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2020 Fall > Criminal Justice > Flashcards

Criminal Justice Flashcards

1
Q

Five main Components of corrections

A 
Jail ( institutional)
prisons ( institucional)
intermediate sanctions ( community)
Probation ( community)
Parole ( community)
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2
Q

A facility authorized to hold Pretoria’s detainees and sentenced misdemeanants for periods longer than 48 hours and less than a year

A

Jail

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3
Q

Correctional systems in the US are composed of

A

Many subunits/ components

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4
Q

Vary in size, organizational structure and goals

A

Subunits/ components

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5
Q

Three main components of CJS

A

Law enforcement
Courts
Corrections

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6
Q

Focus on arresting

A

Law enforcement

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7
Q

Focus on sentencing

A

Courts

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8
Q

Variety of programs, services, facilities, and organizations responsible for the management of individuals who have been accused or convicted of criminal offenses

A

Corrections

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9
Q

Scientific study of correctional practices

A

Penology

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10
Q

Actions and practices of individuals and institutions designed to induce conformity with the norms and rules of society

A

Social control

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11
Q

An agent of social control

A

CJS

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12
Q

A component of the criminal justice system

A

Corrections

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13
Q

An institution for the incarceration of people convicted of felony offenses; time of incarceration can range from one year to life

A

Prison

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14
Q

Most visible component of the correctional system

A

Prison

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15
Q

Any community-based programs that are somewhere between probation and incarceration

A

Intermediate sanctions

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16
Q

Less severe than prison

More restrictive than standard probation

A

Intermediate sanctions

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17
Q

Conditional sentence imposed by a judge in lieu of incarceration

A

Probation

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18
Q

Offender lives in the community under supervision, and is required to meet certain condition

A

Probation

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19
Q

Early release from prison; offender is permitted the opportunity of living in the community under supervision with restrictions/ conditions

A

Parole

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20
Q
  1. Retribution ( traditional)
  2. Deterrence ( traditional)
  3. Incapacitation ( traditional)
  4. Rehabilitation ( traditional)
  5. Restoration ( contemporary)
A

Five goals of/ justification for punishment/corrections

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21
Q

A non-instrumental justification for punishment proportional to the crime committed is just or deserved

A

Retribution

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22
Q

Not intended to reduce/prevent

A

Non- instrumental

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23
Q

An instrument justification for punishment based largely on the premise that effective punishment should serve to decrease crime by increasing the sensitivity to punishment and/or costs of crime

A

Deterrence

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24
Q

Intended to prevent/ reduce crime

A

Instrumental

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25
Q

Penalties will deter former offenders

A

Specific deterrence

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26
Q

Punishment of offenders instills fear in the general public

A

General deterrence

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27
Q

An instrumental justification for punishment based largely on the assumption that punishment should serve to decrease crime rates by making it impossible for the offender to commit more crime

A

Incapacitation

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28
Q

Identification of career criminals at an early age, and the incarceration of these individuals for longer periods of time

A

Selective incapacitation

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29
Q

An instrumental strategy based largely on the assumption that crime will decrease if an offender is prepared for a society acceptable role upon completion of his/ her sentence

A

Rehabilitation

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30
Q

An instrumental justification for punishment that focuses on restoring the community to a state of trust, fairness, and interdependence; the goal is to repair the losses of the victim and/ or community

A

Restoration

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31
Q

Offender
Victim
Community

A

Three key individuals/components

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32
Q

Conservative philosophy
Liberal philosophy
Critical perspective

A

Three philosophies/ perspectives

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33
Q

Central to sentencing and punishment

A

Justice and fairness

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34
Q

Primary goals of justification for punishment

A

Retribution
Deterrence
Incapacitation

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35
Q

Primary goal of/justification for punishment

A

Rehabilitation

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36
Q

Descriptions of a wide range of topics without an organizing theme, theory, or perspective

A

Traditional texts

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37
Q

Describes punishment and correctional reforms/controls within a specific context, which gives rise to practices, which in turn present consequences

A

American penology

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38
Q

Utilizes explanation, not just description

A

American penology

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39
Q

Economic
March of progress
Social context

A

Three explanatory models used in American penology

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40
Q

Punishment cycles are as result of the upper class exploitation the lower class

A

Economic

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41
Q

Punishment/corrections evolves to higher standards as time passes

A

March of progress

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42
Q

Combination of economic and March of progress approach

A

Social context

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43
Q
  1. public opinion of correctional policy and crime
  2. Legislative decisions concerning law and changes to the law
  3. Jail, prison, and community program overcrowding, as well as the understaffing and underfunding of programming
A

