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James A. Fagin
 School Crime Data 59
State Surveys and Self-Reports 59
Caution: Crime Statistics, Public Safety, and Predicting the Future 60
The Other Side of Crime: Victimology 60
The Demographics of Criminal Victimization 60
Situational Characteristics of Victimization 61
Theoretical Explanations for Victimization 61
Victim-Precipitation Theories 62
Lifestyle Theories of Victimization 62
Differential Association 62
Routine Activities Theory 63
Rational Choice Theory of Victimization 63
The Victims’ Rights Movement 64
Crime Victims’ Rights Act of 2004 66
Civil Remedies for Victims 66
THE CASE: Drug Addiction as a Victimless Crime 68
Summary and Key Concepts 69

CHAPTER 4 Criminal Law: Crimes and the Limits of Law 71

The Rule of Law: We the People 72
The Making of Law 73
Federal Criminal Laws 73
State Criminal Laws 74
Local Criminal Laws 74
The Limitations of Law 75
Elements of a Crime 77
Strict Liability 77
Incomplete Crimes or Inchoate Offenses 78
Criminal Defenses 80
Overview of Defenses 83
Crimes by Law 83
Criminal Law and Social Behavior 85
THE CASE: Cultural Values and LGBT Anti-discrimination Rights 87
Summary and Key Concepts 88

CHAPTER 5 An Overview of Law Enforcement: History, Agencies,

Personnel, and Strategies 91
Development of Policing 92
Contemporary Policing 92
Federal Law Enforcement 93
Federal Jurisdiction and Police Powers 94
Other Federal Law Enforcement Agencies 99
The State Police 99

Contents vii
 Highway Patrol 99
Criminal Investigation 100
County Law Enforcement Agencies 101
Administrative Structure of the Sheriff’s Department 101
The City Police: “The Cops” 102
Jurisdiction of Local Police 103
Roles of Local Law Enforcement 103
Administrative Structure of the Municipal Police 104
Selection of Police Officers and Career Paths 105
Law Enforcement Education Program 105
The Police Academy and In-Service Training 106
Career Paths 107
Unique Aspects of Employment in Law Enforcement 108
Geography and Shift Work 108
Stress and Danger 109
Special Police and Private Protection Services 110
Special Police 110
Private Protection Services 110
Operational Strategies 111
Team Policing 111
Community Policing 112
Conclusion: Beyond History 114
THE CASE: The Next Generation Identification System: Friend or Foe? 115
Summary and Key Concepts 117

CHAPTER 6 Oversight and Professionalism of Law Enforcement 120

Professionalism and Oversight 121
What Is Professionalism? 121
Strategies to Promote Professionalism 122
External Oversight of the Police 124
Rules of Evidence 125
The Exclusionary Rule 125
Fruit of the Poisoned Tree Doctrine 125
Application to State Courts: Mapp v. Ohio 126
Exceptions to the Exclusionary Rule 126
Search and Seizure 127
The Fourth Amendment and the Right to Privacy 127
DNA Searches 128
Search Incident to Lawful Arrest 129
Plain-View Searches 129
Consent to Search 129
Search of Automobiles 130
Search of Persons 131

viii Contents
 Other Exceptions to the Warrant Requirement 131
Public Safety Exceptions 132
The Good Faith Exception 132
Issues of Privacy 133
Arrest 133
Interrogations and Confessions 134
Waiver of Rights 134
Use of Physical Punishment and Pain 134
The Right to an Attorney 134
Delayed Court Appearance 135
Limits on Deception 135
Miranda Rights 135
Right to Remain Silent 136
Police Lineups 136
Juveniles 136
Law Enforcement Misconduct 137
Use of Force 137
Misconduct and Law Enforcement 139
Racial Profiling 139
Entrapment 141
Remedies for Law Enforcement Misconduct 142
Intelligence Gathering 143
Intelligence Gathering and the War on Terrorism 143
Interrogations and the War on Terrorism 143
Conclusion: Good, but Could Be Better 144
THE CASE: The Promise and Challenge of Police Body Cameras 145
Summary and Key Concepts 147

