Comparative criminal justice systems a topical approach 6th edition reichel test bank

Contents Chapter 2: Domestic Crime, Transnational Crime, and Justice 3 Chapter 5: Substantive Law and Procedural Law in the Four Legal Traditions 8 Chapter 6: An International Perspectiv

Online Instructor’s Manual with Test Bank

for

COMPARITIVE CRIMINAL JUSTICE

SYSTEMS

A Topical Approach

Sixth Edition

Philip L Reichel

University of Northern Colorado

Prentice Hall

Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

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ISBN-13: 978-0-13-245755-2 www.pearsonhighered.com ISBN-10: 0-13-245755-5

Contents

Chapter 2: Domestic Crime, Transnational Crime, and Justice 3

Chapter 5: Substantive Law and Procedural Law in the Four Legal Traditions 8

Chapter 6: An International Perspective on Policing 10

Chapter 7: An International Perspective on Courts 13

Chapter 8: An International Perspective on Corrections 15

Chapter 9: An International Perspective on Juvenile Justice 18

Chapter 10: Japan: Examples of Effectiveness and Borrowing 19

Test Bank

Chapter 1: An International Perspective Class Activities

Discussion Starter:

 I often begin my comparative course by having students respond to a few questions I post

on the course Blackboard site (although the questions could certainly be asked in class as well) These questions serve to get students thinking about alternatives to our justice system and provide a base from which various “topics to be covered in the class” can be noted I keep track of how classes have answered these questions during recent semesters then show student in the current class how those in other classes have responded Some questions I have found to be especially useful are:

o Despite its occasional problems, the American justice system is still the best in the world (Agree, Unsure, Disagree)

o I can think of no better way than the American jury system to determine whether

or not a defendant actually committed the crime of which s/he is accused (Agree, Unsure, Disagree)

 Have students identify both positive and negative aspects of ethnocentrism Is there generally agreement on which features are positive and which are negative? How might both aspects affect the way tourists visit a foreign country, the way students study

comparative justice systems, or even the way an author prepares a textbook on

comparative justice?

Instructor Resources

Web Sites:

 If your library subscribes to Oxford Bibliographies Online (individual subscriptions are also possible), go to http://oxfordbibliographiesonline.com/, enter “comparative criminal justice systems” in the search box, and link to my entry for an overview of the topic and some annotated resources

 Gray literature—a term applied to information sources that are not commercially

published—typically includes technical reports, working papers, government and agency reports, and conference proceedings The Gray Literature Database at the Rutgers School

of Law (http://law-library.rutgers.edu/cj/gray/) contains gray literature publications on all aspects of crime and criminal justice that are available online or in the Don M

Gottfredson Library of Criminal Justice

Books:

 Professor Harry Dammer (University of Scranton) and I have prepared a new edition of

Teaching About Comparative & International Criminal Justice: A Resource Manual The

manual includes essays on teaching comparative/international criminal justice courses, selected syllabi from instructors who teach such courses, a bibliography of books on comparative topics, an essay on using video to teach comparative justice, and a section on using the Internet as a teaching aid Please contact either of the editors, Harry Dammer

Journals:

 If you teach comparative criminal justice on a regular basis, or if you are involved in comparative research, there are several publications with which you should be familiar

o European Journal of Criminology at

http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal201644

o International Criminal Justice Review at

http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal201727

o International Journal of Comparative and Applied Criminal Justice at

http://www.ijcacj.com/

o International Journal of Offender Therapy and Comparative Criminology at http://www.sagepub.com/journals/Journal200930

o Policing: An International Journal of Police Strategies and Management at

http://info.emeraldinsight.com/products/journals/journals.htm?id=pijpsm

Organizations:

 If you teach comparative criminal justice on a regular basis or if you are involved in comparative research, there are several organizations with which you should be familiar and which you should consider joining

o International Section of the Academy of Criminal Justice Sciences

http://www.acjs.org/international_section.cfm

o Division of International Criminology of the American Society of Criminology http://www.internationalcriminology.com/

