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Questions

Question 1

During which intellectual movement did citizens and social thinkers, including those of the Classical School, begin to question how they were ruled?

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Question 2

In what year was Thomas Hobbes' influential work, 'Leviathan', published?

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Question 3

Which of the following is NOT one of the assumptions Thomas Hobbes made about human beings in 'Leviathan'?

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Question 4

According to Hobbes, why would people create authority figures and agree to follow rules?

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Question 5

What is the concept that people will invest in the laws of their society on the condition that the government protects them from law-breakers?

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Question 6

What is the term for the assumption that people will seek to maximize pleasure and avoid pain?

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Question 7

According to the Classical School, why can offenders be held 100 percent responsible for their actions?

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Question 8

Who was the Italian mathematician and economist that wrote 'An Essay on Crimes and Punishment'?

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Question 9

What was the primary goal of Cesare Beccaria in writing his essay?

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Question 10

According to Cesare Beccaria's proposals for legal reform, who should be responsible for determining laws?

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Question 11

What did Beccaria advocate regarding the relationship between punishment and a crime?

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Question 12

What did Beccaria claim was the sole purpose of the law?

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Question 13

Which of the following is NOT one of the three elements Beccaria claimed were necessary for punishment to achieve deterrence?

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Question 14

Which English philosopher, regarded as a founder of utilitarianism, helped popularize classical theory throughout Europe?

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Question 15

What is the core belief of utilitarianism as described in the chapter?

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Question 16

According to Jeremy Bentham, what should be the utility of punishment?

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Question 17

What is the foundational assumption of the American criminal justice system, according to the Classical School principles described in the text?

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Question 18

Which institution banned Cesare Beccaria's 'An Essay on Crimes and Punishment' due to its radical ideas?

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Question 19

Classical School thinkers believed that people would give up a little of their self-interests as long as what condition was met?

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Question 20

Who did Beccaria believe should be responsible for determining the guilt of an accused person?

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Question 21

Hobbes' belief that people have natural rights to life, liberty, and the pursuit of happiness was foundational to which school of thought?

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Question 22

What does the text imply about the power of judges at the time Cesare Beccaria wrote his essay?

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Question 23

How did Jeremy Bentham believe punishment would promote happiness throughout society?

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Question 24

The assumption of free will is a cornerstone of the Classical School. What does this assumption imply?

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Question 25

What was Cesare Beccaria's profession before he became a famous criminological thinker?

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Question 26

What did Hobbes propose as the type of government that should rule citizens?

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Question 27

The idea that every person should be treated equally under the law was a radical proposal by which Classical School thinker?

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Question 28

How did Beccaria's 'An Essay on Crimes and Punishment' challenge the power structures of his time?

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Question 29

Which concept from the Classical School provides the rationale for holding people '100 percent responsible for their actions'?

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Question 30

In what way were Beccaria's ideas on punishment, such as certainty and swiftness, viewed at the time of their publication?

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Question 31

According to Bentham, what was most predictive for deterrence?

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Question 32

How does the text contrast the government Hobbes wanted with the existing systems?

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Question 33

The principle that humans are rational beings, as assumed by the Classical School, means they have the ability to do what?

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Question 34

Why did Beccaria write 'An Essay on Crimes and Punishment' anonymously?

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Question 35

Which of the following best summarizes the social contract as described in the chapter?

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Question 36

Which Classical thinker is most closely associated with the philosophy of utilitarianism?

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Question 37

The ideas of the Classical School have been the basis for which country's criminal justice system since its inception?

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Question 38

What does the concept of hedonism suggest about human motivation in relation to crime?

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Question 39

Which thinker was primarily shocked by the unfair treatment of the accused, which motivated his work?

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Question 40

The Classical School's emphasis on rationality and free will stands in contrast to which other school of thought that focuses on determinism?

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Question 41

In what century did Cesare Beccaria write 'An Essay on Crimes and Punishment'?

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Question 42

What is the relationship between Hobbes's work and the Classical School?

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Question 43

The statement 'the criminal justice system has maintained the assumption that crime is a choice' implies that Classical School ideas have had what kind of impact?

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Question 44

What do the three elements of deterrence proposed by Beccaria (certainty, swiftness, and severity) aim to influence?

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Question 45

The Classical School's focus on concepts like free will, rationality, and social contracts emerged from which broader historical period?

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Question 46

According to the text, have the foundational philosophies of punishment in the American justice system changed significantly since the adoption of Classical ideas?

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Question 47

Which two concepts are paired together in the Classical School's view of human action?

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Question 48

What was the nationality of Cesare Beccaria?

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Question 49

The idea that punishment should fit the crime is a principle known as what?

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Question 50

Which thinker is credited with popularizing Classical Theory throughout Europe?

