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Test Bank
Multiple Choice
1. Historically, the ______ are the first representatives of the juvenile justice network to
encounter delinquent, dependent, and abused or neglected children.
A. parents
B. police
C. juvenile officers
D. courts
Ans: B
Learning Objective: 8-1: Discuss the importance of police discretion in juvenile justice.
Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Easy
2. Individual judgment concerning the type of action to take by the police is referred to as:
A. judgment
B. decision-making ability
C. discretion
D. regulations
Ans: C
Learning Objective: 8-1: Discuss the importance of police discretion in juvenile justice.
Cognitive Domain: Knowledge
Answer Location: Police Discretion in Encounters With Juveniles
Difficulty Level: Easy
3. Generally speaking, ______ and ______ heavily weigh on decisions to arrest made by police
officers.
A. nature of offense, juvenile demeanor
B. complainant’s wishes, nature of offense
C. juvenile demeanor, complainant’s wishes
D. nature of offense, mood of the officer
Ans: B
Learning Objective: 8-1: Discuss the importance of police discretion in juvenile justice.
Cognitive Domain: Comprehension
Answer Location: Police Discretion in Encounters With Juveniles
Difficulty Level: Medium
4. Although the exercise of discretion is a necessary and normal part of police work, the potential
for ____ exists because there is no way to routinely review this practice.
A. abuse
B. monetary gain
Instructor Resource
Cox, Allen, Hanser, and Conrad, Juvenile Justice, 9th edition
SAGE Publishing, 2018
5. Biases on behalf of the police may lead to more ______ adjustments for certain types of
juveniles.
A. formal
B. nondiscretionary
C. law-based
D. informal
Ans: D
Learning Objective: 8-1: Discuss the importance of police discretion in juvenile justice.
Cognitive Domain: Comprehension
Answer Location: Police Discretion in Encounters With Juveniles
Difficulty Level: Medium
7. Male officers seldom ______ juvenile females even in circumstances where the juveniles are
likely to be carrying drugs and/or weapons for their male companions.
A. detain
B. question
C. arrest
D. search (pat down)
Ans: D
Learning Objective: 8-2: Compare and contrast unofficial and official police procedures in
dealing with juveniles.
Cognitive Domain: Comprehension
Answer Location: Unofficial Procedures
Difficulty Level: Medium
Instructor Resource
Cox, Allen, Hanser, and Conrad, Juvenile Justice, 9th edition
SAGE Publishing, 2018
8. The threat of taking ______ action, if unofficial suggestions are not acceptable to the
offenders involved, largely removes any element of voluntarism and is coercive.
A. unofficial
B. discretionary
C. state-law mandated
D. official
Ans: D
Learning Objective: 8-2: Compare and contrast unofficial and official police procedures in
dealing with juveniles.
Cognitive Domain: Comprehension
Answer Location: Unofficial Procedures
Difficulty Level: Medium
10. Official action is more likely to occur today in regard to allegations of child abuse and/or
neglect because of ______.
A. mandated reporting laws
B. increased police arrests
C. quotas
D. streamlined investigative procedures
Ans: A
Learning Objective: 8-2: Compare and contrast unofficial and official police procedures in
dealing with juveniles.
Cognitive Domain: Comprehension
Answer Location: Official Procedures
Difficulty Level: Medium
11. The official procedures to be followed when processing juveniles are clearly spelled out in:
A. local agency regulations.
B. police orders.
C. juvenile court acts.
D. court rules.
Ans: C
Learning Objective: 8-2: Compare and contrast unofficial and official police procedures in
dealing with juveniles.
Instructor Resource
Cox, Allen, Hanser, and Conrad, Juvenile Justice, 9th edition
SAGE Publishing, 2018
12. Police departments with ______ or fewer sworn officers still face difficulties in providing
adequately trained officers for 24-hr-a-day service.
A. 10
B. 15
C. 20
D. 50
Ans: A
Learning Objective: 8-3: Discuss the importance of training police officers to deal with juveniles.
Cognitive Domain: Knowledge
Answer Location: Training and Competence of Juvenile Officers
Difficulty Level: Easy
14. Because juvenile cases present special problems for the police, one might expect
considerable emphasis on ______ for juvenile officers.