CHAPTER 7 The Court System 150

Foundation and Structure of the Judicial System 151
Dual Court System 152
Civil versus Criminal Law 153
Comparison of Civil and Criminal Courts 153
The Federal Court System 154
Overview of the Federal Court System 155
U.S. Courts of Appeal 157
Organization of the Federal Courts 158
The U.S. Supreme Court 158
Structure and Function of the State Courts 162
Courts of Limited Jurisdiction 162
Courts of General Jurisdiction 163
Appellate Courts 163
Courts of Last Resort 164

Contents ix
 Conclusion—A Framework for the Rule of Law 164
THE CASE: Judicial Independence 165
Summary and Key Concepts 166

CHAPTER 8 Courtroom Participants and the Trial 168

The Adjudication Process 169
Jurisdiction 170
Trials in Courts of Limited Jurisdiction 170
Trials in Courts of General Jurisdiction and Federal District Courts 170
Charges and Proceedings before Trial 171
Determining the Charges: The Police and the Prosecutor 171
Competency to Stand Trial 173
Bail 174
Excessive Bail 175
Denial of Bail 175
Discrimination Against the Poor 175
The Bail Bonds Agent 175
Bond Jumpers and Bounty Hunters 176
Alternatives to Cash Bond 176
Pros and Cons of Bail 177
Plea Bargaining 177
Time and Cost 177
Community Interest 177
Clearing Cases 177
Questionable Confidence in the Case 177
Initiation of Plea Bargaining 178
Sentence Bargaining 178
Effective Counsel in Plea-Bargaining Law 178
The Right to a Speedy Trial 179
The Sixth Amendment Right to a Speedy Trial 179
The Speedy Trial Act of 1974 181
Rules of Evidence 181
Duties and Rights of Participants 182
Power of the Judge 182
Bench Trial 182
Courtroom Security 182
The Defendant 183
Indigent Defendants 183
Jury Service 183
Conclusion: Justice Is the Goal 184
THE CASE: Exclusion of African–Americans from Juries 185
Summary and Key Concepts 187

x Contents
CHAPTER 9 Sentencing 190
Purpose of Criminal Sanctions 191
Sentencing Philosophies 192
Deterrence 192
Incapacitation 194
Retribution 195
Rehabilitation 195
Restorative Justice 195
The Special Case of Offenders with Mental Illness 196
Defining Insanity 196
The Insanity Defense Reform Act of 1984 197
State Courts and the Insanity Plea 197
Public Fear of the Insanity Plea 197
A Fair Sentence 197
Laws 198
Judges 198
Concerns About the Election of State Judges 198
Prosecutors 199
Defense Attorneys 199
Juries 199
Presentence Investigation Report 199
The Offender’s Background and Attitude 200
Sentencing Hearing and Victim Impact Statements 200
Sentencing Models 201
Sentencing Models 201
Determinate versus Indeterminate Sentencing 201
Mandatory Sentencing and Habitual Offender Laws 201
Sentencing Guidelines 203
Presumptive Sentencing 203
Truth in Sentencing 204
Sentencing and the Death Penalty 205
The Death Penalty and Abolitionists 205
The Death Penalty and Civil Rights 207
Challenges to the Death Penalty 207
Reconsideration of the Death Penalty 208
Conclusion: The Debate Continues 213
THE CASE: Lenient Sentence for Campus Rape? 214
Summary and Key Concepts 215

