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American Corrections 11th Edition by Todd R. Clear – Test Bank
Sample Questions
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| Chapter_2_The_Early_History_of_Correctional_Thought_and_Practice
True / False |
| 1. Attempts to reform prisons began in the 1500s with the disintegration of feudalism.
| ANSWER: |
True |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 2. The new industrialism brought about a shift from penal to economic considerations as the basis for punishment.
| ANSWER: |
True |
| REFERENCES: |
On the Eve of Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 3. Major efforts began by the start of the 19th century in both Europe and the United States to devise a more severe penal sanction that focused completely on the body, rather than the mind of the offender.
| ANSWER: |
False |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 4. Under the law of retaliation, lex talionis, vengeance was a duty to be carried out by the person wronged or by a family member of the victim.
| ANSWER: |
True |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 5. In England by the year 1200, a system of wergild, or payment of money as compensation, had developed as a way for the king to collect additional resources from the citizens.
| ANSWER: |
False |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 6. Best known for his utilitarian theories, including his creation of the phrase of “hedonic calculus,” Jeremy Bentham was a leading social scholar and philosopher of his time.
| ANSWER: |
True |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 7. The period known as “the Enlightenment” brought about new ideas based on rationalization, the importance of individuals, and the limitations of government.
| ANSWER: |
True |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 8. One of the major reasons England and Europe resorted to sending offenders to the “New World” was that their prisons and houses of corrections were overcrowded.
| ANSWER: |
True |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 9. Another name for the medieval practice of banishment is “relocation.”
| ANSWER: |
False |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 10. Public opinion about punishment has remained static over the last 200 years.
| ANSWER: |
False |
| REFERENCES: |
On the Eve of Reform; The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 11. Shaming is a new punishment idea that was first used during the early 1900s in both Europe and the United States.
| ANSWER: |
False |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 12. Like other social institutions, corrections reflects the vision and concern of the larger community.
| ANSWER: |
True |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 13. Jeremy Bentham was the one-time high sheriff of Bedfordshire, England, who helped spur changes that resulted in the development of the penitentiary during the late 1700s.
| ANSWER: |
False |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 14. Banishment can best be described as punishment inflicted on the offender’s body with whips and other devices that cause physical pain and scarring.
| ANSWER: |
False |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 15. Until the late Middle Ages, prisons were used primarily for the detention of people awaiting trial.
| ANSWER: |
True |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 16. The founder of the Classical School of Criminology is Cesare Beccaria, who applied the rationalist philosophy of the Enlightenment to the criminal justice system.
| ANSWER: |
True |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school. |
| KEYWORDS: |
Bloom’s: Remember |
|
17. The purpose of punishment as a public spectacle was:
| |
a. |
immediate deterrence. |
| |
b. |
specific deterrence. |
| |
c. |
exhibition of the sovereign’s power. |
| |
d. |
both crime control and exhibition of the sovereign’s power. |
| ANSWER: |
d |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
18. The following is an example of corporal punishment:
| |
a. |
forgiveness. |
| |
b. |
whipping. |
| |
c. |
imprisonment. |
| |
d. |
religious education. |
| ANSWER: |
b |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
19. Jeremy Bentham argued that effective punishments prevent in the future.
| |
a. |
premeditated behavior |
| |
b. |
positive behavior |
| |
c. |
similar behavior |
| |
d. |
coerced behavior |
| ANSWER: |
c |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians. |
| KEYWORDS: |
Bloom’s: Remember |
|
20. Political liberals and encouraged reform of the prison system during the Enlightenment period.
| |
a. |
conservatives |
| |
b. |
religious groups |
| |
c. |
independents |
| |
d. |
wealthy businessmen |
| ANSWER: |
c |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections. |
| KEYWORDS: |
Bloom’s: Remember |
|
21. The invention of the penitentiary occurred due in large part because of:
| |
a. |
the influence of the Enlightenment thinkers and activists. |
| |
b. |
a response to negative social conditions and their influence on the rise of crime. |
| |
c. |
he growth of the surplus labor due to the Industrial Revolution. |
| |
d. |
all of these. |
| ANSWER: |
d |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
22. By the 1900s, punishments were carried out under the supervision of:
| |
a. |
the governor. |
| |
b. |
the king. |
| |
c. |
correctional staff. |
| |
d. |
the victim. |
| ANSWER: |
c |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school. |
| KEYWORDS: |
Bloom’s: Remember |
|
23. Lex talionis embodies which of the following principles?
| |
a. |
Punishment should correspond in degree and kind to the offense. |
| |
b. |
An eye for an eye and a tooth for a tooth is legal punishment. |
| |
c. |
Punishment needs to be proportionate. |
| |
d. |
all of the above |
| ANSWER: |
d |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
24. Jeremy Bentham’s classic prison design known as the ______________ called for a circular building with a glass roof and cells on each story and around the circumference of the penitentiary so that the inmates could be viewed at all times to ensure they were abiding by prison rules.