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Other chapters

1.1. Crime and the Criminal Justice System1.2. Deviance, Rule Violations, and Criminality1.3. Social Norms: Folkways, Mores, Taboo, and Laws1.4. Interactionist View1.5. Consensus View and Decriminalizing Laws1.6. Conflict View1.7. The Three C's: Cops, Courts, and Corrections1.8. The Crime Control and Due Process Models1.9. How Cases Move Through the System1.10. Media Coverage of Crimes1.11. Wedding Cake Model of Justice1.12. Street Crime, Corporate Crime, and White-Collar Crime1.13. Different Types of Crimes and Offenses1.14. Victims and Victim Typologies1.15. Victim Rights and Assistance1.16. "Spare the Rod, Spoil the Child" Myth/Controversy2.1. Dark or Hidden Figure of Crime2.2. Official Statistics2.3. Victimization Studies2.4. Self-Report Statistics2.5. Misusing Statistics3.1. Functions and Limitations of Law3.2. Civil, Criminal, and Moral Wrongs3.3. Sources of Criminal Law: Federal and State Constitutions3.4. Sources of Criminal Law: Statutes, Ordinances, and Other Legislative Enactments3.5. Sources of Law: Administrative Law, Common Law, Case Law and Court Rules3.6. Classifications of Law3.7. Substantive Law: Defining Crimes, Inchoate Liability, Accomplice Liability, and Defenses3.8. Substantive Law: Punishment: Incarceration and Confinement Sanctions3.9. Substantive Law: Physical Punishment Sentences3.10. Substantive Law: Monetary Punishment Sentences3.11. Substantive Law: Community-Based Sentences3.12. Procedural Law4.1. Importance of Policy in Criminal Justice4.2. The Myth of Moral Panics4.3. The Stages of Policy Development4.4. Importance of Evidence Based Practices4.5. Re-Evaluating Policy5.1. What is Theory?5.2. What Makes a Good Theory?5.3. Pre-Classical Theory5.5. Neoclassical5.6. Positivist Criminology5.7. Biological and Psychological Positivism5.8. The Chicago School5.9. Strain Theories5.10. Learning Theories5.11. Control Theories5.12. Other Criminological Theories6.1. Policing in Ancient Times6.2. Sir Robert Peel6.3. Policing Eras6.4. Levels of Policing and Role of Police6.5. Recruitment and Hiring in Policing6.6. Recruitment and Hiring Websites for Future Careers6.7. Police Misconduct, Accountability, and Corruption6.8. Current Issues: Police Shootings6.9. Current Issues: Use of Force and Vehicle Pursuits6.10. Current Issues: Stereotypes in Policing6.11. Current Issues: Accountability6.12. Current Issues: Internal Affairs and Discipline6.13.Current Issues: Body Cameras6.14. Myth: “Police Only Write Speeding Tickets to Harass Citizens and it is Entrapment.”7.1. Introduction to the U.S. Court System7.2. Jurisdiction7.3. Structure of the Courts: The Dual Court and Federal Court System7.4. Structure of the Courts: State Courts7.5. American Trial Courts and the Principle of Orality7.6. The Appeals Process, Standard of Review, and Appellate Decisions7.7. Federal Appellate Review of State Cases7.8. Courtroom Players: Judges and Court Staff7.9. Courtroom Players: Prosecutors7.10. Courtroom Workgroup: Defense Attorneys8.1. A Brief History of The Philosophies of Punishment8.2. Retribution8.3. Deterrence8.4. Incapacitation8.5. Rehabilitation8.6. Prisons and Jails8.7. A Brief History of Prisons and Jails8.8. Types of Jails8.9. Who Goes to Jail?8.10. Growth of Prisons in the United States8.11. Types of Prisons8.12. Prison Levels8.13. Who Goes to Prison?9.1. Diversion9.2. Intermediate Sanctions9.3. Probation9.4. Boot Camps/Shock Incarceration9.5. Drug Courts9.6. Halfway Houses9.8. House Arrest9.9. Community Residential Facilities9.10. Restorative Justice9.11. Parole9.12. Current Issues in Corrections9.13. Current Issues in Corrections: Mass Incarceration9.14. Current Issues in Corrections: War on Drugs and Gangs9.15. Current Issues in Corrections: Aging and Overcrowding9.16. Current Issues in Corrections: Reentry and the Future of Corrections10.1. Youth Crime10.2. Juvenile Justice10.3. History of the Juvenile Justice System10.4. Delinquency10.5. Juvenile Justice Process10.6. Due Process in the Juvenile Court10.7. The Juvenile Justice and Delinquency Prevention Act of 197410.8. Getting Tough: Initiatives for Punishment and Accountability10.9. Returning to Rehabilitation in the Contemporary Juvenile Justice System10.10. The Structure of the Juvenile Justice System10.11. Juvenile InstitutionsGlossary