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Sample Test
|
Chapter_3_The_History_of_Corrections_in_America
True / False
|
|
1. The Pennsylvania System
focused on the isolation of inmates and serving penance.
|
ANSWER:
|
True
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
2. English trends and practices
greatly influenced American corrections.
|
ANSWER:
|
True
|
|
REFERENCES:
|
The Colonial Period
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
3. The Auburn System focused on a
congregate system of operations.
|
ANSWER:
|
True
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
4. Social and political values
greatly influence correctional thought and practices.
|
ANSWER:
|
True
|
|
REFERENCES:
|
The Arrival of the Penitentiary
The Development of Prisons in the South and West
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
5. The positivist school looked
to free will and rational thought as the reason for crime.
|
ANSWER:
|
False
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.04 – Understand the reforms advocated by
the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
6. The original penitentiary
relied on penance and contemplation as the means for the criminal offender to
move from sin toward perfection.
|
ANSWER:
|
True
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
7. Within 40 years of their
initiation, penitentiaries had become overcrowded, understaffed, and
minimally financed.
|
ANSWER:
|
True
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
8. Correctional practices,
especially the use of the penitentiary, developed similarly across the United
States.
|
ANSWER:
|
False
|
|
REFERENCES:
|
The Arrival of the Penitentiary
The Development of Prisons in the South and West
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
9. Corrections based on the
assumption that criminal behavior can be treated is known as the crime
control model.
|
ANSWER:
|
False
|
|
REFERENCES:
|
The Crime Control Model: The Pendulum Swings Again
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.07 – Describe the forces and events that
led to the present crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
10. The ideas of inmate
classification, parole, and rehabilitative programs were first created and
put into practice at the Elmira Reformatory for boys.
|
ANSWER:
|
True
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.04 – Understand the reforms advocated by
the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
11. Convict labor for profit
became an essential part of the Pennsylvania penitentiary system throughout
the early 1800s.
|
ANSWER:
|
False
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
12. The infamous Attica Prison
Riot that took place in September 1971 at New York State’s Attica
Correctional Facility aided and inspired the move toward a community
corrections model.
|
ANSWER:
|
True
|
|
REFERENCES:
|
From Medical Model to Community Model
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.06 – Illustrate how the community model
reflected the social and political values of the 1960s and 1970s.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
13. Not until the 1960s were
there serious attempts made to implement the ideas of the medical model of
corrections in the United States.
|
ANSWER:
|
False
|
|
REFERENCES:
|
The Rise of the Medical Model
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.05 – Discuss the assumptions of the
medical model regarding the nature of criminal behavior and its correction.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
14. Incarceration, in the
tradition of the early English workhouse, developed in the immediate
aftermath of the American Revolutionary War.
|
ANSWER:
|
True
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
15. Until the early 1900s,
Americans followed the European practice of relying on brutal forms of
corporal punishment.
|
ANSWER:
|
False
|
|
REFERENCES:
|
The Colonial Period
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
16. The Progressives thought it
necessary to know the life history of each offender in order to devise an
appropriate treatment plan for that specific individual.
|
ANSWER:
|
True
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
17. The country that gave the
world its first penitentiary is:
|
|
a.
|
England.
|
|
|
b.
|
France.
|
|
|
c.
|
Egypt.
|
|
|
d.
|
the United States.
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
18. In New England, the Puritans
maintained a society governed by what type of principles?
|
|
a.
|
legalistic
|
|
|
b.
|
religious
|
|
|
c.
|
socialist
|
|
|
d.
|
capitalist
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
The Colonial Period
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
19. The concept of separate
confinement was introduced in several different locations; which one became
the fullest expression of rehabilitation through separate confinement?
|
|
a.
|
Potomac, Maryland
|
|
|
b.
|
Auburn, New York
|
|
|
c.
|
Trenton, New Jersey
|
|
|
d.
