Introduction To Criminal Justice A Balanced Approach 2nd Edition Ebook PDF
Introduction To Criminal Justice A Balanced Approach 2nd Edition Ebook PDF
Introduction To Criminal Justice A Balanced Approach 2nd Edition Ebook PDF
Second Edition
Brian K. Payne
Old Dominion University
Willard M. Oliver
Sam Houston State University
Nancy E. Marion
University of Akron
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FOR INFORMATION:
E-mail: [email protected]
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All rights reserved. No part of this book may be reproduced or utilized in any form or by any means,
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system, without permission in writing from the publisher.
Printed in Canada
Names: Payne, Brian K., author. | Oliver, Willard M., author. | Marion, Nancy E., author.
Title: Introduction to criminal justice : a balanced approach / Brian K. Payne, Old Dominion University, Willard M. Oliver, Sam Houston
State University, Nancy E. Marion, University of Akron.
Description: Second Edition. | Thousand Oaks : SAGE Publications, [2018] | Revised edition of the authors’ Introduction to criminal justice,
2016. | Includes bibliographical references.
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LC record available at https://lccn.loc.gov/2017036279
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Brief Contents
1. Preface
2. Acknowledgments
3. About the Authors
4. Part I Foundations of Criminal Justice
1. Chapter 1: Introduction to Criminal Justice
2. Chapter 2: Perspectives on Crime and Criminal Justice Research
3. Chapter 3: An Introduction to Measuring Crime and Crime Patterns
4. Chapter 4: An Introduction to Crime Typologies
5. Chapter 5: An Introduction to Criminological Theory
5. Part II Policing
1. Chapter 6: An Introduction to Policing: History and Structure
2. Chapter 7: Police Strategies
3. Chapter 8: Issues in Policing
6. Part III The Courts
1. Chapter 9: An Introduction to the Courts: History, Structure, and Actors
2. Chapter 10: The Judicial Process
3. Chapter 11: Issues in the Courts
7. Part IV Corrections
1. Chapter 12: An Introduction to Corrections: History, Structure, and Actors
2. Chapter 13: Punishing Offenders in Prisons, Jails, and the Community
3. Chapter 14: Issues in Corrections
8. Part V Contemporary Challenges
1. Chapter 15: Current and Future Criminal Justice Issues
9. Appendix: Constitution of the United States
10. Admissible or Inadmissible Evidence Answer Key
11. Beyond a Reasonable Doubt Answer Key
12. Glossary
13. Notes
14. Index
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Detailed Contents
Preface
Acknowledgments
About the Authors
Part I Foundations of Criminal Justice
Chapter 1: Introduction to Criminal Justice
The Criminal Justice System
• The Juvenile Justice System
The Justice Process
Crime Control and Due Process Models
Wedding Cake Model of Justice
The Roles of Criminal Justice
Criminal Justice as an Academic Discipline
Criminal Justice Pioneer: August Vollmer
Criminal Justice as a Social Science
Help Wanted: Student Trainee (Legal/Office Automation)
Criminal Justice as a Political Topic
Politics and Criminal Justice
You Have the Right to . . .
Criminal Justice as a Setting for Controversial Issues
Criminal Justice Versus Criminology
Criminal Justice as a Collection of Individuals
Criminal Justice and College Students
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Chapter 2: Perspectives on Crime and Criminal Justice Research
Legal Perspectives of Crime
Crime as an Illegal Act According to the Criminal Law
Legal Elements of Criminality
Politics and Criminal Justice
Crime as an Illegal Act Without Defense
• Crime as Juvenile Delinquency and Juvenile Justice
Social Perspectives of Crime
Help Wanted: Youth Services Behavioral Specialist
Crime as a Violation of Norms
Crime as an Ethical Violation
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Crime as a Social Construction
You Have the Right to . . .
Crime as a Social Justice Issue
Behavioral Perspectives of Crime
Crime as Harmful Conduct
Crime as Research Definitions
Research in Criminal Justice
Survey Research and Criminal Justice
Archival Research and Criminal Justice
Criminal Justice and the Media
Experiments and Criminal Justice
Field Research and Criminal Justice
Case Studies and Criminal Justice
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Chapter 3: An Introduction to Measuring Crime and Crime Patterns
Measuring the Extent of Crime
Explaining Crime and Demographic Trends
Understanding Cultures and Subcultures
Measuring Quality of Life
You Have the Right to . . .
