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

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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Contents
Chapter 1: An International Perspective

1

Chapter 2: Domestic Crime, Transnational Crime, and Justice

3

Chapter 3: An American Perspective on Criminal Law

5

Chapter 4: Legal Traditions

6

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

1

Chapter 2

12

Chapter 3

24

Chapter 4

33

Chapter 5

44

Chapter 6

55

Chapter 7

67

Chapter 8

80

Chapter 9

93

Chapter 10

104

Answer Key

115

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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 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 ( 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
() or Philip Reichel ().
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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
/>o International Criminal Justice Review at

/>o International Journal of Comparative and Applied Criminal Justice at
/>o International Journal of Offender Therapy and Comparative Criminology at
/>o Policing: An International Journal of Police Strategies and Management at
/>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
/>o Division of International Criminology of the American Society of Criminology
/>
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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 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
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
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:

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



If your library subscribes to Oxford Bibliographies Online (individual subscriptions are
also possible), go to 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 and click on the various crime areas
that Interpol tracks.

Video and Audio Ideas:
 Go to National Public Radio at 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.

4

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
/>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
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
/>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.

5


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
an international perspective is being provided?
a. Provincial
b. Universal
c. Ecumenical
d. Cosmopolitan
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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.
Page number: 9
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Level: Basic
9. Which of the following is NOT an approach used in the text to study different criminal justice
systems?
a. Historical
b. Situational
c. Political
d. Descriptive
Answer: b
Objective: Describe and compare the historical, political, and descriptive approaches to an
international perspective.
Page number: 11
Level: Basic
10. After a change in government leadership, Irena is put in charge of revamping her Central
European country’s police academy. To the extent that Irena researches police academies of
other European countries when they were at a similar developmental stage, Irena is using what
approach?
a. Historical
b. Situational
c. Political
d. Descriptive
Answer: a
Objective: Describe and compare the historical, political, and descriptive approaches to an
international perspective.
Page number: 12
Level: Difficult
11. Li Chang is interested in how the socialist principles of Mao Zedong are reflected in the
sentences handed down in Chinese courts. Given that interest, the approach Li is taking would
best be described as:

a. historical.
b. situational.
c. political.
d. descriptive.
Answer: c
Objective: Describe and compare the historical, political, and descriptive approaches to an
international perspective.
Page number: 13-14
Level: Difficult
12. Of the three ways to study different criminal justice systems, which one does the text suggest
is most helpful in understanding the difficulty of establishing a contemporary Iraqi police force?
a. Historical
b. Situational
c. Political
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d. Descriptive
Answer: c
Objective: Describe and compare the historical, political, and descriptive approaches to an
international perspective.
Page number: 13
Level: Basic
13. In an effort to better understand the operation of prisons in his neighboring country of
Canada, Matthew reads the Criminal Code of Canada and some information sent to him by the
Canadian solicitor general’s office. Matthew’s search for information exemplifies what
approach?
a. Historical
b. Situational
c. Political

d. Descriptive
Answer: d
Objective: Describe and compare the historical, political, and descriptive approaches to an
international perspective.
Page number: 14
Level: Difficult
14. In which of the following countries can the police, on their own authority, detain a suspect
for up to 37 days?
a. United States
b. France
c. China
d. All of the above
e. None of the above
Answer: c
Objective: Distinguish, with examples, the functions/procedures and the institutions/actors
strategies.
Page number: 16
Level: Basic
15. Rosemary’s descriptive account comparing the criminal justice systems in eight different
countries notes that all of the countries require that similar jobs be done and that assignment of
duties is also similar among the countries. As a result, Rosemary’s account emphasizes specific
positions within each system rather than describing each system’s underlying structure. Which
strategy is Rosemary taking in her descriptive approach?
a. Institutions/actors
b. Positions/stations
c. Functions/procedures
d. Tasks/techniques
Answer: a
Objective: Distinguish, with examples, the functions/procedures and the institutions/actors
strategies.