|
Cherry Hill, Pennsylvania
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
20. Many ideas that arose from
the Enlightenment fostered the thinking that crime is caused by:
|
|
a.
|
human nature.
|
|
|
b.
|
forces in the environment.
|
|
|
c.
|
biology.
|
|
|
d.
|
sin.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
The Reformatory Movement
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
21. The was
a penitentiary system developed in Pennsylvania in which each inmate was held
in isolation from other inmates.
|
|
a.
|
congregate system
|
|
|
b.
|
assemble system
|
|
|
c.
|
separate confinement system
|
|
|
d.
|
segregated confinement system
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
22. The “congregate” system of
prison discipline was first instituted at the:
|
|
a.
|
Walnut Street Jail.
|
|
|
b.
|
Sing Sing Penitentiary.
|
|
|
c.
|
Eastern Penitentiary.
|
|
|
d.
|
Auburn Penitentiary.
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
23. The first institution to
embody the principles of the Cincinnati Prison Congress was:
|
|
a.
|
Sing Sing Prison.
|
|
|
b.
|
Auburn State Penitentiary
|
|
|
c.
|
Elmira Reformatory.
|
|
|
d.
|
Cincinnati City Prison.
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
The Reformatory Movement
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
24. With the rise of the medical
model, the emphasis in corrections shifted to:
|
|
a.
|
vocational programs for criminals.
|
|
|
b.
|
educational programs for offenders.
|
|
|
c.
|
the treatment and diagnosis of criminals.
|
|
|
d.
|
work release programs for criminals.
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
The Rise of the Medical Model
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.05 – Discuss the assumptions of the
medical model regarding the nature of criminal behavior and its correction.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
25. Between 1790 and 1830, the
population in urban America:
|
|
a.
|
sharply declined.
|
|
|
b.
|
sharply increased.
|
|
|
c.
|
remained unchanged.
|
|
|
d.
|
none of the above.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
The Rise of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
26. During the colonial period
most Americans lived under laws and practices transferred from ___________
and adapted to local conditions.
|
|
a.
|
Italy
|
|
|
b.
|
England
|
|
|
c.
|
Germany
|
|
|
d.
|
France
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
The Colonial Period
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
27. Separate confinement was
first implemented in:
|
|
a.
|
Eastern State Penitentiary.
|
|
|
b.
|
Western State Penitentiary.
|
|
|
c.
|
Auburn Penitentiary.
|
|
|
d.
|
Walnut Street Jail.
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
28. The penitentiary was to be a
place where:
|
|
a.
|
offenders were isolated from bad influences in society.
|
|
|
b.
|
offenders were isolated from one another.
|
|
|
c.
|
offenders could reflect on their misdeeds.
|
|
|
d.
|
all of these
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
29. The opening of both Western
(1825) and Eastern State (1829) Penitentiaries in Pennsylvania marked the
full implementation of the ____________ system of corrections.
|
|
a.
|
the congregate
|
|
|
b.
|
inmate labor
|
|
|
c.
|
the separate confinement
|
|
|
d.
|
contract-lease
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
30. The medical model of
corrections began to be implemented during the:
|
|
a.
|
1890s.
|
|
|
b.
|
1920s.
|
|
|
c.
|
1930s.
|
|
|
d.
|
1960s.
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
The Rise of the Medical Model
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.05 – Discuss the assumptions of the
medical model regarding the nature of criminal behavior and its correction.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
31. In regard to the convict
lease system, prisoners were:
|
|
a.
|
used only for prison maintenance .
|
|
|
b.
|
used for non-profit labor purposes.
|
|
|
c.
|
used for labor for profit by private interests.
|
|
|
d.
|
confined to work in their cells performing meaningless
tasks.
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
32. During the Progressive Reform
Era, two main correctional strategies were implemented. They included
improving conditions in social environments and:
|
|
a.
|
feeding inmates a more nutritious diet.
|
|
|
b.
|
ensuring prisoners were not in solitude.
|
|
|
c.
|
reintegrating inmates into society.
|
|
|
d.
|
rehabilitating individual offenders.