Promoting Evidence-Based Crime Prevention Strategies
Developing Evidence-Based Policies
Strategies Used to Measure the Amount of Crime
Uniform Crime Reports
Criminal Justice Pioneer: J. Edgar Hoover
Criticisms of the UCR
National Crime Victimization Survey
National Incident-Based Reporting System
Crime Patterns
Age and Crime
Region and Crime
Race/Ethnicity and Crime
Help Wanted: Research Associate Programmer
Gender and Crime
Politics and Criminal Justice
Communities and Crime
Time and Crime
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Social Class and Crime
Criminal Justice and the Media
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Chapter 4: An Introduction to Crime Typologies
Why Study Criminal Justice and Crime Typologies?
Violent Crime
Homicide
Assault
Politics and Criminal Justice
Violent Sex Crime
Help Wanted: Sexual Assault Response Coordinator
Criminal Justice and the Media
Robbery
Property Crime
Common Property Crime
Burglary
Motor Vehicle Theft
Arson
Public Order Crime
Alcohol-Related Crime
You Have the Right to . . .
Prostitution
Crime Within Complex Organizations
White-Collar Crime
Corporate Crime
Organized Crime
Juvenile Offending
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Chapter 5: An Introduction to Criminological Theory
Why Study the Causes of Crime?
Crime as a Product of Choice
Deterrence Theory and Rational Choice Theory
Criminal Justice and the Media
Routine Activities Theory
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Help Wanted: Transportation Security Inspector–Explosives Detection Canine Handler
Crime as a Product of Biological Factors
Crime as a Product of Social Factors
Social Disorganization Theory
Subcultural Theory
Conflict Theory
Social Strain Theory
Crime as a Product of Social Psychological Factors
Life Course Theory
General Strain Theory
Social Control Theory
Self-Control Theory
You Have the Right to . . .
Crime as a Product of Cognitive Processes
Neutralization Theory
Learning Theory
Labeling Theory
Politics and Criminal Justice
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Part II Policing
Chapter 6: An Introduction to Policing: History and Structure
Types of Societies and Policing
The English System of Policing
The Sheriff
Bow Street Runners
The London Metropolitan Police
Criminal Justice Pioneer: Sir Robert Peel
The American System of Policing
The Political Era (1830s–1920s)
The Reform Era (1930–1980)
Community Era (1980–2001)
Homeland Security Era (2001–Present)
Policing in America Today
Municipal Police
Sheriff’s Department/Office
State Police
Constable
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Special Jurisdiction Police
Criminal Justice and the Media
Tribal Police
Federal Law Enforcement
Politics and Criminal Justice
International Policing
The Structure of Modern Police Departments
Help Wanted: Police Officer
You Have the Right to . . .
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Chapter 7: Police Strategies
Police Strategy Studies
The Kansas City Preventive Patrol Experiment
Kansas City Rapid Response Study
RAND Criminal Investigation Study
Police Patrol Deployment
You Have the Right to . . .
Broken Windows Theory and Policing
Community Policing
Problem-Oriented Policing
Targeted Policing
Politics and Criminal Justice
Four Related Strategies
Crime Prevention Through Environmental Design
Help Wanted: Seasonal Police Officer
Pulling-Levers Policing
Evidence-Based Policing
Predictive Policing
Criminal Justice Pioneer: William Bratton
CompStat
Criminal Justice and the Media
Homeland Security and Policing
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Chapter 8: Issues in Policing
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Help Wanted: Forensic Auditor
External Issues
Political Influences
Economic Influences
Social Influences
Technological Influences
Criminal Justice and the Media
Politics and Criminal Justice
Internal Issues
Police Subculture
Patrol-Related Issues
Police Officer Issues
Police Misconduct and Accountability
You Have the Right to . . .
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Part III The Courts
Chapter 9: An Introduction to the Courts: History, Structure, and Actors
History of the Courts
You Have the Right to . . .
