Constitutional Law - Criminal Procedure - Successive State Prosecutions for Same Activity

Petitioner suspected of having robbed five persons on a single occasion. was indicted and tried for the robbery of three of them. His sole defense was alibi and he was acquitted when only one of the five victims identified him as the robber. Petitioner was then tried under an indictment for the robbery of a fourth victim. Petitioner interposed the same defense but was convicted at this second trial. The New Jersey Supreme Court affirmed. On certiorari to the United States Supreme Court, held, affirmed, three justices dissenting. Neither the successive trials nor the failure of the court to apply the doctrine of collateral estoppel to the facts of this case constituted a deprivation of petitioner\u27s liberty without due process of law. Hoag v. New Jersey, 356 U.S. 464 (1958)

Automobile Accident Costs and Payments: Studies in the Economics of Injury Reparation

The report is presented as a pool of data which will serve many purposes. First of all, the report furnishes a perspective on the largeness and the smallness of the reparation process, and of its many parts. Second, the report supplies much more specific information than has ever before been available on many points, such as the high or low level of reparation in relation to losses; the number of people who get paid, and those who receive nothing; the levels of legal expense, including attorneys\u27 fees. Third, it will furnish a guide for future research directed to narrower questions, by disclosing what are the kinds and approximate dimensions of the phenomena which call for further examination. In order to suggest what sorts of information the report contains, and what conclusions may be drawn from it, a few of its findings are sketched in the following paragraphs. These findings have been selected from among many others as the ones most likely to be meaningful in the eyes of readers of many different kinds. Most of this summary relates to the survey of Michigan automobile accidents, which forms the major portion of this study.https://repository.law.umich.edu/michigan_legal_studies/1004/thumbnail.jp

Peace Corps fellows enter the urban classroom: Learning to teach by the authority of experience.

This self-study by a beginning teacher educator focuses on the clinical supervision of three secondary science teachers in urban classrooms. The study is premised on the belief that reflective practitioners are researchers in the practice context and that teacher educators, no less than teachers themselves, need to engage in systematic, intentional self-reflection in order to improve their own practice. Both the author-supervisor and the teachers are part of an alternative certification and masters degree program custom-designed for returned Peace Corps Volunteers called The Peace Corps Fellows/USA Program. The dual worlds of the public-innercity-science classrooms and the large-midwestern-university-education classrooms constitute the context of the study and interface with three significant areas of educational research: science education, teacher development and urban education. The study is informed by multiple sources of data collected over an eighteen month period: 20 interviews, 5 focus-group sessions, over 60 classroom observations, portfolios, and journal entries. The results are reported in a series of critical vignettes, or short stories. This experimental format is in keeping with a phenomenological stance of describing events with attention to the details as a way of conveying a situation as accurately as possible. Such attention to the details is deemed absolutely essential for capturing the nuances of the atmosphere, the feeling of the reality of the present and the mood, i.e. Heidigger's Befindlichkeit. Findings of the study challenge the implicit assumption that overseas teaching experiences in the Peace Corps enhance return volunteer's first semester transition in U.S. urban teaching, document constraints imposed by the large bureaucratic high school against efforts of the teachers to establish science learning communities in their classrooms, and describe the conceptual change which took place in the three teachers' understandings of the nature of science and student-centered teaching. From these findings, the author makes the practical proposal that peer critiquing and collaboration such as focus groups may be an effective alternative or addition to one-on-one clinical supervision.Ph.D.EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/104589/1/9542797.pdfDescription of 9542797.pdf : Restricted to UM users only

Coping and Growing: Peace Corps Fellows in the Urban Classroom

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/69112/2/10.1177_0022487195046001007.pd