Test Bank For Professional Ethics in Criminal Justice Being Ethical When No One is Looking, 5th Edit

Test Bank For Professional Ethics in Criminal Justice Being Ethical When No One is Looking, 5th Edition by Jay S. Albanese 2025 Chapter 1-10 Chapter 1 1.1

Recognizing Ethical Decisions

Multiple Choice Questions

1) According to Albanese, all of the following make up the concept of good character, except: A) Denial of victimization.

B) Good principles.

C) Conscience.

D) Moral courage.

E) All the above are elements of good character.

Answer: A Page Ref: 1 Objective: Develop the ability to understand the essence of good character.

Level: Intermediate 2) Moral courage can best be defined as: A) Guiding actions without fearing consequences.

B) Internalizing the knowledge so you always chose the best course of action.

C) Acting on a rational choice to follow good principles based on conscience.

D) None of the above E) All of the above Answer: C Page Ref: 1 Objective: Distinguish between morals, values, and ethics.

Level: Intermediate 3) Ethics are fundamental to character because: A) They are essential for building great wealth and power.

B) They specify the guiding principles on which character is built.

C) They provide guidance to become superior to others in talent and intellect.

D) All of the above E) None of the above Answer: B Page Ref: 2 Objective: Develop the ability to understand the essence of good character.

Level: Basic

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4) All of the following actions would be considered to have moral worth, except: A) Helping the homeless find shelter.

B) Working to support your family.

C) Greeting your mail carrier.

D) Paying your taxes.

E) All of the above Answer: C Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

Level: Basic 5) Certain categories of human beings are exempt from discussions of ethics, they are: A) Members of the clergy.

B) The mentally ill.

C) Eighteen-year-olds.

D) Members of the U.S. Congress.

E) B and C Answer: B Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

Level: Basic 6) Morals as discussed in Chapter One, can be defined as: A) Enforceable laws and regulations that guide a society.

B) A codified structure of behavior that is applicable to all cultures.

C) The general rules that prescribe proper behavior.

D) All the above E) None of the above Answer: C Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

Level: Basic 7) According to the definition of Ethics in Chapter one: A) Ethics only involves the study of the development of laws.

B) Ethics is the study of morality and analysis of what constitutes good conduct.

C) Ethics is the study of the development of organizational theories.

D) All of the above.

E) None of the above.

Answer: B Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

Level: Basic

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8) Moral behavior requires: A) No more than the laws require.

B) Less than what the laws require.

C) Sometimes more than the law requires.

D) None of the above.

Answer: C Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

Level: Basic 9) Ethics is central to criminal justice because: A) The law is complete in itself to address every ethical issue involved.

B) Morality is what distinguishes right from wrong.

C) The government does not have the moral authority to enforce the law, only statutory authority.

D) All of the above E) None of the above Answer: B Page Ref: 3 Objective: Distinguish between morals, values, and ethics.

Level: Intermediate 10) Value judgments can be verified: A) Based on data.

B) Based on facts.

C) Based on reason.

D) Based on observations.

E) None of the above Answer: C Page Ref: 3 Objective: Distinguish between morals, values, and ethics.

Level: Basic 11) ________ is the ability to evaluate viewpoints, facts, and behaviors objectively in order to assess the presentation of information or methods of argumentation to establish the true worth or merit of an act or a course of conduct.

A) Objective correlative B) Subjective Best Fit C) Critical Thinking D) Regression Analysis E) None of the above Answer: C Page Ref: 3 Objective: Understand the importance of critical thinking to ethics.

Level: Basic

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12) ________ tell(s) how people should interact with others in all social relations.

A) Morals B) Laws C) Etiquette D) Regulations E) All the above Answer: C Page Ref: 4 Objective: Increase your awareness of the connection between etiquette and ethics.

Level: Basic 13) ________ is the belief that morals can be different, but none are better than another.

A) Legal Equality B) Moral relativism C) Etiquette Equality D) Moral association E) None of the above Answer: B Page Ref: 5 Objective: Recognize the concept of moral relativism.

Level: Basic 14) Guiding human potential and action in a moral direction is the subject matter of ________.

A) Ethics B) Law C) Etiquette D) Values E) None of the above Answer: A Page Ref: 5 Objective: Distinguish between morals, values, and ethics.

Level: Basic 15) Ethical relativism attempts to ________ the way people behave.

A) Justify B) Establish C) Guide D) Condemn E) None of the above Answer: A Page Ref: 6 Objective: Recognize the concept of moral relativism.

Level: Basic

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16) ________ provide(s) principles for distinguishing acts that are morally right from those that are morally wrong.

A) Values B) Morals C) Laws D) Ethics E) None of the above Answer: D Page Ref: 6 Objective: Recognize the concept of moral relativism.

Level: Basic 17) Ethics rejects the notion of "________," where a person merely seeks out a "commonsense" position on ethical issues without referring to ethical theory or perspective.

A) Moral majority B) Moral judgements C) Moral intuition D) All the above E) None of the above Answer: C Page Ref: 6 Objective: Distinguish between morals, values, and ethics.

Level: Intermediate 18) Developing and following moral principles gives human decision making both meaning and a dispassionate ________.

A) Rationale B) Value C) Result D) Morality E) All the above Answer: A Page Ref: 6 Objective: Distinguish between morals, values, and ethics.

Level: Basic 19) A framework for making ethical decisions is needed. Such a framework begins with a search for ________ principles.

A) Limited B) Inclusive C) Divided D) Universal Answer: D Page Ref: 6 Objective: Distinguish between morals, values, and ethics.

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20) Moral rules can also be derived independently of ________ beliefs because desirable human conduct can be prescribed and achieved through application of rational principles.

A) Irrational B) Rational C) Religious D) Legal E) None Answer: C Page Ref: 6 Objective: Distinguish between morals, values, and ethics.

Level: Intermediate 1.2

True/False Questions

1) Good character can be defined as consisting of good principles, conscience (to internalize those principles), and restrained moral courage.

Answer: FALSE Page Ref: 1 Objective: Develop the ability to understand the essence of good character.

Level: Basic 2) Ethics are not essential to character because they don't specify the guiding principles on which character is built.

Answer: FALSE Page Ref: 2 Objective: Develop the ability to understand the essence of good character.

Level: Basic 3) Recognizing ethical decisions when people make them is a fundamental first step in developing ethical awareness.

Answer: TRUE Page Ref: 2 Objective: Increase your awareness of the connection between etiquette and ethics.

Level: Intermediate 4) All actions that one can take have moral content and therefore lie within scope of ethics.

Answer: FALSE Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

Level: Basic 5) The vast majority of behaviors a person engages in have moral content and are included within the purview of ethics.

Answer: TRUE Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

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6) Discussions of ethics are not limited to human beings as all living creatures have this responsibility.

Answer: FALSE Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

Level: Basic 7) Certain categories of human beings are exempt from discussions of ethics.

Answer: TRUE Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

Level: Basic 8) Laws provide not only the baseline or boundaries of civil behavior, but all aspects of ethical behavior associated with them.

Answer: FALSE Page Ref: 2 Objective: Recognize the concept of moral relativism.

Level: Intermediate 9) Factual judgments (i.e., judgments based on facts) can be verified empirically through observations.

Answer: TRUE Page Ref: 3 Objective: Recognize the concept of moral relativism.

Level: Basic 10) Factual judgments, as well as value judgements, can both be verified empirically through observations and reasoning.

Answer: FALSE Page Ref: 3 Objective: Distinguish between morals, values, and ethics.

Level: Intermediate 11) Value Judgement analysis is the ability to evaluate viewpoints, facts, and behaviors objectively in order to assess the presentation of information or methods of argumentation to establish the true worth or merit of an act or a course of conduct.

Answer: FALSE Page Ref: 3 Objective: Recognize the concept of moral relativism.

Level: Basic

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12) According to ethicist Elizabeth Kiss, studying ethics does not guarantee ethical conduct, so it is not helpful to study it.

Answer: FALSE Page Ref: 5 Objective: Recognize the concept of moral relativism.

Level: Intermediate 13) Moral relativism is synonymous with situational ethics, which holds that there are no universal moral standards.

Answer: TRUE Page Ref: 5 Objective: Recognize the concept of moral relativism.

Level: Intermediate 14) For the purpose of ethical analysis, local habits and customs are the same thing as human nature that is common to all humankind.

Answer: FALSE Page Ref: 5 Objective: Recognize the concept of moral relativism.

Level: Basic 15) There exists no empirical evidence that relativism makes individuals more likely to engage in immoral behaviors.

Answer: FALSE Page Ref: 6 Objective: Recognize the concept of moral relativism.

Level: Basic 16) Ethical behavior is rarely in our self-interest as it calls for self-sacrifice.

Answer: FALSE Page Ref: 6 Objective: Distinguish between morals, values, and ethics.

Level: Intermediate 1.3 Fill-in-the-Blank Questions 1) The concept of ________ character can be defined as consisting of three qualities of good principles, conscience and moral courage.

Answer: Good Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

Level: Basic 2) Discussions of ethics are limited to ________.

Answer: Humans Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

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3) ________ are good conduct; they constitute permissible behavior. They are the rules that prescribe proper action.

Answer: Morals Page Ref: 3 Objective: Distinguish between morals, values, and ethics.

Level: Basic 4) ________ is the study of morality, that is, the study and analysis of what constitutes good conduct.

Answer: Ethics Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

Level: Basic 5) ________ are judgments of worth of attitudes, statements, and behaviors.

Answer: Values Page Ref: 3 Objective: Distinguish between morals, values, and ethics.

Level: Basic 6) ________ thinking is the ability to evaluate viewpoints, facts, and behaviors objectively in order to assess the presentation of information or methods of argumentation to establish the true worth or merit of an act or a course of conduct.

Answer: Critical Page Ref: 3 Objective: Understand the importance of critical thinking to ethics.

Level: Basic 7) ________ and etiquette are precursors to morals.

Answer: Manners Page Ref: 4 Objective: Increase your awareness of the connection between etiquette and ethics.

Level: Basic 8) Moral ________ is the belief that morals can be different, but none are better than another.

Answer: Relativism Page Ref: 5 Objective: Recognize the concept of moral relativism.

Level: Basic 9) Ethical ________ attempts to justify the way people behave, rather than focusing on how people ought to behave, which is the real subject matter of ethics.

Answer: Relativism Page Ref: 6 Objective: Recognize the concept of moral relativism.

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10) A framework for making ethical decisions is needed. Such a framework begins with a search for ________ principles.

Answer: Principles Page Ref: 6 Objective: Distinguish between morals, values, and ethics.

Level: Basic 1.4 Matching Questions Match the following: A) Can be verified empirically through observations.

B) The ability to evaluate viewpoints, facts, and behaviors objectively in order to assess the presentation of information.

C) The study of morality, that is, the study and analysis of what constitutes good conduct.

D) A combination of traits thought to be generally desirable by many.

E) Good conduct that constitutes permissible behavior that make up the rules that prescribe proper action.

F) Guidance for how people should interact with others in all social relations.

G) Judgments of worth of attitudes, statements, and behaviors.

H) The internalization those principles involving good character.

I) The ability to act on one's conscience; one of the traits of good character.

J) Synonymous with situational ethics, which holds that there are no universal moral standards.

1) Good character 2) Morals 3) Ethics 4) Values 5) Critical thinking 6) Etiquette 7) Moral relativism 8) Moral courage 9) Conscience 10) Factual judgments Answers: 1) D 2) E 3) C 4) G 5) B 6) F 7) J 8) I 9) H 10) A

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1.5

Critical Thinking Questions

1) Do some acts not considered to be "moral acts" have the potential to become "moral acts"?

Explain your answer and give an example.

Answer: Answers will vary, but some acts can become moral when not originally considered moral. The chapter provides the example of not brushing teeth, which could become moral if it leads to increased costs to insurance or being a negative role model.

Page Ref: 2 Objective: Distinguish between morals, values, and ethics.

Level: Difficult 2) Choose two famous people, one that you believe is a good character and one that you believe is not a good character. Defend your choices by how they relate to the three qualities of good character.

Answer: Answers will vary, but should include the tenants of good principles, conscience, and moral courage.

Page Ref: 1 Objective: Develop the ability to understand the essence of good character.

Level: Difficult 1.6

Essay Questions

1) How is relativism sometimes confused with tolerance? Provide one example of something that is tolerated, but might be morally wrong?

Answer: Tolerance accepts that there are moral principles, but people should not have the views of others imposed on them. The problem with tolerance is that it does not produce an obligation to take any responsibility for others. Relativism sees nothing wrong with imposing views on others because there are no general principles (so nothing can be wrong). Clearly, true relativism is rare because nearly everyone believes that some things are morally wrong. Ethics provides principles for distinguishing acts that are morally right from those morally wrong. Examples will vary.

Page Ref: 5-6 Objective: Recognize the concept of moral relativism.

Level: Intermediate 2) What is the difference between morals and etiquette?

Answer: Etiquette (manners) is a precursor to morals. Etiquette tells us how people should interact with others in social relationships. Morals express ethical obligations toward others in behavior. People who have bad manners (i.e. are rude, inconsiderate) are also likely to engage in unethical conduct because of their selfish view of the world and their failure to acknowledge other views. Many rules of etiquette underlie the principles of ethical conduct. Studies like the Staub's work on altruism towards Jews in WWII and students who wear counterfeit sunglasses suggest that seemingly innocuous bad manners may have an impact on moral behavior. Good etiquette does not guarantee moral conduct, but it is related.

Page Ref: 4-5 Objective: Increase your awareness of the connection between etiquette and ethics.

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3) Why is it that people who are ill-mannered more likely to engage in unethical conduct?

Answer: Students may discuss the formula presented in Figure 1-1 in the textbook where morals plus values plus critical thinking equals ethics. Manners and etiquette are precursors to morals.

Those without manners have a selfish view of the world and fail to value the views or claims of others. Critical thinking is not innate and must be taught and is the ability to evaluate something objectively. If critical thinking is not taught either within family, society, or school, then people don't have one of the tools needed to make good ethical decisions.

Page Ref: 3 -4 Objective: Understand the importance of critical thinking to ethics.

Level: Intermediate

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Professional Ethics in Criminal Justice, 5e (Albanese) Chapter 2 Virtue Ethics 2.1

Multiple Choice Questions

1) The beginnings of virtue ethics can be traced to Aristotle's distinguished predecessors, Socrates and ________.

A) Heraclitus B) Plato C) Apollo D) Pythagoras E) None of the above Answer: B Page Ref: 13 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 2) ________ is the source of the saying, "The unexamined life is not worth living."

A) Socrates B) Aristotle C) Apollo D) Plato E) None of the above Answer: A Page Ref: 13 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 3) ________'s work was influential and remains so, and his book The Republic sets forth his views on ethics, describing a plan for an ideal city where few laws are needed because of the highly developed moral character of its inhabitants.

A) Aristotle B) Apollo C) Plato D) Heraclitus E) None of the above Answer: C Page Ref: 13 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic

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4) In the Nicomachean Ethics, ________ provided the first systematic study of ethics in the history of the Western world.

A) Socrates B) Plato C) Apollo D) Aristotle E) None of the above Answer: D Page Ref: 13 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 5) Virtue ethics are most closely associated with ________ whose approach to ethics asks, "How ought people live their lives?"

A) Socrates B) Plato C) Aristotle D) Pythagoras E) None of the above Answer: C Page Ref: 13 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 6) Aristotle saw all human activities aimed at some good, but some goods are subordinate to others. This concept is known as the: A) Level of Interests.

B) Hierarchy of goods.

C) Parallel of goods.

D) Balance of needs.

E) None of the above.

Answer: B Page Ref: 14 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic

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7) According to Aristotle, ________ are things we ought to desire regardless of whether we really do.

A) Apparent goods B) Absolute goods C) Resolute goods D) Real goods E) None of the above Answer: D Page Ref: 14 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic 8) ________, which are pursued by many people; some are innocuous and some are noxious.

A) Real goods B) Resolute goods C) Material goods D) Apparent goods E) None of the above Answer: D Page Ref: 14 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic 9) According to Aristotle, the ultimate good is ________.

A) Power B) Wealth C) Health D) Happiness E) All the above Answer: D Page Ref: 15 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic 10) Eudaimonia is a word that means the same thing as: A) Wealth.

B) Happiness.

C) Friendship.

D) Agreement.

E) None of the above Answer: B Page Ref: 15 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

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11) According to Virtue Ethics, both moral virtue and ________ are operative means to happiness.

A) Moderate living B) Over indulgence C) Good fortune D) Good temperament E) None of the above Answer: C Page Ref: 15 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 12) Aristotle recognized that all people face misfortune during their lives, but a(n) ________ person can never become miserable.

A) Powerful B) Wealthy C) Honest D) Happy E) All the above Answer: D Page Ref: 15 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 13) ________ was a philosophy of serenity, tranquility, and impassiveness to suffering.

A) Stoicism B) Hedonism C) Absolutism D) Altruism E) None of the above Answer: A Page Ref: 15 Objective: Recognize the distinctions among virtue ethics, stoicism, and hedonism.

Level: Basic 14) Hedonism views ________ as the ultimate virtue.

A) Happiness B) Power C) Wealth D) Pleasure E) None of the above Answer: D Page Ref: 15 Objective: Recognize the distinctions among virtue ethics, stoicism, and hedonism.

Level: Basic 15) Aristotle identified two types of virtue: ________ and moral.

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A) Friendship B) Intellectual C) Prudence D) Temperance Answer: B Page Ref: 16 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 16) Aristotle described 10 moral virtues which include all of these, except: A) Courage.

B) Temperance.

C) Pride.

D) Gluttony.

E) Justice.

Answer: D Page Ref: 18 Objective: Increase your understanding of the linkage between moral virtues in pursuing real goods.

Level: Basic 17) The exercise of moral virtue is guided by the four cardinal virtues, include all of these except: A) Temperance.

B) Courage.

C) Prudence.

D) Pride.

E) None of the above Answer: D Page Ref: 17 Objective: Increase your understanding of the linkage between moral virtues in pursuing real goods.

Level: Basic 18) Plato and Aquinas identified the four cardinal virtues as desirable because they focused on the ideal ________.

A) Government B) Society C) Individual D) Race E) None of the above Answer: B Page Ref: 18 Objective: Increase your understanding of the linkage between moral virtues in pursuing real goods.

Level: Basic 19) Moral virtue, sometimes called the habit of ________ desire.

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A) Required B) Righteous C) Right D) Real E) None of the above Answer: C Page Ref: 18 Objective: Increase your understanding of the linkage between moral virtues in pursuing real goods.

Level: Basic 20) The Character Counts! education programs summarize the six pillars of character as trustworthiness, respect, responsibility, fairness, caring, and ________.

A) Wealth B) Citizenship C) Intellect D) Status E) None of the above Answer: B Page Ref: 19 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Intermediate 21) Aristotle emphasized that ethical conduct requires ________ so that it becomes a habit.

A) Practice B) Intellect C) Skill D) Knowledge E) None of the above Answer: A Page Ref: 19 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic

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2.2

True/False Questions

1) Socrates saw knowledge (wisdom) and virtue as antithetical.

Answer: FALSE Page Ref: 13 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 2) Socrates wrote all of his thoughts on paper, his most famous student, Plato added to these writings.

Answer: FALSE Page Ref: 13 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 3) Plato saw a connection between individual moral conduct and the ideal society.

Answer: TRUE Page Ref: 13 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 4) Virtue ethics are most closely associated with Plato whose approach to ethics asks, "How ought people live their lives?"

Answer: FALSE Page Ref: 13 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 5) Aristotle believed that discussion of ethics is wasted on the young.