Types of Courts
Federal Courts
U.S. Supreme Court
Criminal Justice and the Media
Politics and Criminal Justice
Lower Federal Courts
U.S. District Courts
Federal Magistrates
Other Federal Courts
State Courts
State Supreme Courts
Lower State Appellate Courts (Intermediate Appellate Courts)
Trial Courts
Magistrate Courts
Actors: Courtroom Workgroup
Professional Members
Help Wanted: Pretrial Services Officer
Nonprofessional Members
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• Actors in Juvenile Courts
Technology
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Chapter 10: The Judicial Process
Arrest/Booking
The Charging Decision
Pretrial
Initial Appearance
Grand Jury
You Have the Right to . . .
Preliminary Hearing
Bail
Preventive Detention
Arraignment
Criminal Justice and the Media
Pretrial Motions
Plea Bargaining
Trial
Help Wanted: Victims’ Assistance/Legal Advocate
Jury Selection
Opening Statements
Presentation of Evidence
Closing Arguments
Jury Instructions
Jury Deliberations
Sentencing
Politics and Criminal Justice
Appeals
• Juvenile Court Process
Defendants’ Rights
Criminal Justice Pioneer: Clarence Earl Gideon
Right to Counsel
Right to a Public Trial
Right to a Speedy Trial
Right to a Jury Trial and an Impartial Jury
Right to Confront Witnesses
Double Jeopardy
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Pleading the Fifth
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Chapter 11: Issues in the Courts
Issues Stemming From Overcrowding
Sources of Overcrowding
Solutions to Overcrowding
Issues Related to Court Processes
Plea Bargaining
Criminal Justice and the Media
Sentencing Models
Judicial Election Versus Appointment
Legal Issues Related to the Courts
Court as a Law Maker
Politics and Criminal Justice
Misconduct in the Judicial System
You Have the Right to . . .
Defending Clients
Issues Related to Innovations in the Courts
• Juvenile Courts
Help Wanted: Guardian Ad Litem
Criminal Justice Pioneer: Gerald Gault
• Teen Courts
Drug Courts
Mental Health Courts
Domestic Violence Courts
Reentry Courts
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Part IV Corrections
Chapter 12: An Introduction to Corrections: History, Structure, and Actors
Goals of Punishment
Retribution
Rehabilitation
Reintegration
Incapacitation
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Deterrence
Restitution
History of Punishment
Punishment Before Prisons
Classical School Era (1790–1879)
Reform Era (1879–1900)
Punishment Era (1900–1939)
Criminal Justice Pioneer: Sanford Bates
Criminal Justice and the Media
Rehabilitation Era (1940–1980)
Just Deserts Era (1980–Present)
You Have the Right to . . .
Structure of Corrections
Prison Types, by Security Level
Prison Types, by Government Level
Help Wanted: Pelican Bay Counselor Position
Politics and Criminal Justice
• Juvenile Corrections Facilities
Actors Working in Corrections
Wardens
Corrections Officers
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Chapter 13: Punishing Offenders in Prisons, Jails, and the Community
The Incarceration Experience
You Have the Right to . . .
Distinguishing Jail From Prison
The Prison Subculture
The Pains of Imprisonment
Criminal Justice and the Media
Prison and Jail Architecture
Help Wanted: Health Care for Homeless Veterans Clinical Outreach Social Worker
Releasing Inmates Back Into the Community
The Structure of Probation and Parole
Criminal Justice Pioneer: John Augustus
Life as a Probation or Parole Officer
Probation and Parole Caseloads
Daily Challenges Facing Community Corrections Officers
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• Juvenile Probation
Pros and Cons of Probation and Parole
Types of Alternative Sanctions
Home Confinement
House Arrest With Electronic Monitoring
Politics and Criminal Justice
Day Reporting Centers
Boot Camps
Community Service
Work Release
• Juveniles and Alternative Sanctions
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Chapter 14: Issues in Corrections
General Issues for Prisoners
Inmates’ Rights
Criminal Justice and the Media
Danger in Prison
You Have the Right to . . .
