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.     

Negotiating for Money: Adding a Dose of Reality to Classroom Negotiations

Negotiation and conflict management courses have become increasingly common in business schools around the world. Frequently, these courses employ role plays and simulations to encourage students to try new strategies, tactics, techniques, and behaviors. While these simulations generally are designed to elicit realistic negotiation dynamics, they often lack the full emotional tension inherent in actual negotiations. One possible reason for this reduced tension is that no tangible resources, such as money, are at stake. This article describes an experiment in which MBA students paid a player's fee at the beginning of a negotiation course, and in which each negotiation exercise had an actual dollar value at risk. The article reports some results from this experiment and offers suggestions for instructors who might seek to add a player's fee to their own courses. In general, most students found the experience valuable, as it provided performance benchmarks while focusing their attention more sharply on risks and returns.     

Routine activities and social control in the aftermath of a natural catastrophe

The first two being from the University of Miami, the latter two from the University of Florida.     

Stocktaking after two sessions of the commission on Crime Prevention and Criminal Justice

B.A., Victoria University of Wellington 1964; LL.B., Victoria University of Wellington 1964; LL.M., Victoria University of Wellington 1967; LL.M., Columbia University 1968; J.S.D., Columbia University 1972. Professor Clark was a member of the former United Nations Committee on Crime Prevention and Control and represented New Zealand as an observer at the first two meetings of the United Nations Commission on Crime Prevention and Criminal Justice. Any views expressed here are his own.See generally Roger S. Clark,United Nations Crime Prevention and Criminal Justice Program: Formulation of Standards and Efforts at Their Implementation (forthcoming 1994).