Issues that affect sentencing

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44
Q

Decide what is against the law( develop status) and distinguish the nuances of particular crimes ( manslaughter or homicide)

A

State legislatures and the U.S. Congress

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45
Q

Decide if the presumption of innocence of the defendant is sustained or whether the water has proven guilty beyond a reasonable doubt

A

Juries

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46
Q

Decide sentences depending on the jurisdiction and/ or offense

A

Judges and juries

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47
Q 
Jail
Prison
Intermediate sanctions
Probation 
Death penalty
A

Basic framework of options available to a judge

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48
Q

Sentencing is complex when

A

Multiple charges are involved

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49
Q

Public opinion
Legislative decisions
Jail and prison overcrowding

A

Issues that affect sentencing

50
Q
  • seriousness of the offenses

- offender culpability

A

Sentencing considerations ( nature and extent of punishment)

51
Q
  • specific deterrence
  • rehabilitation
  • incapacitation/control
A

Public safety ( offender risk reduction and management)

52
Q

Deterrence

A

Restitution and restoration ( public safety and general deterrence

53
Q

Is important to the study of corrections because the process of sentencing guilty offenders affect prison populations and other agencies of correctional control

A

Sentencing

54
Q 
Jail
Prison
Intermediate sanctions 
Probation 
Death penalty
A

Basic framework of options available to a judge

55
Q

Sentences for each carve are served at the same time

A

Concurrent sentence

56
Q

Sentences for each charge are served in a sentence

A

Consecutive sentence

57
Q

Offenders are sentenced to serve a range of time, and are released from prison when parole is granted

A

Indeterminate sentencing

58
Q

Offenders are sentenced to serve a set number of years( minus gain- time/ good-time credit)

A

Determinate sentencing

59
Q

Set vía legislative guidelines

A

Determinate sentences

60
Q

Have been implemented more rapidly in the past 30 years

A

Mandatory sentencing policies

61
Q

Mandatory minimums

Three strikes and you are out

A

Examples of mandatory sentencing

62
Q
  • aids judges in the selection of a sentence
  • aids in classification
  • aids in planning conditions of probation
  • provides data for research
A

Purpose of the PSI

63
Q
  • present and past offenses
  • offender’s attitude
  • family situation and neighborhood conditions
  • employment history
  • friendship networks and activities
  • physical and mental health
A

The PSI should include

64
Q 
Jail
Prison
Intermediate sanctions
Probation 
Death penalty
A

Sentencing choices

65
Q

Refers to the length of a sentence

A

Severity

66
Q

Refers to the likelihood of being caught and punished for the commission of a crime

A

Certainty

67
Q

The tendency of a convicted criminal to reoffend

A

Recidivism

68
Q

sentencing is complex when multiple charges are involved

A

true

69
Q

judge must decide between concurrent or consecutive sentences

A

true

70
Q

sentences for each charge are served at the same time

A

concurrent sentence

71
Q

sentences for each charge are served in a sequence

A

consecutive sentence

72
Q

offenders are sentenced to serve a range of time, and are released from prison when parole is granted

A

indeterminate sentencing

73
Q

offenders are sentenced to serve a set of number of years (minus gain-time/good-time credit)

A

determinate sentencing

74
Q

determinate sentences often set via legislative guidelines

A

true

75
Q

mandatory sentencing policies have been implemented more rapidly in the past 30 years

A

true

76
Q
  • mandatory minimums

- three-strikes and you are out

A

examples of mandatory sentencing

77
Q

catholic church maintained its own system of laws and punishments (Benefit of the clergy) ex: fines

A

punishment in the middle ages

78
Q

secular courts subjected offenders to brutal punishments

A

punishment in the middle ages

79
Q

examples: pillory and ducking stool

result was bodily mutilation/death

A

punishment in the middle ages

80
Q

rise of the secular system; authority of government grew

A

punishment in the late middle ages

81
Q

more criminal laws developed

A

punishment in the late middle ages

82
Q

more procedures and practiced introduced

  • juries
  • classification of offenses
  • goals(jails)
A

punishment in the late middle ages

83
Q

use of fines deemed corrupt

A

punishment in the late middle ages

84
Q

catholic church returned to brutal methods (cycle of punishment methods begins)