Sexual Assaults in Prison
Health Care and Corrections Institutions
General Issues for Corrections Employees
Correctional Misconduct
Stress
Help Wanted: Correctional Officer
Issues Related to Working With Different Types of Offenders
• Juvenile Corrections
Women and Corrections
Sex Offenders and Corrections
Mentally Ill Offenders
Issues Related to Punishment Strategies
Death Penalty
Politics and Criminal Justice
Recidivism
Criminogenic Sanctions
Treating Offenders
Restorative Justice
Learning About Corrections
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Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Part V Contemporary Challenges
Chapter 15: Current and Future Criminal Justice Issues
International Issues
Terrorism
You Have the Right to . . .
Cybercrime
General Types of Computer Offenses
Specific Varieties of Cybercrime
Types of Hackers
Vehicle Hacking
Internet Crimes
Cyberterrorism
Criminal Justice and the Media
Politics and Criminal Justice
Help Wanted: Border Patrol Agent
The Aging of the Criminal Justice System
The Evolution of Criminal Justice Policies
Gun Control Policies
The War on Drugs and Drug Legalization
Criminal Justice and Evidence-Based Policy
Concluding Remarks
Just the Facts: Chapter Summary
Key Terms
Critical Thinking Questions
Ethical Decision Making
Appendix: Constitution of the United States
Admissible or Inadmissible Evidence Answer Key
Beyond a Reasonable Doubt Answer Key
Glossary
Notes
Index
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Preface
The second edition of Introduction to Criminal Justice: A Balanced Approach explores criminal justice from a
student-centered perspective by introducing students in introductory criminal justice courses to the
multifaceted nature of criminal justice. By exploring criminal justice from a broad and balanced perspective,
students will understand how decision making is critical to the criminal justice process. In particular, students
will come to appreciate how their own future careers will be shaped by decisions they make, as well as by the
decisions that others make.
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A Balanced Approach
In this context, the notion of a “balanced approach” refers to eight characteristics of this book. First, the book
gives balanced attention to the major topics related to criminal justice. Some texts give more attention to one
area of the justice process at the expense of other topics. In this book, the amount of attention given to
criminal justice topics is balanced across law enforcement, the courts, and corrections. Also, it is recognized
that, for students to understand these three areas, they must have a solid foundation in (or a broad
understanding of) general topics related to criminal justice and criminology. As a result, the first section of the
book, which represents about a third of the material in the book, is designed to provide the foundation needed
to deliver a balanced discussion about law enforcement, the courts, and corrections.
Second, the notion of a balanced approach refers to our efforts to address both sides of controversial issues
from an objective standpoint. Crime and criminals are not defined as inherently bad or evil, nor are traditional
responses to crime. Instead, we approach the study of criminal justice with an open mind. This approach
enables students to identify with the complexities that often confront criminal justice professionals. These
complexities represent the ethical issues that criminal justice professionals face, and alternative viewpoints
must be considered in addressing these issues.
Third, we use various strategies to promote critical thinking throughout the text. Our efforts are especially
devoted to encouraging students to place themselves into specific situations to decide how they would respond
to the situation with a balanced (and effective) criminal justice response. Chapters include topics specifically
relevant to college students, and boxes (described below) are used in a way that incorporates the book’s study
site. We see this part of our balanced approach as particularly useful in introducing modern criminal justice
students to the topic. Consider that most criminal justice programs identify critical thinking as a learning
outcome for their introductory criminal justice courses.
Fourth, the balanced perspective also allows us to explore how justice can be achieved. Few symbols better
capture the ideals of justice than the scales of justice. In reality, efforts to control crime sometimes fall short of
achieving or meting out justice. To promote our balanced approach, in addition to discussing obstacles to
achieving justice, we also address strategies to overcome those obstacles as well as activities criminal justice
majors can engage in to promote justice.
Fifth, the balanced approach we take also reflects the multiple dimensions of criminal justice. Attention is
given to the multiple ways that criminal justice is defined. On one level, the phrase criminal justice refers to the
system our society uses to respond to criminal behaviors. On another level, criminal justice refers to practical
actions carried out by those professionals given the duty of protecting us from wrongdoing. On yet another
level, criminal justice refers to the process that offenders and victims go through when their cases are brought
into the justice system. On still another level, criminal justice refers to a scientific discipline that uses research
and evidence-based practices to understand the criminal justice system; the processes used to define crime; the
experiences of victims, offenders, and criminal justice officials; as well as a number of other topics. Our book
conceptualizes criminal justice in a way that balances each of these aspects of the topic.
