COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online...

20
i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical Approach Sixth Edition Philip L. Reichel University of Northern Colorado Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

Transcript of COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online...

Page 1: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

i

Online Instructor’s Manual with Test Bank

for

COMPARITIVE CRIMINAL JUSTICE

SYSTEMS

A Topical Approach

Sixth Edition

Philip L. Reichel

University of Northern Colorado

Prentice Hall

Boston Columbus Indianapolis New York San Francisco Upper Saddle River

Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto

Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

Page 2: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

ii

_________________________________________________________________________

Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River,

New Jersey and Columbus, Ohio. All rights reserved. Manufactured in the United States of

America. This publication is protected by Copyright, and permission should be obtained from the

publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in

any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To

obtain permission(s) to use material from this work, please submit a written request to Pearson

Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey.

Many of the designations by manufacturers and seller to distinguish their products are claimed as

trademarks. Where those designations appear in this book, and the publisher was aware of a

trademark claim, the designations have been printed in initial caps or all caps.

10 9 8 7 6 5 4 3 2 1

Prentice Hall

is an imprint of

ISBN-13: 978-0-13-245755-2

www.pearsonhighered.com ISBN-10: 0-13-245755-5

Page 3: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

iii

Contents

Chapter 1: An International Perspective 1

Chapter 2: Domestic Crime, Transnational Crime, and Justice 3

Chapter 3: An American Perspective on Criminal Law 5

Chapter 4: Legal Traditions 6

Chapter 5: Substantive Law and Procedural Law in the Four Legal Traditions 8

Chapter 6: An International Perspective on Policing 10

Chapter 7: An International Perspective on Courts 13

Chapter 8: An International Perspective on Corrections 15

Chapter 9: An International Perspective on Juvenile Justice 18

Chapter 10: Japan: Examples of Effectiveness and Borrowing 19

Test Bank

Chapter 1 1

Chapter 2 12

Chapter 3 24

Chapter 4 33

Chapter 5 44

Chapter 6 55

Chapter 7 67

Chapter 8 80

Chapter 9 93

Chapter 10 104

Answer Key 115

Page 4: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

1

Chapter 1: An International Perspective Class Activities

Discussion Starter:

I often begin my comparative course by having students respond to a few questions I post

on the course Blackboard site (although the questions could certainly be asked in class as

well). These questions serve to get students thinking about alternatives to our justice

system and provide a base from which various “topics to be covered in the class” can be

noted. I keep track of how classes have answered these questions during recent semesters

then show student in the current class how those in other classes have responded. Some

questions I have found to be especially useful are:

o Despite its occasional problems, the American justice system is still the best in the

world. (Agree, Unsure, Disagree)

o I can think of no better way than the American jury system to determine whether

or not a defendant actually committed the crime of which s/he is accused. (Agree,

Unsure, Disagree)

Have students identify both positive and negative aspects of ethnocentrism. Is there

generally agreement on which features are positive and which are negative? How might

both aspects affect the way tourists visit a foreign country, the way students study

comparative justice systems, or even the way an author prepares a textbook on

comparative justice?

Instructor Resources

Web Sites:

If your library subscribes to Oxford Bibliographies Online (individual subscriptions are

also possible), go to http://oxfordbibliographiesonline.com/, enter “comparative criminal

justice systems” in the search box, and link to my entry for an overview of the topic and

some annotated resources.

Gray literature—a term applied to information sources that are not commercially

published—typically includes technical reports, working papers, government and agency

reports, and conference proceedings. The Gray Literature Database at the Rutgers School

of Law (http://law-library.rutgers.edu/cj/gray/) contains gray literature publications on all

aspects of crime and criminal justice that are available online or in the Don M.

Gottfredson Library of Criminal Justice.

Books:

Professor Harry Dammer (University of Scranton) and I have prepared a new edition of

Teaching About Comparative & International Criminal Justice: A Resource Manual. The

manual includes essays on teaching comparative/international criminal justice courses,

selected syllabi from instructors who teach such courses, a bibliography of books on

comparative topics, an essay on using video to teach comparative justice, and a section on

using the Internet as a teaching aid. Please contact either of the editors, Harry Dammer

([email protected]) or Philip Reichel ([email protected]).

