Law Enforcement in the 21st
Century 4th Edition
ST
INSTRUCTOR’S
UV
MANUAL & TEST
IA
_A
BANK
PP
Heath B. Grant
RO
Karen J. Terry
VE
Comprehensive Instructor Resource for
Instructors and Students
D?
© Heath B. Grant & Karen J. Terry. All rights reserved. Reproduction or distribution without
permission is prohibited.
©MedConnoisseur
, TABLE OF CONTENTS
Preface…………………………………………………………………………………. iv
To the Instructor………………………………………………………………………. v
Sample Syllabus.………………………………………………………………… ……..ix
Chapter 1 Law Enforcement in a Democratic Society………………………………… 1
ST
Chapter 2 Origins and Development of Law Enforcement…………………………… 5
Chapter 3 Law Enforcement and the Law……………………………………………... 11
Chapter 4 Policing Functions and Units……………………………………………….. 16
Chapter 5 Policing Discretion and Behavior…………………………………………... 20
Chapter 6 Patrol and Traffic…………………………………………………………… 25
UV
Chapter 7 Search and Seizure, Arrest, and Interrogation……………………………… 30
Chapter 8 Investigation and Evidence Collection………………………………………35
Chapter 9 Policing the Police………………………………………………………….. 40
Chapter 10 Policing Multicultural Communities……………………………………… 44
Chapter 11 Community Policing and Problem Solving………………………………...49
Chapter 12 Advances in Policing—New Technologies for Crime Analysis…………...54
IA
Chapter 13 Standards for Police Recruitment………………………………………… 59
Test Bank Chapter 1…………………………………………………………………… 63
Test Bank Chapter 2…………………………………………………………………… 81
_A
Test Bank Chapter 3…………………………………………………………………… 95
Test Bank Chapter 4……………………………………………………………………108
Test Bank Chapter 5……………………………………………………………………120
Test Bank Chapter 6……………………………………………………………………134
Test Bank Chapter 7……………………………………………………………………147
PP
Test Bank Chapter 8……………………………………………………………………160
Test Bank Chapter 9……………………………………………………………………173
Test Bank Chapter 10……………………………………………………………………186
Test Bank Chapter 11……………………………………………………………………200
Test Bank Chapter 12……………………………………………………………………214
RO
Test Bank Chapter 13……………………………………………………………………228
Answer Key………………………………………………………………………………241
VE
D?
i
, TO THE INSTRUCTOR
Law Enforcement in the 21st Century has as its central theme the linkages across law
enforcement jurisdictions and the struggle to develop a coordinated approach to information
sharing and strategy development in the face of any crime, including terrorism. Additionally,
ST
the text explains the connections between law enforcement and the rest of the criminal justice
system. Moreover, the importance of information sharing and collaboration across the criminal
justice system agencies (and thus the relevance of linkage blindness in this context as well) are
also woven throughout relevant chapters of the book. New technologies to combat linkage
blindness are highlighted in one chapter of the text as well.
UV
Another theme of this textbook is the changing paradigm of policing throughout its history,
highlighting the movement from reactive to proactive management models. A major
philosophical and practical shift in the field of law enforcement came when Herman Goldstein
pioneered the principals of problem-oriented policing. Law enforcement agencies continue to
utilize the principle of problem solving today in a community oriented policing approach to
IA
address quality of life concerns. This central element of problem solving and proactive policing
is relating underlying causes to strategy, which is yet another theme revisited throughout the
text.
_A
This book is divided into three sections with the aforementioned themes woven throughout the
entire text. The first section of the book lays the framework of the law enforcement field for the
reader, establishing common definitions, and tracing the origins and developments of the field
to the end of the professionalization movement. It includes an OVERVIEW of the legal
underpinnings of police work, paying particular attention to the challenges to precedents
PP
evident in the new threat of terrorism and related legislation such as the United States Patriot
Act of 2001. The second section of the book presents the more traditional functions and
operations of law enforcement (i.e., structure and operations) in a way that prepares the reader
for changing dynamics to encompass evolving policing models and demands. The section also
examines challenging issues in policing, such as the important role of discretion. The final
RO
section of the book challenges readers to analyze the future directions and trends in law
enforcement. Special attention is paid here to the changing demographics of the country, as well
as the impact of a post-September 11 world. Through the development of these sections, the
reader is exposed to the major issues, challenges, and functions of policing in a developmental
manner.
VE
The text interactive boxes, “Linkages and Law Enforcement,” will challenge readers to relate
concepts and issues being learned in a current chapter to earlier material or current events,
thereby encouraging the developmental learning approach of the book. A major theme visited
across chapters is the challenge of balancing concerns of public safety with individual freedoms
D?
or due process.