Answer: TRUE Page Ref: 14 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 6) In attempting to define true goods, Aristotle found that good and pleasure were clear concepts.

Answer: FALSE Page Ref: 14 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic

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7) Aristotle found that those things that are pursued for their own sake (rather than for something else) are good in themselves. Those were considered to be "real goods."

Answer: TRUE Page Ref: 14 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic 8) Real goods might be love of sweets, good music, and fine wine.

Answer: FALSE Page Ref: 14 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic 9) Noxious apparent goods are those that involve treating real or apparent goods as ends in themselves and usually involve pleasure, wealth, fame, or power.

Answer: TRUE Page Ref: 14 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic 10) The ultimate good is pleasure, according to Aristotle.

Answer: FALSE Page Ref: 15 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic 11) According to Aristotle, a complete life is needed to achieve happiness because many changes occur in life; there are ups and downs.

Answer: TRUE Page Ref: 15 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic 12) Aristotle recognized that not all people face misfortune during their lives and a happy person can never become miserable.

Answer: FALSE Page Ref: 15 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic

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13) Stoicism was a philosophy of serenity, tranquility, and impassiveness to suffering.

Answer: FALSE Page Ref: 15 Objective: Recognize the distinctions among virtue ethics, stoicism, and hedonism.

Level: Basic 14) Hedonism views pleasure as the ultimate virtue.

Answer: TRUE Page Ref: 15 Objective: Recognize the distinctions among virtue ethics, stoicism, and hedonism.

Level: Basic 15) Virtue ethics are seen as easy to follow because Aristotle provided a precise formula for how to act in most situations.

Answer: FALSE Page Ref: 16 Objective: Recognize the distinctions among virtue ethics, stoicism, and hedonism.

Level: Basic 16) It is clear that, except in cases of acts bad in themselves, virtue seeks the mean, based on the facts of the situation.

Answer: TRUE Page Ref: 17 Objective: Recognize the distinctions among virtue ethics, stoicism, and hedonism.

Level: Basic 17) Moral virtue implies that our actions are not always voluntary and the products of choice.

Answer: FALSE Page Ref: 17 Objective: Increase your understanding of the linkage between moral virtues in pursuing real goods.

Level: Basic 18) Moral virtue is a unique goal to all humans to make choices and engage in activities that pursue real goods or apparent goods.

Answer: FALSE Page Ref: 17-18 Objective: Increase your understanding of the linkage between moral virtues in pursuing real goods.

Level: Basic 19) Aristotle described 10 moral virtues, pride was not one of them.

Answer: FALSE Page Ref: 17-18 Objective: Increase your understanding of the linkage between moral virtues in pursuing real goods.

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20) Moral virtues lie at the mean between excess and defect.

Answer: TRUE Page Ref: 18 Objective: Increase your understanding of the linkage between moral virtues in pursuing real goods.

Level: Basic 2.3

Fill-in-the-Blank Questions

1) ________ virtue can be defined as "the habit of right desire" or the disposition to make right choices.

Answer: Moral Page Ref: 12 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 2) Aristotle (384—322 b.c.) enrolled in Plato's Academy at age 17 and was a lifelong student of Plato, later forming his own school, the ________, after Plato's death.

Answer: Lyceum Page Ref: 13 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Basic 3) In the Nicomachean Ethics, ________ provided the first systematic study of ethics in the history of the Western world.

Answer: Aristotle Page Ref: 13 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Intermediate 4) Aristotle sees all human activities aimed at some good, but some goods are subordinate to others. This is known as the concept of ________ of goods.

Answer: Hierarchy Page Ref: 14 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic 5) ________ goods are things we ought to desire regardless of whether we really do. According to Aristotle, real goods should be the focus of all ethical action.

Answer: Real Page Ref: 14 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

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6) There also exist ________ goods , which are pursued by many people; some are innocuous and some are noxious. Innocuous apparent goods might be love of sweets, good music, and fine wine.

Answer: Apparent Page Ref: 14 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic 7) The ultimate good is ________, according to Aristotle. It could not be achieved by thoughts alone.

Answer: Happiness Page Ref: 15 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Basic 8) ________ was a philosophy of serenity, tranquility, and impassiveness to suffering.

Answer: Stoicism Page Ref: 15 Objective: Recognize the distinctions among virtue ethics, stoicism, and hedonism.

Level: Basic 9) ________ views pleasure as the ultimate virtue. Epicurus (341—270 b.c.), believed prudence and tranquility were the most important pleasures because these virtues helped people avoid pleasures that might hurt them.

Answer: Hedonism Page Ref: 15 Objective: Recognize the distinctions among virtue ethics, stoicism, and hedonism.

Level: Basic 10) Moral ________ is excellence of character. It suggests more than the specific moral connotation the term has today. It refers to a quality in a person who seeks real goods in a morally correct manner.

Answer: Virtue Page Ref: 16 Objective: Increase your understanding of the linkage between moral virtues in pursuing real goods.

Level: Basic

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2.4

Matching Questions

Match the following: A) excellence of character B) use of questions and answers to arrive at truth C) Aristotle sees all human activities aimed at some good, but some goods are subordinate to others.

D) some are innocuous and some are noxious.

E) Aristotle's son F) things we ought to desire regardless of whether we really do.

G) The exercise of moral virtue is guided by these H) sees pleasure as physical gratification of the senses.

I) a philosophy of serenity, tranquility, and impassiveness to suffering.

J) views pleasure as the ultimate virtue.

1) Moral virtue 2) Apparent goods 3) Nicomachus 4) Hierarchy of goods 5) Real goods 6) Socratic method 7) Stoicism 8) Hedonism 9) Egoistic hedonism 10) Cardinal virtues Answers: 1) A 2) D 3) E 4) C 5) F 6) B 7) I 8) J 9) H 10) G

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2.5

Critical Thinking Questions

1) Virtue ethics is based on the idea that if a person seeks the right things (the real goods) in the proper ways (via the moral virtues), the result will be a morally virtuous person engaging in ethical conduct. Explain why this may not lead to a person actually being an ethical person. Give examples.

Answer: Answers will vary, but should include how moral virtues are a "mean" and that moral virtues can have defects and excess. Moral virtue develops out of habit Page Ref: 17-18 Objective: Appreciate the hierarchy of goods and the difference between real and apparent goods.

Level: Intermediate 2) Explain stoicism and hedonism and how they relate to Aristotle's moral virtue.

Answer: Stoicism was philosophy of serenity, tranquility, and impassiveness to suffering.

Hedonism vies pleasure as the ultimate virtue. Aristotle's theory recognizes the importance of pleasure, courage, and temperament, but also places them in context of all other goods and virtues and how they must be balanced for ethical conduct.

Page Ref: 15 Objective: Recognize the distinctions among virtue ethics, stoicism, and hedonism.

Level: Intermediate

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2.6

Essay Questions

1) As mentioned in Chapter two, some psychologists have referred to character as "emotional intelligence". How is that explained in the context of Virtue Ethics?

Answer: Aristotle believed moral virtue is developed through habitual behavior. Some psychologists have referred to character as "emotional intelligence" It is believed that emotional intelligence and good character can be learned and therefore virtue ethics can be learned.

Page Ref: 19 Objective: Increase your understanding of the linkage between moral virtues in pursuing real goods.

Level: Intermediate 2) Explain how Aristotle's moral virtues have been summarized in many different ways over the years and appear in codes of ethics of all kinds. Give examples of each instance.

Answer: Aristotle's moral virtues have been summarized in many different ways over the years and appear in codes of ethics of all kinds. The Character Counts! education programs summarize the six pillars of character as trustworthiness, respect, responsibility, fairness, caring, and citizenship. The Scouts' oath pledges, "On my honor I will do my best to do my duty to God and my country and to obey the Scout Law; to help other people at all times; to keep myself physically strong, mentally awake, and morally straight." And, of course, there is the Golden Rule: "Do unto others as you would have them do unto you," another motto that highlights several moral virtues.

Students may also provide additional examples outside what is presented in the book.

Page Ref: 19 Objective: Develop skills in applying moral virtues and real goods in evaluating ethical dilemmas.

Level: Intermediate 3) If moral virtue is learned, provide a personal example of something which you felt you learned how to make the right decision.

Answer: Answers will vary, but should demonstrate how the student learned to come to the right decision.

Page Ref: 12 Objective: Understand the centrality of moral virtue to understanding the ethics of Aristotle.

Level: Intermediate Professional Ethics in Criminal Justice, 5e (Albanese) Chapter 3 Formalism Carrying Out Obligation and Duty 3.1

Multiple Choice Questions

1) Kant searched for the appropriate rules to guide ethical conduct. His approach is a ________ approach known as formalism.

A) Non-consequentialist B) Consequentialist C) Oppositional D) Congregational E) None of the above 26 Copyright © 2024 Pearson Education, Inc.

Answer: A Page Ref: 27 Objective: Understand the nature of deontological ethics.

Level: Basic 2) Kant believed that if a rule is ________ valid, it must be of absolute necessity and apply in all circumstances.

A) Legally B) Morally C) Factually D) None of the above Answer: B Page Ref: 27 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Basic 3) In looking at individual actions, Kant distinguishes between duties and ________.

A) Powers B) Authorities C) Abilities D) Inclinations E) None of the above Answer: D Page Ref: 27 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Basic

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4) According to Kant, morality is determined by ________ principles that prescribe an action using an established rule, rather than on an expected result.

A) A priori B) Persona non grata C) Carpe diem D) Non supra E) None of the above Answer: A Page Ref: 27 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Basic 5) The centerpiece of Kant's philosophy is the ________ imperative, which guides all conduct.

A) Moral B) Categorical C) Hypothetical D) Practical E) None of the above Answer: B Page Ref: 27 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Basic 6) According to Kant, you do not want a person making decisions entirely on what might happen.

Instead, decisions should be made based on ________.

A) Knowledge B) Intellect C) Importance D) Duty E) None of the above Answer: D Page Ref: 27 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Basic

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7) ________ imperatives are means to obtaining something else (similar to Aristotle's apparent goods).

A) Intellectual B) Categorical C) Moral D) Hypothetical E) None of the above Answer: D Page Ref: 28 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Intermediate 8) The ________ imperative, which states that you act in such a way that you treat humanity, yourself or another, always the same–as an end and never simply as a means.

A) Hypothetical B) Practical C) Categorical D) Moral E) None of the above Answer: B Page Ref: 28 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Basic 9) Kant describes a "________" as an ideal state in which rational beings are united through common, objective universal laws that apply to everyone (and no one is used as a means by others).

A) Kingdom of ends B) Utopian world C) World of ends D) Kingdom of unity E) None of the above Answer: A Page Ref: 29 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Intermediate

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10) Kant would say you performed your moral duty because your action was ________ (the ________ imperative).

A) Selective; practical B) Universalizable; categorical C) Required; hypothetical D) Non-consequential; intellectual E) None of the above Answer: B Page Ref: 29 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Intermediate 11) According to the textbook, Kant's formalism has been criticized for not being ________.

A) Truthful B) Practical C) Flexible D) Logical E) None of the above Answer: C Page Ref: 30 Objective: Understand the nature of deontological ethics.

Level: Intermediate 12) Kant concluded, "Truth is not a possession, the right to which can be granted to one person but refused to another … it is a(n) ________ duty which holds in all circumstances.

A) Unconditional B) Conditional C) Practical D) Flexible E) None of the above Answer: A Page Ref: 31 Objective: Understand the nature of deontological ethics.

Level: Basic

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13) Kant shows the superiority of the ________ imperative because it is a universal law that is a moral duty that stands on its own, requiring no further justification.

A) Practical B) Hypothetical C) Moral D) Categorical E) None of the above Answer: D Page Ref: 28 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Basic 14) Kant uses as a(n) ________ imperative is medical skill not a ________ imperative because it has value only as a means to some other end.

A) Practical; Hypothetical B) Moral; Hypothetical C) Hypothetical; Categorical D) Moral; Categorical E) None of the above Answer: C Page Ref: 28 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Basic 15) Kant focuses on duty and obligation at the moment, whereas Aristotle focuses on virtuous conduct that leads to ________ in the future.

A) Happiness B) Wealth C) Knowledge D) Understanding E) None of the above Answer: A Page Ref: 28 Objective: Understand the nature of deontological ethics.

Level: Basic

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16) Kant's practical imperative is sometimes used as a basis to claim universal or ________ rights.

A) Civil.

B) Legal C) Natural D) Exponential E) None of the above Answer: C Page Ref: 28 Objective: Understand the nature of deontological ethics.

Level: Basic 17) You can never kill someone to save the life of another under Kant's philosophy because that would make a bad ________ rule.

A) Legal B) Maxim C) Moral D) Universal E) None of the above Answer: D Page Ref: 28 Objective: Understand the nature of deontological ethics.

Level: Basic 18) Kant criticized the ________, for example, as lacking a moral principle.

A) Golden Rule B) Magna Carta C) Bible D) Code of Hammurabi E) None of the above Answer: A Page Ref: 29 Objective: Understand the nature of deontological ethics.

Level: Basic 19) Kant believed that people often became shrewder as they became ________ and fell away from the idea of moral duty.

A) Wiser B) Wealthier C) Busier D) Older E) None of the above Answer: D Page Ref: 28 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Intermediate 20) According to Kant, ________ should always be followed because it is fundamental to Kant's 32 Copyright © 2024 Pearson Education, Inc.

view of ethics.

A) Wisdom B) Duty C) Intuition D) Virtue E) None of the above Answer: B Page Ref: 27 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Basic 3.2

True/False Questions

1) Kant's approach is a consequentialist approach, known as formalism, or deontological ethics, meaning that the morality of an action is determined by whether it conforms to (or violates) a moral principle.

Answer: FALSE Page Ref: 27 Objective: Understand the nature of deontological ethics.

Level: Intermediate 2) Kant argued that nothing is good without qualification, except goodwill.

Answer: TRUE Page Ref: 27 Objective: Understand the nature of deontological ethics.

Level: Intermediate 3) Kant believed that reason alone was sufficient, because people too often are influenced by objective conditions.

Answer: FALSE Page Ref: 27 Objective: Understand the nature of deontological ethics.

Level: Intermediate 4) Kant was emphatic in arguing that the moral worth of an action depends on its expected outcome or consequences.

Answer: FALSE Page Ref: 27 Objective: Understand the nature of deontological ethics.

Level: Basic

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5) According to Kantian ethics, morality is determined by a priori principles that prescribe an action using an established rule, rather than on an expected result.

Answer: TRUE Page Ref: 27 Objective: Understand the nature of deontological ethics.

Level: Basic 6) The hypothetical imperative states that a person should never act in a way in which the rule behind an action (maxim) should not become a universal law.

Answer: FALSE Page Ref: 27 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Basic 7) According to Kant, duty only exists with potential consequences being considered first.

Answer: FALSE Page Ref: 27 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Basic 8) Hypothetical imperatives are means to obtaining something else (similar to Aristotle's apparent goods).

Answer: TRUE Page Ref: 28 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Basic 9) Another example of Kant's practical imperative is "Do God's will and you won't go to hell!" It uses God's will as a means to achieve some other end.

Answer: FALSE Page Ref: 28 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Intermediate 10) In another apparent reference to Plato, Kant states that it is impossible to determine what will make a person truly happy.

Answer: FALSE Page Ref: 28 Objective: Understand the nature of deontological ethics.

Level: Basic

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11) Kant believes it would require "omniscience" to know what would make you happy, a point on which he and Aristotle clearly disagree.

Answer: TRUE Page Ref: 28 Objective: Understand the nature of deontological ethics.

Level: Intermediate 12) In Kant's philosophy of formalism, the practical imperative, states that you act in such a way that you treat humanity, yourself or another, differently depending on the circumstances–as a means to an end.

Answer: FALSE Page Ref: 28 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Intermediate 13) Kant's practical imperative is sometimes used as a basis to claim universal or natural rights such as those found in the Declaration of Independence.

Answer: TRUE Page Ref: 29 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Intermediate 14) Kant praised the Golden Rule (i.e., do unto others as you would have them do unto you), for example, as being a superior guiding moral principle.

Answer: FALSE Page Ref: 29 Objective: Understand the nature of deontological ethics.

Level: Basic 15) Kant describes a "kingdom of ends" as a less than ideal state.

Answer: FALSE Page Ref: 29 Objective: Understand the nature of deontological ethics.

Level: Basic 16) Kant sees after-the-fact rationalizations as irrelevant to making a moral decision, because these decisions must be made a priori under formalism.

Answer: TRUE Page Ref: 27 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Intermediate

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17) Kant's formalism has been criticized for not being pleasant.

Answer: FALSE Page Ref: 30 Objective: Understand the nature of deontological ethics.

Level: Basic 18) A lie that looks like it will not result in dire consequences is not permitted under formalism because consequences are never known for certain and lying conflicts with your moral duty.

Answer: TRUE Page Ref: 30 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Intermediate 19) Most would agree that the categorical imperative would be easy to apply in some family, love, and friendship situations.

Answer: FALSE Page Ref: 31 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Intermediate 20) Formalism and virtue ethics have few similarities and many differences.

Answer: TRUE Page Ref: 31 Objective: Understand the nature of deontological ethics.

Level: Basic 3.3

Fill-in-the-Blank Questions

1) Kant's approach is a non-consequentialist approach, known as formalism, or ________ ethics.

Answer: Deontological Page Ref: 27 Objective: Understand the nature of deontological ethics.

Level: Basic 2) In looking at individual actions, Kant distinguishes between duties and ________.

Answer: Inclinations Page Ref: 27 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Basic

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3) According to Kantian ethics, ________ connotes a person's moral obligation. It is what a person ought to do, regardless of whether it is convenient or popular or results in an unforeseen outcome.

Answer: Duty Page Ref: 27 Objective: Understand the nature of deontological ethics.

Level: Intermediate 4) The centerpiece of Kant's philosophy is the ________ imperative, which guides all conduct.

Answer: Categorical Page Ref: 27 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Basic 5) ________ imperatives are means to obtaining something else (similar to Aristotle's apparent goods).

Answer: Hypothetical Page Ref: 28 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Basic 6) The ________ imperative states that you act in such a way that you treat humanity, yourself or another, always the same–as an end and never simply as a means.

Answer: Practical Page Ref: 28 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Basic 7) Kant's practical imperative is sometimes used as a basis to claim universal or ________ rights.

Answer: Natural Page Ref: 28 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Intermediate 8) Kant criticizes the ________ Rule as lacking a moral principle.

Answer: Golden Page Ref: 29 Objective: Understand the nature of deontological ethics.

Level: Intermediate

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9) Kant describes a "kingdom of ends" as an ideal state in which rational beings are united through common, objective ________ laws that apply to everyone.

Answer: Universal Page Ref: 29 Objective: Understand the nature of deontological ethics.

Level: Basic 10) Kant's formalism has been criticized for not being ________.

Answer: Flexible Page Ref: 30 Objective: Understand the nature of deontological ethics.

Level: Basic

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3.4

Matching Questions

Match the following: A) Kant distinguishes between these, one having no moral worth and the other is what one ought to do.

B) Kant criticized this.

C) Similar to Aristotle's apparent goods.

D) Non-consequentialist approach, known as formalism.

E) It guides all conduct.

F) An ideal state in which rational beings are united through common, objective universal laws that apply to everyone.

G) Is not a possession.

H) Potential consequences of your truthfulness should never be used for this purpose.

I) Deontological ethics is also known as this.

J) A person can never be used as a means to an end.

