Corrections From Research to Policy to Practice 2nd Edition – Stohr
Corrections
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401 Research to Policy to Practice 2nd Edition – Stohr – Test Bank.pdf
Instructor Resource Stohr, Corrections:
From Research, to Policy, to Practice, 2nd
Edition
Chapter 1: The Philosophical and Ideological Underpinnings of Corrections
Test Bank
Multiple Choice
1. Corrections serves which of the following functions for accused and convicted
individuals?
A. Management
B. Punishment
C. Supervision
D. Treatment
E. All of these
Ans: E
Learning Objective: 1-1: Describe the function of corrections and its philosophical
underpinnings.
Cognitive Domain: Application
Answer Location: Introduction: What Is Corrections?
Difficulty Level: Medium
2. According to Durkheim, rituals of punishment function to .
A. reaffirm the justness of social norms
B. reduce solidarity
C. inhibit the formation of close social bonds
D. undermine social norms
Ans: A
Learning Objective: 1-1: Describe the function of corrections and its philosophical
underpinnings.
Cognitive Domain: Comprehension
Answer Location: The Function of Punishment
Difficulty Level: Medium
3. The earliest known written code of punishment was:
A. British Common Law
B. Early Roman Code
C. The Civil Code
D. The Code of Ur-Nammu
1
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401 Research to Policy to Practice 2nd Edition – Stohr – Test Bank.pdf
Ans: D
Learning Objective: 1-1: Describe the function of corrections and its philosophical
underpinnings.
Cognitive Domain: Knowledge
Answer Location: The Foundation of Correctional Punishment
Difficulty Level: Medium
2
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401 Research to Policy to Practice 2nd Edition – Stohr – Test Bank.pdf
4. Beccaria advocates that a system of punishment should include which of the
following elements?
A. Certainty
B. Swiftness
C. Severity
D. All of these
Ans: D
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Application
Answer Location: The Emergence of the Classical School
Difficulty Level: Medium
5. believed that human action was often evoked by circumstances beyond their
control.
A. Garofalo
B. Bentham
C. Beccaria
D. Hammurabi
Ans: A
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Comprehension
Answer Location: The Emergence of Positivism: Should Punishment Fit the Offender or
the Offense?
Difficulty Level: Medium
6. Bentham’s philosophy of social control rests on the principle of .
A. Retribution
B. Restitution
C. Utility
D. Torture
Ans: C
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Comprehension
Answer Location: The Emergence of the Classical School
Difficulty Level: Medium
7. The Enlightenment concept of human nature sees individuals as all of the following
except:
A. Endowed with free will
B. Constrained in their choices
C. Hedonistic
3
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D. Rational
Ans: B
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Comprehension
Answer Location: The Emergence of the Classical School
Difficulty Level: Medium
8. The notion of legal responsibility was called into question by .
A. the classical school
B. positivism
C. the deterrence doctrine
D. all of these
Ans: B
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Comprehension
Answer Location: The Emergence of Positivism: Should Punishment Fit the Offender or
the Offense?
Difficulty Level: Medium
9. The model finds its roots in the medical model.
A. incapacitation
B. retribution
C. rehabilitation
D. deterrence
Ans: C
Learning Objective: 1-4: Define and describe the major punishment justifications.
Cognitive Domain: Knowledge
Answer Location: Rehabilitation
Difficulty Level: Easy
10. Under Garofalo’s sentencing guidelines, the criminal would be subjected to
transportation to a penal colony.
A. impulsive
B. endemic
C. extreme
D. mentally ill
Ans: A
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Knowledge
4
Corrections From Research to Policy to Practice 2nd Edition – Stohr
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–4Test
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From
BankResearch to Policy to Practice 2nd Edition – Stohr – Test Bank.pdf
Corrections
Page
– Test
1 of
From
Bank
401 Research to Policy to Practice 2nd Edition – Stohr – Test Bank.pdf
Instructor Resource Stohr, Corrections:
From Research, to Policy, to Practice, 2nd
Edition
Chapter 1: The Philosophical and Ideological Underpinnings of Corrections
Test Bank
Multiple Choice
1. Corrections serves which of the following functions for accused and convicted
individuals?
