(Test Bank) Corrections In America: An Introduction

978-0134762586, Allen,Latessa,Ponder, 15

Political Science

Test Bank

15th Edition

• $15.00 $50.00

---

Description

Test Bank for Corrections In America: An Introduction, The downloadable file consists of 487 pages, and the total size of the file is 1.81 MB. Purchase now only for highly discounted price.

Author(s): Allen, Latessa, Ponder

---

---

Study Note Preview

iii Contents To the Instructor iv Course Syllabi 10-Week Course Syllabus v 16-Week Syllabus viii Chapters PART I: HISTORICAL PERSPECTIVES 1 Early History (2000 B.C. to A.D. 1800) 1 2 Prisons (1800 to the Present) 8 3 Correctional Ideologies: The Pendulum Swings 14 4 The Sentencing and Appeals Process 20 PART II: ALTERNATIVES TO IMPRISONMENT 5 Probation 26 6 Diversion and Intermediate Sanctions 33 PART III: INSTITUTIONAL CORRECTIONS 7 Custody Functions 40 8 Security Threat Groups and Prison Gangs 48 9 Management and Treatment Functions 53 10 Jails and Detention Facilities 59 11 Prison Systems 66 12 Private-Sector Systems 72 13 The Death Penalty 79 14 Parole and Reentry 85 PART IV: CORRECTIONAL CLIENTS 15 Appeals and Offender Rights 93 16 Male Offenders 103 17 Female Offenders 109 18 Juvenile Offenders and Facilities 116 19 Special-Category Offenders 127 Test Bank 136 iv To the Instructor The adoption of a textbook is always a major decision. The authors thank you for choosing the Fifteenth edition of Corrections in America: An Introduction to use in your course. We are confident that this revamped and improved edition will meet all your needs in providing timely and comprehensive information in this rapidly changing sector of the criminal justice system. In conjunction with your expertise, the text will provide your students with a solid foundation in the exciting field of corrections. The Instructor’s Manual has been carefully designed to assist you, the faculty, in presenting the material contained in the text by adding new features to make classes and lectures more interesting, effective, and “instructor friendly.” Here is a list of features: • Suggested Course Syllabus for ten-and sixteen-week courses • Chapter Overview • Chapter Objectives • Lecture Outline • Video Suggestions • Types of Guest Lecturers • Sources of Additional Information Resources • Lecture Notes • Class Activities • Thematic Questions • Homework • Review Question Answers These above-mentioned items, along with the pedagogical features contained in the main text, can be combined to construct quizzes, midterm examinations, and comprehensive examinations. They can be mixed together in unlimited combinations by using the Test Bank, which accompanies this book. Thus, this Instructor’s Manual provides you with efficient and effective means for management of your lectures (classroom or online), ensuring that key points are being learned, and maximizing effective student interaction. The authors always welcome your comments and recommendations for improvement of future editions. v Syllabi 10-WEEK SYLLABUS University _______________________ Department of Justice Administration _________Quarter, 20____-20____ INTRODUCTION TO CORRECTIONS Instructor: __________ Phone: __________ Office Hours: __________ Email: __________ Section 01: __________ Office: __________ Section 02: __________ INTRODUCTION A multidisciplinary study of corrections from the early 1800's to the present. Significant studies relating to the role of corrections and the methods of community treatment, and analysis of current model and practices. Three units. This course focuses on the roles of corrections of offenders and society. It starts with an historical and philosophical view of the development of corrections (post-adjudication processing of criminal offenders) focusing on adult offenders. Later topics include administrative and operational components of corrections, criminals in confinement, post-adjudication procedures and problems, and community corrections. OBJECTIVES There are six objectives of this course, representing what students can reasonable expect to achieve, assuming active study and participation. 1. Comprehend the relationship between society and the offender. 2. Understand the philosophical bases by which offenders are treated. 3. Comprehend the broader forces at work in institutional and community corrections. 4. Differentiate between corrections of misdemeanants and felons. 5. Understand the current correctional systems in the nation. 6. Understand the historical development of corrections in America. vi INSTRUCTOR’S EXPECTATIONS OF STUDENTS 1. Attend class regularly. 