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Sixth, based on the multifaceted nature of criminal justice, we balance the practical aspects of criminal justice
with the evidence-based research that has helped to shape current criminal justice practices. Criminal justice
concepts are frequently oversimplified for students on the grounds that they would not understand the
research that guides criminal justice practices. From our perspective, such an assumption is not simply wrong,
it is insulting to criminal justice students. By balancing criminal justice practice with criminal justice research,
we provide students a broad and balanced introduction to criminal justice: the system, the practice, the
process, and the discipline. As Frank Hagan points out in his research methods book, we would be appalled if
medical professionals did not understand how the research that guides their practices was conducted or if they
did not fully understand the potential causes of disease. In a similar way, we should be equally appalled if
criminal justice professionals (and students) do not understand the way that research and theory influence
criminal justice practices. We believe that it is best to create the foundation for this understanding among
criminal justice students as early as possible in their academic lives.
Seventh, we also balance the topics covered in the text in a way that is responsive to the recommendations of
criminal justice scholars. As an illustration, about a decade ago the Academy of Criminal Justice Sciences
(ACJS) developed certification standards for academic criminal justice programs. The standards were the
result of long discussions among criminal justice professors teaching in all types of criminal justice programs—
from two-year programs to doctoral programs. In the end, the standards pointed to specific topics that ACJS
believes should be a part of academic criminal justice programs. One of the certification standards (B-5)
includes the following language: “The broad scope of the field of criminal justice/criminology is reflected in
the undergraduate curriculum and is a balanced presentation of the issues of the field” (emphasis added).
Table P1 shows how these standards guided the development of our book. Although we are illustrating how
our book relates to these standards, it must be stressed that this book is not endorsed or certified by ACJS, as
the association is not in the business of endorsing or certifying books. However, the three authors’ active
affiliation with the academy cannot be separated from our lives as professors and authors. Hence, we used the
academy’s recommendations to guide our thinking. By design, the certification standards promote a balanced
approach to understanding criminal justice. Demonstrating how our book parallels these standards further
shows how this book is grounded in a balanced approach. More information about the ACJS certification
process is available online at www.acjs.org.
Finally, the balanced approach we take also reflects the multiple dimensions of criminal justice. Attention is
given to criminal justice as (a) a system, (b) a process, (c) a career, (d) a major, (e) an institution of social
control, (f) a social science, (g) a center of many controversial issues, and (h) a collection of individuals
charged with formally controlling the behaviors of others through a complex decision-making process while
responding to structural and societal influences and demands. Beyond recognizing that criminal justice is a
“collection of individuals,” we also stress that many criminal justice students will someday become part of the
“collection of individuals” given the responsibility of responding to crime.
Table P1 Parallels Between Introduction to Criminal Justice: A Balanced Approach and ACJS
Certification Standards
Table P1 Parallels Between Introduction to Criminal Justice: A Balanced Approach and ACJS
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Certification Standards
Chapters
Where the
Content Area Related Topics Include But Are Not Limited to . . .
Topics Are
Covered
Treatment of offenders
Criminological Typologies
Chapters 4–5
Theory
Offenders
Victims
Criminal law
Criminal procedures
Law Chapters 2,
Prosecution
Adjudication 9–11
Defense
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Research and Quantitative—including statistics—and qualitative methods for
Chapters 2–3
Analytic conducting and analyzing criminal justice/criminology research in a
Methods manner appropriate for undergraduate students
ACJS website
Our diverse research and professional backgrounds allow us to provide both academic and practical insight
into various phases of the justice process. One of us (Oliver) has expertise in policing and, as a former police
officer, is able to describe police issues through this balanced perspective. Another one of us (Marion) has
expertise in studying and writing about the courts from criminal justice and political science perspectives. This
background results in a description of the judicial process that is academically grounded while focused on the
political realities that drive the court system. And yet another one of us (Payne) has focused much of his
research on corrections and various punishment strategies. As a teenager, in a manner of speaking, he even
“served time” in a juvenile facility. Collectively, we have the academic training in areas of criminal justice,
criminology, political science, and sociology. We bring together our experiences and our training in a way that
offers students a practical and empirical basis for understanding criminal justice.