1) Practical imperative 2) Duties and inclinations 3) Hypothetical imperatives 4) Kingdom of ends 5) Justification for lying 6) The Golden Rule 7) Truth 8) Formalism 9) Categorical imperative 10) Deontological ethics Answers: 1) J 2) A 3) C 4) F 5) H 6) B 7) G 8) I 9) E 10) D

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3.5

Critical Thinking Exercises

1) Discuss the centrality of duties versus inclinations in Kantian ethics using an ethical scenario.

Answer: Inclinations have no moral worth because persons who find pleasure in spreading joy would do it anyway, while duty connotes a person's moral obligation. Duty is what a person ought to do. The scenario's the students provide will vary.

Page Ref: 27 Objective: Recognize the centrality of duties versus inclinations in Kantian ethics.

Level: Intermediate 2) Kant argued that nothing is good without qualification, except goodwill. What did Kant mean by this? Give some examples.

Answer: Goodwill is an inclination and therefore does not have moral content. Kant believed that reason alone was not sufficient because people are often influenced by subjective conditions and therefore objective principles were needed to guide decisions. Examples will vary.

Page Ref: 27 Objective: Understand the nature of deontological ethics.

Level: Intermediate 3) Kant describes a "kingdom of ends" as an ideal state in which rational beings are united through common, objective universal laws that apply to everyone (and no one is used as a means by others). Do you agree or disagree with Kant's ideal? Explain your answer and provide another alternative ideal state.

Answer: Answers will vary Page Ref: 29 Objective: Increase the ability to isolate the categorical imperative from any set of facts presented in an ethical dilemma.

Level: Difficult

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3.6

Essay Questions

1) Distinguish the categorical imperative from the practical imperative and hypothetical imperatives. Give examples of each.

Answer: Categorical imperative guides all conduct and states that person should never act in a way in which the rule behind an action should not become a universal law. Hypothetical imperatives are means to obtaining something else. Practical imperatives states that you treat humanity, yourself, and another always the same as an end and never simply as a means. Examples students provide will vary.

Page Ref: 27-29 Objective: Distinguish the categorical imperative from the practical imperative and hypothetical imperatives.

Level: Intermediate 2) Kant shows the superiority of the categorical imperative because it is a universal law that is a moral duty that stands on its own, requiring no further justification. In what ways would you dispute this notion? Support this notion? Give examples.

Answer: Answers will vary Page Ref: 27-28 Objective: Increase the ability to isolate the categorical imperative from any set of facts presented in an ethical dilemma.

Level: Difficult 3) Why can even a lie that looks benign be unethical according to Kant? Provide an example of a innocuous lie that could have negative consequences.

Answer: A lie that looks like it will not result in dire consequences is not permitted under formalism because consequences are never known in advance and lying conflicts with your moral duty. Examples will vary.

Page Ref: 31 Objective: Understand why lying is never permitted using the ethics of formalism.

Level: Intermediate Professional Ethics in Criminal Justice, 5e (Albanese) Chapter 4 Utilitarianism - Measuring Consequences 4.1

Multiple Choice Questions

1) Mill focused on utility. His approach is ________ because it decides ethical questions based on the good that results from an action.

A) Deontological B) Teleological C) Universal D) Practical E) None of the above Answer: B Page Ref: 38 Objective: Understand the nature of teleological ethics and its differences from deontological 41 Copyright © 2024 Pearson Education, Inc.

ethics.

Level: Basic 2) According to utilitarianism, the morality of an act is determined, by the ________ it brings, compared with other alternative actions.

A) Knowledge B) Pleasure C) Consequences D) Controversy E) None of the above Answer: C Page Ref: 38 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Basic 3) According to the central principle of ________, actions are right in proportion, as they tend to promote happiness, and wrong, as they tend to produce the reverse of happiness (pain).

A) Intellect B) Pleasure C) Virtue D) Utility E) None of the above Answer: D Page Ref: 38 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Intermediate

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4) The notion of utility, sometimes called ________, was originated by Jeremy Bentham.

A) Consequentialism B) Non- consequentialism C) Formalism D) Hedonism E) None of the above Answer: A Page Ref: 38 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Intermediate 5) Mill defined pleasure as happiness and the absence of ________.

A) Intellect B) Virtue C) Pain D) Desire E) None of the above Answer: C Page Ref: 39 Objective: Increase the ability to distinguish objective ways to assess the total happiness produced by an action.

Level: Basic 6) According to Mill, the consensus of ________ people is to be used to determine which pleasures will truly bring happiness.

A) Honest B) Intelligent C) Content D) Wealthy E) None of the above Answer: E Page Ref: 39 Objective: Increase the ability to distinguish objective ways to assess the total happiness produced by an action.

Level: Intermediate

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7) Mill believed there are two causes to an unsatisfactory life: ________ and lack of mental cultivation.

A) Selfishness B) Honesty C) Pride D) Deceit E) None of the above Answer: A Page Ref: 39 Objective: Increase the ability to distinguish objective ways to assess the total happiness produced by an action.

Level: Intermediate 8) Utilitarianism does not view ________ as relevant in determining the morality of an action.

A) Impartiality B) Honesty C) Motivation D) Duty E) None of the above Answer: C Page Ref: 39 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Basic 9) The ________ is not important in utilitarianism; it is the outcome that matters.

A) Duty B) Pleasure C) Thought D) Motivation E) None of the above Answer: D Page Ref: 38 Objective: Develop an appreciation of why utilitarianism is sometimes called consequentialism.

Level: Basic

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10) Utilitarianism, however, requires a person to be a strictly ________ and disinterested spectator in assessing his or her own happiness versus that of others.

A) Impartial B) Biased C) Truthful D) Dishonest E) None of the above Answer: A Page Ref: 39 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Intermediate 11) Mill focuses on reconciling the ________ of the many with the happiness of the individual.

A) Desire B) Happiness C) Misfortune D) Fortune E) None of the above Answer: B Page Ref: 39 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Intermediate 12) Utilitarianism has been criticized for not being ________ or ________ in weighing the consequences of one's actions prior to engaging in the conduct.

A) Honest; Exact B) Helpful; Precise C) Practical; Timely D) Complete; Objective E) None of the above Answer: C Page Ref: 40 Objective: Appreciate criticisms of utilitarianism as a way to judge ethical action.

Level: Basic

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13) Utilitarianism has also been criticized because it is believed that people will weigh the consequences of their actions in a ________way, always ending up doing things in their own self-interest.

A) Self-serving B) Self-defeating C) Self-determined D) Self-actualizing E) None of the above Answer: A Page Ref: 40 Objective: Appreciate criticisms of utilitarianism as a way to judge ethical action.

Level: Intermediate 14) Sometimes utilitarianism has been summarized in a shorthanded way, declaring that the end justifies the ________.

A) Act B) Virtue C) Past D) Means E) None of the above Answer: D Page Ref: 40 Objective: Appreciate criticisms of utilitarianism as a way to judge ethical action.

Level: Intermediate 15) Aristotle would say that "the ends justify the means" is a maxim of ________, not of virtue.

A) Truth B) Expediency C) Justice D) Courage E) None of the above Answer: B Page Ref: 41 Objective: Appreciate criticisms of utilitarianism as a way to judge ethical action.

Level: Intermediate

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16) Ethical conduct is enforced according to utilitarianism by individual hope of ________ or fear of ________.

A) Favor; Displeasure B) Promise; Failure C) Truth; Consequences D) Knowledge; Ignorance E) None of the above Answer: A Page Ref: 41 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Intermediate 17) Like Mill, Peter Singer's views have been criticized for their consequentialist perspective, relying on outcomes rather than ________ principles.

A) Formalistic B) Virtuous C) A priori D) Intellectual E) None of the above Answer: C Page Ref: 41 Objective: Appreciate criticisms of utilitarianism as a way to judge ethical action.

Level: Intermediate 18) Consequentialism, was originated by Jeremy Bentham (1748—1832) and can also be found in the writings of ________.

A) John Locke B) Cesare Beccaria C) John Milton D) Aristotle E) None of the above Answer: B Page Ref: 38 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Basic

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19) Utilitarianism is based on the notion of ________, according to which all people are motivated by the pursuit of pleasure and avoidance of pain.

A) Stoicism B) Formalism C) Hedonism.

D) Determinism E) None of the above Answer: C Page Ref: 38 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Basic 20) Mill recognizes that not all pleasures are ________ and that clearly some are more valuable and desirable than others.

A) Equal B) Clear C) Worthwhile D) Evil E) None of the above Answer: A Page Ref: 38 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Intermediate 4.2

True/False Questions

1) Whereas Aristotle focused on virtue, and Kant on duty, Mill focused on truth.

Answer: FALSE Page Ref: 38 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Intermediate 2) Mills' approach to ethics is teleological because it decides ethical questions based on the good that results from an action.

Answer: TRUE Page Ref: 38 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Intermediate 3) According to the central principle of utility, actions are right in proportion, as they tend to promote knowledge, and virtues, as they tend to produce the reverse of happiness (pain).

Answer: FALSE Page Ref: 38 Objective: Increase the ability to distinguish objective ways to assess the total happiness produced by an action.

Level: Intermediate 48 Copyright © 2024 Pearson Education, Inc.

4) The notion of utility, sometimes called consequentialism, was originated by John Stuart Mill.

Answer: FALSE Page Ref: 38 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Intermediate 5) Mill's exposition for determining the greatest happiness principle was a refinement of Bentham's ideas.

Answer: TRUE Page Ref: 38 Objective: Increase the ability to distinguish objective ways to assess the total happiness produced by an action.

Level: Intermediate 6) Mill's notion of utilitarianism emphasized that "pleasure, and freedom from pain, are the not the only things desirable as ends."

Answer: FALSE Page Ref: 38 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Intermediate 7) Mill believed there are two causes to an unsatisfactory life: selfishness and lack of mental cultivation.

Answer: TRUE Page Ref: 39 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Intermediate 8) Utilitarianism does not view motivation as relevant in determining the morality of an action.

Answer: TRUE Page Ref: 39 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Basic 9) When considering the Golden Rule, Utilitarianism requires a person to be a strictly unbiased and disinterested spectator in assessing his or her own happiness.

Answer: TRUE Page Ref: 39 Objective: Increase the ability to distinguish objective ways to assess the total happiness produced by an action.

Level: Intermediate

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10) Mill adds two conditions to the Golden Rule one of which is to place the happiness (the interest) of every individual in harmony with the interest of the whole.

Answer: TRUE Page Ref: 39 Objective: Increase the ability to distinguish objective ways to assess the total happiness produced by an action.

Level: Basic 11) Mill distinguishes utility from Kant's ethical perspective when he says, "ninety-nine hundredths of all our actions are done from other motives (other than duty).

Answer: TRUE Page Ref: 39 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Basic 12) Mill also addressed Aristotle's issue of good acts that might be committed by a bad person.

Mills did not agree with Aristotle on any point.

Answer: FALSE Page Ref: 40 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Intermediate 13) Mills reasoned there does not need to be a complex or prolonged weighing of likely consequences as a person gains experience with such decisions; there simply needs to be reflection based on past experience and the experience of others.

Answer: TRUE Page Ref: 40 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Basic 14) Utilitarianism has been summarized in a shorthanded way, declaring that the end never justifies the means.

Answer: FALSE Page Ref: 40 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Basic

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15) Mill's development of utilitarianism as an ethical theory was carried forward by Jeremy Bentham.

Answer: FALSE Page Ref: 41 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Basic 4.3

Fill-in-the-Blank Questions

1) Mill focused on utility. His approach is ________ because it decides ethical questions based on the good that results from an action.

Answer: Teleological Page Ref: 37 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Basic 2) In the Utilitarian approach to ethics, the morality of an act is determined, therefore, by the ________ it brings, compared with other alternative actions.

Answer: Consequences Page Ref: 38 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Intermediate 3) According to the central principle of ________, actions are right in proportion, as they tend to promote happiness, and wrong, as they tend to produce the reverse of happiness (pain).

Answer: Utility Page Ref: 38 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Basic 4) The notion of utility, sometimes called ________, was originated by Jeremy Bentham (1748—1832).

Answer: Consequentialism Page Ref: 38 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Basic 5) Utilitarian theory is based on the notion of ________, according to which all people are motivated by the pursuit of pleasure and avoidance of pain.

Answer: Hedonism Page Ref: 38 Objective: Increase the ability to distinguish objective ways to assess the total happiness produced by an action.

Level: Intermediate 51 Copyright © 2024 Pearson Education, Inc.

6) Mill defines pleasure as ________ and the absence of pain. Pain is the absence of pleasure.

Answer: Happiness Page Ref: 39 Objective: Increase the ability to distinguish objective ways to assess the total happiness produced by an action.

Level: Basic 7) In determining who should decide what is the greatest pleasure or pain, Mill believed that general consensus of those with ________ is the best indicator.

Answer: Experience Page Ref: 39 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Intermediate 8) Mill believes there are two causes to an unsatisfactory life: ________ and lack of mental cultivation.

Answer: Selfishness Page Ref: 39 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Basic 9) Lack of mental cultivation leads to ________ to all these things and ultimately to unhappiness according to Mill.

Answer: Indifference Page Ref: 39 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Basic 10) Sometimes utilitarianism has been summarized in a shorthanded way, declaring that the ________ justifies the means.

Answer: End Page Ref: 40 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Basic

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4.4

Matching Questions

Match the following: A) caring for nobody but oneself, which leads to unhappiness.

B) He developed one of the three most influential ethical theories in history.

C) Achieved by individual hope of favor (reward or pleasure) or fear of displeasure (penalty or pain) from others, or from God. D) He originated the concept of consequentialism.

E) actions are right in proportion to pain or pleasure produced.

F) This notion of utility, sometimes was originated by Jeremy Bentham.

G) As long as the outcome results in happiness, it is acceptable to use any means to obtain it.

H) A person with this is interested in everything, such as nature, art, poetry, history, and the future.

I) utilitarianism as an ethical theory was carried forward by him in the 20th century.

J) it decides ethical questions based on the good that results from an action.

1) Teleological 2) Utility 3) Consequentialism 4) Selfishness 5) Cultivated mind 6) End justifies the means 7) Ethical conduct is enforced 8) John Stuart Mill 9) Jeremy Bentham 10) Peter Singer Answers: 1) J 2) E 3) F 4) A 5) H 6) G 7) C 8) B 9) D 10) I

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4.5

Critical Thinking Questions

1) Your text poses the question: Should a person wear a motorcycle helmet as required by law, when he is only putting himself at risk? Using a utilitarian analysis, explain your answer. Contrast your response with a formalistic analysis.

Answer: Answers will vary, but should look at utility, happiness, pain, and consequences. When addressing formalism, the student should exam the moral duty behind not wearing a helmet and the law as it is required according to this scenario.

Page Ref: 38-42 Objective: Appreciate criticisms of utilitarianism as a way to judge ethical action.

Level: Difficult 2) Using a utilitarian analysis, "should you continue to buy cigarettes for a 79-year-old friend dying of lung disease?" and"should you accept a charitable donation from a businessman with ties to organized crime?" Explain your answer.

Answer: Answers will vary, but should focus on the tenets of utilitarianism of happiness, pain, motivation, and consequences.

Page Ref: 38-42 Objective: Increase the ability to distinguish objective ways to assess the total happiness produced by an action.

Level: Difficult 4.6

Essay Questions

1) What is the difference between teleological and deontological approaches to ethics?

Answer: Teleological approaches decide ethical questions based on the good that results from an action. The morality of an act is determined based on the good consequences that result from the action or decision. Deontological approaches focus on the duty and judges morality of an action based on whether it follows a set of rules or principles. Deontology does not focus on consequences.

Page Ref: 38 Objective: Understand the nature of teleological ethics and its differences from deontological ethics.

Level: Intermediate 2) Compare and contrast the approaches to consequentialism and utilitarianism as advanced by Jeremy Bentham and John Stuart Mill. How would each analyze the question of allowing prison inmates to use federal educational funds?

Answer: Bentham originated the idea of consequentialism in the ideology that people are motivated by pleasure and avoidance of pain. Mill furthered this ideology and defined please as happiness and the absence of pain. Answers will vary in regard to prison inmates use of federal education funds.

Page Ref: 38-40 Objective: Develop an appreciation of why utilitarianism is sometimes called consequentialism.

Level: Difficult

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3) Compare Aristotle's Cardinal Virtues approach to Mill's expansion of the requirements found in "The Golden Rule." Explain your answer using examples.

Answer: Mill adds two conditions to The Golden Rule: (1) "The laws and social arrangements should place the happiness (the interest) of every individual in harmony with the interest of the whole (as nearly as possible)" and (2) education and opinion should use their power over human character to establish in "every individual an indissoluble association between his own happiness and the good of the whole." Therefore, Mill focuses on reconciling the happiness of the many with the happiness of the individual Aristotle focuses on the character of the person. Aristotle describes the moral virtues in as the traits that people are morally obligated to act on as they seek real goods according to virtue ethics. The moral virtues have in common their emphasis on maintaining an even disposition while adhering to firm principles, showing restraint in one's actions, and placing the common good over individual gain. Examples provided by students will vary.

Page Ref: 39-40 Objective: Recognize the centrality of the principle of utility in the ethics of John Stuart Mill.

Level: Difficult Professional Ethics in Criminal Justice, 5e (Albanese) Chapter 5 Crime and Law Which Behaviors Ought to Be Crimes?

5.1

Multiple Choice Questions

1) Which of the following is an example of a law that did not exceed moral boundaries?

A) Enslavement and killing of Jews in Nazi Germany B) Forced internment of Japanese Americans during WWII C) Criminalizing the possession of drugs D) Torture of citizens during the Spanish Inquisition Answer: C Page Ref: 50 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Basic 2) This is the view that the criminal law reflects society's agreement that a behavior is harmful enough to merit government prohibition.

A) Consensus B) Conflict C) Structural D) Moral majority Answer: A Page Ref: 50 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Basic 3) The Jim Crow Laws, the WWII Japanese Internment laws, and the laws of Nazi Germany all illustrate which paradigm of how law arises in a society?

A) Immoral Tendencies 55 Copyright © 2024 Pearson Education, Inc.

B) Broken Windows Theory C) Ethical Formalism D) Conflict View Answer: D Page Ref: 51 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Intermediate

56 Copyright © 2024 Pearson Education, Inc.

4) New York City experienced a remarkable drop in the crime rate during the late 1990s because of aggressive police tactics against these sorts of offenses.

A) Weapons offenses B) Quality of life C) Car theft D) Violent crimes Answer: B Page Ref: 51 Objective: Appreciate the ethical issues posed by "quality of life" offenses.

Level: Basic 5) According to the Positivist approach the cause of crime is internal or external factors, and the prescribed remedy is ________.

A) More equitable distribution of power B) Deterrence C) Rehabilitation by changing an individual's reaction to the factors D) Education Answer: C Page Ref: 57 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Intermediate 6) Some criminals in contemporary society use this phrase to justify more minor, self-serving acts of ethical misconduct.

A) "Don't sweat the small stuff."

B) "It is what it is."

C) "You can't always get what you want."

D) "No harm, no foul."

Answer: A Page Ref: 54 Objective: Appreciate the ethical issues posed by "quality of life" offenses.

Level: Basic 7) Explanations of crime are grouped into four major types. Which of the following is not one of these types?

A) Ethical B) Consensus C) Structural/Conflict D) Positivistic Answer: B Page Ref: 54 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Basic

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8) This school of thought in criminology sees crime as a result of the conscious exercise of an individual's free will.

A) Structural/Conflict B) Ethical C) Positivism D) Classical Answer: D Page Ref: 54 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Basic 9) According to this criminological theory, individuals commit crime because they are influenced by a series of internal and external factors, to include biological, sociological, and psychological factors.