2. Read assignments before coming to class. 3. Participate in discussions. 4. Complete all assignments on time. TEXTBOOK a) Allen, Latessa and Ponder. CORRECTIONS IN AMERICA: An Introduction, 15/e. ISBN-10: 0-13-476258-4. Prentice Hall GRADING There will be three examinations. Each examination will contain multiple-choice, matching, and true-false questions. The final will contain only multiple-choice and true-false questions. Each examination will count for 1/3 of your grade. NOTE TO INSTRUCTOR: A Final Report (Term Paper) may also be required. Course Schedule IN ADDITION TO THE ASSIGNMENTS BELOW, PLEASE REVIEW THE POWERPOINTS THAT ACCOMPANY EACH CHAPTER HISTORICAL PERSPECTIVES 1. Week One Assignments: Read Chapters 1 & 2 Early History (2000 B.C. to A.D. 1800) Prisons (1800 to the Present) 2. Week Two Assignments: Read Chapters 3 & 4 Correctional Ideologies: The Pendulum Swings The Sentencing and Appeals Process ALTERNATIVES TO IMPRISONMENT 3. Week Three Assignments: Read Chapters 5 & 6 Probation Diversion and Intermediate Sanctions NOTE: The first examination will be in week four, date TBA. The examination material will cover chapters 1-6 of the textbook. vii INSITUTIONAL CORRECTIONS 4. Week Four Assignments: Read Chapters 7 & 8 Custody Functions Security Threat Groups and Prison Gangs 5. Week Five Assignments: Read Chapters 9 & 10 Management and Treatment Functions Jails and Detention Facilities 6. Week Six Assignments: Read Chapters 11 & 12 Prison Systems Private-Sector Systems 7. Week Seven Assignments: Read Chapters 13 & 14 The Death Penalty Parole and Reentry NOTE: The second examination will be in week seven, date TBA. The examination material will cover chapters 7-14 of the textbook. CORRECTIONAL CLIENTS 8. Week Eight Assignments: Read Chapters 15 & 16 Appeals and Offender Rights Male Offenders Delivery of Term Paper 9. Week Nine Assignments: Read Chapters 17 & 18 Female Offenders Juvenile Offenders and Facilities 10. Week Ten Assignments: Read Chapter 19 Special-Category Offender NOTE: The third examination will be in week ten, date TBA. The examination material will cover chapters 14-19 of the textbook. FINAL EXAMINATION: Date and Time TBA viii SUGGESTED COURSE SYLLABUS 16-WEEK SYLLABUS University _______________________ Department of Justice Administration FALL_______SPRING______SUMMER______, 20____-20____ INTRODUCTION TO CORRECTIONS Professor: __________ Phone: __________ Office Hours: __________ Email: __________ Section 01: __________ Office: __________ Section 02: __________ INTRODUCTION A multidisciplinary study of corrections from the early 1800’s to the present. Significant studies relating to the role of corrections and the methods of community treatment and analysis of current model and practices. Three units. This course focuses on the roles of corrections of offenders and society. It starts with an historical and philosophical view of the development of corrections (post-adjudication processing of criminal offenders) focusing on adult offenders. Later topics include administrative and operational components of corrections, criminals in confinement, post-adjudication procedures and problems, and community corrections. OBJECTIVES There are six objectives of this course, representing what students can reasonable expect to achieve, assuming active study and participation. 1. Comprehend the relationship between society and the offender. 2. Understand the philosophical bases by which offenders are treated. 3. Comprehend the broader forces at work in institutional and community corrections. 4. Differentiate between corrections of misdemeanants and felons. 5. Understand the current correctional systems in the nation. 6. Understand the historical development of corrections in America. ix INSTRUCTOR'S EXPECTATIONS OF STUDENTS 1. Attend class regularly. 2. Read assignments before coming to class. 3. Participate in discussions. 