| |
a. |
Trivium |
| |
b. |
Octagon |
| |
c. |
Panopticon |
| |
d. |
Hexagon |
| ANSWER: |
c |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians. |
| KEYWORDS: |
Bloom’s: Remember |
|
25. The belief that a punishment inflicted on an offender must achieve enough good to outweigh the pain inflicted is called:
| |
a. |
utilitarianism. |
| |
b. |
positivism. |
| |
c. |
the Enlightenment. |
| |
d. |
wergild. |
| ANSWER: |
a |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians. |
| KEYWORDS: |
Bloom’s: Remember |
|
26. The practice of removing offenders from the community to another land was known as:
| |
a. |
benefit of clergy. |
| |
b. |
galley slavery. |
| |
c. |
wergild. |
| |
d. |
transportation. |
| ANSWER: |
d |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
27. The Penitentiary Act was based upon core principles under which prisoners were confined in solitary cells and labored silently in common rooms and were subjected to:
| |
a. |
secure and sanitary conditions. |
| |
b. |
nonsystematic inspections. |
| |
c. |
income for their labor. |
| |
d. |
corporal punishment for noncompliance. |
| ANSWER: |
a |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians. |
| KEYWORDS: |
Bloom’s: Remember |
|
28. The founder of the Classical School of Criminology was:
| |
a. |
Cesare Beccaria. |
| |
b. |
John Howard. |
| |
c. |
Cesare Lombroso. |
| |
d. |
Jeremy Bentham. |
| ANSWER: |
a |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school. |
| KEYWORDS: |
Bloom’s: Remember |
|
29. The period known as the Enlightenment had what effect(s) on society?
| |
a. |
It brought a reaction against feudal society and the monopoly of religion. |
| |
b. |
It stressed the notion of equality for all citizens. |
| |
c. |
It was largely influenced by the growth of scientific thinking. |
| |
d. |
all of the above |
| ANSWER: |
d |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections. |
| KEYWORDS: |
Bloom’s: Remember |
|
30. The Enlightenment proposed which of the following ideas for correctional reform?
| |
a. |
a rewriting of penal codes to increase the severity of criminal sanctions |
| |
b. |
a greater belief in the application of pain as a specific and general deterrent |
| |
c. |
the invention of the penitentiary, where prisoners could be isolated from the temptations of the outside world |
| |
d. |
an increase in the number of criminal laws and, as a result, a growth in the numbers and types of prisoners |
| ANSWER: |
c |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
31. For the purpose of deterrence of future criminal acts, which principle(s) did Cesare Beccaria believe were most valuable for carrying out a punishment?
| |
a. |
severity |
| |
b. |
swiftness |
| |
c. |
certainty |
| |
d. |
both swiftness and certainty |
| ANSWER: |
d |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school. |
| KEYWORDS: |
Bloom’s: Remember |
|
32. The term wergild focuses on which of the following?
| |
a. |
rehabilitation for offenders |
| |
b. |
money paid to relatives or victims of a crime |
| |
c. |
educational programs |
| |
d. |
vocational programs |
| ANSWER: |
b |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
33. How was the existing system of justice altered during the Enlightenment?
| |
a. |
People reconsidered the administration of law and redefined corrections. |
| |
b. |
During this period the classical school of criminology emerged, with its insistence on a rational link between the gravity of the crime and the severity of the punishment. |
| |
c. |
The social contract and utilitarianism emphasized limitations on the government and the need to erect a system of punishments so that people would be deterred from crime. |
| |
d. |
all of above |
| ANSWER: |
d |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
34. During the Enlightenment, advances in scientific thinking led to an inquisitive attitude that emphasized all of the following ideas except for:
| |
a. |
observation. |
| |
b. |
experimentation. |
| |
c. |
technological development |
| |
d. |
intervention. |
| ANSWER: |
d |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections. |
| KEYWORDS: |
Bloom’s: Remember |
|
35. As a social institution, corrections reflects the vision and concerns of the:
| |
a. |
government. |
| |
b. |
larger community. |
| |
c. |
warden and administrators. |
| |
d. |
sentencing judges. |
| ANSWER: |
b |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
36. According to the text, certain types of legal sanctions, in the form we are familiar with today, emerged during the:
| |
a. |
1700s. |
| |
b. |
1200s. |
| |
c. |
1500s. |
| |
d. |
1800s. |
| ANSWER: |
b |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
37. The response to crime was viewed as essentially a private affair prior to the century.
| |
a. |
13th |
| |
b. |
17th |
| |
c. |
16th |
| |
d. |
19th |
| ANSWER: |
a |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
38. was a leader of correctional reform in England and the developer of a utilitarian approach to crime and punishment.
| |
a. |
Jeremy Bentham |
| |
b. |
John Howard |
| |
c. |
Cesare Beccaria |
| |
d. |
Sir Walter Crofton |
| ANSWER: |
a |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians. |
| KEYWORDS: |
Bloom’s: Remember |
|
39. Wergild developed as a:
| |
a. |
barter system. |
| |
b. |
method for the king to bring his subjects directly under his rule. |
| |
c. |
method of treating private wrongs as public crimes. |
| |
d. |
system of compensation for private wrongs committed against another. |
| ANSWER: |
d |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
40. The dominant social institution during the Middle Ages in England and Europe was:
| |
a. |
the king. |
| |
b. |
the sheriff. |
| |
c. |
the penitentiary. |
| |
d. |
the church. |
| ANSWER: |
d |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
41. The law of the civil society as distinguished from church law is known as:
| |
a. |
natural law |
| |
b. |
lex talionis. |
| |
c. |
secular law. |
| |
d. |
benefit of clergy. |
| ANSWER: |
c |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
42. Benefit of clergy was extended to:
| |
a. |
all men deemed worthy by the kind. |
| |
b. |
all wealthy aristocrats of the realm. |
| |
c. |
monks and nuns only. |
| |
d. |
all literate persons. |
| ANSWER: |
d |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
43. The was born out of concern for the sinfulness of sloth.
| |
a. |
wergild |
| |
b. |
workhouse |
| |
c. |
penitentiary |
| |
d. |
bridewell |
| ANSWER: |
b |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
44. The emphasis of the ________________ on the importance of hard work and on the sinfulness of sloth sparked European reformers to urge that some means be used to provide work for the idle poor.
| |
a. |
Jewish Restoration |
| |
b. |
Protestant Reformation |
| |
c. |
Catholic Crusades |
| |
d. |
Spanish Inquisition |
| ANSWER: |
b |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
45. _________________ were abandoned ships that the English converted to hold convicts during a period of prison crowding between 1776 and 1790.
| |
a. |
Hulks |
| |
b. |
Galleys |
| |
c. |
Cells |
| |
d. |
Workships |
| ANSWER: |
a |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
46. ________________ was an English prison reformer whose research and writing led to the passage of the Penitentiary Act of 1779 by the House of Commons.
| |
a. |
Franklin Shepard |
| |
b. |
Jeremy Bentham |
| |
c. |
Michael Rourke |
| |
d. |
John Howard |
| ANSWER: |
d |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
47. Which of the following offender types were not considered to comprise a large portion of those who were sentenced to early English Bridewell houses?
| |
a. |
orphans |
| |
b. |
the poor |
| |
c. |
prostitutes |
| |
d. |
violent repeat offenders |
| ANSWER: |
d |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
48. A house of _________________________ was a detention facility that combined the major elements of a workhouse, poorhouse, and penal industry by both disciplining the inmates and setting them to work.
| |
a. |
solitude |
| |
b. |
correction |
| |
c. |
penance |
| |
d. |
redemption |
| ANSWER: |
b |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
49. Which of the following was NOT a medieval form of capital punishment?
| |
a. |
flayed alive |
| |
b. |
broken on the wheel |
| |
c. |
the rack |
| |
d. |
fed to lions |
| ANSWER: |
d |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
| Match each item to the phrase or sentence listed below.
a. Punishment to a body inflicting pain
b. Law of civil society
c. Forced rowing
d. Detention facility
e. Pleasure over pain
f. The right to be tried in ecclesiastical court
g. Retaliation
h. Age of Reason
i. A form of banishment
j. Free will and severe punishment |
50. Benefit of clergy
| ANSWER: |
f |
| REFERENCES: |
From the Middle Ages to the American Revolution
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution.
