NETA ASSESSMENT: Test Bank to accompany
Prepared by DANIELLE J. MURDOCH Simon Fraser University
Copyright © 2014 by Nelson Education Ltd.
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NETA Assessment: Test Bank to accompany Canadian Corrections, Fourth Edition By Griffiths/Murdoch NETA TB by Danielle J. Murdoch, Simon Fraser University NETA Copyeditor: Susan James
TABLE OF CONTENTS Preface Part I
..................................................................................................................................................... iv Canadian Corrections: Setting the Framework
Chapter 1 Perspectives on Crime and Punishment..................................................................1-1 Chapter 2 The Origins and Evolution of Canadian Corrections..............................................2-1 Chapter 3 Contemporary Canadian Corrections......................................................................3-1 Chapter 4 Sentencing: Beginning the Corrections Process.....................................................4-1 Part II Corrections in the Community: Alternatives to Confinement Chapter 5 Alternatives to Confinement ..................................................................................5-1 Chapter 6 Probation Practice...................................................................................................6-1 Part III Incarceration Chapter 7 Correctional Institutions..........................................................................................7-1 Chapter 8 Working Inside: The Experience of Correctional Officers.....................................8-1 Chapter 9 Doing Time: The Experience of Inmates................................................................9-1 Chapter 10 Classification, Case Management, and Treatment..............................................10-1 Part IV Returning to the Community: Release and Reentry Chapter 11 Release From Incarceration.................................................................................11-1 Chapter 12 Reentry and Life After Prison.............................................................................12-1 1-2
Part V Special Populations in Corrections Chapter 13 Women Offenders...............................................................................................13-1 Chapter 14 Aboriginal Offenders..........................................................................................14-1 Chapter 15 Youth Offenders..................................................................................................15-1 Part VI Going Forward: Reforming Corrections Chapter 16 Creating Effective Systems of Corrections.........................................................16-1
CHAPTER ONE PERSPECTIVES ON CRIME AND PUNISHMENT 1. The government announces that nine new halfway houses are being built in the next twelve months. What concept does this infrastructure development best illustrate? a. penal moderation b. restorative justice c. correctional change d. community decentralization ANS: c REF: p. 2 BLM: Higher order 2. In which century did the Catholic Church start operating ecclesiastical prisons? a. 6th century b. 7th century c. 8th century d. 9th century ANS: a REF: p. 3 BLM: Remember 3. In 1703, an offender was convicted of committing a criminal offence in England and was sent to America as punishment. Which correctional strategy was the offender subject to? a. exile b. deportation c. repatriation 1-3
d. transportation ANS: d REF: p. 3 BLM: Higher order 4. Which year was the first house of correction opened in England? a. 1437 b. 1557 c. 1627 d. 1717 ANS: b REF: p. 3 BLM: Remember 5. Which individual writing during the Age of the Enlightenment believed the certainty of punishment was the most effective deterrent against criminal behaviour? a. Voltaire b. Montesquieu c. Cesare Beccaria d. Jeremy Bentham ANS: c REF: p. 5 BLM: Remember 6. An individual decides not to rob a bank out of concern for getting caught, convicted, and sentenced to a term of imprisonment. Which perspective on crime, offenders, and punishment does this exemplify? a. the Critical School b. the Punitive School c. the Classical School d. the Rational School ANS: c REF: p. 5 BLM: Higher order 7. A leading reformer of the English criminal law during the 1800s suggested that offenders engaged in hedonistic calculus. Who was it? a. Voltaire 1-4
b. Montesquieu c. Cesare Beccaria d. Jeremy Bentham ANS: d REF: p. 5 BLM: Remember 8. An individual believes that crime is a result of poverty, racism, and other social injustices. Which perspective on crime and criminal justice does this exemplify? a. the Radical School b. the Marxist School c. the Classical School d. the Positivist School ANS: a REF: p. 6 BLM: Higher order 9. An individual believes that providing correctional treatment to offenders can stop crime. Which perspective on crime, offenders, and punishment does this exemplify? a. the Liberal School b. the Marxist School c. the Classical School d. the Reintegration School ANS: a REF: p. 6 BLM: Higher order 10. In what way are Cesare Lombroso, Enrico Ferri, and Raffaelo Garafalo similar to each other? a. They believed consequences of crime should be certain, swift, and measured. b. They believed the primary goal of criminal justice is deterrence. c. They believed offenders were influenced by external societal factors. d. They believed the scientific method should be used to study criminal behaviour. ANS: d REF: p. 9 BLM: Remember 11. An individual believes that offenders commit crime because of neurological disorders. Which perspective on crime, offenders, and punishment does this exemplify? a. the Radical School 1-5