A) Structural/Conflict B) Positivism C) Environmental D) Ethical Answer: B Page Ref: 55 Objective: To distinguish the major perspectives on crime causation: classical positivism, structural, and ethical.

Level: Intermediate 10) On the nightly news, a criminologist argues, "It is no surprise that the prisons are filled largely with poor and powerless people, rather than the middle and upper class." This is an example of the ________ explanation of crime.

A) Consensus B) Ethical C) Structural/Conflict D) Psychological Answer: C Page Ref: 56 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Intermediate

58 Copyright © 2024 Pearson Education, Inc.

11) According to this view, crime occurs when a person fails to choose the proper course of action of conduct because of a failure to appreciate its wrongfulness, rather than a failure to appreciate the possibility of being caught.

A) Structural/Conflict B) Sociological C) Classical D) Ethical Answer: D Page Ref: 56 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Basic 12) Sociological explanations consider the environmental influences on the way people behave and can be grouped into three types. Which of the following is not one of those types?

A) Those based on learning B) Those resulting from birth C) Those resulting from blocked opportunity D) Those preventing a social bond to conventional society Answer: B Page Ref: 56 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Intermediate 13) Ethical thinkers, Kohlberg and Gilligan, emphasized this as a remedy to criminal behavior.

A) Education in ethical decision making at an early age B) Stiffer sentences C) More equitable distribution of wealth in society D) Rehabilitation through psychological therapy Answer: A Page Ref: 57 Objective: Develop an appreciation for the linkage between Kohlberg's theory of moral development and ethics.

Level: Intermediate

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14) According to Gilligan's Ethics of Care, there is a gender difference in how moral thinking develops. What is that difference?

A) Only females are capable of developing an ethics of care.

B) Women would never steal to save the life of Heinz's wife.

C) Males make decisions in terms of care and responsibility; females make decisions in terms of justice and rights.

D) Females make decisions in terms of care and responsibility; males make decisions in terms of justice and rights.

Answer: D Page Ref: 57 Objective: Increase understanding of Gilligan's ethics of caring.

Level: Intermediate 15) Lacking education in ethical decision-making, people often do what comes naturally: they resort to decisions based on self-interest rather than on the greater interest of the community. This is the center premise of which explanation for criminal behavior.

A) Structural/Conflict B) Classical C) Ethical D) Positivist Answer: C Page Ref: 56 Objective: Develop an appreciation for the linkage between Kohlberg's theory of moral development and ethics.

Level: Intermediate 16) The more legalistically people frame their decisions: A) The broader the established spectrum of self-responsibility.

B) The narrower the established spectrum of self-responsibility.

C) The less people show concern for what is legal.

D) The less people see the law as moral.

Answer: B Page Ref: 51 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Intermediate 17) In addition to balancing police interaction with the public, there should also be a balance with: A) The decision to formally charge a person.

B) Citizen's self-responsibility.

C) Police use of discretion.

D) What is moral.

Answer: A Page Ref: 52 Objective: Appreciate the ethical issues posed by "quality of life" offenses.

Level: Intermediate 60 Copyright © 2024 Pearson Education, Inc.

18) Which of the following is a quality of life offense?

A) Buying illegal drugs off the street corner B) Theft from a rich person C) Theft of a nice car D) Drinking in public Answer: D Page Ref: 52 Objective: Appreciate the ethical issues posed by "quality of life" offenses.

Level: Basic 19) Which ethical practice would view arrests for quality of life offenses as needing to determine if it made a good universal rule?

A) Virtue ethics B) Formalism C) Utilitarianism D) None of the above Answer: B Page Ref: 52 Objective: Appreciate the ethical issues posed by "quality of life" offenses.

Level: Basic 20) Legal rules must be: A) Vague so they can be interpreted and applied to different situations.

B) Harsh so as to be an effective deterrent.

C) Specific, certain, and clear.

D) Selectively applied.

Answer: C Page Ref: 53 Objective: Appreciate the ethical issues posed by "quality of life" offenses.

Level: Intermediate

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5.2

True/False Questions

1) When every student in class agrees that murder, rape and robbery ought to be crimes, this illustrates the conflict view of defining criminal conduct.

Answer: FALSE Page Ref: 50 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Intermediate 2) If an act is immoral, it is automatically illegal.

Answer: FALSE Page Ref: 51 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Intermediate 3) The conflict view holds that a behavior is criminalized only when it serves the interests of those in positions of power.

Answer: TRUE Page Ref: 51 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Basic 4) Cracking down on "quality of life" offenses suggests a formalist way of thinking.

Answer: FALSE Page Ref: 51 Objective: Appreciate the ethical issues posed by "quality of life" offenses.

Level: Intermediate 5) The positive school in criminology emphasizes "nurture;" the classical school emphasizes "nature."

Answer: TRUE Page Ref: 55 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Basic 6) Sam, the serial killer, spent most of his life bouncing between foster homes; he hung out with Satanists; had a history of ADHD and chemical imbalances; and often heard voices in his head.

These facts support a positivistic explanation of his criminal behavior.

Answer: TRUE Page Ref: 55 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Intermediate 62 Copyright © 2024 Pearson Education, Inc.

7) Sociological explanations of crime are more common than any other type.

Answer: TRUE Page Ref: 56 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Intermediate 8) According to the classical approach to explaining criminal behavior, rehabilitation of the person is the best remedy for criminal misconduct.

Answer: FALSE Page Ref: 57 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Intermediate 9) Kohlberg's theory of moral development suggests that people progress through stages of moral reasoning; some reach the top while others do not.

Answer: TRUE Page Ref: 57 Objective: Develop an appreciation for the linkage between Kohlberg's theory of moral development and ethics.

Level: Intermediate 10) Training in ethical decision-making would be a good deterrent to street crimes than it would be to white-collar crimes.

Answer: FALSE Page Ref: 59 Objective: Develop an appreciation for the linkage between Kohlberg's theory of moral development and ethics.

Level: Intermediate 11) Kant would argue that lying is okay as long as it promotes the greater good or is morally viable.

Answer: FALSE Page Ref: 61 Objective: Develop an appreciation for the linkage between Kohlberg's theory of moral development and ethics.

Level: Basic 12) In 1934, Congress passed a law that made it a crime to lie to federal officials.

Answer: TRUE Page Ref: 60 Objective: Develop an appreciation for the linkage between Kohlberg's theory of moral development and ethics.

Level: Basic 13) The Watergate scandal was the primary motivation for better accountability of public officials 63 Copyright © 2024 Pearson Education, Inc.

during the past 40 years.

Answer: TRUE Page Ref: 60 Objective: Develop an appreciation for the linkage between Kohlberg's theory of moral development and ethics.

Level: Intermediate 14) Moral behavior can only be learned through psychological development.

Answer: FALSE Page Ref: 58 Objective: Develop an appreciation for the linkage between Kohlberg's theory of moral development and ethics.

Level: Intermediate 15) Free-will is the primary cause of crime for both classical and ethical approaches to explaining criminal behavior.

Answer: TRUE Page Ref: 57 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Intermediate 5.3

Fill-in-the-Blank Questions

1) In ethical terms, conforming to the ________ is not enough.

Answer: Law Page Ref: 50 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Basic 2) There are a number of historical examples of laws that exceeded, ________ boundaries which inevitably resulted in disaster.

Answer: Ethical Page Ref: 50 Objective: To understand the differences between the consensus view and conflict view of criminal law.

Level: Intermediate 3) In general terms, the criminal law can be said to arise as a result of ________ or conflict.

Answer: Consensus Page Ref: 50 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Basic 4) The ________ view holds that the criminal law reflects society's consensus that a behavior is 64 Copyright © 2024 Pearson Education, Inc.

harmful enough to merit government prohibition.

Answer: Consensus Page Ref: 50 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Basic 5) ________, a founder of sociology, stated in 1893 that an act is criminal "when it offends strong and defined states of the collective conscience."

Answer: Durkheim Page Ref: 51 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Basic 6) The ________view holds that a behavior is criminalized only when it serves the interests of those in positions of power.

Answer: Conflict Page Ref: 51 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Basic 7) According to the text, the law should not be seen as the highest aspiration of ________ but instead as its minimum requirement.

Answer: Morality Page Ref: 51 Objective: Appreciate the ethical issues posed by "quality of life" offenses.

Level: Intermediate 8) The entire criminal justice system is designed to provide a mechanism for achieving the balance between ________ and community interests in a just manner.

Answer: Individual Page Ref: 52 Objective: Appreciate the ethical issues posed by "quality of life" offenses.

Level: Intermediate 9) ________ ethics would examine aggressive enforcement of offenses in light of the motives and characteristics of each incident.

Answer: Virtue Page Ref: 52 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Intermediate

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10) It is important to understand that society forfeits some ________to protect itself.

Answer: Liberties Page Ref: 53 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Basic

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5.4

Matching Questions

Match the following: A) Minor offenses such as drinking in public, playing loud music, and loitering.

B) Holds that the criminal law reflects society's view that behavior is harmful enough to merit government prohibition.

C) Holds that people progressed in their moral reasoning (i.e., their ability to act ethically) through a series of stages.

D) Views crime as the result of the conscious exercise of an individual's free will.

E) The view that states women focus more on the needs of others.

F) Behavior is criminalized only when it serves the interests of those in positions of power.

G) The criminal law reflects the will of those in power.

H) Sees crime as a moral failure in decision making.

I) Stated that people only give up some of their liberties to the government and entrust the government to intervene in the lives of citizens only in cases where it is absolutely necessary J) Views human behavior is determined by internal and external influences.

1) Consensus view 2) Conflict view 3) Quality of life offenses 4) Classical school 5) Positivism 6) Structural or conflict view 7) Ethical view 8) Kohlberg's theory of moral development 9) Gilligan's ethics of caring 10) An Essay on Crimes and Punishments Answers: 1) B 2) F 3) A 4) D 5) J 6) G 7) H 8) C 9) E 10) I

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5.5

Critical Thinking Questions

1) As discussed the text, in contemporary society, a growing theme you hear is "don't sweat the small stuff" and the claim that "it's all small stuff." This perspective on life encourages people not to take themselves or their actions seriously. Compare this modern view with the Virtue, Formalism, and Utilitarian ethical systems. Which ethical system could justify this modern view the most? Explain your answer.

Answer: Answers will vary, but should address how the "small stuff" view fits within each ethical system. Utilitarian views selfishness with not being ethical, and viewing everything as a small thing doesn't evaluate the consequences of a person's actions. Therefore, the "small stuff" mentality is selfish and unethical. Formalism views ethics as a duty and believes people should base ethical decisions on this duty and not personal inclinations. The "small stuff" ideology doesn't view decisions from a duty perspective. Virtue ethics believes in personal inclinations and achieving happiness equals a moral, ethical decision. Virtue ethics would most likely fit into the "small stuff" ideology.

Page Ref: 54 Objective: Appreciate the ethical issues posed by "quality of life" offenses.

Level: Difficult 2) According to Carol Gilligan, the ways in which males and females make ethical decisions are different and determined that Kohlberg's model did not adequately explain the moral development of women. Do you agree with this premise that forms the foundation of Ethics of Care? Would Aristotle have agreed with this view? Why or why not?

Answer: Answers will vary Page Ref: 57-59 Objective: Understand Gilligan's ethics of caring.

Level: Difficult

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5.6

Essay Questions

1) Compare and contrast the four approaches to explaining criminal behavior. Be sure to address the cause of crime and the prescribed remedy for all four.

Answer: The four approaches to explaining criminal behavior are: classical, positivist, structural, and ethical. Each approaches suggests a different reason for why people engage in criminal behavior. The classical approach holds that individuals commit crime because they choose to do so. In an exercise of their free will, individuals choose the pleasure of the crime over any perceived pain of getting caught/punished. For classical thinkers, crime prevention rests on deterrence through the threat of apprehension (more cops on the street) and punishment (stiffer laws).

Positivists focus not on free will, but on other internal or external factors as the causes of crime.

For example, there are biological factors (genes, chemical imbalances), psychological factors (problems with the human psyche), and sociological factors (bad environment). Crime is best prevented by bettering/reforming the individual's internal problems (counseling, medication) and external problems (better role models, better opportunities to success).

The structuralists believe that crime has deeper roots than the environment or the pursuit of pleasure. Instead, certain social, political, and economic conditions cause certain behaviors to be defined as criminal. Laws are tools of social control, rather than a means of protecting society from harm. To stop crime, society must change. Power and wealth should be redistributed so all members have a more equal, and greater, stake in society.

Lastly, there is the ethical view that sees crime as a moral failure in decision-making. A person fails to choose the proper course of conduct because he/she simply does not know the wrongfulness of the behavior. Education and reinforcement in ethical decision-making at an early age would help deter criminal behavior.

Page Ref: 54-57 Objective: Distinguish the major perspectives on crime causation: classical, positivism, structural, and ethical.

Level: Intermediate 2) Discuss the two views for how certain behaviors are criminalized. Give examples.

Answer: In general terms, the criminal arises as a result of either consensus or conflict. The consensus view holds that the criminal law reflects society's consensus that a behavior is harmful enough to merit government prohibition. Crimes like rape, murder, and robbery typically possess strong social consensus regarding their harmfulness/wrongfulness. On the other hand, there is the conflict view. This approach suggests that a behavior is criminalized not out of consensus, but only when it serves the interests of those in positions of power. Thus, the law is used as a tool to protect the personal interests and property of those running the government. Our book suggests that the laws about Jewish extermination and Japanese-American internment had no consensus behind them, but were only passed because they reflected the views of those in power.

Page Ref: 50-51 Objective: Understand the differences between the consensus view and conflict view of criminal law.

Level: Intermediate

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3) What are the three stages of Kohlberg's Moral Development and how do people progress through them?

Answer: The three stages start with the preconventional morality stage which starts from a hedonistic self-interest position. The second stage is conventional morality where an individual conforms to social rules and considers the consequences of others. The third stage is postconventional morality where universal moral principles are internalized. Kohlberg believes these stages are universal to all people, that they operate in sequence, and are not reversible.

Page Ref: 57-58 Objective: Develop an appreciation for the linkage between Kohlberg's theory of moral development and ethics.

Level: Intermediate Professional Ethics in Criminal Justice, 5e (Albanese) Chapter 6 Police 6.1

Multiple Choice Questions

1) This details the requirements for arrests, warrants, searches, trials, lawyers, punishment, and other important aspects of criminal procedure.

A) The U.S. Congress B) The Bill of Rights C) The Patriot Act D) The U.S. Supreme Court Answer: B Page Ref: 73 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Basic 2) Which case established the legal authority and limits for a stop and frisk?

A) Marbury v. Madison B) Miranda v. Arizona C) Terry v. Ohio D) The 4th amendment Answer: C Page Ref: 73 Objective: Appreciate the threshold of "stop and frisk" and its differences from probable cause in evaluating situations for police.

Level: Basic 3) What is required before a police officer may conduct a frisk of an individual?

A) Probable cause that the individual is armed and dangerous B) Reasonable suspicion that the individual possesses evidence of a crime C) Reasonable suspicion that criminal activity is afoot D) Reasonable suspicion that the individual is armed and dangerous Answer: D Page Ref: 74 70 Copyright © 2024 Pearson Education, Inc.

Objective: Appreciate the threshold of "stop and frisk" and its differences from probable cause in evaluating situations for police.

Level: Intermediate

71 Copyright © 2024 Pearson Education, Inc.

4) What is required before a police officer may conduct a stop of an individual?

A) Probable cause that the individual is armed and dangerous B) Reasonable suspicion that the individual possesses evidence of a crime C) Reasonable suspicion that criminal activity is afoot D) Reasonable suspicion that the individual is armed and dangerous Answer: C Page Ref: 74 Objective: Appreciate the threshold of "stop and frisk" and its differences from probable cause in evaluating situations for police.

Level: Intermediate 5) A police officer felt a soft lumpy object in a suspects back pocket, about the size of a quarter. He was unsure what it was, so he manipulated it with his fingers. At this point he thought the object was a bag of marijuana, so he reached in and pulled it out. He was right. What was the result?

A) The officer did not have reasonable suspicion that the item was a weapon; bad frisk.

B) The officer had reasonable suspicion that the item was evidence of a crime; good frisk.

C) The officer had reasonable suspicion that the item was a weapon; good frisk.

D) The officer was conducting a pat down for officer safety; good frisk.

Answer: A Page Ref: 74 Objective: Appreciate the threshold of "stop and frisk" and its differences from probable cause in evaluating situations for police.

Level: Intermediate 6) Why is ethics important to the police officer in the street?

A) Everyone is born with ethics, so all police officers have them.

B) Ethics is easier to learn than case law.

C) All laws are ethical, so learning ethics will ensure compliance with laws.

D) Ethics offer an objective standard to address situations not yet addressed by the courts.

Answer: D Page Ref: 74 Objective: Appreciate the threshold of "stop and frisk" and its differences from probable cause in evaluating situations for police.

Level: Intermediate 7) In determining under what circumstances an individual should be stopped and frisked, which is the least helpful ethical system?

A) Formalism B) Virtue Ethics C) Utilitarianism D) None of the above Answer: C Page Ref: 74 Objective: Appreciate the threshold of "stop and frisk" and its differences from probable cause in evaluating situations for police.

Level: Intermediate 72 Copyright © 2024 Pearson Education, Inc.

8) What is the interpreted meaning of probable cause?

A) The amount of evidence required to convict someone at trial.

B) A reasonable link between a specific person and a given crime, given a totality of the circumstances.

C) A majority of information pointing to a particular suspect.

D) A lower standard of proof than reasonable suspicion.

Answer: B Page Ref: 75 Objective: Appreciate the threshold of "stop and frisk" and its differences from probable cause in evaluating situations for police.

Level: Intermediate 9) All of the following are considered forms of police corruption, except: A) Malfeasance.

B) Antifeasance.

C) Misfeasance.

D) Nonfeasance.

Answer: B Page Ref: 77 Objective: Recognize the differences among nonfeasance, misfeasance, and malfeasance in assessing police decisions.

Level: Basic 10) A police officer sees a car speeding dangerously down the highway and pulls it over. The driver hands the officer his license with a $50 bill clipped to it. The officer takes it and does not write a ticket. Taking the money is ________; not writing a ticket is ________.

A) Malfeasance; misfeasance B) Nonfeasance; misfeasance C) Malfeasance; nonfeasance D) None of the above Answer: C Page Ref: 77 Objective: Recognize the differences among nonfeasance, misfeasance, and malfeasance in assessing police decisions.

Level: Intermediate

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11) According to this explanation for police corruption, if a few "rotten apples" were eliminated, corruption would disappear.

A) External B) Departmental C) Managerial D) Individual Answer: D Page Ref: 78 Objective: Develop an appreciation for the different causes and circumstances of police corruption.

Level: Intermediate 12) What explanation for police corruption suggests the existence of an organized subculture within an agency, often characterized by secrecy, loyalty, and cynicism?

A) External B) Departmental C) Managerial D) Individual Answer: B Page Ref: 78 Objective: Develop an appreciation for the different causes and circumstances of police corruption.

Level: Intermediate 13) These are the most fruitful strategies when corruption is the result of external, government factors: A) Improve police supervision and political reform through legislation.

B) Civilian review boards and promotions based on qualifications .

C) Exhaustive background checks and periodic retraining of officers.

D) All of the above Answer: A Page Ref: 81 Objective: Develop an appreciation for the different causes and circumstances of police corruption.

Level: Intermediate 14) Under what circumstance(s) are police required to advise someone of their Miranda rights?

A) When the person is under arrest B) When the person is under arrest and in custody C) When the person is interrogated D) When the person is in custody and being interrogated Answer: D Page Ref: 81 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 74 Copyright © 2024 Pearson Education, Inc.

