Administration and Justice

Although the existence of plea negotiation as an operative mode of disposition in most criminal court systems has been firmly established, its role in the administration of justice remains a topic of considerable debate. It has been claimed that plea negotiation subverts ideal principles of justice while attending to administrative needs for speedy case settlement. More recent research indicates that disposition by guilty plea is a complex process that incorporates system needs as well as principles of justice. Findings from an exploratory study of the felony disposition guilty plea is a complex process that incorporates system needs as well as principles of justice. Findings from an exploratory study of the felony disposition process in the Multnomah County court system in Portland, Oregon suggest that, under certain conditions, plea negotiation can effect a balance between competing but interdependent domains of action in the criminal disposition process.     

Values and Persuasion During the First Bush-Gore Presidential Debate

Appealing to values is an effective form of argumentation. In our analysis of the Bush-Gore debate, we found that values are fundamental in framing issues; their effectiveness is contingent on the issue context and the predisposition of the audience.­ Thus, merely constructing an appeal to values does not guarantee persuasiveness, as the appeal must be concrete in nature when attempting to move an audience to action. Such an appeal goes beyond creating a link between the value appeal and the issue, as the value appeal and the issue position must resonate with a defined audience. Our results indicate that most undecided voters who made up their minds as a result of the debate chose Gore, while a few chose Bush and some remained undecided. Those who chose Gore were clearly more egalitarian in their orientation than undecided voters who chose Bush or could not decide. Bush's use of individualism did not seem to persuade undecided voters, nor did it seem to have a detrimental impact on support for Gore. For the most part, Bush's support remained constant before and after the debate, at least among this particular audience.     

COGNITIVE DEVELOPMENTAL THEORY: A Basis for Juvenile Correctional Reform?

Cognitive developmental theory has been increasingly offered as on explanation for lawbreaking. The theory suggests that lawbreaking results from individuals not having sufficiently developed reasoning abilities to resolve moral dilemmas, specificially those involving illegal acts. This article reports on on original test of the association between reasoning and law-breaking and addresses shortcomings of prior research. The article concludes that although the theory has been recommended and used as a basis for program design, there is little evidence to suggest that reasoning is, indeed, related to lawbreaking. Since ideological appeal of the theory may result in its adoption in program settings, continued empirical testing of hy-potheses derived from the theory is of considerable importance.     

CHINATOWN'S IMMIGRANT GANGS

The rise of Chinese youth gangs in urban centers in North America is a social phenomenon that has gained prominence in the past decade and a half. This study examines the characteristics and processes of four gangs operating in the Chinatown of Vancouver, Canada, over a three-year period (1975-1978). The gangs were composed entirely of teenaged immigrants recently arrived from Hong Kong who were engaged in a wide variety of antisocial and criminal behaviors. Three sociocultural antecendents are identified as important in the development of Chinese youth gangs: (1) the weakening among many Hong Kong immigrants of the traditional Chinese pattern of close parental guidance and supervision; (2) the resultant emergence of youth peer-groups who challenge parental authority and Chinese values; (3) the strong attraction of North American success symbols for gang members, and their perceived inability to achieve success through legitimate means because of difficulties in learning English.