4. Complete all assignments of time. TEXTBOOK a) Allen, Latessa and Ponder. CORRECTIONS IN AMERICA: An Introduction, (15th Edition, 2019). ISBN-10: 0-13-476258-4. Prentice Hall. GRADING There will be three examinations. Each midterm will contain multiple-choice, matching, and true-false questions. The final will contain only multiple-choice and true-false questions. Each examination will count for 1/3 of your grade. OPTIONAL: A Final Report (Term Paper) may also be required. COURSE SCHEDULE IN ADDITION TO THE ASSIGNMENTS BELOW, PLEASE REVIEW THE POWERPOINTS THAT ACCOMPANY EACH CHAPTER PART 1: HISTORICAL PERSPECTIVES 1. Week One Assignments Read Chapter 1 Early History (2000 B.C. to A.D. 1800) 2. Week Two Assignments: Read Chapters 2 & 3 Prisons (1800 to the Present) Correctional Ideologies: the Pendulum Swings 3. Week Three Assignments: Read Chapter 4 The Sentencing and Appeals Process PART 2: ALTERNATIVES TO IMPRISONMENT 4. Week Four Assignments: Read Chapter 5 Probation 5. Week Five Assignments Read Chapter 6 Diversion and Intermediate Sanctions x NOTE: The first examination will be in week six, date TBA. The examination material will cover chapters 1-6 of the textbook. PART 3: INSITUTIONAL CORRECTIONS 6. Week Six Assignments: Custody Function Read Chapters 7 & 8 Security Threat Groups and Prison Gangs Midterm Examination Date and Time TBA 7. Week Seven Assignments: Read Chapter 9 & 10 Management and Treatment Functions Jails and Detention Facilities 8. Week Eight Assignments: Read Chapter 11 & 12 Prison Systems Private-Sector Systems 9. Week Nine Assignments: Read Chapter 13 *The Death Penalty *Class Discussion: Pros and cons of the Death Penalty. All students are expected to be prepared and participate in this class discussion 10. Week Ten Assignments: Read Chapter 14 Parole and Reentry NOTE: The second examination will be in week eleven, date TBA. The examination material will cover chapters 7-14 of the textbook. CORRECTIONAL CLIENTS 12. Week Twelve Assignments: Read Chapter 15 Appeals and Offender Rights 13. Week Thirteen Assignments: Read Chapter 16 Male Offenders 14. Week Fourteen Assignments: Read Chapter 17 Female Offenders Delivery of Term Paper 15. Week Fifteen Assignments: Read Chapters 18 & 19 Juvenile Offenders and Facilities Special-Category Offenders xi NOTE: The third examination will be in week sixteen, date TBA. The examination material will cover chapters 15-19 of the textbook. Final Examination: TBA 1 CHAPTER 1 EARLY HISTORY (2000 B.C. TO A.D. 1800) CHAPTER OVERVIEW • A crucial question in corrections is, “Who are offenders and what shall we do with them?” Part 1 deals with the process by which punishment originated as a private matter between an offending party and the victim but later came to be an official state function. Significant changes over time are examined, starting with 2000 B.C. and continuing through contemporary efforts to construct places of punishment and reform. Behind each of the four major answers to the crucial question lay assumptions about the nature of offenders and what to do with them. Part 1 details these perceptions, assumptions, and answers, as well as corresponding correctional practices and fads that have emerged during the last 4,000 years. CHAPTER OBJECTIVES • Summarize the definition, mission, and role of corrections. • Summarize early responses to crime prior to the development of prisons. • Describe how secular law emerged. • Summarize sentencing goals and primary punishment philosophies from 1800 to present. • Outline the development of the prison. LECTURE OUTLINE • What is the Role of Corrections? o Significant changes since 2000 B.C. o Currently, the role of corrections is to punish serious offenders, rehabilitate criminals, ensure public safety, and prepare offenders for return to society as law-abiding citizens • Redress of Wrongs o Retaliation § The earliest remedy for wrongs done to one’s person or property was to retaliate against the wrongdoer. o Fines and Punishment § Criminal law requires an element of public action against the wrongdoer • Early Codes o Babylonian and Sumerian Codes § The concept of lex talionis is far older than the Bible; it appears in the Sumerian codes (1860 B.C.) and in the 1750 B.C. code of King Hammurabi of Babylon § While most historians view the Hammurabic Code as the first comprehensive attempt at codifying social interaction, the Sumerian codes preceded it by about a century o Crime and Sin 2 § If society believed the crime might have offended a divinity, the accused had to undergo a long period of progressively harsher punishment to appease the gods. § Offenders had to “get right with God.” o Roman and Greek Codes § In the sixth century A.D., Emperor Justinian of Rome wrote his code of laws, one of the most ambitious early efforts to match a desirable amount of punishment with all possible crimes. § The Greeks were the first society to allow any of their citizens to prosecute an offender in the name of the injured party. o The Middle Ages § The Middle Ages was a long period of general social disorder. § The church expanded the concept of crime to include some new areas, still