15) A useful code of ethics should rely more on ________.

A) Statements of requirements B) Mandatory rules of conduct C) Statements of principles D) Statements of law Answer: C Page Ref: 86 Objective: Evaluate the relationship between codes of ethics and ethical principles in producing consistent conduct.

Level: Intermediate 16) The UN Code of Ethics has: A) Articles 1 with mandatory rules.

B) Article 2 with general principles.

C) Both mandatory rules and general principles.

D) Laws that every country in the world must follow.

Answer: C Page Ref: 86 Objective: Evaluate the relationship between codes of ethics and ethical principles in producing consistent conduct.

Level: Intermediate 17) Violations of codes of ethics for police officers can entail: A) Rewards for exemplary behavior.

B) Mandatory lateral career placement.

C) Always immediate dismissal.

D) Promotion.

Answer: A Page Ref: 86 Objective: Evaluate the relationship between codes of ethics and circumstances of police corruption.

Level: Intermediate 18) Before September 11, 2001, antiterrorism efforts in the U.S. involved all of the following agencies EXCEPT: A) Central Intelligence Agency.

B) Federal Bureau of Investigation.

C) Immigration and Customs Enforcement.

D) National Security Agency.

Answer: C Page Ref: 71 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate

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19) What is considered the most intrusive authority possessed by police?

A) Questioning a witness B) Questioning a suspect C) Stopping a suspect D) Searching a citizen and seizing their possessions Answer: D Page Ref: 75 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 20) Ethics for police: A) Are not necessary due to laws.

B) Provide a useful framework.

C) Are mandatory principles.

D) Are only useful when in court testifying.

Answer: B Page Ref: 76 Objective: Recognize the differences among nonfeasance, misfeasance, and malfeasance in assessing police decisions.

Level: Intermediate 6.2

True/False Questions

1) The threat of terrorism appears to be much less specific than traditional threats to policing.

Answer: TRUE Page Ref: 72 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Basic 2) Prosecutors are the gatekeepers of the criminal justice system.

Answer: FALSE Page Ref: 71 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Basic 3) A frisk is a search for evidence; a search is a patting down of outer clothing.

Answer: FALSE Page Ref: 73 Objective: Appreciate the threshold of "stop and frisk" and its differences from probable cause in evaluating situations for police.

Level: Basic

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4) Unprovoked flight in a high crime area is reasonable suspicion to stop an individual.

Answer: TRUE Page Ref: 73 Objective: Appreciate the threshold of "stop and frisk" and its differences from probable cause in evaluating situations for police.

Level: Intermediate 5) The Fifth Amendment governs the police power to search and seize and individual.

Answer: FALSE Page Ref: 75 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Basic 6) When a police officer asks for consent to search a person, the officer must advise that person of his/her right to refuse consent.

Answer: FALSE Page Ref: 76 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 7) The use of a thermal imaging device is a search, and is therefore unlawful without a warrant.

Answer: TRUE Page Ref: 76 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 8) Malfeasance is a form of corruption; whereas nonfeasance and misfeasance do not always constitute corruption.

Answer: TRUE Page Ref: 77 Objective: Recognize the differences among nonfeasance, misfeasance, and malfeasance in assessing police decisions.

Level: Intermediate 9) Decriminalization of minor undesirable behaviors would eliminate opportunities for bribery and corruption by removing "victimless" crimes from police jurisdiction.

Answer: TRUE Page Ref: 81 Objective: Recognize the differences among nonfeasance, misfeasance, and malfeasance in assessing police decisions.

Level: Intermediate

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10) Most of the general public, as well as police administrators, believe that the Miranda warning requirement should be done away with.

Answer: FALSE Page Ref: 81 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 11) Mary was pulled over for speeding. During this routine traffic stop, the officer asked her if she had been drinking. Mary said, "oh just two little cocktails at happy hour." At no time before the questioning did the officer read her the Miranda warnings. According to case law, Mary's statements can be used against her in her trial for drunk driving.

Answer: TRUE Page Ref: 81 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 12) The general direction of the U.S. Supreme Court decisions has given police great latitude to stray from the strict language of the original Miranda holding.

Answer: TRUE Page Ref: 82 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 13) The most commonly accepted incidents of lying by police occur when officers lie in court to further buttress cases against guilty offenders.

Answer: FALSE Page Ref: 83 Objective: Develop an appreciation for the different causes and circumstances of police corruption.

Level: Intermediate 14) Under certain circumstances, both utilitarianism and virtue ethics might conclude that police lying is morally permissible.

Answer: TRUE Page Ref: 84 Objective: Develop an appreciation for the different causes and circumstances of police corruption.

Level: Intermediate

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15) Codes of ethics are designed to promote thoughtful and professional conduct, not account for every possible situation a police officer might face.

Answer: TRUE Page Ref: 86 Objective: Evaluate the relationship between codes of ethics and ethical principles in producing consistent conduct.

Level: Intermediate 6.3

Fill-in-the-Blank Questions

1) In many ways, police are the ________ of the criminal justice system. They are the representatives of the government that citizens are most likely to see and have contact.

Answer: Gatekeepers Page Ref: 71 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Basic 2) Intelligence ________ is a difficult task, however, because it takes a great deal of skill and experience to distinguish disjointed information from true intelligence.

Answer: Gathering Page Ref: 72 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 3) It is important to frame police decisions for ________ and investigation not only in legal terms but also in ethical terms.

Answer: Surveillance Page Ref: 72 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 4) The Bill of Rights–the first amendments to the U.S. Constitution–details many of the requirements for adjudication, such as arrests, warrants, searches, trials, lawyers, punishment, and other important aspects of criminal procedure.

Answer: Ten Page Ref: 73 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Basic

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5) The case that established the legal authority and limits for a stop and ________ was Terry v.

Ohio.

Answer: Frisk Page Ref: 73 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Basic 6) A frisk was defined as a patting down of outer clothing, whereas a ________ is an exploration for evidence.

Answer: Search Page Ref: 73 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Basic 7) ________ of property occurs when there is some meaningful interference with the individual's possession of that property.

Answer: Seizure Page Ref: 73 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Basic 8) Prior to 1968, police could search only if they had ________ cause.

Answer: Probable Page Ref: 74 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Basic 9) Modern technology also poses new challenges in delineating where public space ends and ________ space (protected by the Fourth Amendment) begins.

Answer: Private Page Ref: 76 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 10) ________ is failure to perform a legal duty in a proper manner, and malfeasance is commission of an illegal act.

Answer: Misfeasance Page Ref: 77 Objective: Recognize the differences among nonfeasance, misfeasance, and malfeasance in assessing police decisions.

Level: Basic 80 Copyright © 2024 Pearson Education, Inc.

11) ________ involves failure to perform a legal duty.

Answer: Nonfeasance Page Ref: 77 Objective: Recognize the differences among nonfeasance, misfeasance, and malfeasance in assessing police decisions.

Level: Basic 12) A second type of explanation of police corruption is the ________ explanation. If corruption cannot be explained in terms of a few bad apples, then the barrel itself must be examined.

Answer: Departmental Page Ref: 78 Objective: Recognize the differences among nonfeasance, misfeasance, and malfeasance in assessing police decisions.

Level: Intermediate 13) In its New York City investigation, the ________ Commission found that the most important source of police corruption was control of the city's gambling, narcotics, loan-sharking, and illegal sex-related enterprises.

Answer: Knapp Page Ref: 81 Objective: Recognize the differences among nonfeasance, misfeasance, and malfeasance in assessing police decisions.

Level: Intermediate 14) U.S. Supreme Court ruled in Dickerson v. United States that as a constitutional decision of the Court, ________ "may not be in effect overruled by an Act of Congress."

Answer: Miranda Page Ref: 81 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 15) The most common incidents of ________ by police occur when it is seen as necessary to perform legitimate police actions, such as undercover operations where police must lie to maintain their "cover."

Answer: Lying Page Ref: 83 Objective: Develop an appreciation for the different causes and circumstances of police corruption.

Level: Intermediate

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6.4

Matching Questions

Match the following: A) The scope of a police officer's authority to stop a suspect when there are no grounds for arrest.

B) The first ten amendments to the U.S. Constitution.

C) Police officers are not required by the Fourth Amendment to advise bus passengers of their right not to cooperate and to refuse consent to searches D) Presence in an area known for heavy narcotics trafficking, combined with his unprovoked flight, justified the search E) Developed in recent years as a mechanism to enhance police professionalism and reduce corruption.

F) Failure to perform a legal duty.

G) Failure to perform a legal duty in a proper manner.

H) Lowered the standard for police to take action against a suspect.

I) Investigation of corruption in the New York City Police Department during the 1970s.

J) Illegal acts or omissions by police officers in the line of duty who, by virtue of their official positions.

1) Bill of Rights 2) Codes of ethics 3) Nonfeasance 4) Knapp Commission 5) Terry v. Ohio 6) U.S. v. Drayton 7) Illinois v. Wardlow 8) Police corruption 9) Misfeasance 10) Stop and frisk Answers: 1) B 2) E 3) F 4) I 5) H 6) C 7) D 8) J 9) G 10) A

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6.5

Critical Thinking Questions

1) Codes of ethics for police have been developed in recent years as a mechanism to enhance police professionalism and reduce corruption. After reviewing the codes discussed in the text, suggest two more articles and explain why you believe they are needed additions. Each suggestion should be one of principle or requirement.

Answer: Answers will vary.

Page Ref: 85-86 Objective: Evaluate the relationship between codes of ethics and ethical principles in producing consistent conduct.

Level: Difficult 2) Police training places great emphasis on learning legal rules and court mandates that continually change, while offering generally only a few hours of ethics training on principles for decision making that never change. Ethics offers a practical way to assess scenarios objectively in situations where legal rules have unclear application, offering consistent principles to guide police conduct that impact real goods, such as liberty and civil peace. Suggest some measures police trainers could take to enhance ethics training in both police academy settings as well as in-service training (training post academy).

Answer: Answers will vary Page Ref: 85-87 Objective: Develop an appreciation for the different causes and circumstances of police corruption.

Level: Difficult

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6.6

Essay Questions

1) Discuss the three explanations for police corruption.

Answer: Explanations for police officer corruption come in three forms. These include a focus on individual officers, department problems, and problems external to the department. Individual explanations see the particular officer as the primary problem. If a few "rotten apples" were eliminated, corruption would disappear. Officers with low moral fiber are quick to misuse their authority for selfish ends. These individual explanations are popular, but rejected by most experts.

Departmental explanations, on the other hand, focus not on the rotten apple, but on the rotten barrel. An example of this is the deviant police subculture where loyalty and secrecy are valued instead of a commitment to higher ideals. The department subculture, often wrought with cynicism, actually condones the illegal behavior. The third explanation for corruption focuses on factors external to the department, namely government actions that make honest policing difficult.

Some laws, like those against personal drug use, prostitution, and gambling, are difficult to enforce because there is no real victim. In addition, local governments who fail to properly manage the police force allow departments to self-manage, thus increasing the chance of corruption. When politics meets policing, the battle for power and the accompanying indebtedness to public officials may obscure proper police administration.

Page Ref: 77-81 Objective: Recognize the differences among nonfeasance, misfeasance, and malfeasance in assessing police decisions.

Level: Intermediate 2) Why are legal rules insufficient to guide police actions? What might offer them proper guidance?

Answer: There are a dizzying number of court cases that attempt to balance the line between private rights and public safety. The Fourth Amendment governs stops and frisks, along with searches and seizures. The Fifth Amendment and the Miranda case address custodial police interrogations. The legal rules regarding reasonable suspicion, probable cause, and custodial interrogation are often based on a totality of circumstances in each specific case. Thus, not all possible factual scenarios have been addressed by the courts. In fact, they never will be. Ethics becomes a useful guide because laws can never anticipate the innumerable variations in circumstances that police will face. Court decisions are of little value to police in making current decisions or to the public who are the subjects of police action. Ethics offers an objective standard by which officers may go a step further in following the law. It provides clear guidance, in advance, in cases where the law's application is still unclear, undecided, or unknown.

Page Ref: 72-77 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Difficult

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3) Under what circumstances should a suspect be stopped and frisked according to the three theories of ethics?

Answer: Utilitarianism does not provide much guidance in these cases because it relies on consequences to determine morality. The outcome of a frisk is never known in advance, so the application of utilitarianism in these situations does not provide much assistance. However, formalism and virtue ethics guide ethical judgments without regard for consequences or outcomes.

Virtue ethics would ask whether a stop and frisk is prudent (not excessively cautious or carefree) and just (taking no more or less action than is due) under the circumstances.

Page Ref: 73-75 Objective: Appreciate the threshold of "stop and frisk" and its differences from probable cause in evaluating situations for police.

Level: Intermediate Professional Ethics in Criminal Justice, 5e (Albanese) Chapter 7 Courts 7.1

Multiple Choice Questions

1) According to James Madison, "If men were angels no government would be necessary and if angels governed, no controls on government would be necessary." What did he mean?

A) Men are not angels B) Angels are not men C) Government will never be good because men are not angels D) A government must empower men to govern, but also control their power Answer: D Page Ref: 97 Objective: Appreciate John Rawls' theory of justice and the "greatest equal liberty" principle.

Level: Intermediate 2) This governs the ethical conduct of lawyers.

A) Model Rules of Professional Conduct B) Canons of Lawyer Ethics C) Code of Lawyer Conduct D) Model Rules of Lawyer Behavior Answer: A Page Ref: 98 Objective: Recognize the importance of the Model Rules of Professional Conduct for prosecution and defense conduct.

Level: Basic 3) According to one prosecutor, the reason professional misconduct takes place is because "it works." Which ethical theory would support such misconduct?

A) Utilitarianism B) Virtue Ethics C) Formalism D) None of the above Answer: D 85 Copyright © 2024 Pearson Education, Inc.

Page Ref: 98 Objective: Recognize the importance of the Model Rules of Professional Conduct for prosecution and defense conduct.

Level: Intermediate

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4) In an effort to deter conduct of mob lawyers, the government has turned to ________ laws.

A) Mandatory sentencing B) Forfeiture C) White-collar crime D) Search and seizure Answer: B Page Ref: 99 Objective: Understand what a "mob lawyer" is and the proper role of a defense attorney in criminal cases.

Level: Intermediate 5) The prosecutor's discretion is considerable in the manner in which the law can be enforced and adjudicated. For what have prosecutors garnered the greatest criticism?

A) Selective prosecution B) Minimum sentencing laws C) Plea-bargaining D) Failure to charge Answer: C Page Ref: 102 Objective: Evaluate the nature of plea bargaining and the ethical dilemma it creates.

Level: Basic 6) Plea-bargaining is often justified by which ethical theory because an immediate and certain conviction/sentence is better than the uncertainty of going to a jury trial?

A) Formalism B) Utilitarianism C) Virtue ethics D) Moral relativism Answer: B Page Ref: 103 Objective: Evaluate the nature of plea bargaining and the ethical dilemma it creates.

Level: Intermediate 7) What are the two important kinds of decisions that judges are required to make?

A) Rulings on evidence and sentence choices B) Rulings on evidence and courtroom security C) Plea bargains and sentence choices D) Jury selection and public defender salaries Answer: A Page Ref: 103 Objective: Understand the ethical underpinnings of sentencing decisions.

Level: Intermediate

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8) A scientist was sentenced to prison for conspiracy to sell trade secrets worth $8 million. The scientist had cancer and was expected to live only six months longer. He told the judge, "I don't want to die in prison." But the judge said he had "no choice" and sentenced the scientist to the five years in prison. What ethical theory best describes the absolute position of the sentencing judge?

A) Impartiality B) Utilitarianism C) Virtue ethics D) Formalism Answer: D Page Ref: 104 Objective: Understand the ethical underpinnings of sentencing decisions.

Level: Difficult 9) What ethical theory looks toward the future in assessing the impact of alternate sentences of the future conduct of the offender and also within general society (i.e. deterrence)?

A) Formalism B) Virtue ethics C) Utilitarianism D) None of the above Answer: C Page Ref: 104 Objective: Understand the ethical underpinnings of sentencing decisions.

Level: Intermediate 10) What ethical theory looks at the present in assessing the impact of alternate sentences, focusing less on the act committed and more on the character of the person who committed it and how a sentence would work to achieve moral virtue?

A) Formalism B) Virtue ethics C) Utilitarianism D) None of the above Answer: B Page Ref: 104 Objective: Understand the ethical underpinnings of sentencing decisions.

Level: Intermediate

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11) Which amendment do many reports claim they should be protected from subpoenas for protecting their confidential sources?

A) First Amendment B) Fourth Amendment C) Fifth Amendment D) Sixth Amendment Answer: A Page Ref: 96 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Basic 12) Enforcing moral rules that have been written into criminal law is: A) The purpose of a code of conduct.

B) The purpose of the criminal justice system.

C) The purpose of the education system.

D) The purpose of the Bible.

Answer: B Page Ref: 96 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 13) According to Rawls, the highest good is: A) Fairness.

B) Justice.

C) The greatest equal liberty principle.

D) Civil peace.

Answer: C Page Ref: 97 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 14) American's faith in the U.S. criminal justice system remains: A) Steady.

B) Neutral.

C) High.

D) Low. Answer: D Page Ref: 97 Objective: Evaluate the relationship between codes of ethics and ethical principles in producing consistent conduct.

Level: Intermediate

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15) Which professional has the lowest rank of public confidence?

A) Police officer B) Lawyers C) Judges D) Probation officer Answer: B Page Ref: 98 Objective: Evaluate the relationship between codes of ethics and ethical principles in producing consistent conduct.

Level: Basic 16) Appellate courts can correct or punish prosecutors for misconduct by all of the following EXCEPT: A) Giving them a warning.

B) Reversing the case.

C) By naming them publicly.

D) Firing them.

Answer: D Page Ref: 98 Objective: Evaluate the relationship between codes of ethics and ethical principles in producing consistent conduct.

Level: Intermediate 17) Defendants do NOT have the right to: A) High priced counsel.

B) Use suspected illegal funds to defend themselves.

C) Use suspected illegal funds for living expenses during trials.

D) All of the above Answer: D Page Ref: 100 Objective: Understand how the Fourth and Fifth Amendments of the Bill of Rights provide the principles for police stops, searches, arrests, and interrogations.

Level: Intermediate 18) In criminal cases, police and prosecutors attempt to establish: A) Motive.

B) Ethical decisions.

C) Criminal liability.

D) An alibi.

Answer: C Page Ref: 100 Objective: Appreciate the threshold of "stop and frisk" and its differences from probable cause in evaluating situations for police.

Level: Intermediate

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19) It is the public defenders' job to: A) Judge the case.

B) Determine if their client is guilty or innocent.

C) Get the defendant to accept a plea bargain.

D) Represent the legal rights of the defendant.

Answer: D Page Ref: 101 Objective: Evaluate the relationship between codes of ethics and ethical principles in producing consistent conduct.

Level: Intermediate 20) This person has considerable amount of discretion to determine which laws are enforced and adjudicated.

A) Police B) Prosecutor C) Judge D) Jury Answer: B Page Ref: 102 Objective: Develop an appreciation for the different causes and circumstances of police corruption.

Level: Intermediate 7.2

True/False Questions

1) According to John Rawls' Theory of Justice, inequality in social outcomes can never be accepted because "justice equals fairness."

Answer: FALSE Page Ref: 97 Objective: Appreciate John Rawls' theory of justice and the "greatest equal liberty" principle.

Level: Basic 2) According to John Rawls' Greatest Equal Liberty Principle, everyone should have the same right to social and economic opportunities.