Page 5: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

2

Journals:

If you teach comparative criminal justice on a regular basis, or if you are involved in

comparative research, there are several publications with which you should be familiar.

o European Journal of Criminology at

http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal201644

o International Criminal Justice Review at

http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal201727

o International Journal of Comparative and Applied Criminal Justice at

http://www.ijcacj.com/

o International Journal of Offender Therapy and Comparative Criminology at

http://www.sagepub.com/journals/Journal200930

o Policing: An International Journal of Police Strategies and Management at

http://info.emeraldinsight.com/products/journals/journals.htm?id=pijpsm

Organizations:

If you teach comparative criminal justice on a regular basis or if you are involved in

comparative research, there are several organizations with which you should be familiar

and which you should consider joining.

o International Section of the Academy of Criminal Justice Sciences

http://www.acjs.org/international_section.cfm

o Division of International Criminology of the American Society of Criminology

http://www.internationalcriminology.com/

Page 6: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

3

Chapter 2: Domestic Crime, Transnational Crime, and Justice Class Activities

Discussion Starter:

The text warns about the danger of comparing crime rates across countries, but Figures

2.1 and 2.2 often make it too tempting to make such comparisons. Use class discussion to

talk about possible differences among countries that could explain, for example, high

versus low rankings in Figure 2.1 and trend differences in Figure 2.2. Make sure to

include in the discussion an understanding of the problems presented by the recording

and reporting of crime data as discussed in the chapter.

This chapter’s Impact box covers the controversial topic of guns and violence. Give

students a few minutes to read that box, then encourage class discussion regarding such

things as the three possible links between crime and gun availability. What are some

possible explanations for the contradictory findings thus far? What are some possible

policy implications?

Presentation and Project Ideas:

The United Nations provides electronic access to crime data from all the world crime

reports through its Office on Drugs and Crime. Students adept at or interested in learning

about statistical research should visit http://www.unodc.org/unodc/en/data-and-

analysis/statistics/index.html, then present in class some updated statistics and/or some

information not in the textbook chapter.

Have students review the U.N. Global Report on Trafficking in Persons at

http://www.unodc.org/unodc/en/data-and-analysis/global-report-on-trafficking-in-

persons.html, then provide in class a summary of the report’s key findings.

Have students visit the United Nations Office on Drugs and Crime site map at

http://www.unodc.org/unodc/en/site-map.html?ref=menutop where they will find a list of

topics (e.g., corruption, money laundering) and related resources (e.g., toolkits and

publications) that they can use to prepare presentations on chapter-related material.

Speaker Ideas:

Ask the Federal Bureau of Investigation to provide an agent to speak about transnational

organized crime.

Environmental crime is becoming a “hot” topic and one that has far-reaching

implications. Speakers from state or federal environmental protection agencies may

provide interesting information as guest speakers. The Criminal Investigation Division of

the U.S. Environmental Protection Agency would be an especially good resource if they

have an office near you.

Instructor Resources

Web Sites:

Page 7: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

4

If your library subscribes to Oxford Bibliographies Online (individual subscriptions are

also possible), go to http://oxfordbibliographiesonline.com/ and enter in the search box

the terms “cross-national crime” (find the entry by Janet Stamatel) and “transnational

crime” (find the entry by Jay Albanese) for overviews of the topics as well as helpful

annotated resources.

Visit Interpol at http://www.interpol.int/Crime-areas and click on the various crime areas

that Interpol tracks.

Video and Audio Ideas:

Go to National Public Radio at http://www.npr.org/, search for specific transnational

crimes (e.g., human trafficking, sea piracy, money laundering), and play one of the 3-5

minute audio clips. This is a great way to provide current information about crimes and

will often highlight political aspects of crime that can generate class discussion.

Books and Articles:

Fichtelberg, A. (2008). Crimes without borders: An introduction to international criminal

justice. Upper Saddle River, NJ: Pearson/Prentice Hall. Fichtelberg focuses primarily on

international crime and comparative criminology topics.