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
33. The _________________ refers
to an institution intended to isolate prisoners from society and each other
so that they could reflect on their past misdeeds, repent, and undergo
reformation.
|
|
a.
|
panopticon
|
|
|
b.
|
jail
|
|
|
c.
|
reformatory
|
|
|
d.
|
penitentiary
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
34. Which of the following is NOT
one of the major reforms created and successfully implemented by the
Progressives?
|
|
a.
|
probation
|
|
|
b.
|
determinate sentencing
|
|
|
c.
|
parole
|
|
|
d.
|
indeterminate sentencing
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.04 – Understand the reforms advocated by
the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
35. The approach
to criminology is based on the assumption that human behavior is a product of
biological, economic, psychological, and social factors, and that the
scientific method can be applied to ascertain the causes of individual
behavior.
|
|
a.
|
Classical School
|
|
|
b.
|
Positivist School
|
|
|
c.
|
Progressive School
|
|
|
d.
|
Neoclassical School
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.04 – Understand the reforms advocated by
the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
36. The was
an institution for young offenders that emphasized training, a mark system of
classification, indeterminate sentences, and parole.
|
|
a.
|
penitentiary
|
|
|
b.
|
jail
|
|
|
c.
|
juvenile detention center
|
|
|
d.
|
reformatory
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
The Reformatory Movement
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
37. The leasing of convicts to
private entrepreneurs first took hold in the:
|
|
a.
|
North.
|
|
|
b.
|
West.
|
|
|
c.
|
South.
|
|
|
d.
|
East.
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
38. Eastern State Penitentiary
was designed by:
|
|
a.
|
John Howard.
|
|
|
b.
|
John Haviland.
|
|
|
c.
|
Jeremy Bentham.
|
|
|
d.
|
Cesare Lombroso.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
39. By the mid-1800s, reformers
became disillusioned with the _____________ since rehabilitation or
deterrence was not being realized.
|
|
a.
|
parole system
|
|
|
b.
|
contract-lease system
|
|
|
c.
|
penitentiary
|
|
|
d.
|
mark system
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
The Reformatory Movement
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
40. ______________________ has
been credited with creating the mark system of graduated confinement in
England, which called for an inmate to obtain marks toward early release.
|
|
a.
|
John Howard
|
|
|
b.
|
Sir Walter Crofton
|
|
|
c.
|
Jeremy Bentham
|
|
|
d.
|
Alexander Maconochie
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
The Reformatory Movement
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
41. According to community-based
corrections, the goal of the criminal justice system is to:
|
|
a.
|
punish the offender.
|
|
|
b.
|
reintegrate the offender.
|
|
|
c.
|
focus on the victim.
|
|
|
d.
|
achieve justice.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
From Medical Model to Community Model
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.06 – Illustrate how the community model
reflected the social and political values of the 1960s and 1970s.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
42. According to the
_____________________ model of corrections, criminals can be controlled
appropriately through more direct use of incarceration and other forms of
strict supervision.
|
|
a.
|
due process
|
|
|
b.
|
crime control
|
|
|
c.
|
medical
|
|
|
d.
|
reformatory
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
The Crime Control Model: The Pendulum Swings Again
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.07 – Describe the forces and events that
led to the present crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
43. Beginning in the 1930s,
reformers put forward the _____________ model of corrections, which viewed
criminal behavior as caused by psychological or biological deficiencies.
|
|
a.
|
medical
|
|
|
b.
|
due process
|
|
|
c.
|
community
|
|
|
d.
|
crime control
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
The Rise of the Medical Model
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.05 – Discuss the assumptions of the
medical model regarding the nature of criminal behavior and its correction.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
44. Although the idea of
______________ had been developed in Australia and Ireland in the 1850s and
instituted at the Elmira Reformatory in 1876, not until the mid-1920s did
this practice become readily accepted and implemented throughout the United
States.