CHAPTER 10 Jails and Prisons 218

Development of American Jails and Prisons 219
Early Jail Conditions 219

Contents xi
 Reform at Last: The Walnut Street Jail 220
Bigger Is Better: Eastern State Penitentiary 220
The Auburn System 221
Southern Penal Systems 222
The Contemporary Correctional System 223
Highest Incarceration Rate in the World 223
Nonviolent Offenders 224
Causes of High Incarceration Rates 224
The Rising Cost of Incarceration 224
Jails 226
Short-Term Facilities 226
Municipal Jails 229
State Prisons 229
Prisoner Classification 230
Special Prison Populations 232
Mental Stability 232
Institutional Racism and Incarceration 234
Federal Prisons 235
The Federal Bureau of Prisons (BOP) 235
Federal Correctional Facilities 236
Privatization 238
Cost-Reduction Benefits 238
Criticisms of Privatization 238
Detriments to the Surrounding Community 239
State Liability 239
Escaped Prisoners 239
Prison Life 239
Sexual Violence in Prisons 239
Prison Gangs 240
Physical Health in Prisons 241
Mental Health in Prisons 243
Prison Violence 245
Conclusion: Prison—The Human Cage 245
THE CASE: Rikers Island: Culture of Abuse 246
Summary and Key Concepts 248

CHAPTER 11 Probation and Parole 251

States Turn to Diversion, Probation, and Parole 252
Diversion and Probation 253
Parole 253
Probation 255
Probation Services 256
Decision to Grant Probation 256

xii Contents
 Pros and Cons of Probation 257
Decision to Revoke Probation and Due Process Rights 258
Parole 259
Parole d’Honneur 259
The Mark System 259
The Irish System 259
Pros and Cons of Parole 259
States That Have Abolished Discretionary Release 260
State and Federal Parole Boards 263
The Parole Hearing 264
Conditions of Parole 266
Revocation of Parole 266
Supervision of Probation and Parole 267
Social Work and Rehabilitation Skills 267
Measures of Success 268
Conclusion: You Can Lead a Horse to Water, But . . . 269
THE CASE: Too Dangerous to Release? 270
Summary and Key Concepts 272

CHAPTER 12 Corrections in the Community 274

Early Release and Financial Crisis 275
Why Intermediate Sentences? 276
Huge Expense and Number of Prisoners 276
Record Numbers of Released Prisoners 277
Incarceration Fails to Prepare Offenders for Reentry 277
Concern for Community Safety 279
Intermediate Sanctions and Community Corrections 279
Intensive Probation Supervision (IPS) 280
Split Sentencing and Shock Probation 281
Shock Incarceration: Boot Camps 282
Home Confinement and Electronic Monitoring 283
Reentry Programs: Preparing Offenders to Take Responsibility 285
Faith-Based Programs 285
Work Release 285
Education Release 287
Halfway Houses 287
Day Reporting Centers 288
Reentry Programs for Drug Offenders 289
Adult Drug Courts 289
Tribal Drug Courts 290
TASC and RSAT 291
Conclusion: Try, Try Again 291
THE CASE: College Education for Offenders 293
Summary and Key Concepts 295

Contents xiii
 CHAPTER 13 The Juvenile Justice System 297
A Changing View of Young Offenders 298
Development of the Juvenile Justice System 299
Before There Was a Juvenile Justice System 299
Foundations of the Juvenile Justice System 300
The Jurisdiction of the Juvenile Justice System 302
Classification of Juvenile Offenders 302
Due Process for Juveniles 303
Kent v. United States—Waiver Hearing Rights 303
In re Gault—Due Process Rights 303
In re Winship—Burden of Proof 304
McKeiver v. Pennsylvania—Right to Jury Trial 304
Breed v. Jones—Double Jeopardy 305
Schall v. Martin—The Right to Bail 305
The Juvenile Court 305
Separation of Juveniles and Adults 305
Community-Based Facilities 306
Treatment of Minority Juveniles 306
Judicial Waiver: Abandoning the Great Experiment 306
Mens Rea and Youthful Violent Offenders 306
Adjudication for the Juvenile Offender 309
Classification of Processing 309
Intake 309
Deciding between Juvenile and Adult Jurisdiction 310
The Juvenile Intake Officer: Gatekeeper and Counselor 311
Formal Processing 312
Adjudication 312
Detention and Probation (Aftercare) 313
Juvenile Death Penalty 314
The Juvenile as Offender 316
Sociological Explanations 316
OJJDP’s Study Group on Very Young Offenders 317
Youth Gangs 319
Juvenile Substance Abuse 321
Schools and Juvenile Violence 322
Strategies for Safe Schools 322
Responding to Violence on School Property 323
Firearms and School Shootings 323
Reducing Bullying 324
Police Presence on School Campuses 325
Some School Safety Programs Create New Problems 326
The Juvenile as Victim 328