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
51. Classical criminology
| ANSWER: |
j |
| REFERENCES: |
From the Middle Ages to the American Revolution
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution.
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
52. Corporal punishment
| ANSWER: |
a |
| REFERENCES: |
From the Middle Ages to the American Revolution
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution.
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
53. Enlightenment
| ANSWER: |
h |
| REFERENCES: |
From the Middle Ages to the American Revolution
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution.
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
54. Galley slavery
| ANSWER: |
c |
| REFERENCES: |
From the Middle Ages to the American Revolution
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution.
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
55. House of corrections
| ANSWER: |
d |
| REFERENCES: |
From the Middle Ages to the American Revolution
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution.
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
56. Hulk
| ANSWER: |
i |
| REFERENCES: |
From the Middle Ages to the American Revolution
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution.
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
57. Lex talionis
| ANSWER: |
g |
| REFERENCES: |
From the Middle Ages to the American Revolution
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution.
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
58. Secular law
| ANSWER: |
b |
| REFERENCES: |
From the Middle Ages to the American Revolution
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution.
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
59. Utilitarianism
| ANSWER: |
e |
| REFERENCES: |
From the Middle Ages to the American Revolution
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution.
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school.
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians.
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
60. Scholars point to the as the first comprehensive statement of prohibited behavior.
| ANSWER: |
Hammurabic Code |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
61. Because punishment was considered a powerful general , authorities from the 16th to the 18th centuries in Europe carried out sanctions in the market square for all to see.
| ANSWER: |
deterrent |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
62. A leading 18th-century English correctional reformer who was responsible for the creation and later implementation of the Penitentiary Act of 1779 was .
| ANSWER: |
John Howard |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Remember |
|
63. Secular law is often referred to as the __________ law of society.
| ANSWER: |
civil |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
64. According to scholars, the Enlightenment was a reaction against feudal and traditions.
| ANSWER: |
monarchical |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections. |
| KEYWORDS: |
Bloom’s: Remember |
|
65. A school of criminology that views behavior as stemming from free will is known as ____________.
| ANSWER: |
classical |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections. |
| KEYWORDS: |
Bloom’s: Remember |
|
66. Until the 1800s, ______________ were authorized only to house pretrial detainees, debtors, and vagrants.
| ANSWER: |
jails |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
67. The doctrine that the aim of all action should be the greatest balance of pleasure over pain and that a punishment inflicted on an offender must achieve enough good to outweigh the pain is called .
| ANSWER: |
utilitarianism |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections. |
| KEYWORDS: |
Bloom’s: Remember |
|
68. The forced rowing of large ships as a form of early punishment was known as _______________.
| ANSWER: |
galley slavery |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
69. ___________________ refers to the practice of transplanting offenders from the community to another region or land, often a penal colony.
| ANSWER: |
Transportation |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
70. __________________ refers to punishment inflicted on the offender’s body with whips or other devices that cause pain.
| ANSWER: |
Corporal punishment |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
71. The period known as the ______________________ was a cultural movement in England and France during the 1700s, when concepts of liberalism, rationality, equality, and individualism dominated social and political thinking.
| ANSWER: |
Enlightenment or Age of Reason |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections.
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school. |
| KEYWORDS: |
Bloom’s: Remember |
|
72. _____________________ has been credited as being the founder of the Classical School of Criminology.
| ANSWER: |
Cesare Beccaria |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.03 – Understand the contribution of Cesare Beccaria and the classical school. |
| KEYWORDS: |
Bloom’s: Remember |
|
73. ________________________ was an early English correctional reformer who advocated for the utility of prison confinement to treat and reform criminals’ thought processes that he deemed a “hedonistic calculus.”
| ANSWER: |
Jeremy Bentham |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.04 – Explain the contribution of Jeremy Bentham and the utilitarians. |
| KEYWORDS: |
Bloom’s: Remember |
|
74. The term _____________________ was used to describe a house of correction that was first used during the 16th century in England.
| ANSWER: |
Bridewell House |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Remember |
|
75. Briefly summarize the social, political, and scientific ideas advocated during the Enlightenment and the lasting effect they had on correctional thinking and practices.
| ANSWER: |
Answers will vary. |
| REFERENCES: |
The Enlightenment and Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.02 – Discuss the Enlightenment and how it affected corrections. |
| KEYWORDS: |
Bloom’s: Understand |
|
76. Shaming is not a new practice; in fact, it has been making a resurgence in the realm of punishment in certain arenas. Please provide early historical examples of shaming and discuss whether you think it is a useful tool of social control. Be sure to fully explain your answer. In your opinion, are there any possible negative outcomes of shaming?
