cognitive Domain: Knowledge
Answer Location: Sentencing Guidelines
Difficulty Level: Easy
7. Describe the purpose of victim impact statements.
Learning Objective: 11-5: Explain the law and purposes surrounding the use of victim impact statements.
Cognitive Domain: Comprehension
Answer Location: Victim Impact Statements
Difficulty Level: Medium
8. Discuss the main arguments in favor of the death penalty.
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
9. Describe how DNA technology has impacted the use of the death penalty.
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Knowledge
Answer Location: Capital Punishment
Difficulty Level: Easy
10. Describe a defendant's right to appeal after conviction.
Learning Objective: 11-8: Explain the right to appeals by those who are convicted.
Cognitive Domain: Comprehension
Answer Location: Criminal Appeals
Difficulty Level: Medium
11. Explain how the designation of being a habitual offender impacts sentencing decisions.
Learning Objective: 11-1: Delineate the four goals of punishment and explain the factors that influence the type of punishment that a convicted person will receive.
Cognitive Domain: Comprehension
Answer Location: Purposes of Punishment
Difficulty Level: Medium
12. Distinguish between determinate and indeterminate sentencing.
Learning Objective: 11-3: Describe the differences between, and purposes of, both determinate and indeterminate sentences.Cognitive Domain: Comprehension
Answer Location: Types of Sentences to be Served
Difficulty Level: Medium
13. Explain the controversy surrounding the U.S. Sentencing Guidelines, including Supreme Court opinion and current status.
Learning Objective: 11-4: Review the federal sentencing guidelines.Cognitive Domain: Comprehension
Answer Location: Sentencing Guidelines
Difficulty Level: Medium
14. Contrast the arguments for and against the death penalty.
Learning Objective: 11-6: Describe the fundamental arguments for and against capital punishment, including key Supreme Court decisions concerning its existence and application, methods of execution, and DNA exonerations from death sentences.
Cognitive Domain: Comprehension
Answer Location: Capital Punishment
Difficulty Level: Medium
15. Distinguish between aggravating and mitigating circumstances and how these apply to sentencing decisions.
Learning Objective: 11-7: Describe aggravating and mitigating circumstances as they apply to sentencing decisions.
Cognitive Domain: Comprehension
Answer Location: Aggravating and Mitigating Circumstances
Difficulty Level: Medium
Document Information
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