Chapter 2: Domestic Crime, Transnational Crime, and Justice

Class Activities

Discussion Starter:

 The text warns about the danger of comparing crime rates across countries, but Figures 2.1 and 2.2 often make it too tempting to make such comparisons Use class discussion to talk about possible differences among countries that could explain, for example, high versus low rankings in Figure 2.1 and trend differences in Figure 2.2 Make sure to

include in the discussion an understanding of the problems presented by the recording and reporting of crime data as discussed in the chapter

 This chapter’s Impact box covers the controversial topic of guns and violence Give students a few minutes to read that box, then encourage class discussion regarding such things as the three possible links between crime and gun availability What are some possible explanations for the contradictory findings thus far? What are some possible policy implications?

Presentation and Project Ideas:

 The United Nations provides electronic access to crime data from all the world crime reports through its Office on Drugs and Crime Students adept at or interested in learning about statistical research should visit

http://www.unodc.org/unodc/en/data-and-analysis/statistics/index.html, then present in class some updated statistics and/or some information not in the textbook chapter

 Have students review the U.N Global Report on Trafficking in Persons at

http://www.unodc.org/unodc/en/data-and-analysis/global-report-on-trafficking-in-persons.html, then provide in class a summary of the report’s key findings

 Have students visit the United Nations Office on Drugs and Crime site map at

http://www.unodc.org/unodc/en/site-map.html?ref=menutop where they will find a list of topics (e.g., corruption, money laundering) and related resources (e.g., toolkits and

publications) that they can use to prepare presentations on chapter-related material

Speaker Ideas:

 Ask the Federal Bureau of Investigation to provide an agent to speak about transnational organized crime

 Environmental crime is becoming a “hot” topic and one that has far-reaching

implications Speakers from state or federal environmental protection agencies may provide interesting information as guest speakers The Criminal Investigation Division of the U.S Environmental Protection Agency would be an especially good resource if they have an office near you

Instructor Resources

Web Sites:

 If your library subscribes to Oxford Bibliographies Online (individual subscriptions are also possible), go to http://oxfordbibliographiesonline.com/ and enter in the search box the terms “cross-national crime” (find the entry by Janet Stamatel) and “transnational crime” (find the entry by Jay Albanese) for overviews of the topics as well as helpful annotated resources

 Visit Interpol at http://www.interpol.int/Crime-areas and click on the various crime areas that Interpol tracks

Video and Audio Ideas:

 Go to National Public Radio at http://www.npr.org/, search for specific transnational crimes (e.g., human trafficking, sea piracy, money laundering), and play one of the 3-5 minute audio clips This is a great way to provide current information about crimes and will often highlight political aspects of crime that can generate class discussion

Books and Articles:

 Fichtelberg, A (2008) Crimes without borders: An introduction to international criminal

justice Upper Saddle River, NJ: Pearson/Prentice Hall Fichtelberg focuses primarily on

international crime and comparative criminology topics

 Kethineni, S (Ed) (2010) Comparative and international policing, justice, and

transnational crime Durham, NC: Carolina Academic Press A collection of essays

designed to provide a comprehensive understanding of various international issues Includes theories of international justice and international law, the roles of international justice organizations, and coverage of international law enforcement organizations

 Stamatel, J P (2009) “Overcoming methodological challenges in international and

comparative criminology: Guest editor’s introduction.” International Journal of

Comparative and Applied Criminal Justice 33.2: 167–170 This introduction to the

journal’s special issue on methodology reviews the six articles selected for the issue—all

of which provide material useful for developing lectures on this topic

 Van Dijk, J (2008) The world of crime: Breaking the silence on problems of security,

justice, and development across the world Los Angeles: Sage Publications Although

more directly related to topics of comparative criminology, several chapters provide good information on international trends in law enforcement, courts, and corrections