Kethineni, S. (Ed). (2010). Comparative and international policing, justice, and

transnational crime. Durham, NC: Carolina Academic Press. A collection of essays

designed to provide a comprehensive understanding of various international issues.

Includes theories of international justice and international law, the roles of international

justice organizations, and coverage of international law enforcement organizations.

Stamatel, J. P. (2009). “Overcoming methodological challenges in international and

comparative criminology: Guest editor’s introduction.” International Journal of

Comparative and Applied Criminal Justice 33.2: 167–170. This introduction to the

journal’s special issue on methodology reviews the six articles selected for the issue—all

of which provide material useful for developing lectures on this topic.

Van Dijk, J. (2008). The world of crime: Breaking the silence on problems of security,

justice, and development across the world. Los Angeles: Sage Publications. Although

more directly related to topics of comparative criminology, several chapters provide good

information on international trends in law enforcement, courts, and corrections.

Page 8: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

5

Chapter 3: An American Perspective on Criminal Law Class Activities

Discussion Starter:

Make the coverage of substantive law issues more interesting by incorporating actual

case examples from Paul Robinson’s book Would You Convict? (see the “Books” heading

below). The cases presented in Robinson’s first two or three chapters are especially

relevant for issues like mens rea, actus reus, and harm.

Presentation and Project Ideas:

As a contrast to the Colorado and Georgia examples found in the text, have students find

the robbery statutes in your state or province’s criminal code. The students should explain

to the rest of the class any similarities or differences they find among the statutes from

the three jurisdictions.

Relevant to material on the USA PATRIOT Act, have students debate the question “Do

National Security Letters give excessive surveillance power to the government?” Find

material for both sides of the issue at

http://aclu.procon.org/view.answers.php?questionID=000722.

Speaker Ideas:

Many local chapters of the American Civil Liberties Union (ACLU) provide speakers on

a variety of civil liberties topics, including the USA PATRIOT Act. Go to

http://www.aclu.org/ and find the dropdown box showing “find your local ACLU

affiliate” (look near the right margin). Choose your state and go to its web site. Contact

information is readily available, and some of the affiliates include speaker information

directly on the web page.

Instructor Resources

Web Sites:

Visit the American Bar Association’s Section of International Law at

http://www.americanbar.org/groups/international_law.html.

Books:

Robinson, P. H. (1999). Would You Convict? New York: New York University Press.

Criminal law expert Paul Robinson presents seventeen cases that provide great material

for discussion of substantive law issues relevant to the United States.

Page 9: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

6

CHAPTER 1

An International Perspective

Chapter 1 Multiple Choice

1. Studying legal systems in other countries is said to have both:

a. provincial and statistical benefits.

b. universal and worldwide benefits.

c. practical and theoretical benefits.

d. provincial and universal benefits.

Answer: d

Objective: Summarize the provincial and universal benefits of an international perspective.

Page number: 3

Level: Basic

2. Provincial benefits of an international perspective include:

a. furnishing ideas to improve one’s own system.

b. a means to compare and contrast one’s own system.

c. providing new insight and understanding of one’s own system.

d. All of the above.

e. None of the above.

Answer: d

Objective: Summarize the provincial and universal benefits of an international perspective.

Page number: 3-4

Level: Intermediate

3. When increased understanding of criminal justice systems in other countries allows those

countries to cooperate in fighting crime, which of the following benefits of an international

perspective is being provided?

a. Provincial

b. Universal

c. Local

d. Parochial

Answer: b

Objective: Summarize the provincial and universal benefits of an international perspective.

Page number: 5

Level: Basic

4. When increased understanding of criminal justice systems in other countries allows a

particular country to gain ideas for improving its own system, which of the following benefits of

an international perspective is being provided?

a. Provincial

b. Universal

c. Ecumenical

d. Cosmopolitan

Page 10: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

7

Answer: a

Objective: Summarize the provincial and universal benefits of an international perspective.