A. Management
B. Punishment
C. Supervision
D. Treatment
E. All of these
Ans: E
Learning Objective: 1-1: Describe the function of corrections and its philosophical
underpinnings.
Cognitive Domain: Application
Answer Location: Introduction: What Is Corrections?
Difficulty Level: Medium
2. According to Durkheim, rituals of punishment function to .
A. reaffirm the justness of social norms
B. reduce solidarity
C. inhibit the formation of close social bonds
D. undermine social norms
Ans: A
Learning Objective: 1-1: Describe the function of corrections and its philosophical
underpinnings.
Cognitive Domain: Comprehension
Answer Location: The Function of Punishment
Difficulty Level: Medium
3. The earliest known written code of punishment was:
A. British Common Law
B. Early Roman Code
C. The Civil Code
D. The Code of Ur-Nammu
1
Corrections From Research to Policy to Practice 2nd Edition – Stohr
Corrections
–1Test
of 401
From
BankResearch to Policy to Practice 2nd Edition – Stohr – Test Bank.pdf
,Corrections From Research to Policy to Practice 2nd Edition – Stohr
Corrections
Page
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From
Bank
401 Research to Policy to Practice 2nd Edition – Stohr – Test Bank.pdf
Ans: D
Learning Objective: 1-1: Describe the function of corrections and its philosophical
underpinnings.
Cognitive Domain: Knowledge
Answer Location: The Foundation of Correctional Punishment
Difficulty Level: Medium
2
Corrections From Research to Policy to Practice 2nd Edition – Stohr
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–2Test
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BankResearch to Policy to Practice 2nd Edition – Stohr – Test Bank.pdf
,Corrections From Research to Policy to Practice 2nd Edition – Stohr
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Page
– Test
3 of
From
Bank
401 Research to Policy to Practice 2nd Edition – Stohr – Test Bank.pdf
4. Beccaria advocates that a system of punishment should include which of the
following elements?
A. Certainty
B. Swiftness
C. Severity
D. All of these
Ans: D
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Application
Answer Location: The Emergence of the Classical School
Difficulty Level: Medium
5. believed that human action was often evoked by circumstances beyond their
control.
A. Garofalo
B. Bentham
C. Beccaria
D. Hammurabi
Ans: A
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Comprehension
Answer Location: The Emergence of Positivism: Should Punishment Fit the Offender or
the Offense?
Difficulty Level: Medium
6. Bentham’s philosophy of social control rests on the principle of .
A. Retribution
B. Restitution
C. Utility
D. Torture
Ans: C
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Comprehension
Answer Location: The Emergence of the Classical School
Difficulty Level: Medium
7. The Enlightenment concept of human nature sees individuals as all of the following
except:
A. Endowed with free will
B. Constrained in their choices
C. Hedonistic
3
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401 Research to Policy to Practice 2nd Edition – Stohr – Test Bank.pdf
D. Rational
Ans: B
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Comprehension
Answer Location: The Emergence of the Classical School
Difficulty Level: Medium
8. The notion of legal responsibility was called into question by .
A. the classical school
B. positivism
C. the deterrence doctrine
D. all of these
Ans: B
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Comprehension
Answer Location: The Emergence of Positivism: Should Punishment Fit the Offender or
the Offense?
Difficulty Level: Medium
9. The model finds its roots in the medical model.
A. incapacitation
B. retribution
C. rehabilitation
D. deterrence
Ans: C
Learning Objective: 1-4: Define and describe the major punishment justifications.
Cognitive Domain: Knowledge
Answer Location: Rehabilitation
Difficulty Level: Easy
10. Under Garofalo’s sentencing guidelines, the criminal would be subjected to
transportation to a penal colony.
A. impulsive
B. endemic
C. extreme
D. mentally ill
Ans: A
Learning Objective: 1-2: Differentiate between the classical and positivist schools in
terms of their respective stances on punishment.
Cognitive Domain: Knowledge
4
Corrections From Research to Policy to Practice 2nd Edition – Stohr
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–4Test
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From
BankResearch to Policy to Practice 2nd Edition – Stohr – Test Bank.pdf