9


Page number: 17
Level: Intermediate
16. What term refers to the grouping of individual objects into categories based on the objects’
relationships?
a. Standardization
b. Designation
c. Nomination
d. Classification
Answer: d
Objective: Summarize and distinguish the synthetic and authentic classification strategies.
Page number: 18
Level: Basic
17. Synthetic classification strategies:
a. result in artificial groups.
b. are based on an extensive study of the object to be classified.
c. provide a classification that allows predictivity regarding the group’s members.
d. are classification strategies that are later proven to be false.
Answer: a
Objective: Summarize and distinguish the synthetic and authentic classification strategies.
Page number: 18 (Table 1.2)
Level: Intermediate
18. Lyda the librarian has grouped recently received DVDs into three categories according to
whether they are most relevant to the topic of community policing, police training, or search and
seizure procedures. Which classification strategy has Lyda used?
a. Authentic
b. Genuine
c. Synthetic

d. Credible
Answer: c
Objective: Summarize and distinguish the synthetic and authentic classification strategies.
Page number: 18
Level: Intermediate
Chapter 1 True-False
1. Provincial benefits of an international perspective include providing new insight and
understanding of one’s own system.
a. True
b. False
Answer: a
Objective: Summarize the provincial and universal benefits of an international perspective.
Page number: 3
Level: Basic

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2. An unfortunate problem with comparative studies is that countries interested in new ideas for
their own system must get those ideas from countries at a similar level of development as
themselves.
a. True
b. False
Answer: b
Objective: Summarize the provincial and universal benefits of an international perspective.
Page number: 4
Level: Basic
3. The United States and Mexico have “equal status” in their bilateral agreements.
a. True
b. False

Answer: b
Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.
Page number: 6-7
Level: Basic
4. Interpol agents not only investigate cases across borders, but may also arrest suspects and
detain them for local authorities.
a. True
b. False
Answer: b
Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.
Page number: 8
Level: Basic
5. The European Union currently has 12 member states.
a. True
b. False
Answer: b
Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.
Page number: 9
Level: Basic
6. Countries making up the European Union remain independent sovereign nations.
a. True
b. False
Answer: a
Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.
Page number: 9
Level: Basic
7. Eurojust is a European Union (EU) organization that works to enhance cooperation and
coordination of the prosecuting authorities in EU countries.
a. True
11

b. False
Answer: a
Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.
Page number: 10
Level: Basic
8. The police of one European Union country are allowed to pursue criminals across borders into
another European Union country.
a. True
b. False
Answer: a
Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.
Page number: 10
Level: Basic
9. A country’s police, court, and corrections systems are essentially independent of, and
therefore uninfluenced by, that country’s political system.
a. True
b. False
Answer: b
Objective: Describe and compare the historical, political, and descriptive approaches to an
international perspective.
Page number: 14
Level: Basic
10. When countries are compared in terms of the process they follow to accomplish such things
as pretrial detention, the functions/procedures strategy is being used.
a. True
b. False
Answer: a
Objective: Distinguish, with examples, the functions/procedures and the institutions/actors

strategies.
Page number: 15
Level: Basic
11. Based on restrictions set in United States Supreme Court decisions, we would not expect the
police to be able to independently detain a suspect for more than 15 hours before a judicial
officer reviews the legality of the detention
a. True
b. False
Answer: b
Objective: Distinguish, with examples, the functions/procedures and the institutions/actors
strategies.
Page number: 16
Level: Basic

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12. Authentic classification strategies allow some predictivity regarding the group’s members.
a. True
b. False
Answer: a
Objective: Summarize and distinguish the synthetic and authentic classification strategies.
Page number: 18 (Table 1.2)
Level: Basic
Chapter 1 Fill in the Blank
1. The term _____ refers to the belief that one’s own way of doing something is the best.
Answer: ethnocentrism
Objective: Summarize the provincial and universal benefits of an international perspective.
Page number: 2
Level: Basic