xiv Contents
Conclusion: Innocence Lost? 328
THE CASE: Native American Juvenile Detention Facilities 330
Summary and Key Concepts 332

CHAPTER 14 Homeland Security 335

Terrorism, Homeland Security, and the Criminal Justice System 336
What Is Terrorism? 336
Terrorism and the Criminal Justice System 337
Terrorist Tactics 337
Domestic and International Terrorism 338
September 11, 2001: The Tipping Point 340
Capacity of State and Local Criminal Justice Systems Questioned 341
The New Federalism for Counterterrorism 341
Department of Homeland Security: Building a Better Defense 341
Multiple Agency Coordination 344
United States Government Interagency Domestic Terrorism Concept of
Operations Plan 344
First Responders 344
Intelligence and Homeland Security 346
Historic Separation of FBI and CIA 346
Post–September 11, 2001, Intelligence Reforms 346
Joint Local–Federal Counterterrorism Task Forces 347
Informal Intelligence Networks 347
Fusion Centers 347
Local Law Enforcement Intelligence Units 347
Expanding Federal Law Enforcement Powers to Fight Terrorism 348
Enemy Combatant Executive Order 348
The USA PATRIOT Act 350
Fortress Urbanism: Terror-Focused Policing 352
Homeland Defense: Straining Police Resources 352
Terrorist Threat Advisories 353
Border Security and Immigration 353
Sealing the Borders 353
Immigration Control and Enforcement 354
State and Local Actions to Curtail Illegal Immigration 356
National Identification Card 357
Securing U.S. Cyberborders 358
Civil Rights and Homeland Security 359
Fewer Liberties, Greater Security? 359
Free Speech and Protest versus Terrorism 360
Denial of Due Process 360
Killing U.S. Citizens 362

Contents xv
 Conclusion: Turning the Criminal Justice System Upside Down 362
THE CASE: The Rise of the International Lone Wolf Terrorist 364
Summary and Key Concepts 365