Page number: 4

Level: Basic

5. With which neighboring country does the United States cooperate to form the Integrated

Border Enforcement Team?

a. Panama

b. Mexico

c. Canada

d. Greenland

Answer: c

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 6

Level: Basic

6. With which neighboring country has the United States opened the Bilateral Implementation

Office so that officials from both countries can work together more easily?

a. Panama

b. Mexico

c. Canada

d. Greenland

Answer: b

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 7

Level: Basic

7. What agency collects and disseminates information on international criminals as a way to

assist countries in solving crimes and securing the arrest, detention, and extradition of suspects?

a. Central Intelligence Agency (CIA)

b. Federal Bureau of Investigation (FBI)

c. Royal Canadian Mounted Police (RCMP)

d. International Criminal Police Organization (Interpol)

Answer: d

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 8

Level: Basic

8. The three key institutions of the European Union are

a. European Parliament, Council of the European Union, and the European Commission.

b. Europol, Interpol, and International Criminal Court.

c. Free trade, free movement, and free media.

d. Germany, France, and Spain.

Answer: a

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 9

Page 11: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

8

Level: Basic

9. Which of the following is NOT an approach used in the text to study different criminal justice

systems?

a. Historical

b. Situational

c. Political

d. Descriptive

Answer: b

Objective: Describe and compare the historical, political, and descriptive approaches to an

international perspective.

Page number: 11

Level: Basic

10. After a change in government leadership, Irena is put in charge of revamping her Central

European country’s police academy. To the extent that Irena researches police academies of

other European countries when they were at a similar developmental stage, Irena is using what

approach?

a. Historical

b. Situational

c. Political

d. Descriptive

Answer: a

Objective: Describe and compare the historical, political, and descriptive approaches to an

international perspective.

Page number: 12

Level: Difficult

11. Li Chang is interested in how the socialist principles of Mao Zedong are reflected in the

sentences handed down in Chinese courts. Given that interest, the approach Li is taking would

best be described as:

a. historical.

b. situational.

c. political.

d. descriptive.

Answer: c

Objective: Describe and compare the historical, political, and descriptive approaches to an

international perspective.

Page number: 13-14

Level: Difficult

12. Of the three ways to study different criminal justice systems, which one does the text suggest

is most helpful in understanding the difficulty of establishing a contemporary Iraqi police force?

a. Historical

b. Situational

c. Political

Page 12: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

9

d. Descriptive

Answer: c

Objective: Describe and compare the historical, political, and descriptive approaches to an

international perspective.

Page number: 13

Level: Basic

13. In an effort to better understand the operation of prisons in his neighboring country of

Canada, Matthew reads the Criminal Code of Canada and some information sent to him by the

Canadian solicitor general’s office. Matthew’s search for information exemplifies what

approach?

a. Historical

b. Situational

c. Political

d. Descriptive

Answer: d

Objective: Describe and compare the historical, political, and descriptive approaches to an

international perspective.

Page number: 14

Level: Difficult

14. In which of the following countries can the police, on their own authority, detain a suspect

for up to 37 days?

a. United States

b. France

c. China

d. All of the above

e. None of the above

Answer: c

Objective: Distinguish, with examples, the functions/procedures and the institutions/actors

strategies.

Page number: 16

Level: Basic

15. Rosemary’s descriptive account comparing the criminal justice systems in eight different

countries notes that all of the countries require that similar jobs be done and that assignment of

duties is also similar among the countries. As a result, Rosemary’s account emphasizes specific

positions within each system rather than describing each system’s underlying structure. Which

strategy is Rosemary taking in her descriptive approach?

a. Institutions/actors

b. Positions/stations

c. Functions/procedures

d. Tasks/techniques

Answer: a

Objective: Distinguish, with examples, the functions/procedures and the institutions/actors

strategies.

Page 13: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

10

Page number: 17

Level: Intermediate

16. What term refers to the grouping of individual objects into categories based on the objects’

relationships?

a. Standardization

b. Designation

c. Nomination

d. Classification

Answer: d

Objective: Summarize and distinguish the synthetic and authentic classification strategies.

Page number: 18

Level: Basic

17. Synthetic classification strategies:

a. result in artificial groups.

b. are based on an extensive study of the object to be classified.

c. provide a classification that allows predictivity regarding the group’s members.

d. are classification strategies that are later proven to be false.