A. good conduct records
B. maturity
C. having children themselves
D. training
Ans: D
Learning Objective: 8-3: Discuss the importance of training police officers to deal with juveniles.
Cognitive Domain: Knowledge
Answer Location: Training and Competence of Juvenile Officers
Difficulty Level: Medium
15. There are still many smaller police departments with no ______ officers, so officers must
deal with juveniles of both genders.
A. male
B. female
C. juvenile
D. mature
Ans: C
Instructor Resource
Cox, Allen, Hanser, and Conrad, Juvenile Justice, 9th edition
SAGE Publishing, 2018
Learning Objective: 8-3: Discuss the importance of training police officers to deal with juveniles.
Cognitive Domain: Knowledge
Answer Location: Training and Competence of Juvenile Officers
Difficulty Level: Easy
16. Compared with non-Internet juvenile prostitution cases, Internet juvenile prostitution
involved younger juveniles, and police were ______ to treat these juveniles as victims rather
than offenders.
A. less inclined
B. more inclined
C. equally inclined
D. unlikely
Ans: B
Learning Objective: 8-3: Discuss the importance of training police officers to deal with juveniles.
Cognitive Domain: Comprehension
Answer Location: Training and Competence of Juvenile Officers
Difficulty Level: Medium
17. One early police–school consultant program was developed in Flint, Michigan, in ______.
A. 1945
B. 1955
C. 1958
D. 1970
Ans: C
Learning Objective: 8-4: Describe police-school liaison programs.
Cognitive Domain: Knowledge
Answer Location: Police-School Resource Officer and Liaison Programs
Difficulty Level: Easy
18. ______ are located in schools and serve as sources of information and counselors for
students.
A. Juvenile detention officers
B. School resource officers
C. Sheriff’s deputies
D. Chiefs of Police
Ans: B
Learning Objective: 8-4: Describe police-school liaison programs.
Cognitive Domain: Knowledge
Answer Location: Police-School Resource Officer and Liaison Programs
Difficulty Level: Medium
19. Assigned officers, acting as additional resource persons in the school setting, have generally
been evaluated ______ by school officials, although not always by students.
A. negatively
B. positively
C. neither negatively nor positively
Instructor Resource
Cox, Allen, Hanser, and Conrad, Juvenile Justice, 9th edition
SAGE Publishing, 2018
D. successfully
Ans: B
Learning Objective: 8-4: Describe police-school liaison programs.
Cognitive Domain: Comprehension
Answer Location: Police-School Resource Officer and Liaison Programs
Difficulty Level: Medium
20. In some cases, PSLOs assist with classroom lessons on topics such as:
A. bullying.
B. internet safety.
C. drug and alcohol usage.
D. all of these
Ans: D
Learning Objective: 8-4: Describe police-school liaison programs.
Cognitive Domain: Comprehension
Answer Location: Police-School Resource Officer and Liaison Programs
Difficulty Level: Medium
22. ______ theories may be tied to police encounters with juveniles in terms of allocation of
police resources and decisions concerning whether or not to take official action.
A. Social class
B. Learning
C. Labeling
D. Deterrence
Ans: A
Learning Objective: 8-5: Discuss the impact of community policing on the relationships among
the police, school authorities, and juveniles.
Cognitive Domain: Comprehension
Answer Location: Community-Oriented Policing and Juveniles
Difficulty Level: Medium
Instructor Resource
Cox, Allen, Hanser, and Conrad, Juvenile Justice, 9th edition
SAGE Publishing, 2018
23. ______ refers to a strategy that relies on identification of problems by police and members of
the community they serve and shared ownership of law enforcement and order maintenance
duties.
A. Police-community liaisons
B. Problem-oriented policing
C. Intelligence-led policing
D. Community-oriented policing
Ans: D
Learning Objective: 8-5: Discuss the impact of community policing on the relationships among
the police, school authorities, and juveniles.
Cognitive Domain: Knowledge
Answer Location: Community-Oriented Policing and Juveniles
Difficulty Level: Medium
24. ______ theories suggest race and ethnicity influence police behavior in a latent fashion.