| ANSWER: |
Answers will vary. |
| REFERENCES: |
From the Middles Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Understand |
|
77. Who was John Howard and what significance did he have in regard to correctional reform? Be sure to list and explain his major accomplishments.
| ANSWER: |
Answers will vary. |
| REFERENCES: |
The Age of Correctional Reform |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.05 – Discuss the work of John Howard and its influence on correctional reform. |
| KEYWORDS: |
Bloom’s: Understand |
|
78. In your own opinion, should the United States look to incorporate punishments that they once used, but later outlawed to due to the cruel and harmful nature of such acts (e.g., corporal punishment, transportation)? Be sure to fully explain and defend your answer.
| ANSWER: |
Answers will vary |
| REFERENCES: |
From the Middle Ages to the American Revolution |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.02.01 – Understand the major forms of punishment from the Middle Ages to the American Revolution. |
| KEYWORDS: |
Bloom’s: Understand |
|
| Chapter_4_The_Punishment_of_Offenders
True / False |
| 1. According to the authors, rehabilitation is oriented solely toward the offender and does not imply any consistent relationship between the severity of the punishment and the gravity of the crime.
| ANSWER: |
True |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 2. The public must be constantly reminded about punishment for deterrence to work.
| ANSWER: |
True |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 3. The United States employs a national standard approach to sentencing.
| ANSWER: |
False |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 4. Retribution is a goal of punishment designed to repair the damage done to the victim and community by an offender’s criminal act.
| ANSWER: |
False |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 5. Most Western democracies impose the death penalty.
| ANSWER: |
False |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 6. In the past decade, many have argued that the needs of the victim and the community should be the focus of punishment goals.
| ANSWER: |
True |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 7. Recent knowledge of the effectiveness of deterrence shows that social science is able to measure the effects of various punishments.
| ANSWER: |
False |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 8. All punishments inflicted upon offenders are visible.
| ANSWER: |
False |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 9. Incapacitation focuses on characteristics of the offenders instead of characteristics of the victims.
| ANSWER: |
True |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 10. Community-based punishments such as probation and intermediate sanctions are imposed far more often than prison sentences in the United States.
| ANSWER: |
True |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 11. The deserved-punishment approach requires sanctions be administered solely for the goal of incapacitation.
| ANSWER: |
False |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 12. Incarceration, the death penalty, and probation all may have more than one intended goal behind their implementation.
| ANSWER: |
True |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 13. Legislatures establish the penal codes that set forth the sentences that judges may impose.
| ANSWER: |
True |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 14. The clerk of the court is responsible for preparing the presentence report provided to a judge prior to sentencing.
| ANSWER: |
False |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 15. One impact of sentencing guidelines is that sentencing discretion has shifted from the prosecutor to the judge.
| ANSWER: |
False |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 16. Discrimination occurs when criminal justice officials either directly or indirectly treat people differently because of their race, ethnicity, gender, or class.
| ANSWER: |
True |
| REFERENCES: |
Unjust Punishment |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
| 17. Unjust punishments can occur because of sentencing disparities and wrongful convictions.
| ANSWER: |
True |
| REFERENCES: |
Unjust Punishment |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
18. The concept of good time is provided to inmates in certain correctional facilities based on:
| |
a. |
medical issues. |
| |
b. |
complaints to staff. |
| |
c. |
family matters. |
| |
d. |
participation in vocational programs. |
| ANSWER: |
d |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
19. Which of the following is NOT one of the four major goals of corrections in the United States?
| |
a. |
deterrence |
| |
b. |
incarceration |
| |
c. |
rehabilitation |
| |
d. |
retribution |
| ANSWER: |
b |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
20. The concept of selective incapacitation rests on the idea that:
| |
a. |
most serious offenders require short periods of incarceration. |
| |
b. |
a small number of offenders are responsible for a disproportionate number of violent and property crimes. |
| |
c. |
the cost of incarceration can be decreased by housing only serious violent drug offenders. |
| |
d. |
the crime rate will remain relatively stable if serious felons are incarcerated for long periods. |
| ANSWER: |
b |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
21. According to the retributive justice model of punishment, those who commit a particular crime should be punished:
| |
a. |
subjectively. |
| |
b. |
alike. |
| |
c. |
differently. |
| |
d. |
mercifully. |
| ANSWER: |
b |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
22. With reference to time, rehabilitation is:
| |
a. |
future-oriented. |
| |
b. |
present-oriented. |
| |
c. |
past-oriented. |
| |
d. |
both future- and past-oriented. |
| ANSWER: |
a |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
23. Among the stated goals of the correctional process as mentioned by the authors, which of the following does not overlap with the objectives of the other purposes?
