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| The study of the use of punishment for criminal acts. |
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The term first used to describe facilities used to hold offenders serving a criminal sentence. Still used to today for some older of highly secure prisons.
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| The range of community and institutional sanctions, treatment programs, and services for managing criminal offenders. |
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| A legislative authorization to provide a specific range of punishment for a specific crime. |
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| An Italian theorists who in the eighteenth century first suggested linking crime causation to punishments and became known as the founder of the Classical School of criminology. |
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| The theory linking crime causation to punishment, based on offenders free will and hedonism. |
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| Creator of the hedonistic calculus suggesting that punishments outweigh the pleasure criminals get from commiting their crime. |
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| The idea that the main objective of an intelligent person is to acheive the most pleasure and the least pain, and that individuals are constantly calculating the pluses and minuses of their potential actions. |
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| The belief that criminals do not have complete choice over their criminal actions and may commit acts that are beyond their control. |
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| The Italian physician who in the nineteenth century founded the Positive School. |
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| The existence of features common in the early stages of human evolution, implied the idea that criminals are born, and criminal behavior is predetermined. |
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| A compromise between Classical and Positive Schools; while holding offenders accountable for their crimes, allowing for some consideration of mitigating and aggravating circumstances. |
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| Used in England during the seventeenth and eighteenth centuries to remove criminals from society by sending to British colonies such as America. |
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| The sheriff of Bedfordshire England, who incouraged reform of English jails in the late 1700s. |
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| The first pententiary in America. |
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| The "seperate and silent" system of prison operations emphasizing reformation and avoidance of criminal contamination. |
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| The "congregate and silent" operation of prisons, in which inmates were allowed to work together during the day, but had to stay seperate and silent at other times. |
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| A four-stage system of graduated release from prison and return to the community; the stages were solitary confinement, special prison, open institution, and ticket of leave. |
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| An environment emphasizing reformation that expanded education and vocational programs and forcused offenders attention on their future. |
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| Prison operations with emphasis on having inmates work and produce products that could help to make the prisons self-sustaining. |
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| An era of prison operations in which enforced idleness, lack of professional programs, and excessive size and overcrowding of prisons resulted in an increase in prisoner discontent and prison riots. |
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| An avoidance by the US Supreme Court of judicial intervention in the operations of prisons and the judgment of correctional adminstrators. |
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| An era of prison management emphasizing the professionalizing of staff through recruitment and training and implementation of many self-improvement programs of prison management. |
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| A theory of corrections that offenders were sick, inflicted with problems that caused their criminality, and needed to be diagnosed and treated, and that rehabilitative programs would resolve offenders problems and prepare them for release to the community able to be productive and crime-free. |
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| A belief that after offenders complete their treatment in prison they need tranisitional care, and that the community must be involved in their successful return to society. |
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| A conclusion by Robert Martinson that no correctional treatment program reduce recidivism; it effectively spelled the end to the medical model. |
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| An era of corrections that emphasized holding offenders accountable for their acts and being tough on criminals while keeping them isolated from law-abiding citizens and making them serve "hard time". |
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| The correctional goal emphasizing the infliction of pain or suffering. |
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| Infliction of punishment on those who deserve to be punished. |
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| The result of the 1983 case of Solem v. Helm; a test used to guide sentencing based on the gravity of the offense and consistency of the severity of punishment. |
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| The effect of punishment on an individual offender that prevents that person from committing future crimes. |
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| The recognition that criminal acts result in punishment, and the effect of that recognition on society that preents future crime. |
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| Reducing offenders ability or capacity to commit further crimes. |
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| Incarceration of high-risk offenders for preventative reasons based on what they are expected to do, not what they have already done. |
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| A programmed effort to alter the attitudes and behaviors of inmates and improve their likelihood of becoming law-abiding citizens. |
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| The state of relapse that occurs when offenders complete their criminal punishment and then continue to commit crimes. |
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| Acts by which criminals make right or repay society or their victims for their wrongs. |
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| The criminal justice systems recognition that victims should be involved in the process of sentencing criminals. |
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| Models of sentencing that shift the focus away from punishment of the offender and emphasize the victim by holding offenders accountable for the harm they caused and finding opportunities for them to repair the damage. |
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