LIST OF CHANGES/TRANSITION GUIDE
The Fourth Edition of Law Enforcement in the 21st Century builds upon the developmental
framework of the first three editions, though material is updated and streamlined. The authors
included only the material that is essential to learning about the development of law
ii
, enforcement and its functions and challenges. Additional Linkages in Law Enforcement text
boxes have been added throughout the text, which help guide readers through exercises to better
learn the core concepts presented. New policing challenges, such as school safety have been
introduced, while concepts such as legitimacy have been woven throughout the text. Important
new technologies such as body cameras and LPRs are also discussed for the reader.
ST
In addition to the updated information in the text, the supplements to the text have been greatly
enhanced in this edition. The authors have created clearer summaries of each chapter, test bank
questions, and PowerPoint lectures for instructors to follow. The authors have also created a
MyCrimeKit supplement for students, which offers additional pedagogical approaches to
learning the material and thought-provoking questions to help guide their understanding of the
UV
material. Both the instructor’s manual and the MyCrimeKit contain links to supplemental
information about law enforcement for those who want to develop their understanding of the
field beyond the introductory level.
TEACHING AND CLASSROOM MANAGEMENT IDEAS
IA
Here are a few ideas that may prove helpful to you as you begin your course using the textbook
Law Enforcement in the 21st Century:
Beginning the Course
_A
Distribute your course syllabus on the first day of class. You look professional, and you
provide the students with needed information for purchasing the textbook, for evaluating
course requirements, and for planning for semester assignments. Make your syllabus as
thorough as possible, giving due dates for assignments whenever possible.
Use first-day activities such as making introductions, discussing a current event related to
PP
law enforcement, or asking students to tell you what they anticipate learning in this course.
Whatever you choose, do something of value the very first day.
Encourage your students to send you an email message introducing themselves. You will
learn about your students, and you will also learn about your students’ communication
RO
skills.
During the Semester
Start class promptly. Some instructors begin classes with a short quiz to ensure punctuality
and attendance. Others use “lecture launchers” or “class starters,” such as quotations,
written bloopers, examples of current events in the field, or other relevant topics. A great
VE
way to encourage student participation is to offer extra credit for pertinent class starters or
lecture launchers that students contribute.
Use the “Two-Minute Exercise” at the end of each class. Have students take one minute to
write down one thing they learned in class that day. Have them use the other minute to write
down one thing that confused them during the day’s class session. Have students hand you
D?
these “two-minute exercises” before leaving the class. Tell students to leave their names off
the exercises so as to keep their responses anonymous. You won’t know exactly who was
confused, but you will know what caused some confusion. In addition, you will know if
your teaching strategies are effective because of the responses to the request for one thing
learned in class that day. This exercise might assist you in making some changes to your
classroom activities.
iii
Century 4th Edition
ST
INSTRUCTOR’S
UV
MANUAL & TEST
IA
_A
BANK
PP
Heath B. Grant
RO
Karen J. Terry
VE
Comprehensive Instructor Resource for
Instructors and Students
D?
© Heath B. Grant & Karen J. Terry. All rights reserved. Reproduction or distribution without
permission is prohibited.
©MedConnoisseur
, TABLE OF CONTENTS
Preface…………………………………………………………………………………. iv
To the Instructor………………………………………………………………………. v
Sample Syllabus.………………………………………………………………… ……..ix
Chapter 1 Law Enforcement in a Democratic Society………………………………… 1
ST
Chapter 2 Origins and Development of Law Enforcement…………………………… 5
Chapter 3 Law Enforcement and the Law……………………………………………... 11
Chapter 4 Policing Functions and Units……………………………………………….. 16
Chapter 5 Policing Discretion and Behavior…………………………………………... 20
Chapter 6 Patrol and Traffic…………………………………………………………… 25
UV
Chapter 7 Search and Seizure, Arrest, and Interrogation……………………………… 30
Chapter 8 Investigation and Evidence Collection………………………………………35
Chapter 9 Policing the Police………………………………………………………….. 40
Chapter 10 Policing Multicultural Communities……………………………………… 44
Chapter 11 Community Policing and Problem Solving………………………………...49
Chapter 12 Advances in Policing—New Technologies for Crime Analysis…………...54
IA
Chapter 13 Standards for Police Recruitment………………………………………… 59
Test Bank Chapter 1…………………………………………………………………… 63
Test Bank Chapter 2…………………………………………………………………… 81
_A
Test Bank Chapter 3…………………………………………………………………… 95
Test Bank Chapter 4……………………………………………………………………108
Test Bank Chapter 5……………………………………………………………………120
Test Bank Chapter 6……………………………………………………………………134
Test Bank Chapter 7……………………………………………………………………147
PP
Test Bank Chapter 8……………………………………………………………………160
Test Bank Chapter 9……………………………………………………………………173
Test Bank Chapter 10……………………………………………………………………186
Test Bank Chapter 11……………………………………………………………………200
Test Bank Chapter 12……………………………………………………………………214
RO
Test Bank Chapter 13……………………………………………………………………228
Answer Key………………………………………………………………………………241
VE
D?
i
, TO THE INSTRUCTOR
Law Enforcement in the 21st Century has as its central theme the linkages across law
enforcement jurisdictions and the struggle to develop a coordinated approach to information
sharing and strategy development in the face of any crime, including terrorism. Additionally,
ST
the text explains the connections between law enforcement and the rest of the criminal justice
system. Moreover, the importance of information sharing and collaboration across the criminal
justice system agencies (and thus the relevance of linkage blindness in this context as well) are
also woven throughout relevant chapters of the book. New technologies to combat linkage
blindness are highlighted in one chapter of the text as well.