A. Labeling
B. Biological
C. Deterrence
D. Learning
Ans: B
Learning Objective: 8-5: Discuss the impact of community policing on the relationships among
the police, school authorities, and juveniles.
Cognitive Domain: Comprehension
Answer Location: Community-Oriented Policing and Juveniles
Difficulty Level: Medium
True/False
1. If the police decide not to take into custody or arrest a particular juvenile, none of the rest of
the official legal machinery can go into operation.
Ans: T
Learning Objective: 8-1: Discuss the importance of police discretion in juvenile justice.
Cognitive Domain: Knowledge
Instructor Resource
Cox, Allen, Hanser, and Conrad, Juvenile Justice, 9th edition
SAGE Publishing, 2018
2. Police officers are never inconsistent in the decision-making process because of frequent
ambiguity with respect to whether any formal rule of law applies in a specific case as well as a
variety of other factors.
Ans: F
Learning Objective: 8-1: Discuss the importance of police discretion in juvenile justice.
Cognitive Domain: Comprehension
Answer Location: Police Discretion in Encounters With Juveniles
Difficulty Level: Medium
3. In the case of a minor offense, the police will often intervene on behalf of the juvenile to
persuade the complainant not to take official action.
Ans: T
Learning Objective: 8-1: Discuss the importance of police discretion in juvenile justice.
Cognitive Domain: Comprehension
Answer Location: Police Discretion in Encounters With Juveniles
Difficulty Level: Easy
5. If unofficial suggestions are not acceptable to the offenders involved, threatening official
action largely removes any element of voluntarism and is considered coercive.
Ans: T
Learning Objective: 8-2: Compare and contrast unofficial and official police procedures in
dealing with juveniles.
Cognitive Domain: Comprehension
Answer Location: Unofficial Procedures
Difficulty Level: Medium
6. Although the development of effective juvenile officers and juvenile bureaus is highly
desirable, most initial contacts between juveniles and the police involve patrol officers.
Ans: T
Learning Objective: 8-2: Compare and contrast unofficial and official police procedures in
dealing with juveniles.
Cognitive Domain: Knowledge
Answer Location: Official Procedures
Difficulty Level: Medium
Instructor Resource
Cox, Allen, Hanser, and Conrad, Juvenile Justice, 9th edition
SAGE Publishing, 2018
9. If police officers are to keep up with a variety of ever-changing types of crime occurring on
the Internet, continued education and training will be required.
Ans: T
Learning Objective: 8-3: Discuss the importance of training police officers to deal with juveniles.
Cognitive Domain: Comprehension
Answer Location: Training and Competence of Juvenile Officers
Difficulty Level: Easy
10. While armed officers do provide protection for students, recent research by the Justice Policy
Institute (JPI) (2012) suggests that SROs have little impact on reducing school-based crime.
Ans: T
Learning Objective: 8-4: Describe police-school liaison programs.
Cognitive Domain: Comprehension
Answer Location: Police-School Resource Officer and Liaison Programs
Difficulty Level: Medium
11. D.A.R.E. programs, in which police officers teach children how to avoid the use of illicit
drugs, are widespread in the United States only.
Ans: F
Learning Objective: 8-4: Describe police-school liaison programs.
Cognitive Domain: Knowledge
Answer Location: Police-School Resource Officer and Liaison Programs
Difficulty Level: Medium
12. It has been found that juveniles are more receptive to an emphasis on short-term negative
social consequences as opposed to physiological consequences.
Ans: T
Learning Objective: 8-4: Describe police-school liaison programs.
Cognitive Domain: Comprehension
Instructor Resource
Cox, Allen, Hanser, and Conrad, Juvenile Justice, 9th edition
SAGE Publishing, 2018
13. There is some evidence that heavy-handed tactics during interviews and interrogations by the
police may produce false evidence.
Ans: T
Learning Objective: 8-5: Discuss the impact of community policing on the relationships among
the police, school authorities, and juveniles.
Cognitive Domain: Knowledge
Answer Location: Community-Oriented Policing and Juveniles
Difficulty Level: Medium
14. No programs have been introduced to improve the relationship between schools and the
police concerning juvenile offenders.
