SOLUTION MANUAL
Corrections (Justice Series) 3rd Edition
By Leanne Alarid, Philip Reichel
LU
XE
LI
BR
AR
Y
, Table of Content
PART 1: PUNISHMENT AND CORRECTIONS IN CONTEXT
An Evidence-Based Approach to Corrections
Why Do We Punish?
Correctional Practices from Ancient to Contemporary Times
PART 2: SENTENCING AND SANCTIONS
Sentencing
LU
Probation and Community Supervision
Jails and Pretrial Release
PART 3: PRISON AND REENTRY
XE
Managing Prisons and Prisoners
Prison Life
Special Correctional Populations
LI
Reentry Programs and Parole
PART 4: CORRECTIONAL ISSUES AND CHALLENGES
BR
Legal Issues in Corrections
Capital Punishment
Juvenile Corrections
AR
Revisiting Evidence-Based Practices and What Works
Y
, kiujytrfedw
To the Instructor
This Instructor’s Manual with Test Bank accompanies the third edition of Corrections (The
Justice Series) by Leanne Alarid and Philip Reichel. It was prepared by the authors to assure the
best possible link to textbook goals, learning outcomes, and content. We have provided a
comprehensive summary of the information in the textbook and have presented it in a way that
allows the instructor to quickly find material that can assist with teaching the textbook’s content.
The chapters of this manual directly correspond to those in the textbook. Each chapter of the
manual contains the following sections.
LU
CHAPTER OVERVIEW
This section provides a brief narrative summary of the main points in the chapter.
CHAPTER LEARNING OUTCOMES
XE
Each chapter begins with a list of specific learning outcomes that students should achieve as a
result of having read the chapter. Each learning outcome is identified again in the chapter as
material relevant to that learning outcome is covered. Finally, at the chapter’s end, the learning
outcomes provide the context by which the chapter material is summarized and reviewed.
Because those learning outcomes play such a key role throughout the chapter, they are listed in
this section for your convenience.
LI
LECTURE OUTLINE
This is a detailed outline organized around the first- and second-order chapter headings. A brief
description of the material covered under each heading is provided and occasionally a “Teaching
BR
Note” is included that can help with discussion on a particular topic.
LIST OF CHANGES/TRANSITION GUIDE
This section lists the main changes made to the chapter since the first edition, making it easy to
update lecture material, assignments, and other course material to reflect the second edition.
AR
ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES
This section includes suggestions for guest speakers, class tours, student activities, and sources
for additional material to supplement or update chapter information.
SUGGESTED ANSWERS TO END-OF-CHAPTER LEARNING OUTCOME
QUESTIONS
Y
At the end of each chapter, the chapter learning outcomes are restated along with a very brief
summary for each learning outcome. In addition, specific questions are asked that are designed to
help students focus on and think about each learning outcome. Some of the questions have a
specific answer, but others require students to form opinions or take a position. This section of
the manual provides suggested answers (when specific answers can be anticipated) to each of the
questions found for each learning outcome.
iouytrew
, kiujytrfedw
Corrections
Sample Syllabus: 16-Week Course
Professor:
Office: Office Hours:
Telephone: Class Meeting Room:
Email: Class Meeting Day/Time:
REQUIRED TEXT
LU
Alarid, L. F., & Reichel, P. L. (2018), Corrections—The Justice Series (3rd ed.). Boston: Pearson.
SUGGESTED INTERNET SITES TO MONITOR DURING THE TERM
• BJA Center for Program Evaluation and Performance Measurement at
https://www.bja.gov/evaluation/
XE
• Bureau of Justice Statistics at http://www.bjs.gov/
• CrimeSolutions.gov at http://www.crimesolutions.gov/
• Federal Bureau of Prisons at http://www.bop.gov/
• National Institute of Corrections at http://nicic.gov/
LI
COURSE DESCRIPTION
This introductory level course provides a review of contemporary institutional and community-
based correctional systems including jails, prisons, probation, parole, and alternative sanctioning.
BR
The course examines how punishment justifications impact the policy and procedures in juvenile
and adult correctional systems. Specific attention is given to identification of evidence-based
practices and programs in all aspects of the corrections system.
COURSE OBJECTIVES
Upon successful completion of this course, students should be able to:
AR
• Recognize the various sanctions that society uses to punish people who break criminal
laws.
• Identify and differentiate the various purposes and functions of corrections including
rehabilitation, deterrence, incapacitation, retribution, and restoration.
• Summarize and explain historical developments in the American corrections system.
• Describe the components of the corrections system and correctional process.
Y
• Identify current problems and issues relating to the correctional system.
• Recognize and explain the role of gender, race, and ethnicity in correctional policy and
practices.