reflected in modern codes. § The zealous movement to stamp out heresy brought on the Inquisition and its use of the most vicious tortures imaginable to gain “confessions” and “repentance” from alleged heretics. § The main contribution of the medieval church to our study of corrections is the concept of free will. • Punishment o Capital and Corporal Punishment § The most common forms of state punishment over the centuries have been death, torture, mutilation, branding, public humiliation, fines, forfeiture of property, banishment, imprisonment, and transportation. § Torture, mutilation, and branding fall in the general category of corporal punishment (any physical pain inflicted short of death). § The public humiliation of offenders was a popular practice in early America, utilizing such devices as the stocks, the pillory, ducking stools, the brank, and branding. o Deterrence § The extensive use of capital and corporal punishment during the Middle Ages reflected, in part, a belief that public punishment would deter potential wrongdoers. § In more recent years, deterrence has been reconceived as general and specific deterrence. o Emergence of Secular Law § In the early fourteenth century, many scholars advocated the independence of the monarchy from the pope. § The early background of law and punishment points up the significance of social revenge as a justification for individual or societal punishment against an offender. o Early Prisons § Some form of detention for offenders, whether temporary or permanent, has been a social institution from the earliest times. § The only early Roman place of confinement we know much about 3 is the Mamertine Prison, a vast system of primitive cells built under the main sewer of Rome. o Workhouses § Bridewell, a workhouse, was created for the employment and housing of London’s “riffraff” in 1557 and was based on the work ethic that followed the breakup of feudalism and the increased migration of the rural populations to urban areas. § Workhouses did not typify the places of confinement used for minor offenders and other prisoners in the seventeenth and eighteenth centuries. • The Age of Enlightenment and Reform o Montesquieu and Voltaire: The French Humanists § The French philosophical thinkers Montesquieu (1689–1755) and Voltaire (1694–1778) epitomized the Age of Enlightenment’s concern for the rights of humanity § The humanitarian efforts of those men paralleled the work of the most influential criminal law reformer of the era, Cesare Beccaria (1738–1794), founder of the Classical School. o Bentham and the Hedonistic Calculus § Jeremy Bentham (1748–1832) was the leading reformer of the British criminal law system during the late eighteenth and early nineteenth centuries. § Asserting that the main objective of an intelligent person is to achieve the most pleasure while experiencing the least amount of pain, he developed his famous “hedonistic calculus.” o John Howard § John Howard (1726–1790) gave little thought to prisons or prison reform until he was appointed sheriff of Bedfordshire in 1773. § In 1777, he described those conditions and suggested reforms in his State of Prisons. § Teaching Tip: Invite a representative from the John Howard Society as a guest lecturer o Teaching Tip: Show the video “Let the Doors Be Made of Iron.” Princeton, NJ. Films for the Humanities and Science (800) 257–5126 • Houses of Corrections, Workhouses, and Gaols o The proliferation of Bridewell-style houses of correction in England was originally intended as a humanitarian move. o The workhouse was actually intended not as a penal institution but as a place for the training and care of the poor. o The use of gaols (“jails”) to detain prisoners has a grim and unsavory history. o Teaching Tip: Show the video “The History of American Corrections.” American Correctional Association • Transportation System o Deportation to the American Colonies and Australia § As economic conditions worsened, the number of imprisonable 4 crimes increased to the point that the available prisons were filled. In England, from 1596 to 1776, the pressure was partially relieved by the deportation or transportation of malefactors to the colonies in America. § The American Revolution brought transportation to America to an abrupt halt in 1776. § Captain James Cook had discovered Australia in 1770, and soon the system of transportation was transferred to that continent. o Hulks: A Sordid Episode § The immediate solution to the problem of increased prisoner loads was the use of old hulks, abandoned or