Ans: F
Learning Objective: 8-5: Discuss the impact of community policing on the relationships among
the police, school authorities, and juveniles.
Cognitive Domain: Knowledge
Answer Location: Community-Oriented Policing and Juveniles
Difficulty Level: Medium
Essay
2. Compare and contrast unofficial and official police procedures in dealing with juveniles.
Ans: A discussion of both types of procedures and should provide examples of each.
Learning Objective: 8-2: Compare and contrast unofficial and official police procedures in
dealing with juveniles.
Cognitive Domain: Knowledge | Comprehension
Instructor Resource
Cox, Allen, Hanser, and Conrad, Juvenile Justice, 9th edition
SAGE Publishing, 2018
4. Describe what a school resource officer is and what their responsibilities are, as well as their
effectiveness in reducing juvenile delinquency.
Ans: Define what an SRO is and their responsibilities and also comment on whether or not they
have been shown to be effective at reducing delinquency, with statistics from the text.
Learning Objective: 8-4: Describe police-school liaison programs.
Cognitive Domain: Comprehension | Application
Answer Location: Police-School Resource Officer and Liaison Programs
Difficulty Level: Hard
5. Discuss the impact of community-oriented policing on the relationships among the police,
schools, and juveniles.
Ans: A definition of community-oriented policing and how it has affected the relationships
mentioned above.
Learning Objective: 8-5: Discuss the impact of community policing on the relationships among
the police, school authorities, and juveniles.
Cognitive Domain: Knowledge | Comprehension
Answer Location: Community-Oriented Policing and Juveniles
Difficulty Level: Easy
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CAMP AT MWITI
YAO HUT
Yet even a man like Zuza cannot change his skin. After inspecting
every part of the interior, we walked round the house; and I noticed
an object hanging from a stick fixed under the eaves, strongly
resembling a large sausage. It was the fruit of the Kigelia, which is
called by Europeans the “German sausage tree,” though its
resemblance to a sausage ends with its appearance. Zuza, after some
hesitation, explained that this fruit was dawa—a medicine or a
charm, or whatever is the proper name for such a preservative. Its
task was no easy one, and consisted in protecting the house against
the whirlwinds which habitually blow here with such violence that it
is said they frequently carry away the roofs of huts. What association
of ideas led these people to attribute to this inoffensive fruit the
power of vanquishing Nature in her strongest manifestations, Zuza
could not or would not inform me.
Not only our halt at this place, but the preceding march through
the bush gave me the opportunity for one or two interesting
observations. We had halted for breakfast at a comparatively green
spot in the bush—my caravan lying on the ground in picturesque
confusion, Knudsen and I seated somewhat apart, as my olfactory
nerves were at this stage of the fever more sensitive than usual.
Suddenly I heard shouts whose import resembled the coarse
witticisms uttered by our soldiers at home when any being of the
female sex passes within earshot of a
company. In fact, when I looked, I saw a
young woman trying to avoid the group of
strangers by making a circuit of twenty or
thirty yards. This in itself was nothing
particularly exciting, but suddenly my men,
who have long ago discovered what interests
me, shouted all together, “Kipini, bwana!”
(“The nose-pin, sir!”) In another second, some
YAO WOMEN WITH of them had brought the fair one before me.
NOSE-STUDS She had, in fact, an exceptionally fine
specimen of an ebony stud in her left nostril,
inlaid with tin if possible still more prettily and gracefully than usual.
At first she flatly refused all offers to purchase, but in the end the fear
of so many strange men, wild-looking ones, too, seemed to be more
effectual than even the lustre of a quarter-rupee. Hesitatingly she put
her left hand to her nose, the right following almost instantaneously.
She must have taken out the kipini with a dexterous pressure of the
former, for the next moment she was already handing over the
ornament, while all the time, with an inexplicable shyness and
persistency, she kept her nose covered so that the process of
extraction was quite invisible. Even long after receiving her piece of
silver, she still held her hand to her face, in spite of a renewed fire of
jokes from my men. Undoubtedly the removal of the kipini is felt to
be a breach of modesty, hence the instinctive concealment of the
exposed spot.