| |
a. |
rehabilitation |
| |
b. |
deterrence |
| |
c. |
incapacitation |
| |
d. |
retribution |
| ANSWER: |
a |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
24. The goal of rehabilitation is oriented solely toward the ______________and does not imply any consistent relationship between the severity of the punishment and the gravity of the crime.
| |
a. |
state |
| |
b. |
victim |
| |
c. |
offender |
| |
d. |
law |
| ANSWER: |
c |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
25. According to Herbert Packer, which of the following is NOT an element of punishment?
| |
a. |
an offense |
| |
b. |
the infliction of pain because of the commission of the offense |
| |
c. |
use of community justice tactics to deter the offender |
| |
d. |
a dominant purpose to prevent further offenses or to inflict pain on the offender |
| ANSWER: |
d |
| REFERENCES: |
The Purpose of Punishment |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
26. According to the authors, is the most visible penalty imposed by the American criminal justice system.
| |
a. |
imprisonment |
| |
b. |
probation |
| |
c. |
parole |
| |
d. |
the death sentence |
| ANSWER: |
a |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
27. Experts usually cite as reasons wrongful convictions occur.
| |
a. |
plea-bargaining pressures |
| |
b. |
community pressure |
| |
c. |
eyewitness error |
| |
d. |
all of these |
| ANSWER: |
d |
| REFERENCES: |
Unjust Punishment |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
28. Probationary sentences emphasize guidance and in the community.
| |
a. |
employment |
| |
b. |
educational attainment |
| |
c. |
supervision |
| |
d. |
family connectivity |
| ANSWER: |
c |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
29. The most frequently applied set of sentencing guidelines used throughout the United States is the:
| |
a. |
Minnesota Sentencing Guidelines. |
| |
b. |
New York Sentencing Guidelines. |
| |
c. |
Pennsylvania Sentencing Guidelines. |
| |
d. |
Georgia Sentencing Guidelines. |
| ANSWER: |
a |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
30. asserts that a person who has infringed on the rights of others deserves to be penalized or punished.
| |
a. |
Deterrence |
| |
b. |
Retribution |
| |
c. |
Incapacitation |
| |
d. |
Rehabilitation |
| ANSWER: |
b |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
31. According to the concept of , offenders are returned to society once they are treated.
| |
a. |
deterrence |
| |
b. |
retribution |
| |
c. |
incapacitation |
| |
d. |
rehabilitation |
| ANSWER: |
d |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
32. Punishment of criminals that is intended to be an example to the public and to discourage the commission of offenses by others is known as:
| |
a. |
specific deterrence. |
| |
b. |
specific retribution. |
| |
c. |
general deterrence. |
| |
d. |
general rehabilitation. |
| ANSWER: |
c |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
33. Depriving an offender of the ability to commit crimes against society, usually by detention in prison, is:
| |
a. |
deterrence. |
| |
b. |
retribution. |
| |
c. |
incapacitation. |
| |
d. |
rehabilitation. |
| ANSWER: |
c |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
34. Punishment designed to repair damage to both victim and community is considered:
| |
a. |
rehabilitation. |
| |
b. |
retribution. |
| |
c. |
reintegration. |
| |
d. |
restorative justice. |
| ANSWER: |
d |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
35. Since the , retribution as a justification for the criminal sanction has aroused new interest.
| |
a. |
1930s |
| |
b. |
1950s |
| |
c. |
1970s |
| |
d. |
1990s |
| ANSWER: |
c |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
36. Sentencing guidelines are designed to do all of the following except:
| |
a. |
reduce disparity in sentencing for similar offenses. |
| |
b. |
increase and decrease punishments for certain offenders and offenses. |
| |
c. |
reduce prison overcrowding. |
| |
d. |
enhance rehabilitative efforts to punish offenders. |
| ANSWER: |
d |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
37. Legislatures concerned with the correctional goal of treatment usually prescribe a(n):
| |
a. |
determinate sentencing scheme. |
| |
b. |
indeterminate sentencing scheme. |
| |
c. |
mandatory sentencing scheme. |
| |
d. |
presumptive sentencing scheme. |
| ANSWER: |
b |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
38. Punishments less severe than prison but more restrictive than traditional probation are:
| |
a. |
restorative sanctions. |
| |
b. |
indefinite sanctions. |
| |
c. |
immediate sanctions. |
| |
d. |
intermediate sanctions. |
| ANSWER: |
d |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
39. Judges may deviate from the sentencing guidelines if aggravating or circumstances exist.
| |
a. |
mitigating |
| |
b. |
fixed |
| |
c. |
purposeful |
| |
d. |
exaggerating |
| ANSWER: |
a |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
40. In the famous United States v. Booker decision, the Supreme Court found that sentencing guidelines were:
| |
a. |
mandatory. |
| |
b. |
discretionary. |
| |
c. |
necessary. |
| |
d. |
binding. |
| ANSWER: |
b |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
41. Restorative justice sees crime as a violation against which of the following?
| |
a. |
victim and community |
| |
b. |
offender and state |
| |
c. |
community and state |
| |
d. |
victim and offender |
| ANSWER: |
a |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
42. Divergence in the lengths and types of sentences imposed for the same crime or crimes of comparable seriousness when no reasonable justification is known as a:
| |
a. |
judicial disparity. |
| |
b. |
sentencing disparity. |
| |
c. |
form of systemic racism. |
| |
d. |
miscarriage of justice. |
| ANSWER: |
b |
| REFERENCES: |
Unjust Punishment |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
43. __________________ refers to a report prepared by a probation officer, who investigates a convicted offender’s background to help the judge select an appropriate sentence.
| |
a. |
Presentence |
| |
b. |
Pretrial |
| |
c. |
Post-sentence |
| |
d. |
Post-trial |
| ANSWER: |
a |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
44. _______________________ is an instrument developed for judges that indicates the usual sanctions given previously for particular offenses.
| |
a. |
Sentencing guidelines |
| |
b. |
Sentencing report |
| |
c. |
Pretrial guidelines |
| |
d. |
Presentence report |
| ANSWER: |
a |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
45. The least frequently used criminal sanction in the United States is:
| |
a. |
death. |
| |
b. |
incarceration. |
| |
c. |
intermediate sanctions. |
| |
d. |
probation. |
| ANSWER: |
a |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
46. According to the authors, which of the following is NOT one of the major sentencing structures currently used in the United States?
| |
a. |
indeterminate |
| |
b. |
intermediate |
| |
c. |
determinate |
| |
d. |
mandatory |
| ANSWER: |
b |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
47. Judges use combinations of criminal sanctions to reflect all of the following except the:
| |
a. |
needs of the community. |
| |
b. |
severity of the crime. |
| |
c. |
emotional state of victim. |
| |
d. |
characteristics of the offender. |
| ANSWER: |
c |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
48. Which of the following is NOT one of the major factors that influence judges’ sentencing decisions?
| |
a. |
role of the victim in the crime |
| |
b. |
offender’s role in the commission of the crime |
| |
c. |
offender’s criminal history |
| |
d. |
severity of the offense |
| ANSWER: |
a |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Remember |
|
| Match each item to the phrase or sentence listed below.
a. Remove an offender’s capacity to commit crime
b. Min/max range of incarceration
c. Punishment as an example to the public
d. Restoring the offender to society
e. Control over the amount of time a prisoner serves
f. Deserved punishment
g. Incarcerated for the betterment of society
h. Goal of punishment seeking to repair damage caused
i. Fixed time of incarceration
j. Punishment for the individual |
49. General deterrence
| ANSWER: |
c |
| REFERENCES: |
See Key Terms throughout chapter. |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment.
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction.
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process.
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
50. Retribution
| ANSWER: |
f |
| REFERENCES: |
See Key Terms throughout chapter. |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment.
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction.
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process.
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
51. Incapacitation
| ANSWER: |
a |
| REFERENCES: |
See Key Terms throughout chapter. |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment.
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction.
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process.
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
52. Specific deterrence
| ANSWER: |
j |
| REFERENCES: |
See Key Terms throughout chapter. |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment.
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction.
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process.
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
53. Indeterminate Sentencing
| ANSWER: |
e |
| REFERENCES: |
See Key Terms throughout chapter. |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment.
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction.
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process.
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
54. Selective incapacitation
| ANSWER: |
g |
| REFERENCES: |
See Key Terms throughout chapter. |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment.
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction.
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process.
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
55. Rehabilitation
| ANSWER: |
d |
| REFERENCES: |
See Key Terms throughout chapter. |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment.