unusable transport ships anchored in rivers and harbors throughout the British Isles, to confine criminal offenders. • Early Cellular Prisons o The Maison de Force at Ghent and the Hospice of San Michele § Maison de Force was a Belgian workhouse for beggars and miscreants, designed to make a profit by an enforced pattern of hard work and both discipline and silence. § The Hospice of San Michele was a corrections facility designed for incorrigible boys and youth that included silence, large work areas, and separate sleeping cells. Both expiation and reform were intended goals. o William Penn and the “Great Law” § William Penn (1644–1718), the founder of Pennsylvania and leader of the Quakers, brought the concept of more humanitarian treatment of offenders to America. o The Walnut Street Jail § The Walnut Street Jail was the first true correctional institution in America. § The Pennsylvania legislature declared a wing of the Walnut Street Jail a penitentiary house for all convicted felons except those sentenced to death. o Teaching Tip: Invite a representative from the Society of Friends (Quaker) and/or the Salvation Army as a guest lecturer. LIST OF CHANGES/TRANSITION GUIDE • No significant changes to this chapter ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES Lecture Notes 1. Explain the Inquisition. Ask students which issues led church leaders to initiate and then maintain this institution. Did the Inquisition achieve the intended goals? Why or why not? 2. Explain how corporal punishment has evolved through the years. Does the United States still use various forms of corporal punishment? 5 3. Use the PowerPoint presentation to show the rack, cage, and pincher as examples of corporal punishment. Ask students to use the Internet to research the torture instrument known as the “pear.” 4. Ask students how crime and sin are related? Are all sins considered a crime? If not, ask students which sins are not crimes. 5. Explain the forces that led to the development of the Age of Enlightenment and the Classical School of Criminology. Stress Beccaria’s leadership in sparking intellectual fervor over the role of punishment. 6. Describe the typical gaol/jail of the seventeenth century. Describe what efforts John Howard employed to improve the conditions of his jail. 7. Ask students how residents of gaols were able to eat when incarcerated. Explain the fee system, and ask how it would be possible to eat without visible means of support or relatives or friends. 8. Explain the role of the Quakers in the establishment of the penitentiary and their role in the contributions of religion to the field of corrections. Ask students to identify other religious groups that have made such contributions. Ask if “faith-based” programs in prison are effective in reducing recidivism. If the consensus is “yes,” ask how that could happen (what are the theoretical bases of this program, and how do they lead to reduced recidivism)? 9. Explain banishment as a punishment and transportation as a national policy of managing the problem of high volume crime. Ask students if drug abusers should be disabled by incarceration. 10. Explain the term Bridewell. Ask student why Bridewells or workhouses were created in English society. Class Activities 1. Emphasize prisons in most states are running at full capacity. Ask students to explain the causes of overcrowding. What could be done to lessen the overcrowding? If students argue prisons should be overcrowded, ask them what impact overcrowding has on the correctional staff that has to manage and contain prisoners. 2. Ask students what “salvaging redeemable offenders” means. You can also ask if they believe a notorious offender in your state is redeemable. Perhaps use an example of a convicted serial killer. Ask what would be needed to redeem this particular offender. If students argue the offender is not redeemable, ask what qualities the offender exhibits leading them to believe the individual is not redeemable. 3. One of the major contributions of the Christian church was the concept of “getting right with God.” Ask how this principle would contribute to the development of places in which offenders could repent. Should institutions encourage offenders to repent? Why or why not? 4. Ask students about the Hatfield-McCoy feud and whether it is an example of retaliation. If they seem unaware of historical issues, ask if there are any local gangs that are feuding. What forms can the feud take? How can it be ended and would it end if all parties are sent to jail or prison?