|
|
a.
|
work-release
|
|
|
b.
|
probation
|
|
|
c.
|
parole
|
|
|
d.
|
determinate sentencing
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
45. _________________ is an
alternative to incarceration which allows offenders to be treated in the
community under supervised conditions.
|
|
a.
|
Parole
|
|
|
b.
|
Probation
|
|
|
c.
|
Contract-lease
|
|
|
d.
|
Determinate sentencing
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
46. The reformatory movement emphasized
education and __________________ , and on the basis of an inmate’s successful
participation in both could conceivably earn him/her early release.
|
|
a.
|
training
|
|
|
b.
|
religion
|
|
|
c.
|
treatment
|
|
|
d.
|
penance
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
The Reformatory Movement
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
47. _______________________was
commissioned the first Warden of the Auburn State Penitentiary in New York in
1821; he instituted a system that called for the inmates to adhere to strict
discipline and to wear pinstripes and to walk in lockstep.
|
|
a.
|
Zebulon Brockway
|
|
|
b.
|
Elam Lynds
|
|
|
c.
|
John Haviland
|
|
|
d.
|
Sanford Bates
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
Match each item to the
phrase or sentence below.
a. Designed for young offenders
b. Earned through behavior, education, and labor
c. Treatment is required for offenders
d. Done by inmate labor
e. Contractors exchange food and clothing for convict labor
f. Reintegration is the goal
g. Developed in Auburn, NY
h. Incarceration and supervision control behavior
i. Isolates prisoners from society
j. Sociological, biological, and psychological causes of
crime
|
|
48. Lease system
|
ANSWER:
|
e
|
|
REFERENCES:
|
See key terms throughout chapter.
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions of the penitentiary
systems of Pennsylvania and New York.
ACOR.CLEA.16.03.03 – Discuss the elements of the Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
ACOR.CLEA.16.03.05 – Discuss the assumptions of the medical model regarding
the nature of criminal behavior and its correction.
ACOR.CLEA.16.03.06 – Illustrate how the community model reflected the
social and political values of the 1960s and 1970s.
ACOR.CLEA.16.03.07 – Describe the forces and events that led to the present
crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
49. Positivist school
|
ANSWER:
|
i
|
|
REFERENCES:
|
See key terms throughout chapter.
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions of the penitentiary
systems of Pennsylvania and New York.
ACOR.CLEA.16.03.03 – Discuss the elements of the Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
ACOR.CLEA.16.03.05 – Discuss the assumptions of the medical model regarding
the nature of criminal behavior and its correction.
ACOR.CLEA.16.03.06 – Illustrate how the community model reflected the
social and political values of the 1960s and 1970s.
ACOR.CLEA.16.03.07 – Describe the forces and events that led to the present
crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
50. Congregate system
|
ANSWER:
|
g
|
|
REFERENCES:
|
See key terms throughout chapter.
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions of the penitentiary
systems of Pennsylvania and New York.
ACOR.CLEA.16.03.03 – Discuss the elements of the Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
ACOR.CLEA.16.03.05 – Discuss the assumptions of the medical model regarding
the nature of criminal behavior and its correction.
ACOR.CLEA.16.03.06 – Illustrate how the community model reflected the
social and political values of the 1960s and 1970s.
ACOR.CLEA.16.03.07 – Describe the forces and events that led to the present
crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
51. Contract labor system
|
ANSWER:
|
d
|
|
REFERENCES:
|
See key terms throughout chapter.
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions of the penitentiary
systems of Pennsylvania and New York.
ACOR.CLEA.16.03.03 – Discuss the elements of the Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
ACOR.CLEA.16.03.05 – Discuss the assumptions of the medical model regarding
the nature of criminal behavior and its correction.
ACOR.CLEA.16.03.06 – Illustrate how the community model reflected the
social and political values of the 1960s and 1970s.