• Explain how evidence-based practices for corrections are evaluated and provide examples
of evidence-based correctional practices.
iouytrew
Corrections (Justice Series) 3rd Edition
By Leanne Alarid, Philip Reichel
LU
XE
LI
BR
AR
Y
, Table of Content
PART 1: PUNISHMENT AND CORRECTIONS IN CONTEXT
An Evidence-Based Approach to Corrections
Why Do We Punish?
Correctional Practices from Ancient to Contemporary Times
PART 2: SENTENCING AND SANCTIONS
Sentencing
LU
Probation and Community Supervision
Jails and Pretrial Release
PART 3: PRISON AND REENTRY
XE
Managing Prisons and Prisoners
Prison Life
Special Correctional Populations
LI
Reentry Programs and Parole
PART 4: CORRECTIONAL ISSUES AND CHALLENGES
BR
Legal Issues in Corrections
Capital Punishment
Juvenile Corrections
AR
Revisiting Evidence-Based Practices and What Works
Y
, kiujytrfedw
To the Instructor
This Instructor’s Manual with Test Bank accompanies the third edition of Corrections (The
Justice Series) by Leanne Alarid and Philip Reichel. It was prepared by the authors to assure the
best possible link to textbook goals, learning outcomes, and content. We have provided a
comprehensive summary of the information in the textbook and have presented it in a way that
allows the instructor to quickly find material that can assist with teaching the textbook’s content.
The chapters of this manual directly correspond to those in the textbook. Each chapter of the
manual contains the following sections.
LU
CHAPTER OVERVIEW
This section provides a brief narrative summary of the main points in the chapter.
CHAPTER LEARNING OUTCOMES
XE
Each chapter begins with a list of specific learning outcomes that students should achieve as a
result of having read the chapter. Each learning outcome is identified again in the chapter as
material relevant to that learning outcome is covered. Finally, at the chapter’s end, the learning
outcomes provide the context by which the chapter material is summarized and reviewed.
Because those learning outcomes play such a key role throughout the chapter, they are listed in
this section for your convenience.
LI
LECTURE OUTLINE
This is a detailed outline organized around the first- and second-order chapter headings. A brief
description of the material covered under each heading is provided and occasionally a “Teaching
BR
Note” is included that can help with discussion on a particular topic.
LIST OF CHANGES/TRANSITION GUIDE
This section lists the main changes made to the chapter since the first edition, making it easy to
update lecture material, assignments, and other course material to reflect the second edition.
AR
ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES
This section includes suggestions for guest speakers, class tours, student activities, and sources
for additional material to supplement or update chapter information.
SUGGESTED ANSWERS TO END-OF-CHAPTER LEARNING OUTCOME
QUESTIONS
Y
At the end of each chapter, the chapter learning outcomes are restated along with a very brief
summary for each learning outcome. In addition, specific questions are asked that are designed to
help students focus on and think about each learning outcome. Some of the questions have a
specific answer, but others require students to form opinions or take a position. This section of
the manual provides suggested answers (when specific answers can be anticipated) to each of the
questions found for each learning outcome.
iouytrew
, kiujytrfedw
Corrections
Sample Syllabus: 16-Week Course
Professor:
Office: Office Hours:
Telephone: Class Meeting Room:
Email: Class Meeting Day/Time:
REQUIRED TEXT
LU
Alarid, L. F., & Reichel, P. L. (2018), Corrections—The Justice Series (3rd ed.). Boston: Pearson.
SUGGESTED INTERNET SITES TO MONITOR DURING THE TERM
• BJA Center for Program Evaluation and Performance Measurement at
https://www.bja.gov/evaluation/
XE
• Bureau of Justice Statistics at http://www.bjs.gov/
• CrimeSolutions.gov at http://www.crimesolutions.gov/
• Federal Bureau of Prisons at http://www.bop.gov/
• National Institute of Corrections at http://nicic.gov/
LI
COURSE DESCRIPTION
This introductory level course provides a review of contemporary institutional and community-
based correctional systems including jails, prisons, probation, parole, and alternative sanctioning.
BR
The course examines how punishment justifications impact the policy and procedures in juvenile
and adult correctional systems. Specific attention is given to identification of evidence-based
practices and programs in all aspects of the corrections system.
COURSE OBJECTIVES
Upon successful completion of this course, students should be able to:
AR
• Recognize the various sanctions that society uses to punish people who break criminal
laws.
• Identify and differentiate the various purposes and functions of corrections including
rehabilitation, deterrence, incapacitation, retribution, and restoration.
• Summarize and explain historical developments in the American corrections system.
• Describe the components of the corrections system and correctional process.
Y
• Identify current problems and issues relating to the correctional system.
• Recognize and explain the role of gender, race, and ethnicity in correctional policy and
practices.
• Explain how evidence-based practices for corrections are evaluated and provide examples
of evidence-based correctional practices.
iouytrew