UV
Another theme of this textbook is the changing paradigm of policing throughout its history,
highlighting the movement from reactive to proactive management models. A major
philosophical and practical shift in the field of law enforcement came when Herman Goldstein
pioneered the principals of problem-oriented policing. Law enforcement agencies continue to
utilize the principle of problem solving today in a community oriented policing approach to
IA
address quality of life concerns. This central element of problem solving and proactive policing
is relating underlying causes to strategy, which is yet another theme revisited throughout the
text.
_A
This book is divided into three sections with the aforementioned themes woven throughout the
entire text. The first section of the book lays the framework of the law enforcement field for the
reader, establishing common definitions, and tracing the origins and developments of the field
to the end of the professionalization movement. It includes an OVERVIEW of the legal
underpinnings of police work, paying particular attention to the challenges to precedents
PP
evident in the new threat of terrorism and related legislation such as the United States Patriot
Act of 2001. The second section of the book presents the more traditional functions and
operations of law enforcement (i.e., structure and operations) in a way that prepares the reader
for changing dynamics to encompass evolving policing models and demands. The section also
examines challenging issues in policing, such as the important role of discretion. The final
RO
section of the book challenges readers to analyze the future directions and trends in law
enforcement. Special attention is paid here to the changing demographics of the country, as well
as the impact of a post-September 11 world. Through the development of these sections, the
reader is exposed to the major issues, challenges, and functions of policing in a developmental
manner.
VE
The text interactive boxes, “Linkages and Law Enforcement,” will challenge readers to relate
concepts and issues being learned in a current chapter to earlier material or current events,
thereby encouraging the developmental learning approach of the book. A major theme visited
across chapters is the challenge of balancing concerns of public safety with individual freedoms
D?
or due process.
LIST OF CHANGES/TRANSITION GUIDE
The Fourth Edition of Law Enforcement in the 21st Century builds upon the developmental
framework of the first three editions, though material is updated and streamlined. The authors
included only the material that is essential to learning about the development of law
ii
, enforcement and its functions and challenges. Additional Linkages in Law Enforcement text
boxes have been added throughout the text, which help guide readers through exercises to better
learn the core concepts presented. New policing challenges, such as school safety have been
introduced, while concepts such as legitimacy have been woven throughout the text. Important
new technologies such as body cameras and LPRs are also discussed for the reader.
ST
In addition to the updated information in the text, the supplements to the text have been greatly
enhanced in this edition. The authors have created clearer summaries of each chapter, test bank
questions, and PowerPoint lectures for instructors to follow. The authors have also created a
MyCrimeKit supplement for students, which offers additional pedagogical approaches to
learning the material and thought-provoking questions to help guide their understanding of the
UV
material. Both the instructor’s manual and the MyCrimeKit contain links to supplemental
information about law enforcement for those who want to develop their understanding of the
field beyond the introductory level.
TEACHING AND CLASSROOM MANAGEMENT IDEAS
IA
Here are a few ideas that may prove helpful to you as you begin your course using the textbook
Law Enforcement in the 21st Century:
Beginning the Course
_A
Distribute your course syllabus on the first day of class. You look professional, and you
provide the students with needed information for purchasing the textbook, for evaluating
course requirements, and for planning for semester assignments. Make your syllabus as
thorough as possible, giving due dates for assignments whenever possible.
Use first-day activities such as making introductions, discussing a current event related to
PP
law enforcement, or asking students to tell you what they anticipate learning in this course.
Whatever you choose, do something of value the very first day.
Encourage your students to send you an email message introducing themselves. You will
learn about your students, and you will also learn about your students’ communication
RO
skills.
During the Semester
Start class promptly. Some instructors begin classes with a short quiz to ensure punctuality
and attendance. Others use “lecture launchers” or “class starters,” such as quotations,
written bloopers, examples of current events in the field, or other relevant topics. A great
VE
way to encourage student participation is to offer extra credit for pertinent class starters or
lecture launchers that students contribute.
Use the “Two-Minute Exercise” at the end of each class. Have students take one minute to
write down one thing they learned in class that day. Have them use the other minute to write
down one thing that confused them during the day’s class session. Have students hand you
D?
these “two-minute exercises” before leaving the class. Tell students to leave their names off
the exercises so as to keep their responses anonymous. You won’t know exactly who was
confused, but you will know what caused some confusion. In addition, you will know if
your teaching strategies are effective because of the responses to the request for one thing
learned in class that day. This exercise might assist you in making some changes to your
classroom activities.
iii