ACOR.CLEA.16.03.07 – Describe the forces and events that led to the present
crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
52. Mark system
|
ANSWER:
|
b
|
|
REFERENCES:
|
See key terms throughout chapter.
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions of the penitentiary
systems of Pennsylvania and New York.
ACOR.CLEA.16.03.03 – Discuss the elements of the Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
ACOR.CLEA.16.03.05 – Discuss the assumptions of the medical model regarding
the nature of criminal behavior and its correction.
ACOR.CLEA.16.03.06 – Illustrate how the community model reflected the
social and political values of the 1960s and 1970s.
ACOR.CLEA.16.03.07 – Describe the forces and events that led to the present
crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
53. Penitentiary
|
ANSWER:
|
i
|
|
REFERENCES:
|
See key terms throughout chapter.
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions of the penitentiary
systems of Pennsylvania and New York.
ACOR.CLEA.16.03.03 – Discuss the elements of the Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
ACOR.CLEA.16.03.05 – Discuss the assumptions of the medical model regarding
the nature of criminal behavior and its correction.
ACOR.CLEA.16.03.06 – Illustrate how the community model reflected the
social and political values of the 1960s and 1970s.
ACOR.CLEA.16.03.07 – Describe the forces and events that led to the present
crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
54. Reformatory
|
ANSWER:
|
a
|
|
REFERENCES:
|
See key terms throughout chapter.
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions of the penitentiary
systems of Pennsylvania and New York.
ACOR.CLEA.16.03.03 – Discuss the elements of the Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
ACOR.CLEA.16.03.05 – Discuss the assumptions of the medical model regarding
the nature of criminal behavior and its correction.
ACOR.CLEA.16.03.06 – Illustrate how the community model reflected the
social and political values of the 1960s and 1970s.
ACOR.CLEA.16.03.07 – Describe the forces and events that led to the present
crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
55. Community corrections
|
ANSWER:
|
f
|
|
REFERENCES:
|
See key terms throughout chapter.
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions of the penitentiary
systems of Pennsylvania and New York.
ACOR.CLEA.16.03.03 – Discuss the elements of the Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
ACOR.CLEA.16.03.05 – Discuss the assumptions of the medical model regarding
the nature of criminal behavior and its correction.
ACOR.CLEA.16.03.06 – Illustrate how the community model reflected the
social and political values of the 1960s and 1970s.
ACOR.CLEA.16.03.07 – Describe the forces and events that led to the present
crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
56. Crime control model
|
ANSWER:
|
h
|
|
REFERENCES:
|
See key terms throughout chapter.
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions of the penitentiary
systems of Pennsylvania and New York.
ACOR.CLEA.16.03.03 – Discuss the elements of the Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
ACOR.CLEA.16.03.05 – Discuss the assumptions of the medical model regarding
the nature of criminal behavior and its correction.
ACOR.CLEA.16.03.06 – Illustrate how the community model reflected the
social and political values of the 1960s and 1970s.
ACOR.CLEA.16.03.07 – Describe the forces and events that led to the present
crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
57. Medical model
|
ANSWER:
|
c
|
|
REFERENCES:
|
See key terms throughout chapter.
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions of the penitentiary
systems of Pennsylvania and New York.
ACOR.CLEA.16.03.03 – Discuss the elements of the Cincinnati Declaration.
ACOR.CLEA.16.03.04 – Understand the reforms advocated by the Progressives.
ACOR.CLEA.16.03.05 – Discuss the assumptions of the medical model regarding
the nature of criminal behavior and its correction.
ACOR.CLEA.16.03.06 – Illustrate how the community model reflected the social
and political values of the 1960s and 1970s.