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction.
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process.
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
56. Determinate sentencing
| ANSWER: |
i |
| REFERENCES: |
See Key Terms throughout chapter. |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment.
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction.
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process.
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
57. Restorative Justice
| ANSWER: |
h |
| REFERENCES: |
See Key Terms throughout chapter. |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment.
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction.
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process.
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
58. Mandatory sentencing
| ANSWER: |
b |
| REFERENCES: |
See Key Terms throughout chapter. |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment.
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction.
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process.
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
59. assumes that society can remove an offender’s capacity to commit further crimes by detention in prison or by execution.
| ANSWER: |
Incapacitation |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
60. ___________ contends that an offender should be punished based on the severity of the offense.
| ANSWER: |
Retribution |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
61. presumes that punishment inflicted on criminals will discourage them from committing future crimes.
| ANSWER: |
Specific deterrence |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
62. Offenders who repeat certain kinds of crime are sentenced to long prison terms through the concept of incapacitation.
| ANSWER: |
selective |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
63. The use of sentences was greatly expanded in the 1980s as a primary weapon in the War on Drugs.
| ANSWER: |
mandatory minimum |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
64. is the goal of punishment inflicted on a person who has violated a criminal law and deserves to be punished.
| ANSWER: |
Retribution |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
65. In keeping with the goal of treatment, sentencing gives correctional officials and parole boards significant control over the amount of time an offender serves through a lack of fixed time of incarceration.
| ANSWER: |
indeterminate |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
66. The most frequently applied criminal sanction is .
| ANSWER: |
probation |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
67. A convicted offender who is imprisoned for a fixed period of time has been given a __________ sentence.
| ANSWER: |
determinate |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
68. presumes members of the general public will be discouraged by observing the punishments of others and will conclude the costs of crime outweigh the benefits.
| ANSWER: |
General deterrence |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
69. Unjust punishments can occur because of sentencing disparities and _____________.
| ANSWER: |
wrongful convictions |
| REFERENCES: |
Unjust Punishment |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.04 – Discuss the problem of unjust punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
70. ___________________ sanctions are penalties that are more severe than probation but less severe than incarceration.
| ANSWER: |
Intermediate |
| REFERENCES: |
Forms of Criminal Punishment |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
71. The correctional goal of __________________ attempts to restore the convicted offender to a constructive place in society through the use of individualized treatment.
| ANSWER: |
rehabilitation |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
72. The correctional goal of ____________________ assumes that society can, by detention in a correctional facility or by execution, remove an offender’s capacity to commit further crimes.
| ANSWER: |
incapacitation |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
73. Of the four major goals of corrections, ________________ clearly conflicts with the other three goals since it focuses on treatment of the offender as opposed to other more punitive sanctions.
| ANSWER: |
rehabilitation |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Remember |
|
74. ______________________ is the most visible form of punishment used in the United States.
| ANSWER: |
Imprisonment/incarceration |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Remember |
|
75. List and explain the four goals of corrections, including the intended purpose of each. Provide your opinion on the overall effectiveness of each purpose; in doing so, be sure to discuss which you are in favor of in regard to the potential reduction in recidivism rates of offenders.
| ANSWER: |
Answers will vary. |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment. |
| KEYWORDS: |
Bloom’s: Understand |
|
76. Describe and discuss the two types of deterrence. What are the pros and cons of each type? Which are you in favor of and why?
| ANSWER: |
Answers will vary. |
| REFERENCES: |
The Purpose of Corrections |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.01 – Understand the goals of punishment.
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Understand |
|
77. List and explain the various factors that influence the sentencing process. Of these factors, which do you feel has the most negative effect on the criminal justice system? on the offender? on the victim? on society in general?
| ANSWER: |
Answers will vary. |
| REFERENCES: |
The Sentencing Process |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.03 – Explain how different factors affect the sentencing process. |
| KEYWORDS: |
Bloom’s: Understand |
|
78. Discuss the four major forms of criminal sanctions that are most commonly used within our correctional system. What are the pros and cons of each form? Which do you feel is a greater deterrent to crime and why do you believe this particular sanction is more effective than the others?
| ANSWER: |
Answers will vary. |
| REFERENCES: |
Forms of Criminal Sanctions |
| LEARNING OBJECTIVES: |
ACOR.CLEA.16.04.02 – Be familiar with the different forms of the criminal sanction. |
| KEYWORDS: |
Bloom’s: Understand |
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