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An Emphasis on Critical Thinking
As an illustration of the way that criminal justice can be viewed as a collection of individuals charged with
making decisions, consider that the activities of professionals in the criminal justice system are guided by a
series of decisions made by the professionals themselves as well as decisions made by those outside of the
system. On one level, the decisions are influenced by broader structural and political influences. On another
level, the decisions made in specific criminal cases have consequences for those involved in the specific cases.
The following decisions highlight the types of decisions that are relevant to the criminal justice system’s
response to crimes:
An offender decides whether to commit a crime. That decision is influenced by a number of factors and
has consequences for the victim of the crime.
The victim or a witness decides whether or not to report the crime to the police. That decision is
influenced by different factors, and the degree to which the victim or witness participates with the
justice system has consequences for the justice system.
The police officer responding to the reported crime decides whether a crime has been committed,
whether an arrest is warranted, and how to initiate the justice system’s response to the crime.
The police officer’s supervisor and the supervisor’s superiors decide the degree of resources that will be
devoted to investigating a reported crime.
The investigator decides whether enough evidence exists to clear the offense and whether to turn the
case over to the prosecution.
The prosecutor decides whether the offender should be charged and what those charges should be.
A magistrate or judge decides whether bail should be granted to the offender or whether the offender
should be held in jail pending trial.
The prosecutor and defense attorney decide whether a plea bargain is warranted.
The judge decides whether to accept a negotiated plea.
The prosecutor decides whether the case should proceed to trial and what evidence to use in the case.
The prosecutor, defense attorney, and judge decide who will be jurors in cases that go to trial.
The prosecutor and defense attorney decide which witnesses they will ask to testify and what questions
to ask those witnesses.
The judge decides whether to dismiss criminal cases.
The jury decides whether or not the offender is guilty.
The judge decides whether to accept the jury’s decision.
A probation officer decides what information to provide the judge to help the judge decide what
sentence should be given to the offender.
The judge decides how to sentence the offender, typically within guidelines provided by statutes.
Corrections professionals decide where incarcerated offenders will be imprisoned and the degree of
supervision to give offenders sentenced to probation.
Probation and parole officials decide whether offenders are abiding by their conditions of probation or
parole.
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This brief list highlights some of the common decisions made in the criminal justice system. The list could go
on and on. The point is that the criminal justice system can be viewed as a living system influenced by the
decisions made by individuals inside the system and outside the system. Their decisions will influence how
cases proceed through the justice process. The decisions have extraordinarily significant implications for other
peoples’ lives. Deciding to arrest a suspect will change the course of the suspect’s life, as well as the lives of the
suspect’s loved ones. Decisions made by others in the justice process will have equal, if not greater,
consequences for suspects.
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Distinctive Chapter Content
This book includes several features that enhance its usefulness for students and professors alike. These features
include the following:
Learning objectives for each chapter are listed at the beginning of the chapter. Instructors can select
from these objectives as they develop syllabi for their introductory criminal justice courses, and the
objectives can be used to assess learning in these courses.
Following the learning objectives, each chapter has a feature called “Admissible or Inadmissible
Evidence.” This feature includes eight statements related to the information provided in the chapter.
Some of the statements are true and some are false. Students are asked to identify the statement as
“Admissible” if it is true or as “Inadmissible” if it is false. Some of these questions could easily be
included on quizzes or exams.
The major sections of each chapter include features called “Beyond a Reasonable Doubt.” These are
multiple-choice questions that assess students’ knowledge about a specific concept in that section. Some
of these questions could also be easily included on quizzes or exams.
Each chapter includes a feature called “Politics and Criminal Justice.” These boxes describe political
issues relevant to the chapter topic and pose questions to students about the issues. Should marijuana be
legal? Should prison sentences be longer?