ACOR.CLEA.16.03.07 – Describe the forces and events that led to the present
crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
58. An institution intended to
isolate offenders from society and one another so they could reflect on their
misdeeds, repent, and undergo reformation is called a
.
|
ANSWER:
|
penitentiary
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
59. The ______________ were a
group that looked to the social, economic, biological, and psychological
rather than religious or moral explanations for the causes of crime.
|
ANSWER:
|
Progressives
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.04 – Understand the reforms advocated by
the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
60. The first two decades of the
1900s, referred to as ______________, set the dominant tone for U.S. social
thought and political action through the 1960s.
|
ANSWER:
|
Age of Reform
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.04 – Understand the reforms advocated by
the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
61. After the Civil War, southern
legislatures passed the ,
harsh laws designed to control newly freed African Americans.
|
ANSWER:
|
Black Codes
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
62. The medical model of
corrections is based on the assumption that criminal behavior is caused by
social, psychological, or biological deficiencies that require .
|
ANSWER:
|
treatment
|
|
REFERENCES:
|
The Rise of the Medical Model
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.05 – Discuss the assumptions of the
medical model regarding the nature of criminal behavior and its correction.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
63. Progressives implemented
probation, ,
and parole throughout the United States.
|
ANSWER:
|
indeterminate
sentences
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.04 – Understand the reforms advocated by
the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
64. Progressives wanted to know
the ______________ of an offender so that they could devise an individualized
treatment program.
|
ANSWER:
|
life history
|
|
REFERENCES:
|
The Rise of the Progressives
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.04 – Understand the reforms advocated by
the Progressives.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
65. The first director of the
Federal Bureau of Prisons upon authorization by Congress in 1929 was
.
|
ANSWER:
|
Sanford Bates
|
|
REFERENCES:
|
The Rise of the Medical Model
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.05 – Discuss the assumptions of the
medical model regarding the nature of criminal behavior and its correction.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
66. The 1980s in corrections
centered on crime control through and
risk containment.
|
ANSWER:
|
incarceration
|
|
REFERENCES:
|
The Crime Control Model: The Pendulum Swings Again
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.07 – Describe the forces and events that
led to the present crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
67. The social and political
climate of the 1960s gave rise to a model
of corrections.
|
ANSWER:
|
crime control
|
|
REFERENCES:
|
The Crime Control Model: The Pendulum Swings Again
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.07 – Describe the forces and events that
led to the present crime control model.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
68. A _________________ is an
institution that is created for young offenders that emphasizes education and
training, a mark system of classification, parole, and indeterminate
sentences.
|
ANSWER:
|
reformatory
|
|
REFERENCES:
|
The Reformatory Movement
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the Cincinnati
Declaration.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
69. In 1682, with the arrival of
William Penn, Pennsylvania adopted the “___________,” which was based on
humane Quaker principles and emphasized hard labor in a house of correction
as punishment for most crimes.
|
ANSWER:
|
Great Law
|
|
REFERENCES:
|
The Colonial Period
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
70. Although conceptualized by
early English reformers, the penitentiary first appeared in the United States
in the city of ____________, when part of the Walnut Street Jail was
converted to allow for separate confinement.
|
ANSWER:
|
Philadelphia
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
71. The opening of Eastern State
Penitentiary in 1829 marked the full development and implementation of the _______________
system.
|
ANSWER:
|
separate
confinement
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
72. The _________________
penitentiary system of incarceration called for inmates to be held in
isolation at night but to work with other inmates during the day under a rule
of silence.
|
ANSWER:
|
congregate
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
73. The congregate penitentiary
system was more concerned with instilling good work habits to prevent a
relapse into crime than with ________________ an offender’s character.
|
ANSWER:
|
rehabilitating
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
74. Immediately following the
Civil War, the ______________ system of corrections permitted inmates to be
loaned to private contractors who provided prisoners food and clothing in
exchange for their labor.
|
ANSWER:
|
lease
|
|
REFERENCES:
|
The Development of Prisons in the South and West
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
75. Discuss the importance that
the state of Pennsylvania played within the correctional system. What impact
if any does it still have on our correctional institutions today?
|
ANSWER:
|
Answers will vary.
|
|
REFERENCES:
|
The Colonial Period and The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.01 – Describe “The Great Law” of
Pennsylvania and note its importance.
