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Timothy J. Flanagan 《Journal of criminal justice》1980,8(6):357-367
This article addresses a number of questions about prison misconduct among long-term and short-term prisoners. Previous studies of institutional misconduct have found an inverse relationship between age and rule breaking and negligible relationships between time served and infraction rates. The data presented here show that the infraction rates of long-term inmates are significantly lower than the rates for short-term prisoners, even in the early years of confinement. However, age is an important variable that intervenes in the relationship, especially in the older-age categories. The types of infractions committed by long-term and short-term inmates are quite similar. The temporal pattern of infraction behavior for short-term inmates provides support for Wheeler's model of an inverted U-shaped curve of prison adjustment, while the pattern for long-term inmates does not fit Wheeler's model. The data suggest that long-term inmates adapt to their situation in ways that are distinguishable from short-term prisoners. 相似文献
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Timothy W. Costello 《Policy Sciences》1970,1(1):161-168
Nonrational factors affect the determination of policy. Points of vulnerability to the influence of nonrational factors are identified in the policy-forming process and in the policy-implementing process. The suggestion is made that a normative model for the policy-formation process must take account of the presence of nonrational influences so that they can be dealt with in a rational manner. 相似文献
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In the field of crime-related education, examination of the characteristics of teaching, research, and institutional differences has recently been a concern. This study examines full-time faculty (N=929) and their patterns of entry, including academic degree held, academic major, past academic and agency experience, and type of institution; and the extent to which differing methods of access are associated with attitudes toward research, scholarship, agency practice, academic collegiality, and orientation toward crime-related study. Dual paradigms seem to exist in crime-related education: one centering on teaching, field practice, and professionalism; the other on research, scholarship, and the more traditional values of academe. 相似文献