Drug use and pretrial misconduct in New York city

Is recent drug use significantly associated with pretrial misconduct? Does consideration of recent drug use enhance risk classification among a sample of persons who have time free pending the disposition of their cases? Using data on arrestees in Manhattan, this paper examines these issues and some related questions. To measure recent drug use, urine samples were collected from persons shortly after their arrest and tested for four drugs: heroin, cocaine, PCP, and methadone. Two measures of pretrial misconduct are considered: whether a defendant fails to appear for a scheduled court date (FTA) and whether a defendant is rearrested prior to case disposition. Censored probit models are used to estimate the statistical association between drug test results and pretrial misconduct. Results show that drug test results are significantly associated with pretrial misconduct over and above the information typically available to judges at the time release decisions are made. Some implications of these findings for pretrial decision making are discussed.     

Computer-Aided Instruction in Law: Theories, Techniques, and Trepidations

Legal education is only beginning to make use of the technological capabilities of computers as a medium for instructional design. In this article the authors show the applicability of computer-assisted instruction to law through programmed instructional techniques. They trace the two decades of development of computer-assisted instruction (CAI) in law, the use and misuse of the computer's capabilities, the impact of CAI on law student attitudes and performance, and the positive student endorsement. They carefully analyze the computer's capacity for use in memory drills, tutorial sessions, and simulation exercises. They do not offer an unrestricted endorsement of the computer's capabilities but hope for the continuing development of CAI in the legal education process.     

Work and growth: A review of research on the impact of work experience on adolescent development

Work has not been extensively studied as a context for adolescent development, even though increased work experience has been widely recommended as a means of improving the transition of adolescents to adulthood. Studies of the impact of work experience on adolescent socialization, defined broadly, suggest that work has beneficial results that persist over time. Developmental theorists and critics of conventional patterns of workplace organization remind us, however, that current knowledge is inadequate to specify optimal types and amounts of work experience for adolescents. Studies of narrower outcomes of work experience — career knowledge and plans, job-related attitudes, behavior, and skills — are less persuasive. An ecological strategy is recommended for future research. Such research should consider the varying effects of different kinds of work experience on different adolescents and should seek those effects in settings other than the workplace and over long periods.Received his Ed.D. from the Harvard Graduate School of Education in 1975. Main interests are the transition of adolescents to adulthood and the development and evaluation of programs to ease that transition.Main interests are the interaction between families and human development, especially the effects of work.