2. Neighbor cooperation is exemplified by the _____ agreements between Mexico and the United
States as the two countries work together to combat cross-border crime.
Answer: bilateral
Objective: Summarize the provincial and universal benefits of an international perspective.
Page number: 5
Level: Basic
3. The _____ is a treaty-based framework of countries that defines and manages economic and
political cooperation among its 27 members.
Answer: European Union
Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.
Page number: 8
Level: Basic
4. The European agency charged with facilitating the sharing of information among EU countries
regarding crimes and criminals in the European Union is _____.
Answer: Europol
Objective: Distinguish between, and give examples of, bilateral and multinational cooperation.
Page number: 10
Level: Basic
5. When one is interested in how a country’s justice system is supposed to operate, she will use
the _____ approach to an international perspective.
Answer: descriptive
Objective: Describe and compare the historical, political, and descriptive approaches to an
international perspective.
Page number: 12
Level: Basic
6. The _____ approach to studying criminal justice systems allows us to identify how politics
affects a nation’s justice system and interaction among nations.
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Answer: political
Objective: Describe and compare the historical, political, and descriptive approaches to an
international perspective.
Page number: 13
Level: Basic
7. The _____ strategy is used when concern is with such things as how countries go about
arresting people, determining whether they are guilty, and sentencing convicted offenders.
Answer: functions/procedures
Objective: Distinguish, with examples, the functions/procedures and the institutions/actors
strategies.
Page number: 15
Level: Basic
8. Although there has been no U.S. Supreme Court decision on the matter, the initial appearance
before a magistrate of a person who has been arrested in the United States typically occurs within
_____ hours of arrest.
Answer: 48
Objective: Distinguish, with examples, the functions/procedures and the institutions/actors
strategies.
Page number: 16
Level: Basic
9. Synthetic classification strategies result in artificial groups whereas authentic classification
strategies result in _____ groups.
Answer: authentic
Objective: Summarize and distinguish the synthetic and authentic classification strategies.
Page number: 18 (Table 1.2)
Level: Basic
Chapter 1 Essay
1. List and describe three benefits that taking an international perspective can have for scholars,
practitioners, and policy makers interested in the American criminal justice system.
Answer:

Provides a means by which the American system can be compared and contrasted.
Provides new insight and understanding of the American system.
Provides ideas for improving aspects of the American system.
Objective: Summarize the provincial and universal benefits of an international perspective.
Page number: 3-4
Level: Intermediate
2. Describe and distinguish among the three approaches to studying criminal justice systems by
taking an international perspective.
Answer:
The historical approach allows us to identify previous mistakes and successes in a
country’s justice system, learn how earlier experiences help us understand the present,
14


and help us prepare for the future.
The political approach allows us to understand how politics affects a nation’s justice
system and interaction among nations, and how politics affects a country’s legal tradition.
The descriptive approach provides knowledge of how a country’s justice system is
supposed to operate as well as identifying the main components and actors of that justice
system.
Objective: Describe and compare the historical, political, and descriptive approaches to an
international perspective.
Page number: 12 (Table 1.1)
Level: Intermediate
3. Explain which strategy is being used under the descriptive approach when the emphasis is on
how countries go about such things as arresting people, determining whether they are guilty, and
sentencing convicted offenders.
Answer:
A functions/procedures strategy is being used (rather than an institutions/actors
strategy) because concern is with the similarity of jobs to be done rather than on the

people doing those jobs.
Objective: Distinguish, with examples, the functions/procedures and the institutions/actors
strategies.
Page number: 15
Level: Intermediate
4. Explain which strategy is being used under the descriptive approach when the emphasis is on
the specific agencies and their employees charged with operating a country’s criminal justice
system.
Answer:
An institutions/actors strategy is being used (rather than functions/procedures strategy)
because concern is with the agencies and people doing the jobs rather than with the
similarity of the duties themselves.
Objective: Distinguish, with examples, the functions/procedures and the institutions/actors
strategies.
Page number: 17
Level: Intermediate
5. Distinguish between, and provide examples of, synthetic classification strategies and authentic
classification strategies.
Answer:
Synthetic classification strategies, which are exemplified by such things as names
alphabetized in a phone book, result in artificial groups that are based on only a few
aspects of the object and results in classification that brings order to diversity.
Authentic classification strategies, which are exemplified by such things as inherent
biological characteristics, result in natural groups that are based on extensive study of the
object and results in classification that allows some predictivity regarding the group’s
members.
Objective: Summarize and distinguish the synthetic and authentic classification strategies.
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Page number: 18 (Table 1.2)
Level: Intermediate

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