Chapter 3: An American Perspective on Criminal Law Class Activities

Discussion Starter:

 Make the coverage of substantive law issues more interesting by incorporating actual

case examples from Paul Robinson’s book Would You Convict? (see the “Books” heading

below) The cases presented in Robinson’s first two or three chapters are especially

relevant for issues like mens rea, actus reus, and harm

Presentation and Project Ideas:

 As a contrast to the Colorado and Georgia examples found in the text, have students find the robbery statutes in your state or province’s criminal code The students should explain

to the rest of the class any similarities or differences they find among the statutes from the three jurisdictions

 Relevant to material on the USA PATRIOT Act, have students debate the question “Do National Security Letters give excessive surveillance power to the government?” Find material for both sides of the issue at

http://aclu.procon.org/view.answers.php?questionID=000722

Speaker Ideas:

 Many local chapters of the American Civil Liberties Union (ACLU) provide speakers on

a variety of civil liberties topics, including the USA PATRIOT Act Go to

http://www.aclu.org/ and find the dropdown box showing “find your local ACLU

affiliate” (look near the right margin) Choose your state and go to its web site Contact information is readily available, and some of the affiliates include speaker information directly on the web page

Instructor Resources

Web Sites:

 Visit the American Bar Association’s Section of International Law at

http://www.americanbar.org/groups/international_law.html

Books:

 Robinson, P H (1999) Would You Convict? New York: New York University Press

Criminal law expert Paul Robinson presents seventeen cases that provide great material for discussion of substantive law issues relevant to the United States

CHAPTER 1

An International Perspective

Chapter 1 Multiple Choice

1 Studying legal systems in other countries is said to have both:

a provincial and statistical benefits

b universal and worldwide benefits

c practical and theoretical benefits

d provincial and universal benefits

Answer: d

Objective: Summarize the provincial and universal benefits of an international perspective Page number: 3

Level: Basic

2 Provincial benefits of an international perspective include:

a furnishing ideas to improve one’s own system

b a means to compare and contrast one’s own system

c providing new insight and understanding of one’s own system

d All of the above

e None of the above

Answer: d

Objective: Summarize the provincial and universal benefits of an international perspective Page number: 3-4

Level: Intermediate

3 When increased understanding of criminal justice systems in other countries allows those countries to cooperate in fighting crime, which of the following benefits of an international perspective is being provided?

a Provincial

b Universal

c Local

d Parochial

Answer: b

Objective: Summarize the provincial and universal benefits of an international perspective Page number: 5

Level: Basic

4 When increased understanding of criminal justice systems in other countries allows a

particular country to gain ideas for improving its own system, which of the following benefits of

Answer: a

Objective: Summarize the provincial and universal benefits of an international perspective Page number: 4

Level: Basic

5 With which neighboring country does the United States cooperate to form the Integrated Border Enforcement Team?

a Panama

b Mexico

c Canada

d Greenland

Answer: c

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation Page number: 6

Level: Basic

6 With which neighboring country has the United States opened the Bilateral Implementation Office so that officials from both countries can work together more easily?

a Panama

b Mexico

c Canada

d Greenland

Answer: b

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation Page number: 7

Level: Basic

7 What agency collects and disseminates information on international criminals as a way to assist countries in solving crimes and securing the arrest, detention, and extradition of suspects?

a Central Intelligence Agency (CIA)

b Federal Bureau of Investigation (FBI)

c Royal Canadian Mounted Police (RCMP)

d International Criminal Police Organization (Interpol)

Answer: d

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation Page number: 8

Level: Basic

8 The three key institutions of the European Union are

a European Parliament, Council of the European Union, and the European Commission

b Europol, Interpol, and International Criminal Court

c Free trade, free movement, and free media

d Germany, France, and Spain

Answer: a

Objective: Distinguish between, and give examples of, bilateral and multinational cooperation