Answer: a

Objective: Summarize and distinguish the synthetic and authentic classification strategies.

Page number: 18 (Table 1.2)

Level: Intermediate

18. Lyda the librarian has grouped recently received DVDs into three categories according to

whether they are most relevant to the topic of community policing, police training, or search and

seizure procedures. Which classification strategy has Lyda used?

a. Authentic

b. Genuine

c. Synthetic

d. Credible

Answer: c

Objective: Summarize and distinguish the synthetic and authentic classification strategies.

Page number: 18

Level: Intermediate

Chapter 1 True-False 1. Provincial benefits of an international perspective include providing new insight and

understanding of one’s own system.

a. True

b. False

Answer: a

Objective: Summarize the provincial and universal benefits of an international perspective.

Page number: 3

Level: Basic

Page 14: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

11

2. An unfortunate problem with comparative studies is that countries interested in new ideas for

their own system must get those ideas from countries at a similar level of development as

themselves.

a. True

b. False

Answer: b

Objective: Summarize the provincial and universal benefits of an international perspective.

Page number: 4

Level: Basic

3. The United States and Mexico have “equal status” in their bilateral agreements.

a. True

b. False

Answer: b

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 6-7

Level: Basic

4. Interpol agents not only investigate cases across borders, but may also arrest suspects and

detain them for local authorities.

a. True

b. False

Answer: b

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 8

Level: Basic

5. The European Union currently has 12 member states.

a. True

b. False

Answer: b

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 9

Level: Basic

6. Countries making up the European Union remain independent sovereign nations.

a. True

b. False

Answer: a

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 9

Level: Basic

7. Eurojust is a European Union (EU) organization that works to enhance cooperation and

coordination of the prosecuting authorities in EU countries.

a. True

Page 15: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

12

b. False

Answer: a

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 10

Level: Basic

8. The police of one European Union country are allowed to pursue criminals across borders into

another European Union country.

a. True

b. False

Answer: a

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 10

Level: Basic

9. A country’s police, court, and corrections systems are essentially independent of, and

therefore uninfluenced by, that country’s political system.

a. True

b. False

Answer: b

Objective: Describe and compare the historical, political, and descriptive approaches to an

international perspective.

Page number: 14

Level: Basic

10. When countries are compared in terms of the process they follow to accomplish such things

as pretrial detention, the functions/procedures strategy is being used.

a. True

b. False

Answer: a

Objective: Distinguish, with examples, the functions/procedures and the institutions/actors

strategies.

Page number: 15

Level: Basic

11. Based on restrictions set in United States Supreme Court decisions, we would not expect the

police to be able to independently detain a suspect for more than 15 hours before a judicial

officer reviews the legality of the detention

a. True

b. False

Answer: b

Objective: Distinguish, with examples, the functions/procedures and the institutions/actors

strategies.

Page number: 16

Level: Basic

Page 16: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

13

12. Authentic classification strategies allow some predictivity regarding the group’s members.

a. True

b. False

Answer: a

Objective: Summarize and distinguish the synthetic and authentic classification strategies.

Page number: 18 (Table 1.2)

Level: Basic

Chapter 1 Fill in the Blank 1. The term _____ refers to the belief that one’s own way of doing something is the best.

Answer: ethnocentrism

Objective: Summarize the provincial and universal benefits of an international perspective.

Page number: 2

Level: Basic

2. Neighbor cooperation is exemplified by the _____ agreements between Mexico and the United

States as the two countries work together to combat cross-border crime.

Answer: bilateral

Objective: Summarize the provincial and universal benefits of an international perspective.

Page number: 5

Level: Basic

3. The _____ is a treaty-based framework of countries that defines and manages economic and

political cooperation among its 27 members.

Answer: European Union

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 8

Level: Basic

4. The European agency charged with facilitating the sharing of information among EU countries

regarding crimes and criminals in the European Union is _____.

Answer: Europol

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.

Page number: 10

Level: Basic

5. When one is interested in how a country’s justice system is supposed to operate, she will use

the _____ approach to an international perspective.