Each chapter includes “You Have the Right to . . .” boxes, which describe how topics within the chapter
relate (directly or indirectly) to the first 15 amendments to the U.S. Constitution. To encourage
students to be familiar with these amendments, the boxes are discussed sequentially throughout the 15
chapters. For example, Chapter 1 describes the First Amendment (freedom of press) and Chapter 2
includes a discussion of the Second Amendment right to bear arms and its application on college
campuses.
“Help Wanted” boxes are included in each chapter. Each box focuses on a specific job related to the
specific chapter in which the feature is found. The details (which include duties, educational
requirements, and salaries) come from actual job advertisements.
“Criminal Justice and the Media” boxes are included in most chapters. These boxes provide an overview
of the way that various media issues relate to criminal justice topics. The boxes focus on both traditional
media and social media.
The “Just the Facts” feature in each chapter summarizes the highlights of the chapter. Students may find
it useful to read these before reading the chapter to gain an overview of the concepts to be covered.
“Key Terms” lists the terms highlighted in boldface and with margin definitions throughout the text.
Students who are able to grasp these terms will have a full understanding of the chapters.
“Critical Thinking Questions” are included at the end of each chapter. These questions are intended to
promote discussion related to the topics addressed in the chapter.
Each chapter includes “Ethical Decision Making” boxes. These boxes present an ethical scenario that
criminal justice professionals or students might confront. Critical thinking questions are included to
encourage students to think through the potential ramifications of their decisions.
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The comprehensive glossary at the end of the book provides definitions for all of the key terms
highlighted throughout the text.
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New to This Edition
The second edition of this book has evolved significantly from the first edition. This evolution includes the
following updates:
Juvenile justice issues have been expanded throughout most of the chapters.
The discussion related to cybercrime has been expanded in Chapter 15.
At the request of reviewers, the focus on research has been shortened and summarized to provide a more
basic foundation for students.
Policy issues have been expanded in the theory chapter to better connect theory and the application of
criminal justice policies.
Fifty new box features have been added. This includes (1) updating several of the “Help Wanted” and
“Ethical Decision Making” boxes, (2) expanding many of the “Criminal Justice and the Media” features
to focus on social media, and (3) developing new student-centered features such as the “Politics and
Criminal Justice” and “You Have the Right to . . .” boxes.
Roughly 220 new studies, articles, and other references have been incorporated throughout the chapters.
Several chapters include new introductions in which recent cases are used to introduce relevant topics.
Updated statistics and data are included when that information is available.
New photographs, figures, and tables have been incorporated throughout the text.
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Resources for Instructors and Students
Many electronic features are also included with Introduction to Criminal Justice: A Balanced Approach, Second
Edition.
34
SAGE Coursepacks for Instructors
SAGE COURSEPACKS FOR INSTRUCTORS makes it easy to import our quality content into your
school’s LMS. Intuitive and simple to use, it allows you to
Say NO to . . .
Say YES to . . .
For use in: Blackboard, Canvas, Brightspace by Desire2Learn (D2L), and Moodle
Don’t use an LMS platform? No problem, you can still access many of the online resources for your text via
SAGE edge.
Intuitive, simple format that makes it easy to integrate the material into your course with minimal effort
Pedagogically robust assessment tools that foster review, practice, and critical thinking, and offer a more
complete way to measure student engagement, including:
Diagnostic chapter pre-tests and post-tests that identify opportunities for improvement, track student
progress, and ensure mastery of key learning objectives
Test banks built on Bloom’s Taxonomy that provide a diverse range of test items with ExamView test
generation
Instructions on how to use and integrate the comprehensive assessments and resources provided
Comprehensive, downloadable, easy-to-use Media Guide in the Coursepack for every video resource,
listing the chapter to which the video content is tied, matching learning objective(s), a helpful
description of the video content, and assessment questions
Sample course syllabi for semester and quarter courses that suggest models for structuring your courses
Editable, chapter-specific PowerPoint® slides that offer complete flexibility for creating a multimedia
presentation for your course
Access to full-text SAGE journal articles that have been carefully selected to support and expand on the
concepts presented in each chapter
Lecture notes that summarize key concepts by chapter to help you prepare for lectures and class
discussions
35
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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.