Reference 367
Glossary 391
Name Index 406
Subject Index 408

xvi Contents
Preface
Introducing the Justice Series • There have been significant changes in the field of criminal
justice in 2015 and 2016. And, as a result, it was necessary
and instructional designers come together
When to make over 500 changes and updates in CJ2017. These
focused on one goal—to improve student
changes have included such things as new U.S. Supreme
best-selling performance across the CJ curriculum—
Court cases, new debate about the police and its relation-
authors they come away with a groundbreaking new
ship with the minority community and new developments
series of print and digital content: the Justice
in homeland security.
Series.
Several years ago, we embarked on a journey to create • While CJ2017 has been extensively updated, it has
affordable texts that engage students without sacrificing aca- retained the same core of instructional material for each
demic rigor. We tested this new format with Fagin’s CJ2010 chapter. Thus, instructors will find that they can continue
and Schmalleger’s Criminology and received overwhelming to use instructor-produced PowerPoint slides, lecture
support from students and instructors. ­outlines, and other instructional lecture material from
The Justice Series expands this format and philosophy to ­previous editions with CJ2017. However, it may be
more core CJ and criminology courses, providing affordable, ­necessary to update certain data and graphs to reflect the
engaging instructor and student resources across the curricu- most current data.
lum. As you flip through the pages, you’ll notice that this book • CJ2017 is designed to provide an overview of the American
doesn’t rely on distracting, overly used photos to add visual criminal justice system for the undergraduate student.
appeal. Every piece of art serves a purpose—to help students
learn. Our authors and instructional designers worked tire- • CJ2017 is designed to facilitate different methods of learn-
lessly to build engaging infographics, flowcharts, and other ing by use of visual graphics and chapter features to help
visuals that flow with the body of the text, provide context and students comprehend the material.
engagement, and promote recall and understanding. • Each chapter is carefully crafted so that the topics covered
We organized our content around key learning objectives for can be customized by the instructor. This concept is
each chapter, and tied everything together in a new objective- extended with various e-book options that allow the
driven end-of-chapter layout. The content not only is engaging instructor to customize the text.
to students but also is easy to follow and focuses students on the
key learning objectives.
• CJ2017 includes coverage of current issues that have been
incorporated by use of the Chapter Introductions, Think
Although brief, affordable, and visually engaging, the Jus- About It boxes, and case studies.
tice Series is no quick, cheap way to appeal to the lowest com-
mon denominator. It’s a series of texts and support tools that are • The Think About It boxes and case studies, drawn from the
instructionally sound and student-approved. most current media news, encourage students to go beyond
memorization to explore applications, conflicts, and ethical
issues. These features can be used for online discussion board
Additional Highlights to the topics or in-class discussions or short critical thinking paper
Author’s Approach assignments.
Each instructor has his or her own teaching style and objectives and
introductory classes are offered in different formats, including ac-
• Graphs, tables, and data have been updated to reflect the
most current data available. In some cases, new graphics
celerated terms, hybrid and online classes. CJ 2017 is designed to and figures reflecting more current concerns have been
be flexible in order to be able to meet the needs of each of these for- added.
mats. Also, chapters in CJ2017 can be omitted without disrupting
the comprehensive nature and unity of the text. Thus, instructors • Learning outcomes are clearly identified for each chapter.
may choose to omit certain topics to meet their learning objectives This feature allows instructors to link the course learning
and still retain a smooth transaction from chapter to chapter. outcomes to department and university learning outcomes.
It also helps students retain the major ideas of the chapter.
New to CJ2017 Learning outcomes, glossary terms, and chapter summaries
are integrated to help students comprehend the important
CJ2017 retains the outstanding format and supplemental ma- points of the chapter.
terials associated with the Justice Series. However, there are
some exciting changes in CJ2017. Among these changes are • The timeline has been updated to include current events
the following: that have impacted the criminal justice system. This
­timeline helps students understand the historical
• The supplemental materials associated with the Justice ­development of the criminal justice system and place
Series have been enhanced, especially the alignment of events in chronological order.
learning outcomes with text material and supplements.