Such a displacement, as we may call it, of the sense of modesty is
nothing rare in ethnography. It is a never-failing delight to me to re-
read the passage in what I may call my Bible, viz., Peschel’s
Völkerkunde, where the author describes the feelings of a pious
Muslim from Ferghana if he were to be present at a European ball.
Peschel thinks that the bare shoulders of our wives and daughters,
the quasi-embraces of our round dances, would fill him with silent
wonder at the long-suffering of Allah, who has not yet rained down
fire and brimstone on this sinful and shameless generation. It is
quite consistent with the same views that the Arab woman should
bare her foot, leg or bosom without embarrassment, while to let
anyone see the back of the head is supposed to be still more indecent
than the exposure of the face, carefully as the latter is hidden. Still
more divergent from our ideas are those of the Chinese, who would
think it the height of immodesty for a woman to show a man her
deformed foot, of which, in fact, it is improper even to speak. If we
were in this way to make a survey of the whole world, we should
encounter an immeasurable mass of the most various and, according
to our ideas, the strangest notions, as to what is proper and
improper. Our own views on this point are only a single item in a
long series, and they have no better foundation than any of the rest;
for all these opinions have this in common as regards their origin,
that nothing appears reprehensible or objectionable a priori. Only
after a definite view has been formed as to which parts of the body
are to be covered and which left uncovered, a breach of the rule
becomes an act to be reprobated—not before.
The other observation is of a more serious
nature. While riding through the pori, half
dozing in the heat, I suddenly found myself
nearly thrown out of the saddle, and saw, on
recovering my balance, that my mule had
shied at a mysterious object rising obliquely INFANT’S GRAVE
from the ground. This on closer inspection (MAKUA)
resolved itself into a bark cylinder half buried
in the earth. The thing is about half-a-yard in
length and closed at the uncovered upper end with two or three slabs
of bark stuck into the ground in front of the opening. None of our
men knew what to make of this, but some local natives happening to
come along at the time, explained that it was the grave of a still-born
child. The Makua, it appears, always bury them in this fashion.
After a short rest at Zuza’s, we started once more in order to reach
Chingulungulu the same day. On the march, Knudsen and I were
again attacked by fever. I could only maintain myself in the saddle by
convulsively clinging on, and Knudsen had the greatest difficulty in
keeping on his feet. We could see no end to the deadly monotony of
the open scrub gliding past us, tree after tree. I had lost all feeling in
my legs; the incessant throbbing and hammering in my skull
amounted to torture; and the misery of our progress lengthened out
the hours seemingly to infinity, so that I caught myself looking at my
watch every few minutes.
At length there appears a fixed point in the boundless ocean of
trees; a fallen giant blocks our path. The Norwegian sinks down on it
like a log, and only by long-continued persuasion can I induce him to
make a fresh start. We struggle on once more, till suddenly a
confused murmur of voices breaks on the ear. As if through a haze I
recognize Matola, whom I have already met at Masasi, surrounded
by a number of men dressed in white; they keep on bowing solemnly,
while I smile and wave my hand. We come to a house with many
pillars. I dismount with infinite trouble, my teeth chattering in spite
of the almost vertical sun. With a pleasant smile, Matola places his
pillared mansion at my disposal and offers me a jug of deliciously
cool milk. My thoughts are not fixed on material enjoyments—I want
nothing but rest and darkness. My eye seeks Knudsen and finds him
just as he vanishes staggering into the tent the men have hastily set
up. Two minutes later I, too, am wrapped in a couple of warm
camel’s hair blankets, to my inexpressible comfort! And now here
goes for my first fever.
Note.—It is a little surprising to find Dr. Weule complaining (see p. 108) that he
should have been unable, in a stay of less than a fortnight, to get at the psychology
of the native. His disappointment at Matola’s, in the next chapter, (p. 139) seems
even less reasonable, and it seems strange that he should have expected to get
information on subjects of which natives are never very eager to talk, by means of
direct leading questions. This, quite apart from the fact that, by his own admission,
his methods were not always conciliatory.—[Tr.]