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions of the penitentiary
systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
76. The nature and practices of corrections
relate to environment. What kinds of conditions were prevalent in the South
after the Civil War and how did this landscape affect corrections? Was
anything unique or distinct in this region?
|
ANSWER:
|
Answers will vary.
|
|
REFERENCES:
|
The Development of Prisons in the South and West
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
77. Discuss the historical development
of parole and indeterminate sentencing. Does either have a place in the
current correctional climate or would we be better off to abolish them?
Defend your answer.
|
ANSWER:
|
Answers will vary.
|
|
REFERENCES:
|
The Reformatory Movement
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.03 – Discuss the elements of the
Cincinnati Declaration.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
78. Compare and contrast the
Pennsylvania system to the New York system of corrections. Discuss the pros
and cons of each. Are any of the concepts still used in prisons today? If so
how, and if not, why not?
|
ANSWER:
|
Answers will vary.
|
|
REFERENCES:
|
The Arrival of the Penitentiary
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.03.02 – Distinguish the basic assumptions
of the penitentiary systems of Pennsylvania and New York.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
Chapter_5_The_Law_of_Corrections
True / False
|
|
1. Since the inception of the
Prison Litigation Reform Act, it has become more difficult for prisoners to
file civil rights law suits.
|
ANSWER:
|
False
|
|
REFERENCES:
|
Correctional Law and the U.S. Supreme Court
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.05.01 – Discuss the foundations that
support the legal rights of prisoners.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
2. The right of habeas corpus for
alleged terrorist detainees has been an important issue since 9/11.
|
ANSWER:
|
True
|
|
REFERENCES:
|
Correctional Law and the U.S. Supreme Court
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.05.02 – Explain the role of the U.S.
Supreme Court in interpreting correctional law.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
3. Individual states do not have
their own constitutions.
|
ANSWER:
|
False
|
|
REFERENCES:
|
The Foundations of Correctional Law
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.05.01 – Discuss the foundations that
support the legal rights of prisoners.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
4. Experience has shown that
successful lawsuits filed under Section 1983 have had a major impact for the
grieving prisoner.
|
ANSWER:
|
False
|
|
REFERENCES:
|
Constitutional Rights of Prisoners
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.05.03 – Understand the constitutional
rights of prisoners.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
5. By the end of the 1970s,
federal judges had imposed changes on prisons and jails in every state.
|
ANSWER:
|
True
|
|
REFERENCES:
|
Correctional Law and the U.S. Supreme Court
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.05.02 – Explain the role of the U.S.
Supreme Court in interpreting correctional law.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
6. Like inmates in correctional
facilities, convicted offenders in the community also have rights.
|
ANSWER:
|
True
|
|
REFERENCES:
|
Law and Community Corrections
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.05.05 – Explain the rights of offenders
under community supervision.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
7. Prisoners have always had
constitutional rights.
|
ANSWER:
|
False
|
|
REFERENCES:
|
Correctional Law and the U.S. Supreme Court
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.05.02 – Explain the role of the U.S.
Supreme Court in interpreting correctional law.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
8. In Rhodes v. Chapman, the
court required inmates to prove Eighth Amendment violations through showing
the punishment was unnecessary.
|
ANSWER:
|
True
|
|
REFERENCES:
|
Constitutional Right of Prisoners
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.05.03 – Understand the constitutional
rights of prisoners.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
9. The case of Wolff v. McDonnell showed
that the court was extending the due process rights for prisoners in certain
aspects.
|
ANSWER:
|
True
|
|
REFERENCES:
|
Correctional Law and the U.S. Supreme Court
|
|
LEARNING OBJECTIVES:
|
ACOR.CLEA.16.05.01 – Discuss the foundations that
support the legal rights of prisoners.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
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