Answer: TRUE Page Ref: 97 Objective: Appreciate John Rawls' theory of justice and the "greatest equal liberty" principle.

Level: Intermediate 3) According to the most recent public opinion poll, 90% of the public believes the criminal justice system is "very fair."

Answer: FALSE Page Ref: 97 Objective: Appreciate John Rawls' theory of justice and the "greatest equal liberty" principle.

Level: Intermediate

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4) Aristotle wrote disparagingly of attorney advocates who misrepresent the truth, making the guilty appear innocent.

Answer: TRUE Page Ref: 98 Objective: Recognize the importance of the Model Rules of Professional Conduct for prosecution and defense conduct.

Level: Intermediate 5) The U.S. Supreme Court has held that prosecutors are not personally liable for misconduct in presenting a case.

Answer: TRUE Page Ref: 98 Objective: Recognize the importance of the Model Rules of Professional Conduct for prosecution and defense conduct.

Level: Intermediate 6) The prosecutor's main ethical duty is to get a conviction.

Answer: FALSE Page Ref: 99 Objective: Recognize the importance of the Model Rules of Professional Conduct for prosecution and defense conduct.

Level: Intermediate 7) Mob lawyers actually participate in the organized crime of their mob clients.

Answer: TRUE Page Ref: 99 Objective: Understand what a "mob lawyer" is and the proper role of a defense attorney in criminal cases.

Level: Basic 8) A defense attorney's job is to represent the legal rights of defendants; not to seek an acquittal.

Answer: TRUE Page Ref: 101 Objective: Understand what a "mob lawyer" is and the proper role of a defense attorney in criminal cases.

Level: Intermediate 9) A defense attorney who refuses to allow his client to testify falsely is in violation of the constitution.

Answer: FALSE Page Ref: 101 Objective: Understand what a "mob lawyer" is and the proper role of a defense attorney in criminal cases.

Level: Intermediate

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10) The scope of a prosecutor's discretion continues to expand as the adoption of mandatory minimum sentence laws and truth-in-sentencing laws reduce a judge's flexibility in sentencing choices.

Answer: TRUE Page Ref: 102 Objective: Assess the scope of a prosecutor's discretion and its implication for ethical conduct.

Level: Intermediate 11) Plea-bargaining is the method of settlement for approximately 90 percent of all criminal cases.

Answer: FALSE Page Ref: 102 Objective: Evaluate the nature of plea bargaining and the ethical dilemma it creates.

Level: Intermediate 12) Plea bargains often result in higher sentences for the defendant.

Answer: FALSE Page Ref: 102 Objective: Evaluate the nature of plea bargaining and the ethical dilemma it creates.

Level: Basic 13) Sentencing of offenders is assessed differently using different ethical perspectives.

Answer: TRUE Page Ref: 103 Objective: Understand the ethical underpinnings of sentencing decisions.

Level: Basic 14) In determining a sentence, a utilitarian judge will look to the past, seeing that punishment can be based only in proportion to the seriousness of past conduct (i.e. retribution).

Answer: FALSE Page Ref: 104 Objective: Understand the ethical underpinnings of sentencing decisions.

Level: Intermediate 15) A judge in New Jersey ruled that criminals may have their DNA samples destroyed after they complete their prison terms. If the judge had said, "this policy uses persons, via their DNA, as a means to protect society in the future," Kant would have agreed with him.

Answer: TRUE Page Ref: 103 Objective: Understand the ethical underpinnings of sentencing decisions.

Level: Intermediate

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7.3

Fill-in-the-Blank Questions

1) The criminal justice system is designed to enforce ________ rules that have been written into the criminal law.

Answer: Moral Page Ref: 96 Objective: Appreciate John Rawls' theory of justice and the "greatest equal liberty" principle.

Level: Intermediate 2) John ________ (1921—2002) was a twentieth-century philosopher who posited a theory of justice.

Answer: Rawls Page Ref: 97 Objective: Appreciate John Rawls' theory of justice and the "greatest equal liberty" principle.

Level: Basic 3) According to the "greatest equal liberty principle," inequality is accepted only if it benefits the ________.

Answer: Underprivileged Page Ref: 97 Objective: Appreciate John Rawls' theory of justice and the "greatest equal liberty" principle.

Level: Intermediate 4) The reason the practice of ________ in court "works" is because there is not consistent enforcement of the legal and ethical rules of prosecutor conduct.

Answer: Untruths Page Ref: 98 Objective: Assess the scope of a prosecutor's discretion and its implication for ethical conduct.

Level: Intermediate 5) In an effort to deter conduct such as that of Frank Ragano, and other 'mob lawyers', the government has turned to ________ laws.

Answer: Forfeiture Page Ref: 99 Objective: Understand what a "mob lawyer" is and the proper role of a defense attorney in criminal cases.

Level: Intermediate 6) Defense attorneys represent only the ________ rights of defendants, not their past, their personality, or their guilt or innocence.

Answer: Legal Page Ref: 101 Objective: Understand what a "mob lawyer" is and the proper role of a defense attorney in criminal cases.

Level: Intermediate

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7) The Code of Professional Responsibility prohibits false statements of ________ or law in court.

Answer: Fact Page Ref: 101 Objective: Assess the scope of a prosecutor's discretion and its implication for ethical conduct.

Level: Basic 8) ________ have few limits on how they carry out their role.

Answer: Prosecutors Page Ref: 102 Objective: Assess the scope of a prosecutor's discretion and its implication for ethical conduct.

Level: Intermediate 9) Some prosecutors claim that plea bargaining is a necessary evil that enables them to handle large ________.

Answer: Caseloads Page Ref: 102 Objective: Understand the ethical underpinnings of sentencing decisions.

Level: Basic 10) ________ sees the purpose of sentencing as retributive, so there is no justification for changing punishment based on whether it is a plea or trial.

Answer: Formalism Page Ref: 103 Objective: Understand the ethical underpinnings of sentencing decisions.

Level: Intermediate 11) Judges are required to make: ruling on evidence and sentencing choices. These judgments are crucial because they involve a person's ________, something that virtue ethics recognizes as a real good.

Answer: Liberty Page Ref: 103 Objective: Understand the ethical underpinnings of sentencing decisions.

Level: Intermediate

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7.4

Matching Questions

Match the following: A) Occurs when a prosecutor agrees to press a less serious charge, drop some charges, or recommend a less severe sentence if the defendant agrees to plead guilty.

B) Representing alleged organized crime figures.

C) Can set priorities, concentrate on certain types of cases, and avoid other cases entirely.

D) There are two principles of justice acceptable to all people.

E) fourth president of the United States F) To represent a defendant in an honest way that seeks the truth in the case.

G) Judges are required to make: ruling on evidence and sentencing choices.

H) Every person should have the right to liberties equal to those of everyone else having the same rights.

I) A sentence is a statement of the moral "worth" of the crime.

J) Prohibits false statements of fact or law in court.

1) Theory of justice 2) Greatest equal liberty principle 3) Ethical underpinnings of sentencing 4) Model Rules of Professional Conduct 5) Plea bargaining 6) Proper role of a defense attorney 7) Mob lawyer 8) Prosecutor's discretion 9) James Madison 10) Two important kinds of judicial decisions Answers: 1) D 2) H 3) I 4) J 5) A 6) F 7) B 8) C 9) E 10) G

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7.5

Critical Thinking Questions

1) According to John Rawls (1921—2002), who posited a theory of justice, stated that inequalities should not unfairly burden any segment of society, thereby forming the basis of social justice. Is this a practical approach in the administration of justice? Why or why not? Explain your answer using examples.

Answer: Answers will vary, however they should include his two principles. 1. Each person is free and worthy of respect and 2. Social and economic opportunities must be open to all.

Page Ref: 96-97 Objective: Appreciate John Rawls' theory of justice and the "greatest equal liberty" principle.

Level: Intermediate 2) The conduct of some prosecutors before and during trial has generated a great deal of concern on ethical grounds as the practice of untruths in court "works". According to your text, this is because there is not consistent enforcement of the legal and ethical rules of prosecutor conduct.

What types of measures would remedy this type of conduct? Should the same measures be applied to defense attorneys as well? Explain your answer and give examples.

Answer: Answers will vary Page Ref: 98 Objective: Assess the scope of a prosecutor's discretion and its implication for ethical conduct.

Level: Difficult

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7.6

Essay Questions

1) Describe the prosecutor's discretion in the manner in which the law can be enforced and adjudicated. How is their discretion an ethical issue?

Answer: Prosecutors have a large amount of discretion in the criminal justice system. They decide what case to prosecute, what charges to file, whether or not to accept a plea bargain, and what sentence to recommend. Thus, they have discretion at virtually all important decision points in the criminal justice process. Their discretion continues to expand as the adoption of mandatory minimum sentence laws and truth-in-sentencing laws reduce the judge's authority in sentencing.

This shift away from judges has been criticized for placing too much power in the hands of one person. Clearly, prosecutors have opportunities to misuse their discretionary powers because of the tremendous scope of their authority. Without a strong underlying ethical systems, prosecutors may be tempted to misuse that authority.

Page Ref: 98-99 Objective: Evaluate the nature of plea bargaining and the ethical dilemma it creates.

Level: Intermediate 2) Sentencing of offenders is assessed differently using different ethical perspectives. Explain.

Answer: The sentence of an offender may vary depending on the underlying ethical perspective of the sentencing judge. Utilitarianism looks toward the future in assessing the impact of alternate sentences on the future conduct of the offender and also within general society (i.e. deterrence).

Formalism looks to the past, seeing that punishment can be based only in proportion to the seriousness of past conduct (retribution). Attempting to anticipate the impact of the sentence on the offender in the future, or on others in the future, cannot be known, and unjustly uses the current offender as a means to an end. Virtue ethics looks at the present, focusing less on the act committed and more on the character of the person who committed it and how a sentence would work to achieve real goods in accord with the moral virtues.

Page Ref: 103-104 Objective: Understand the ethical underpinnings of sentencing decisions.

Level: Difficult 3) What can an appellate court do to correct or punish a prosecutor for misconduct?

Answer: Appellate courts can correct or punish prosecutors with a warning, by reversing the case, or by publicly naming the prosecutor. They cannot be fined because the U.S. Supreme Court has held that prosecutors are not personally liable for misconduct in presenting a case. Although some degree of immunity from liability is desirable, a complete shield from liability when misconduct occurs does nothing to prevent misconduct from continuing in the future.

Page Ref: 98 Objective: Recognize the importance of the Model Rules of Professional Conduct for prosecution and defense conduct.

Level: Intermediate Professional Ethics in Criminal Justice, 5e (Albanese) Chapter 8 Punishment and Corrections 8.1

Multiple Choice Questions 98 Copyright © 2024 Pearson Education, Inc.

1) Which of the following is not a rationale for punishment?

A) Retribution B) Revenge C) Incapacitation D) Deterrence Answer: B Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Basic 2) Which rationale for punishment is not acceptable to utilitarians?

A) Retribution B) Incapacitation C) Deterrence D) All of the above are acceptable to utilitarians Answer: A Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Intermediate 3) This occurs when offenders with similar histories commit similar crimes, but receive widely different sentences.

A) Sentencing revenge B) Sentencing variance C) Sentencing discrimination D) Sentencing disparity Answer: D Page Ref: 114 Objective: Recognize the issue of disparity in sentencing, how sentencing guidelines were designed to reduce disparity, and the ethical issues involved.

Level: Intermediate

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4) Dick and Jane were a wealthy childless couple–that is until Dick lost his position at a Fortune 500 firm. Turning to crime was the only way for them to maintain their lavish lifestyle. Recently, both were caught robbing a local bank. Neither had any prior criminal history. Dick was sentenced to five years in prison; Jane received five years' probation. This is an example of ________.

A) Chivalry B) Sentencing discrimination C) Sentencing disparity D) Sentencing bias Answer: C Page Ref: 114 Objective: Recognize the issue of disparity in sentencing, how sentencing guidelines were designed to reduce disparity, and the ethical issues involved.

Level: Intermediate 5) Sentencing guidelines attempt to reduce disparity in sentencing by recommending a "guideline sentence" based on ________ and ________.

A) Prison population; seriousness of the crime B) Prison population; the offender's prior record C) Seriousness of the crime; the offender's prior record D) Seriousness of the crime; victim impact statement Answer: C Page Ref: 114 Objective: Recognize the issue of disparity in sentencing, how sentencing guidelines were designed to reduce disparity, and the ethical issues involved.

Level: Intermediate 6) Some believe that an alternate punishment is needed that is "properly painful," proportional to the offense, humane, and less expensive than prison. It has been argued by some that electric shock, that applies a non-lasting intense pain, can do the job. It is over in seconds, not years; it serves as an example to others; and it punishes only the offender, not his family. Which school of thought would most likely not consider electric shock as an alternative?

A) Formalism B) Virtue Ethics C) Utilitarianism D) All of the above would consider electric shock as an alternative Answer: A Page Ref: 115 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Intermediate

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7) Which of the following is an example of a correctional officer misusing his/her authority?

A) Concealing known rule violations between offenders and visitors B) Extorting prisoners C) Exploiting prisoners for sex D) All of the above Answer: D Page Ref: 115-116 Objective: Assess the issue of correctional ethics and the situations in which ethical decisions become crucial in correctional settings.

Level: Intermediate 8) Darlene Johnson, a mother of four children, and pregnant with a fifth, was convicted of three counts of child abuse. The judge sentenced her to a year in jail, to be followed by implantation of the birth control device, Norplant. According to the judge, "it is not safe for her to have any more children." Which ethical rationale most appropriately justifies his sentence?

A) Utilitarian B) Formalism C) Virtue Ethics D) All of the above justify the judge's sentence Answer: A Page Ref: 118 Objective: Understand how corporal punishment and innovative sentences can be evaluated from an ethical perspective.

Level: Intermediate 9) The issue of errors in a number of capital cases is a serious concern because it creates doubt about whether justice, a cardinal virtue, is served by capital punishment, especially since there is no way to correct a mistake. This is of greatest concern to which ethical system?

A) Utilitarianism B) Formalism C) Virtue Ethics D) None of the above Answer: C Page Ref: 120 Objective: Distinguish the issue of punishment under the Eighth Amendment, and how capital punishment and life in prison can be evaluated using ethical principles.

Level: Intermediate

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10) What argument would a utilitarian make in opposition to the death penalty?

A) The Bible says, "thou shalt not kill."

B) It is cheaper to keep someone in prison for life than it is to kill them.

C) Death is too good; they deserve to sit in prison for life D) None of the above Answer: B Page Ref: 120 Objective: Distinguish the issue of punishment under the Eighth Amendment, and how capital punishment and life in prison can be evaluated using ethical principles.

Level: Intermediate 11) Which ethic's theory would only support retribution?

A) Utilitarian B) Virtue C) Formalism D) All of the above Answer: C Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Intermediate 12) Which type of punishment seeks to instill moral virtue?

A) Retribution B) Incapacitation C) Deterrence D) Rehabilitation Answer: D Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Basic 13) The move towards uniformity in sentencing can be attributed to the widespread adoption of: A) Retribution and incapacitation.

B) Deterrence and rehabilitation.

C) Incapacitation and Deterrence.

D) Retribution and Rehabilitation.

Answer: A Page Ref: 114 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Difficult

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14) Sentencing guidelines: A) Are only used at the federal level.

B) Are not morally or ethically sound.

C) Make it possible to have a more accurate prediction of prison populations.

D) Increase sentence disparity.

Answer: C Page Ref: 114 Objective: Recognize the issue of disparity in sentencing, how sentencing guidelines were designed to reduce disparity, and the ethical issues involved.

Level: Intermediate 15) Preferential or selective treatment examples include all of the following EXCEPT: A) Undeserved favors.

B) Sex with inmate.

C) Harsh treatment.

D) Verbal abuse.

Answer: B Page Ref: 115 Objective: Assess the issue of correctional ethics and the situations in which ethical decisions become crucial in correctional settings.

Level: Intermediate 16) Concerning offender treatment, there is some evidence that: A) Treatment is a waste of resources.

B) They don't assist in changing moral thinking and don't reduce recidivism.

C) Only retribution is effective in changing moral thinking.

D) They assist in changing moral thinking and can reduce recidivism.

Answer: D Page Ref: 116 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Intermediate 17) Most forms of corporal punishment are illegal in the United States based on this Amendment.

A) First Amendment B) Fourth Amendment C) Fifth Amendment D) Eighth Amendment Answer: D Page Ref: 117 Objective: Understand how corporal punishment and innovative sentences can be evaluated from an ethical perspective.

Level: Intermediate

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18) Singapore's claim of low crime suggests that caning might be an effective: A) Retribution.

B) Incapacitation.

C) Deterrence.

D) Rehabilitation.

Answer: C Page Ref: 118 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Basic 8.2

True/False Questions

1) The only punishment rationale acceptable to formalist thinkers is retribution.

Answer: TRUE Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Intermediate 2) Incapacitation is applied simply in proportion to the seriousness of the offense; it is the "eye for an eye" system of justice described in the Old Testament.

Answer: FALSE Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Basic 3) Deterrence or "reformation" sees criminal behavior as a consequence of social/psychological shortcomings and thus endeavors to correct those shortcomings.

Answer: FALSE Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Intermediate 4) General deterrence is directed at preventing crime among the general population; where as specific deterrence is aimed at preventing future crimes by the offender.

Answer: FALSE Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Intermediate

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5) Prison populations are utilitarian concerns when used to determine an appropriate punishment.

Answer: TRUE Page Ref: 114 Objective: Recognize the issue of disparity in sentencing, how sentencing guidelines were designed to reduce disparity, and the ethical issues involved.

Level: Intermediate 6) When sentencing guidelines are used to restrict available prison space to serious and habitual offenders, this is a formalist way of thinking.

Answer: TRUE Page Ref: 114 Objective: Recognize the issue of disparity in sentencing, how sentencing guidelines were designed to reduce disparity, and the ethical issues involved.

Level: Intermediate 7) Preferential treatment of offenders and misuse of one's official position are the two largest categories of ethical violations in corrections.

Answer: TRUE Page Ref: 115 Objective: Assess the issue of correctional ethics and the situations in which ethical decisions become crucial in correctional settings.

Level: Intermediate 8) There must be greater reliance on ethical conduct in police-public interactions than in corrections personnel- offender interactions.

Answer: FALSE Page Ref: 116 Objective: Assess the issue of correctional ethics and the situations in which ethical decisions become crucial in correctional settings.

Level: Intermediate 9) The caning of Michael Fay is an example of capital punishment.

Answer: FALSE Page Ref: 117 Objective: Understand how corporal punishment and innovative sentences can be evaluated from an ethical perspective.

Level: Basic 10) Studies demonstrate that punishments such as whipping and paddling have are successful deterrents to subsequent criminal behavior.

Answer: FALSE Page Ref: 117 Objective: Understand how corporal punishment and innovative sentences can be evaluated from an ethical perspective.

Level: Intermediate

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11) Formalism looks backward, basing punishment solely on the seriousness of the crime committed; utilitarianism looks forward, with punishment aimed at its deterrent impact in the future.

Answer: TRUE Page Ref: 118 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Intermediate 12) According to Aristotle, punishment is necessary to maintain civil peace and protect individual liberties.

Answer: TRUE Page Ref: 119 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Intermediate 13) According to the Eighth Amendment, the method of death could constitute cruel and unusual punishment.

Answer: TRUE Page Ref: 120 Objective: Distinguish the issue of punishment under the Eighth Amendment, and how capital punishment and life in prison can be evaluated using ethical principles.

Level: Intermediate 14) When a former New York governor opposed capital punishment on the grounds that death was Basic and prisoners deserved a life of relentless confinement, his argument was a retributive one.