A

punishment in the late middle ages

85
Q

early confinement was limited to dungeons and cages. no separation of offenders by sex and age

A

mercantilist England

86
Q

as the number of iddle poor grew, the idea for the workhouse was born in England

A

mercantilist England

87
Q

eventually, conditions deteriorated, labor performed was deemed not profitable, and the reform goals of institution were not realized

A

mercantilist england

88
Q

members of the community were shamed

  • pillory
  • whipping
  • mutilation
A

punishment in colonial america

89
Q

banishment reserved for persons who were not members of the community

A

punishment in colonial america

90
Q

some offenses punishable by fine

A

punishment in colonial america

91
Q

many offenses punishable by death

A

punishment in colonial america

92
Q
  • punishment was to fit the crime

- goal of punishment was prevention, NOT rehabilitation/reform of offender

A

punishment in the period of transition

93
Q

deterrence was the key goal of punishment

A

punishment in the period of transition

94
Q

growth of imprisonment

A

punishment in the period of transition

95
Q

length of stay= the seriousness of one’s offense

  • newgate prison (1773)-CT
  • john Howard, late 1700s
A

punishment in the period of transition

96
Q
  • first prison in U.S.

- abandoned copper mine

A

punishment in the period of transition

97
Q

social activism concerning prison reform in England

A

punishment in the period of transition

98
Q

walnut street jail converted to a prison in the 1700s

A

punishment in the period of transition

99
Q

southern U.S.= camps that resembled slave labor; inmates were leased out to contractors

A

punishment and reform in the 19th century

100
Q

Northern U.S.= penitentiary develops

A

punishment and reform in the 19th century

101
Q

large facility designed to create order necessary for offender REFORM

A

penitentiary

102
Q

pennsylvania system

auburn system

A

2 models of penitentiary

103
Q

pennsylvania system was a

A

separate system

104
Q

auburn system was a

A

congregate system or silent system

105
Q

both had the goal of redemption of the offender through a well-ordered routine

A

pennyslvania system and auburn system

106
Q

defined by Quaker practices of penance and silent contemplation
ex: bible reading was a key activity

A

pennyslvania system

107
Q

solitary confinment with hard labor while confined in one’s cell

A

pennyslvania system

108
Q

inmates slept in small cells at night but worked silently in congregate, factory-like settings during the day

A

auburn system

109
Q

did the policies (specifically, the penitentiary) developed and implemented match the ideas/goals of the time period？

A

punishment and reform in the 19th century

110
Q
  1. solitary confinement was not viewed as therapeutic
  2. overcrowding (and thus, unsanitary conditions) quickly became a problem
  3. corporal punishment continued to be practiced within the system
A

3 unintended consequences of punishment and reform in the 19th century

111
Q
  1. introduction of the indeterminate sentence
  2. development and implementation of the reformatory
  3. establishment of parole
  4. establishment of probation
A

four key reforms during progress era correctional reform

112
Q

prison facility designed to change criminal behavior via mechanisms based within criminological theory

A

reformatory

113
Q

1st reformatory was built in elmira, NY

A

true

114
Q
  • housed first-time offenders between the ages of 16-30
  • used innovative informational gathering procedures such as intake
  • credits (i.e., marks) for good behavior
A

1st reformatory

115
Q
  • intensive classification to determine cause of offender’s behavior
  • vocational and educational programs
A

reformatory

ideal:

116
Q
  • inmate classification system not used
  • use of programming limited due to inadequate staff and resources
  • corporal punishment used
A

reformatory

reality:

117
Q

1840- maconochie developed the “marks” system of early release in Australia (“marks” earned for labor)

A

progressive era correctional reforms

parole:

118
Q

advocate for supervision and employment assistance

A

1850s - Crofton, Ireland

119
Q

judges felt too much power was given to parole boards

  • too much disparity in sentences
  • parole hearings were short; few guidelines followed
  • too much reintegration emphasis placed on employment
A

progressive era correctional reforms

parole:

120
Q

1840s-1850s- augustus developed and refined the practice of probation in Boston

A

progressive era correctional reforms

probation:

121
Q

initial goal was to rehabilitate alcoholics

A

1840s-1850s- augustus the practice of probation in Boston

122
Q
  • intended as an alternative to imprisonment; often used as a supplement
  • officers maintained unimaginably large caseloads
  • presentence investigation reports (PSIs) not comprehensive
A

1840s-1850s- augustus the practice of probation in Boston

2020 Fall (3 decks)

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