xvii
 Instructor Supplements
Instructor’s Manual with Test Bank Includes content outlines Within 48 hours after registering, you will receive a confirming
for classroom discussion, teaching suggestions, and answers to email, including an instructor access code. Once you have
selected end-of-chapter questions from the text. This also con- received your code, go to the site and log on for full instructions
tains a Word document version of the test bank. on downloading the materials you wish to use.
TestGen Alternate Versions
This computerized test generation system gives you maximum
eBooks This text is also available in multiple eBook formats.
flexibility in creating and administering tests on paper, electroni-
These are an exciting new choice for students looking to save
cally, or online. It provides state-of-the-art features for viewing
money. As an alternative to purchasing the printed textbook,
and editing test bank questions, dragging a selected question into a
students can purchase an electronic version of the same con-
test you are creating, and printing sleek, formatted tests in a variety
tent. With an eTextbook, students can search the text, make
of layouts. Select test items from test banks included with TestGen
notes online, print out reading assignments that incorporate lec-
for quick test creation, or write your own questions from scratch.
ture notes, and bookmark important passages for later review.
TestGen’s random generator provides the option to display differ-
For more information, visit your favorite online eBook reseller
ent text or calculated number values each time questions are used.
or visit www.mypearsonstore.com.
PowerPoint Presentations
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Our presentations offer clear, straightforward. Photos, illustra-
content. Fully digital and highly engaging, REVEL replaces the
tions, charts, and tables from the book are included in the
textbook and gives students everything they need for the course.
­presentations when applicable.
Seamlessly blending text narrative, media, and assessment,
To access supplementary materials online, instructors need to REVEL enables students to read, practice, and study in one
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think, and learn in shared writing (discussion board) assignments.
REVEL offers an immersive learning experience that engages stu-
dents deeply, while giving them the flexibility to learn their way. Track time-on-task throughout the course
Media interactives and assessments integrated directly within the The Performance Dashboard allows you to see how much time
narrative enable students to delve into key concepts and reflect on the class or individual students have spent reading a section or
their learning without breaking stride. d­oing an assignment, as well as points earned per assignment.
REVEL seamlessly combines the full content of Pearson’s These data help correlate study time with performance and pro-
bestselling criminal justice titles with multimedia learning vide a window into where students may be having difficulty with
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their understanding
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xviii Preface
 Acknowledgments
The production of a major textbook provided visual illustrations of concepts. I am impressed by the
To be seen requires the talents of dozens of persons. work of Melissa Welch at Studio Montage in the high-quality
above the This is especially true of CJ2017 as it artwork and cover design for CJ2017. I am grateful for the tal-
crowd, stand is included in Pearson’s CJ Series and ents of Ratheesh P and Unnikrishnan Nair at ­iEnergizer Aptara®,
includes numerous additional instruc- Ltd. for doing a great job of getting the text ready for publica-
upon the tional resources. As author I have pro- tion. Of course, publishing a text is only the beginning of getting
shoulders of vided the fundamental input in the form the text to professors and students. I am especially appreciative
others. of text for CJ2017, but it took a team of of the efforts of the marketing team including Jesika Bethea,
highly creative and talented persons to Product Marketing Assistant. While not with the project for its
turn that text into a highly sophisticated entire length, I would like to thank Mayda Bosco, Tara H ­ orton,
textbook. The production of a high-quality text with many sup- and Susan Hannahs for their work in getting CJ2017 ready
plements requires a sizable team of talented professionals, some for launch. The text was greatly improved by the input of many
of whom I have never met face-to-face but whose contributions other dedicated publishing professionals at Pearson and the
are essential to the final product. I regret that I cannot thank every critical reviews supplied by Aaron Carver, University of Mount
person who contributed to the successful production of this text Olive; Tyler Gayan, Georgia Northwestern Technical College;
by name. The list would be way too extensive. I do extend my James Grubisic, Richard J. Daley College; Gina Robertiello,
appreciation to everyone involved in this project. There are some Felician College; Tim Robicheaux, The ­ Pennsylvania State
whom I would like to single out and mention by name because University; Diane Sjuts, Metropolitan Community College;
of their continuous input and assistance. I am especially appre- Jacqueline Smith, Kennesaw State University; Ted Wallman,
ciative of the assistance of Gary Bauer. Gary provided personal University of Northern Florida; and Cassie Walls, Greenville
support and encouragement that made CJ2017 possible. I can- Technical ­College. Finally, I would like to acknowledge the
not express enough appreciation for the tremendous job done contributions of Dr. Charles Brawner to CJ2017. Dr. Brawner
by the production team. They took my words and added graph- has provided valuable assistance to me in numerous previous
ics and a professional layout that is first-rate. Alexis Ferraro texts ranging from critical review to development. In CJ2017,
and Patrick Walsh were instrumental in developing the quality Dr. Brawner assumed a greater role as he developed all of the
and visual impact of CJ2017. Also, I appreciate the talents of end-of-chapter material and was the primary person responsible
Project ­Manager Joy Raj Deori, and Carter Smith for his efforts for developing the glossary terms and learning o­ utcomes for
matching video scripts to CJ 2017. ­Akilandeswari Arumugam the text. In this role, he provided critical development assistance
and Sohail Akhter did a magnificent job of image research and in matching text with learning outcomes and developing peda-
matching images to the text. Eby Sebastian did wonders in trans- gogical material to help reinforce learning o­ utcomes. His work
lating my descriptions into effective art work and graphics that in this area is greatly appreciated.