Answer: TRUE Page Ref: 121 Objective: Distinguish the issue of punishment under the Eighth Amendment, and how capital punishment and life in prison can be evaluated using ethical principles.

Level: Intermediate 15) The trend toward citing international laws as justifications for U.S. Supreme Court decisions regarding the death penalty suggests the decline of moral relativism.

Answer: TRUE Page Ref: 121 Objective: Distinguish the issue of punishment under the Eighth Amendment, and how capital punishment and life in prison can be evaluated using ethical principles.

Level: Intermediate

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8.3

Fill-in-the-Blank Questions

1) ________ is punishment and is applied simply in proportion to the seriousness of the offense.

Answer: Retribution Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Basic 2) ________ aims to prevent further criminal behavior by physically restraining the offender from engaging in future misconduct.

Answer: Incapacitation Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Basic 3) ________ aims to prevent crime through the example of offenders being punished.

Answer: Deterrence Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Basic 4) ________ or "reformation" sees criminal behavior as a consequence of social or psychological shortcomings.

Answer: Rehabilitation Page Ref: 113 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Basic 5) ________ in sentences occurs when offenders with similar histories commit similar crimes but receive widely different sentences.

Answer: Disparity Page Ref: 114 Objective: Recognize the issue of disparity in sentencing, how sentencing guidelines were designed to reduce disparity, and the ethical issues involved.

Level: Intermediate 6) Sentencing ________ attempt to reduce disparity in sentencing by recommending a "guideline sentence" based on the seriousness of the crime and the offender's prior record.

Answer: Guidelines Page Ref: 114 Objective: Recognize the issue of disparity in sentencing, how sentencing guidelines were designed to reduce disparity, and the ethical issues involved.

Level: Basic 107 Copyright © 2024 Pearson Education, Inc.

7) ________ punishment is physical punishment short of the death penalty.

Answer: Corporal Page Ref: 117 Objective: Understand how corporal punishment and innovative sentences can be evaluated from an ethical perspective.

Level: Basic 8) Most forms of corporal punishment are ________ in the United States.

Answer: Illegal Page Ref: 117 Objective: Understand how corporal punishment and innovative sentences can be evaluated from an ethical perspective.

Level: Intermediate 9) The ________ Amendment to the U.S. Constitution deals largely with the final stages of the criminal justice process.

Answer: Eighth Page Ref: 119 Objective: Distinguish the issue of punishment under the Eighth Amendment, and how capital punishment and life in prison can be evaluated using ethical principles.

Level: Basic 10) According to ________, the empirical issues previously noted would be significant because they would help determine the total good (in balancing pain versus pleasure) produced by capital punishment.

Answer: Utilitarianism Page Ref: 120 Objective: Distinguish the issue of punishment under the Eighth Amendment, and how capital punishment and life in prison can be evaluated using ethical principles.

Level: Intermediate

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8.4

Matching Questions

Match the following: A) Deals largely with the final stages of the criminal justice process.

B) When offenders with similar histories commit similar crimes but receive widely different sentences.

C) Physically restraining the offender from engaging in future misconduct.

D) Punishment applied in proportion to the seriousness of the offense.

E) Physical punishment short of the death penalty F) Attempt to reduce disparity in sentencing.

G) A questionable device that could or should be used for sentencing.

H) Regulations limiting visitors to prisoners does not violate the Eighth Amendment.

I) Prevent crime through the example of offenders being punished.

J) Sees criminal behavior as a consequence of social or psychological shortcomings.

1) Retribution 2) Incapacitation 3) Deterrence 4) Rehabilitation 5) Disparity in sentences 6) Sentencing guidelines 7) Corporal punishment 8) Norplant 9) Eighth Amendment 10) Overton v. Buzzetta Answers: 1) D 2) C 3) I 4) J 5) B 6) F 7) E 8) G 9) A 10) H

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8.5

Critical Thinking Questions

1) The textbook presents an argument that life imprisonment is actually a more severe sentence than the death penalty. This argument was made most persuasively by Cesare Beccaria in his 1764 book, An Essay on Crimes and Punishments. Beccaria argued, "It is not the terrible yet momentary spectacle of the death of a wretch, but the long and painful example of a man deprived of liberty . . . which is the strongest curb against crimes." Compare Beccaria's statement with the Formalistic view described in Chapter 8 regarding the death penalty used as a deterrent.

Answer: Answers will vary, but should address the formalistic view. Formalism would determine the moral permissibility of capital punishment on entirely different grounds, depending on whether it would make a good universal rule to employ in all cases of murder. The ethics of the penalty would never include deterrence because that aims to prevent the future crimes of others–using the current offender as a means to another end (violating the practical imperative).

Page Ref: 120 Objective: Distinguish the issue of punishment under the Eighth Amendment, and how capital punishment and life in prison can be evaluated using ethical principles.

Level: Difficult 2) The textbook discusses the moral permissibility of using the Norplant birth control device as an instrument of punishment. Applying the three major ethical perspectives, discuss the ethical permissibility of the use of this device? Does it contribute more to the greater total happiness than other penalties? Is it a good universal rule for use in cases of maltreatment of children? Does it do justice without being excessive? Offer an alternative to the Norplant device that you believe would be ethically permissible. Include the ethical system that would best fit your suggestion.

Answer: Answers will vary, but should consider how formalism looks backward and uses punishment for the wrong doer, utilitarianism looks forward and has an emphasis on determent, and virtue focuses on civil peace and protection of liberty.

Page Ref: 118-119 Objective: Understand how corporal punishment and innovative sentences can be evaluated from an ethical perspective.

Level: Difficult

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8.6

Essay Questions

1) In South Carolina, a young mother, Susan Smith, killed her two children by leaving them in a car that she rolled into a lake. She was sentenced to 30 years in prison. What are the four justifications for why we punished Susan Smith? Discuss.

Answer: There are four justifications for why we punish. They are retribution, incapacitation, deterrence, and rehabilitation. Retribution is often seen as an "eye for an eye" system of justice. It focuses on the past. The more serious the crime, the more serious the punishment. Incapacitation aims to prevent further criminal behavior by physically restraining the offender from engaging in future misconduct. In the U.S., we incapacitate by locking people up in prison. Deterrence aims at preventing crime through the example of the offender being punished. General deterrence is directed at preventing crime among others in society; not the offender. Specific deterrence, on the other hand, hopes to prevent future crimes by the offender. Rehabilitation is also known as reformation. This justification sees criminal behavior as a consequence of social/psychological shortcomings. The purpose of the sentence is to correct or treat these shortcomings in order to prevent future crimes.

Page Ref: 113-114 Objective: Understand the distinctions among the four purposes of criminal sanctions: retribution, incapacitation, deterrence, and rehabilitation.

Level: Intermediate 2) During the 1990s, legislation was introduced in Texas that would result in a finger being amputated for each conviction of a drug dealer. This bill was an effort to imitate the penalty for theft in some Islamic countries. How would each ethical system evaluate this proposed punishment?

Answer: Formalism, virtue ethics, and utilitarianism would view such a punishment quite differently. The formalist would only allow this punishment if the drug dealer deserved it and was truly blameworthy. Moreover, the amputation would have to be proportionate to the seriousness of the offense. It is the past conduct of drug dealing that would have to merit the amputation. Virtue ethics thinkers would examine whether the amputation would provide civil peace and protect liberty from those who would infringe on it. Rendering a proper punishment must be carried out in accordance with the moral virtues–thus, nothing in excess or deficiency (i.e. only the "mean.")

Utilitarians would only be concerned with whether the amputation would deter this drug dealer, along with other would-be dealers, thereby attaining a greater good. The seriousness of the offense would not be as important as the future impact of the sentence.

Page Ref: 117-118 Objective: Understand how corporal punishment and innovative sentences can be evaluated from an ethical perspective.

Level: Difficult

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3) Should sentencing guidelines be binding leaving a judge with no discretion?

Answer: Answers will vary. Currently guideline sentences achieve the goals of proportionality and uniformity without mandating specific sentences for certain crimes or offenders. The U.S. Supreme Court ruled in 2005 that federal sentencing guidelines are not binding on judges but only advisory. Judges usually deviate from the guideline sentence, however, only if they provide written reasons for doing so.

Page Ref: 115-116 Objective: Recognize the issue of disparity in sentencing, how sentencing guidelines were designed to reduce disparity, and the ethical issues involved.

Level: Intermediate 4) Why is inappropriate correctional interactions less likely to be reported?

Answer: Those in prison or jail have their liberty revoked, so they are more subject to abuse given their captivity, but those on probation or parole have more access to others in the community, making them greater targets for extortion. The correctional misconduct described here cannot be justified under any ethical perspective, and laws and court decisions have been developed over the years to circumscribe the legal rights of offenders. Nevertheless, interactions between corrections personnel and offenders are of low visibility, less visible than police-public interactions. As a result, there must be an even greater reliance on ethical conduct because there are fewer empowered witnesses to these interactions, making discovery less likely.

Page Ref: 115-116 Objective: Assess the issue of correctional ethics and the situations in which ethical decisions become crucial in correctional settings.

Level: Basic Professional Ethics in Criminal Justice, 5e (Albanese) Chapter 9 Liability 9.1

Multiple Choice Questions

1) Conduct we accept from private individuals somehow becomes objectionable when it is done by public officials. What is this known as?

A) Blacklisting B) Scarcity mentality C) Double standard D) Unfair Answer: C Page Ref: 130 Objective: Recognize the double standards often placed on public officials regarding liability for conduct that is accepted when acting as private citizens.

Level: Basic 2) Why are civil remedies used to correct ethical misconduct instead of criminal actions?

A) Lower burden of proof B) Higher burden of proof C) Potential for imprisonment D) Ease of case presentation 112 Copyright © 2024 Pearson Education, Inc.

Answer: A Page Ref: 130 Objective: Understand the nature of civil remedies for ethical misconduct, such as compensation and blacklisting.

Level: Intermediate 3) Repeat ethical offenders sometimes need a sanction that is a stronger deterrent than monetary compensation. What civil solution might appropriately deter future ethical violations?

A) Blacklisting B) Double standard C) Civil fines D) Imprisonment Answer: A Page Ref: 130 Objective: Understand the nature of civil remedies for ethical misconduct, such as compensation and blacklisting.

Level: Intermediate

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4) What continuing civil penalty after a criminal sentence has been most hotly debated?

A) Civil commitment B) Probation C) Parole D) Sex offender notification laws Answer: D Page Ref: 131 Objective: Evaluate the ethical dilemmas posed by sex offender notification laws.

Level: Basic 5) According to Rushworth Kidder, founder of the Institute for Global Ethics, what ethical scenarios are the most difficult to resolve?

A) Right versus wrong B) Right versus right C) Wrong versus wrong D) Legal versus illegal Answer: B Page Ref: 132 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Intermediate 6) Kidder identifies four types of issues found in "right versus right" ethical dilemmas. Which of the following is not one of those issues?

A) Justice versus mercy B) Short term versus long term C) Truth versus loyalty D) Friend versus family Answer: D Page Ref: 132 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Intermediate 7) This "right versus right" ethical issue involves weighing fairness and equity in applying the law with compassion, empathy and love.

A) Justice versus mercy B) Short term versus long term C) Individual versus community D) All of the above Answer: A Page Ref: 132 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Intermediate

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8) In the case of physician-assisted suicide, which ethical dilemma is present?

A) Justice versus mercy B) Short term versus long term C) Individual versus community D) All of the above Answer: D Page Ref: 133 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Intermediate 9) What case has become a symbol of blaming large corporations with deep pockets for individual accidents?

A) The Royal Caribbean dumping case B) The McDonald's coffee case C) The poisoned Tylenol case D) The Nutter Butter salmonella case Answer: B Page Ref: 134 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 10) What nongovernmental organization is dedicated to anticorruption activities?

A) Corruption Perceptions, Inc. B) Transnational Anticorruption, Ltd. C) Transparency International D) Lockheed Martin Corporation Answer: C Page Ref: 136 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 11) What lies at the core of virtually all major government problems?

A) Ethics B) Money C) Employees D) Corruption Answer: D Page Ref: 137 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate

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12) Overcoming ________ in government agencies is an important measure and fundamental to having ethical agencies.

A) Corruption B) Competitive bidding processes C) Self-interest D) Anti-bribery laws Answer: C Page Ref: 136-137 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 13) Loyalty is not a virtue and misplaced loyalty can: A) Lead to employee turnover.

B) Inhibit reporting of unethical conduct.

C) Lack of company growth.

D) Lead to high employee moral.

Answer: B Page Ref: 138 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Intermediate 14) Which of the following is NOT one of the five main elements of the Chandler Arizona police department ethics program?

A) Changing hiring standard B) Reducing responsibility C) Conducting evaluations stressing ethical standards D) Providing awards and promotions reinforcing the standards Answer: B Page Ref: 138 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 15) Sex offender notification laws has sometimes led to: A) Assisted suicide.

B) Double standards.

C) Blacklisting.

D) Vigilante behavior.

Answer: D Page Ref: 131 Objective: Evaluate the ethical dilemmas posed by sex offender notification laws.

Level: Intermediate

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16) Civil remedies seek: A) Blacklisting.

B) Incarceration.

C) Compensation.

D) A burden of proof for liability.

Answer: C Page Ref: 130 Objective: Understand the nature of civil remedies for ethical misconduct, such as compensation and blacklisting.

Level: Intermediate 17) The question, "Would I want the public to know about this?" tests: A) A persons social media ethics.

B) Whether your conduct is ethical.

C) If the ethical decision is utilitarian.

D) If the ethical decision is virtuous.

Answer: B Page Ref: 132 Objective: Recognize the double standards often placed on public officials regarding liability for conduct that is accepted when acting as private citizens.

Level: Intermediate 18) In the case of assisted suicide which of the following is NOT one of the four types of issues found in Kidder's "right verses right" ethical dilemma?

A) Justice verses mercy B) Short-term versus long-term C) Individual versus community D) Truth versus loyalty Answer: D Page Ref: 132-133 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Difficult 19) Corporate codes of ethics have been criticized for: A) Being too general.

B) Focusing on correct conduct.

C) Being too lengthy.

D) Focusing on the punishments.

Answer: A Page Ref: 135 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate

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20) Corruption control measures include all of the following EXCEPT: A) Oversight.

B) Anti-bribery laws.

C) Self-interest in favor of public interest.

D) Transparency of government processes.

Answer: C Page Ref: 137 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 9.2

True/False Questions

1) Civil remedies seek monetary damages instead of punishment.

Answer: TRUE Page Ref: 130 Objective: Understand the nature of civil remedies for ethical misconduct, such as compensation and blacklisting.

Level: Basic 2) Blacklisting punishes ethical offenders by prohibiting them from participating in future business.

Answer: TRUE Page Ref: 130 Objective: Understand the nature of civil remedies for ethical misconduct, such as compensation and blacklisting.

Level: Basic 3) When President Clinton's extra-marital affair became the subject of intense political scrutiny, but the everyday adulterer was not hauled into the media limelight, this illustrated the notion of a double standard.

Answer: TRUE Page Ref: 130 Objective: Recognize the double standards often placed on public officials regarding liability for conduct that is accepted when acting as private citizens.

Level: Intermediate 4) The U.S. Supreme Court recently ruled that it is unconstitutional to notify a community where a former sex offender lives.

Answer: FALSE Page Ref: 131 Objective: Evaluate the ethical dilemmas posed by sex offender notification laws.

Level: Basic

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5) Opponents of sex offender notification laws argue that availability of a convicted offender's address may result in instances of vigilante behavior.

Answer: TRUE Page Ref: 131 Objective: Evaluate the ethical dilemmas posed by sex offender notification laws.

Level: Basic 6) Your book suggests a simple test to determine whether conduct is ethical: ask yourself, "Would I want my conduct to appear in the newspaper?"

Answer: TRUE Page Ref: 132 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Intermediate 7) When a prosecutor urges the jury to "send a message" and sentence the defendant to death, he/she has created an individual versus community ethical issue.

Answer: TRUE Page Ref: 132 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Intermediate 8) All states prohibit physician-assisted suicide.

Answer: FALSE Page Ref: 132 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Basic 9) A growing trend is to prosecute corporate officials for misconduct of the corporation.

Answer: TRUE Page Ref: 134 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 10) Corporate codes of ethics have been criticized for focusing on "right versus wrong" conduct instead of properly identifying "right versus right" dilemmas.

Answer: TRUE Page Ref: 135 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate

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11) The ethics program of Royal Caribbean Cruises has been identified as a model for emulation by others.

Answer: FALSE Page Ref: 134 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 12) In the model used as a benchmark for corporate ethics programs, all employees were required to attend annual ethics training.

Answer: TRUE Page Ref: 135 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 13) Corruption lies at the core of virtually all major governmental problems and ethical misconduct underlies corruption.

Answer: TRUE Page Ref: 136 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 14) According to the study cited in the textbook, countries with low levels of corruption tend to be the poorer, third world countries.

Answer: FALSE Page Ref: 136 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 15) One of the most common ethical mistakes related to corruption involves treating loyalty as a virtue.

Answer: TRUE Page Ref: 138 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate

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9.3

Fill-in-the-Blank Questions

1) Conduct we often accept from private citizens somehow becomes objectionable when it is done by ________ officials.

Answer: Public Page Ref: 130 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Basic 2) The remedies for ethical misconduct can lie outside the ________ law.

Answer: Criminal Page Ref: 130 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 3) Civil penalties are used because the burden of proof for liability is lower than that for criminal cases - ________ of evidence versus beyond a reasonable doubt.

Answer: Preponderance Page Ref: 130 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 4) The issue of continuing civil penalties after a criminal sentence has been served has been hotly debated in the case of registering former ________ offenders.

Answer: Sex Page Ref: 131 Objective: Evaluate the ethical dilemmas posed by sex offender notification laws.

Level: Intermediate 5) The availability of this information to the public has resulted in instances of ________ behavior.

Answer: Vigilante Page Ref: 131 Objective: Evaluate the ethical dilemmas posed by sex offender notification laws.

Level: Intermediate 6) Rushworth Kidder, founder of the Institute for Global Ethics, observed that right versus wrong scenarios are usually ________ to decide in ethical terms.

Answer: Easy Page Ref: 132 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Intermediate

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7) The state of ________ passed a law that permitted physicians to prescribe lethal medicines to terminally ill patients near the ends of their lives.

Answer: Oregon Page Ref: 133 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Intermediate 8) According to the textbook, ________ have faced significant ethical issues as a result of both their own conduct and the conduct of others.

Answer: Corporations Page Ref: 134 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 9) ________ codes of ethics have been criticized for being too general and focusing on clearly wrongful conduct, rather than "rights versus right "conflicts.

Answer: Corporate Page Ref: 135 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate 10) ________ International publishes an annual "Corruption Perceptions Index," which reports on the extent of corruption in countries by combining a number of surveys and interviews of businesspersons, public officials, and citizens around the world.

Answer: Transparency Page Ref: 136 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Intermediate

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9.4

Matching Questions

Match the following: A) Punishment by exclusion from participation.

B) Fairness and equity in applying the law sometimes conflict.

C) Less in Civil cases.

D) Nongovernmental organization dedicated to anticorruption activities.

E) Application of the law is complicated in these cases because the physician plays a passive role.

F) The practice of subjecting one to a set of values but not applying the same to others.

G) "Would I want the public to know about this?"

H) Kidder identified these four types of issues.

I) Is often a good attribute.

J) Requires offenders to register with police.