Answer: descriptive

Objective: Describe and compare the historical, political, and descriptive approaches to an

international perspective.

Page number: 12

Level: Basic

6. The _____ approach to studying criminal justice systems allows us to identify how politics

affects a nation’s justice system and interaction among nations.

Page 17: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

14

Answer: political

Objective: Describe and compare the historical, political, and descriptive approaches to an

international perspective.

Page number: 13

Level: Basic

7. The _____ strategy is used when concern is with such things as how countries go about

arresting people, determining whether they are guilty, and sentencing convicted offenders.

Answer: functions/procedures

Objective: Distinguish, with examples, the functions/procedures and the institutions/actors

strategies.

Page number: 15

Level: Basic

8. Although there has been no U.S. Supreme Court decision on the matter, the initial appearance

before a magistrate of a person who has been arrested in the United States typically occurs within

_____ hours of arrest.

Answer: 48

Objective: Distinguish, with examples, the functions/procedures and the institutions/actors

strategies.

Page number: 16

Level: Basic

9. Synthetic classification strategies result in artificial groups whereas authentic classification

strategies result in _____ groups.

Answer: authentic

Objective: Summarize and distinguish the synthetic and authentic classification strategies.

Page number: 18 (Table 1.2)

Level: Basic

Chapter 1 Essay

1. List and describe three benefits that taking an international perspective can have for scholars,

practitioners, and policy makers interested in the American criminal justice system.

Answer:

Provides a means by which the American system can be compared and contrasted.

Provides new insight and understanding of the American system.

Provides ideas for improving aspects of the American system.

Objective: Summarize the provincial and universal benefits of an international perspective.

Page number: 3-4

Level: Intermediate

2. Describe and distinguish among the three approaches to studying criminal justice systems by

taking an international perspective.

Answer:

The historical approach allows us to identify previous mistakes and successes in a

country’s justice system, learn how earlier experiences help us understand the present,

Page 18: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

15

and help us prepare for the future.

The political approach allows us to understand how politics affects a nation’s justice

system and interaction among nations, and how politics affects a country’s legal tradition.

The descriptive approach provides knowledge of how a country’s justice system is

supposed to operate as well as identifying the main components and actors of that justice

system.

Objective: Describe and compare the historical, political, and descriptive approaches to an

international perspective.

Page number: 12 (Table 1.1)

Level: Intermediate

3. Explain which strategy is being used under the descriptive approach when the emphasis is on

how countries go about such things as arresting people, determining whether they are guilty, and

sentencing convicted offenders.

Answer:

A functions/procedures strategy is being used (rather than an institutions/actors

strategy) because concern is with the similarity of jobs to be done rather than on the

people doing those jobs.

Objective: Distinguish, with examples, the functions/procedures and the institutions/actors

strategies.

Page number: 15

Level: Intermediate

4. Explain which strategy is being used under the descriptive approach when the emphasis is on

the specific agencies and their employees charged with operating a country’s criminal justice

system.

Answer:

An institutions/actors strategy is being used (rather than functions/procedures strategy)

because concern is with the agencies and people doing the jobs rather than with the

similarity of the duties themselves.

Objective: Distinguish, with examples, the functions/procedures and the institutions/actors

strategies.

Page number: 17

Level: Intermediate

5. Distinguish between, and provide examples of, synthetic classification strategies and authentic

classification strategies.

Answer:

Synthetic classification strategies, which are exemplified by such things as names

alphabetized in a phone book, result in artificial groups that are based on only a few

aspects of the object and results in classification that brings order to diversity.

Authentic classification strategies, which are exemplified by such things as inherent

biological characteristics, result in natural groups that are based on extensive study of the

object and results in classification that allows some predictivity regarding the group’s

members.

Objective: Summarize and distinguish the synthetic and authentic classification strategies.

Page 19: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

16

Page number: 18 (Table 1.2)

Level: Intermediate

Page 20: COMPARITIVE CRIMINAL JUSTICE SYSTEMStestbankonly.com/pdf/Comparative-Criminal-Justice...i Online Instructor’s Manual with Test Bank for COMPARITIVE CRIMINAL JUSTICE SYSTEMS A Topical

17