Preface xix
 About the Author
Dr. James A. Fagin has taught in the criminal justice field since a­ dministration, and planning to promote quality nationwide
1973. He has taught undergraduate and graduate classes and has education in criminal justice. Under the oversight of LEAA,
taught criminal justice classes for military officers at Command these model curriculums were developed by an elite team of
and General Staff College. Dr. Fagin has authored over a dozen practitioners and educators and were field-tested throughout the
criminal justice texts. One of the things that has helped United States. Dr. Fagin wrote some of the classical literature
Dr. Fagin in producing an introductory textbook is the fact that on computer crime, police bargaining and unions, presidential
he has had the opportunity to be associated with the entire spec- candidate security, domestic disturbance resolution, and hos-
trum of the criminal justice system during his career. In addition tage negotiations. His articles on international terrorism have
to his academic career, Dr. Fagin has been a professional been translated and published in major criminal justice journals
­consultant to local and federal law enforcement agencies, the in Japan. He received the American Society of Criminal Justice
state courts, and local, state, and federal correctional facilities. Hawai’i chapter’s award for outstanding contributions to Public
In additional to teaching university classes, Dr. Fagin has taught Administration for his achievement in establishing a master’s
at police and correctional academies. During his career, he has degree in public administration at Chaminade University of
been a professor of criminal justice studies and Program Honolulu. He has received numerous other awards for contribu-
Director at Lincoln College–Normal (LCN), located in Normal, tions to hotel security, forensic investigations, and excellence in
Illinois; professor and Chair of the Criminal Justice Department teaching. These works emerged from active involvement with
at Chaminade University of Honolulu, the oldest and largest federal, state, and local criminal justice agencies. Jim was a
criminal justice program in Hawaii; and assistant professor and commissioned deputy sheriff training officer and polygraph
Director of Outreach Programs at Wichita State University. In examiner for the Wyandotte County (Kansas) Sheriff’s
addition to his ­experience in criminal justice, Jim served as Department and a Commissioned Reserve Police Officer in the
Graduate School Dean at East Stroudsburg University and was Kansas City (Kansas) Police Department. He served on
Acting President of Kima International Theological College, a the Kansas Victims’ Rights Commission to help establish the
three-year ­college in Kenya, East Africa. Dr. James Fagin is a ­charter victims’ rights legislation for the state. He assisted in
pioneer in criminal justice education and has been involved in implementing the first domestic disturbance response policy for
innovative criminal justice education programs for over four the Wichita, Kansas Police Department. He received his
decades. He developed one of the early models of statewide B.A. degree from the University of Nevada, Las Vegas, and his
delivery of criminal justice undergraduate and graduate degrees M.S. and Ph.D. from Southern Illinois University–Carbondale,
for Kansas. During the developing years of criminal justice Illinois. Textbooks such as this are an ongoing work in progress,
education, Jim worked as a consultant and instructor for the and the author welcomes communication and correspondence
Law Enforcement Assistance Administration (LEAA) to about his work. Dr. Fagin can be contacted at jamesfagin@
develop model criminal justice curriculum in research, gmail.com.

xx Preface
 Introduction to
1
Criminal Justice

1 Understand the concepts of limited government powers

and checks and balances.

2 Explain the difference between the crime control model

and the due process model.

3 Describe the five stages of the criminal justice system.

4
Describe the five meta-influences upon the criminal
justice system and their influence upon the criminal
justice system.

5
Explain how the academic field of criminal justice
developed and how it differs from closely related fields
such as sociology and law.
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