1) Double standard 2) Burden of proof for liability 3) Blacklisting 4) Sex offender notification law 5) Test to know whether your conduct is ethical 6) "Right versus right" ethical dilemmas 7) Assisted suicide 8) Transparency International (TI) 9) Loyalty not a virtue 10) Justice versus mercy Answers: 1) F 2) C 3) A 4) J 5) G 6) H 7) E 8) D 9) I 10) B

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9.5

Critical Thinking Questions

1) According to the discussion in the textbook, once an offender has served his or her sentence, it has been argued, the punishment has ended. Sex offender notification laws allow a criminal sentence to continue as long as the offender lives, thereby continuing to "punish" the ex-offender through civil restrictions. Court challenges have largely upheld this practice. Is there an alternative to the sex offender notification laws? If so, explain. If not, explain why the practice is necessary.

Answer: Answers will vary Page Ref: 131 Objective: Evaluate the ethical dilemmas posed by sex offender notification laws.

Level: Difficult 2) The textbook describes Lockheed Martin Corporation's ethics program that has been identified as a model. It contains several significant elements. Identify and discuss an additional component you would add to the existing five. Explain why the additional component is necessary and how it would be in keeping with the other five.

Answer: Answers will vary Page Ref: 135 Objective: Assess the liabilities faced in unethical individual, corporate, and government misconduct.

Level: Difficult

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9.6

Essay Questions

1) Why should ethical misconduct be remedied by civil instead of criminal penalties?

Answer: Some penalties for ethical misconduct lie outside the criminal law. Examples of civil penalties include monetary damages and blacklisting. Monetary damages involves forcing a person or corporation to pay money for their unethical behavior. Sometimes repeat offenders draw special attention because previous monetary penalties do not sufficiently deter subsequent misconduct. Accordingly, the practice of blacklisting came into play. When an individual or business is blacklisted, they are prohibited from participating in future business. Although different in substance, both seek to correct wrongful actions instead of to punish them. The burden of proof for civil penalties is a preponderance of the evidence, which is much lower (and easier to meet) that the burden of proof in criminal trials, beyond a reasonable doubt. More often than not, wronged parties are more interested in compensation for their losses than in sending an offender to prison.

Page Ref: 130-131 Objective: Understand the nature of civil remedies for ethical misconduct, such as compensation and blacklisting.

Level: Intermediate 2) According to Rushworth Kidder, what is the most difficult type of ethical issues to resolve?

Answer: According to Kidder, "right versus wrong" scenarios are usually easy to decide in ethical terms. For example, stealing versus paying for an item is not a difficult ethical question. It is the "right versus right" ethical dilemmas that re more difficult. For example, should a prosecutor file shoplifting charges against a minor or should he allow the store to work something out with the minor and his/her parents. Four types of issues are found in these "right versus right" ethical dilemmas. They include: 1) Justice versus mercy — should the law be strictly enforced or should the prosecutor yield to a more compassionate/empathetic approach; 2) Short term versus long term — do the immediate needs of a conviction conflict with a future goal of rehabilitating the offender; 3) Individual versus community — is it better to focus on the individual minor or on protecting society; and 4) Truth versus loyalty — if the offender accepts responsibility, do we value his/her honesty at the expense of responsibility to enforce the law? Once the nature of the conflict is identified, and information is gathered, the better the dilemma may be resolved. Overall, there are compelling arguments on both sides of the question. This is why the "right versus right" dilemmas are the most difficult to resolve.

Page Ref: 132 Objective: Distinguish "right versus right" ethical dilemmas.

Level: Difficult

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3) Why is there a double standard for public officials versus private citizens?

Answer: The conduct we often accept or ignore from private citizens somehow becomes objectionable when it is done by public officials. It is true that public officials represent others and therefore should be worthy of the public trust, but the same can be said of corporate officials who are entrusted with shareholder assets, private attorneys entrusted with their client's funds, the automobile mechanic entrusted with your car, and so on for accountants, teachers, cooks, construction workers, and virtually all other professions. Ethics by definition involves conduct that affects others, so the public official versus private citizen distinction is misleading. Instead, it is crucial to recognize that all unethical conduct is serious because it affects others whose interests are equally valued as fellow human beings, regardless of the social status of the wrongdoer or the victim.

Page Ref: 130 Objective: Recognize the double standards often placed on public officials regarding liability for conduct that is accepted when acting as private citizens.

Level: Intermediate Professional Ethics in Criminal Justice, 5e (Albanese) Chapter 10 The Future 10.1

Multiple Choice Questions

1) What is the 24-hour test?

A) A way to determine what ethical system you subscribe to B) A good way to begin a baseline ethical test for yourself C) A method for assessing misplaced loyalty D) A formula for determining how effective a blacklisting sanction is Answer: B Page Ref: 147 Objective: Recognize the importance of the "24-hour test."

Level: Basic 2) The ethical bar will rise in the future because: A) More people will have a college degree.

B) More ethical systems will be developed.

C) Decisions will impact more people.

D) None of the above Answer: C Page Ref: 147 Objective: Recognize the importance of the "24-hour test."

Level: Intermediate 3) Albanese discusses the Unabomber's manifesto and the publication dilemma faced by the New York Times and the Washington Post. Both papers published the 35,000 word segment and split the cost. What was their justification?

A) There was a reasonable probability that lives would be saved.

B) Publication served the apparent goods of good music, fine wine, and excellent press.

C) Succumbing to terrorists is a good universal rule.

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D) Publication preserved relationships between the Unabomber, the victims, and the country.

Answer: A Page Ref: 148 Objective: Evaluate the ethical dilemma in the case of the Unabomber.

Level: Intermediate 4) Why did the Centers for Disease Control and Prevention (CDC) create a panel of ethics experts?

A) To discuss the issue of physician-assisted suicide B) To assess the impact of the AIDS virus on minority populations C) To help determine who should receive the flu vaccine in the face of a shortage D) To evaluate when insurance companies may deny coverage for already existing diseases Answer: C Page Ref: 148 Objective: Appreciate the reason behind the establishment of the CDC panel of ethicists.

Level: Intermediate 5) In the context of life and death decisions, there is a distinction between killing and letting die.

Which of the following is classified as letting die?

A) Physician assisted suicide B) Prescribing enough of a medication to allow the patient to overdose C) Euthanasia D) Removing a patient from life support Answer: D Page Ref: 149 Objective: Understand the ethical distinctions between killing and letting die in a medical context.

Level: Intermediate 6) Simple methods are sometimes used to remember the meaning of ethics in everyday decisions.

Which of the following is an example of such a method?

A) D-Y-N-A-M-I-T-E B) E-T-H-I-C-S C) M-O-R-A-L-S D) N-O-B-E-L Answer: B Page Ref: 150 Objective: Recognize the ethical importance of the story of Alfred Nobel.

Level: Basic 7) The story of Alfred Nobel illustrates what ethical lesson?

A) Following the V-A-L-U-E-S acronym will ensure your success B) It is always ethical to give away wealth and establish a worthy peace prize C) Think about what you'd like people to say about you after you die; then live your life backwards D) Adhere to "abundance" mentality Answer: C Page Ref: 151 Objective: Recognize the ethical importance of the story of Alfred Nobel.

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Level: Intermediate 8) What phenomenon describes a situation where individuals see life as a finite pie: if person A gets a big piece of pie, it means less for person B, thus making it difficult to be genuinely happy for those who perform well.

A) Scarcity mentality B) Blacklisting C) Finite resources D) Selfishness Answer: A Page Ref: 151 Objective: Recognize the ethical importance of the story of Alfred Nobel.

Level: Basic 9) Your book describes a scenario known as the "bathrobe bonus," wherein a man living on a fixed income discovered a large wad of bills in a bathrobe. He purchased the robe from a dealer at an estate auction. He argued to his wife that he should keep the money. "After all, if I were to return it, the dealer would just keep it and never return it to the rightful owner." Who would disagree with his line of thinking?

A) John Stuart Mill B) Jeremy Bentham C) Emmanuel Kant D) Rushworth Kidder Answer: C Page Ref: 150 Objective: Recognize the ethical importance of the story of Alfred Nobel.

Level: Intermediate 10) In his book, The Lucifer Effect, psychologist Phillip Zimbardo suggests that the abuses at the Abu Ghraib prison were the result of a bad social setting that contaminated the individual prison guard. What would Kant say about the difficulty of ethical conduct in the face of situation pressure to be unethical?

A) Unethical behavior is a natural result of peer pressure.

B) Ethical people endure, despite the situation, since they follow specific rules.

C) If the guards were better instructed by their leaders, this would not have happened.

D) It is better to conform that to risk retaliation at the hands of supervisors.

Answer: B Page Ref: 152 Objective: Recognize the ethical importance of the story of Alfred Nobel.

Level: Intermediate 11) Ethics is not at war with: A) Common sense.

B) Society.

C) Individuals.

D) Decision making.

Answer: A 128 Copyright © 2024 Pearson Education, Inc.

Page Ref: 147 Objective: Recognize the importance of the "24-hour test."

Level: Intermediate 12) According to virtue ethics, publishing the Unabomber's manifesto would: A) Be a duty.

B) Pursuing a real good.

C) Be achieving happiness.

D) Be a formal approach to ethics.

Answer: B Page Ref: 148 Objective: Evaluate the ethical dilemma in the case of the Unabomber.

Level: Intermediate 13) The U.S. Supreme Court held that state law prohibiting assisted suicide does not violate: A) The scarcity mentality.

B) Center for Disease Control and Prevention.

C) The 24 hour test.

D) Equal Protection Clause of the U.S. Constitution.

Answer: D Page Ref: 149 Objective: Understand the ethical distinctions between killing and letting die in a medical context.

Level: Intermediate 14) This mentality involves realizing that the ability to accomplish great things is limitless, excellence and virtue are achievable by everyone, and everyone should be encouraged toward them.

A) Scarcity B) Achievement C) Abundance D) Ethical Answer: C Page Ref: 151 Objective: Appreciate the reason behind the establishment of the CDC panel of ethicists.

Level: Intermediate 15) Which of the following is NOT one of the reasons presented as to why the ethical bar will rise?

A) Global warming B) Advances in technology C) Increasing life span D) Globalization Answer: A Page Ref: 148 Objective: Recognize the ethical importance of the story of Alfred Nobel.

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10.2

True/False Questions

1) A person who cannot go a day without speaking ill of others has a character problem.

Answer: TRUE Page Ref: 147 Objective: Recognize the importance of the "24-hour test."

Level: Basic 2) As individuals become more interdependent, ethical dilemmas will become increasingly complex.

Answer: TRUE Page Ref: 147 Objective: Recognize the importance of the "24-hour test."

Level: Intermediate 3) In the case of the Unabomber, the newspapers refused to publish his manifesto because it would not make a good universal rule to succumb to terrorists.

Answer: FALSE Page Ref: 147 Objective: Evaluate the ethical dilemma in the case of the Unabomber.

Level: Basic 4) Similar the Center for Disease Control and Prevention, the City of Alexandria turned to an ethicist to determine whether to allow pharmacies to sell the morning after pill.

Answer: FALSE Page Ref: 148 Objective: Appreciate the reason behind the establishment of the CDC panel of ethicists.

Level: Intermediate 5) Dr. Timothy Quill successfully argued that terminally ill patients who self-administered prescribed drugs are the same as those who refuse life-support systems.

Answer: FALSE Page Ref: 148 Objective: Appreciate the reason behind the establishment of the CDC panel of ethicists.

Level: Intermediate 6) Several states now allow pharmacists to refuse to fill a birth control prescription, because they object on moral grounds.

Answer: TRUE Page Ref: 149 Objective: Evaluate the ethical dilemma in the case of the Unabomber.

Level: Intermediate

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7) Moral conviction is not a matter of personal taste; it is a matter of judgment and action according to objective principles.

Answer: TRUE Page Ref: 151 Objective: Recognize the ethical importance of the story of Alfred Nobel.

Level: Intermediate 8) Abundance mentality involves realizing that life's resources are limited; thus, stiff competition it the only way to achieve success.

Answer: FALSE Page Ref: 151 Objective: Recognize the ethical importance of the story of Alfred Nobel.

Level: Intermediate 9) Scarcity mentality is the same as a zero-sum attitude.

Answer: TRUE Page Ref: 151 Objective: Recognize the ethical importance of the story of Alfred Nobel.

Level: Intermediate 10) In his book, The Lucifer Effect, psychologist Phillip Zimbardo suggests that the abuses at the Abu Ghraib prison were the result of a bad social setting that contaminated the individual.

Answer: TRUE Page Ref: 152 Objective: Recognize the ethical importance of the story of Alfred Nobel.

Level: Intermediate 11) The U.S. Supreme Court held, that the state law prohibition on assisting suicide does not violated the Equal Protection Clause of the U. S. Constitution.

Answer: TRUE Page Ref: 149 Objective: Understand the ethical distinctions between killing and letting die in a medical context.

Level: Intermediate 12) Based on how the Unabomber was caught, Kant would say how it is not wise to make ethical decisions based on predictions of future outcomes.

Answer: TRUE Page Ref: 148 Objective: Evaluate the ethical dilemma in the case of the Unabomber.

Level: Intermediate 13) Ethics are a war on common sense because they put in place a process to make decisions.

Answer: FALSE Page Ref: 147 Objective: Recognize the importance of the "24-hour test."

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14) All decisions involve ethics.

Answer: FALSE Page Ref: 147 Objective: Recognize the importance of the "24-hour test."

Level: Basic 15) Alfred Nobel invented the nuclear bomb.

Answer: FALSE Page Ref: 151 Objective: Recognize the ethical importance of the story of Alfred Nobel.

Level: Basic 10.3

Fill-in-the-Blank Questions

1) In the future, ethical dilemmas will become increasingly ________ as individuals become more interdependent as a result of more expedient communications, such as cell phones, e-mail, and the many new cable and satellite television and radio channels.

Answer: Complex Page Ref: 148 Objective: Recognize the importance of the "24-hour test."

Level: Basic 2) This surprising result in the Unabomber case serves as a reminder of ________'s warning that the future is so uncertain that it is not wise to make ethical decisions based on predictions of future outcomes.

Answer: Kant Page Ref: 148 Objective: Evaluate the ethical dilemma in the case of the Unabomber.

Level: Intermediate 3) The ethical bar will rise in the future because decisions will impact more people. The reasons for this difficulty are advances in technology, increasing life span and ________.

Answer: Globalization Page Ref: 148 Objective: Evaluate the ethical dilemma in the case of the Unabomber.

Level: Intermediate 4) In 2004, the Centers for Disease Control and Prevention (CDC) created a panel of ________ for the first time in its history to help it deal with the life-and-death questions of who should receive flu vaccine after a major shortage of the vaccine occurred.

Answer: Ethicists Page Ref: 148 Objective: Appreciate the reason behind the establishment of the CDC panel of ethicists.

Level: Intermediate

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5) The importance of ethical thinking is directly relevant to making decisions that affect an entire jurisdiction as evident in the discussion of the city of Alexandria and their decision regarding a (n) ________ program for the homeless population.

Answer: Housing Page Ref: 148 Objective: Appreciate the reason behind the establishment of the CDC panel of ethicists.

Level: Intermediate 6) The U.S. Supreme Court held, however, that state law prohibition on assisting suicide does not violate the ________ Protection Clause of the U.S. Constitution. Therefore, physician-assisted suicide of this nature is still prohibited.

Answer: Equal Page Ref: 149 Objective: Understand the ethical distinctions between killing and letting die in a medical context.

Level: Intermediate 7) Several states have passed laws that permit a pharmacist to refuse to fill a prescription on ________ grounds. The laws are directed primarily at contraceptives, but they also may include drugs that could be used for assisted suicide.

Answer: Moral Page Ref: 149 Objective: Understand the ethical distinctions between killing and letting die in a medical context.

Level: Intermediate 8) Moral ________ is not a matter of personal taste; it is a matter of judgment and actions according to objective principles.

Answer: Conviction Page Ref: 151 Objective: Recognize the importance of the "24-hour test."

Level: Intermediate 9) Stephen Covey has described character as consisting of integrity, maturity, and ________ mentality. Integrity is making and keeping promises.

Answer: Abundance Page Ref: 151 Objective: Recognize the importance of the "24-hour test."

Level: Intermediate 10) Maturity is the ability to balance courage and ________.

Answer: Kindness Page Ref: 151 Objective: Recognize the importance of the "24-hour test."

Level: Intermediate

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10.4

Matching Questions

Match the following: A) A zero-sum attitude toward life B) Created a panel of ethicists in 2004.

C) Wrote letters to the New York Times, Washington Post, and Penthouse Magazine threatening to kill again if his 35,000-word manifesto was not published.

D) A good way to begin a baseline ethical test for yourself.

E) Making and keeping promises.

F) It is argued that it is of no moral significance.

G) Realizing that the ability to accomplish great things is limitless H) Formed to help deal with the life-and-death questions of who should receive flu vaccine after a major shortage of the vaccine occurred.

I) Ability to balance courage and kindness J) Horrified by his own obituary and resolved to establish a different legacy.

1) 24-hour test 2) Unabomber 3) Centers for Disease Control and Prevention 4) (CDC) panel of ethicists 5) Distinction between killing and letting die 6) Scarcity mentality 7) Alfred Nobel 8) Abundance mentality 9) Maturity 10) Integrity Answers: 1) D 2) C 3) B 4) H 5) F 6) A 7) J 8) G 9) I 10) E

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10.5

Critical Thinking Questions

1) How would you assess the moral permissibility of the two types of end-of-life assistance by physicians discussed in the textbook? To what extent should the desires of the patient be controlling? Do you agree with the current decisions of the courts in this matter? Why or why not?

Answer: Answers will vary Page Ref: 148-149 Objective: Understand the ethical distinctions between killing and letting die in a medical context.

Level: Difficult 2) According to the textbook, the American Pharmacists Association already has a policy that allows druggists to refuse to fill prescriptions if they object on moral grounds, but they must make arrangements for the patient to obtain the prescription somewhere else. How does this scenario compare to recent developments in the U.S. Supreme Court's decision regarding same-sex marriage and vendors refusing to accommodate these couples?

Answer: Answers will vary Page Ref: 149 Objective: Recognize the importance of the "24-hour test."

Level: Difficult

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10.6

Essay Questions

1) The ethical bar will rise in the future. Why? Answer: The ethical bar will rise in the future because decisions will impact more people. The reasons for this difficulty are advances in technology and globalization. Ethical dilemmas will become increasingly complex as individuals become more interdependent (email, cell phones, social media, and satellite TV). Decisions in one part of the world now affect others who are thousands of miles away. The consideration of ethical dilemmas will cross cultures and have greater consequences, in further corners of the world. As actions of individuals become more widely known, they will have a greater impact on others and be subject to increased debate.

Page Ref: 148 Objective: Evaluate the ethical dilemma in the case of the Unabomber; To appreciate the reason behind the establishment of the CDC panel of ethicists; to understand the ethical distinctions between killing and letting die in a medical context.

Level: Intermediate 2) Why is the "obituary exercise" of such importance in illustrating ethical behavior?

Answer: The obituary exercise encourages individuals to think about what will be said about them once they are dead. This exercise is taken from the story of Alfred Nobel, a chemist best known for inventing dynamite. His brother died while Alfred was still alive, and the newspaper accidentally printed Alfred's obituary instead of his brother's. Alfred read his obituary that saluted him as the inventor of dynamite and the maker of much money. He was horrified that he was only remembered for those things. As a result, he decided to establish a different legacy. He gave way his wealth and established the Nobel Prize for achievement in various fields. In determining what ethical path to take, individuals should think about what they want their obituary to say, and then live their life backwards.

Page Ref: 151 Objective: Recognize the ethical importance of the story of Alfred Nobel.

Level: Intermediate

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