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Judicial reform became an important part of the agenda for development in Latin America early in the 1980s, when countries in the region started the process of democratization. Connections began to be made between judicial performance and market-based growth, and development specialists turned their attention to “second generation” institutional reforms. Although considerable progress has been made already in strengthening the judiciary and its supporting infrastructure (police, prosecutors, public defense counsel, the private bar, law schools, and the like), much remains to be done. Linn Hammergren’s book aims to turn the spotlight on the problems in the movement toward judicial reform in Latin America over the past two decades and to suggest ways to keep the movement on track toward achieving its multiple, though often conflicting, goals. After Part I’s overview of the reform movement’s history since the 1980s, Part II examines five approaches that have been taken to judicial reform, tracing their intellectual origins, historical and strategic development, the roles of local and international participants, and their relative success in producing positive change. Part III builds on this evaluation of the five partial approaches by offering a synthetic critique aimed at showing how to turn approaches into strategies, how to ensure they are based on experiential knowledge, and how to unite separate lines of action.
Judicial reform became an important part of the agenda for development in Latin America early in the 1980s, when countries in the region started the process of democratization. Connections began to be made between judicial performance and market-based growth, and development specialists turned their attention to “second generation” institutional reforms. Although considerable progress has been made already in strengthening the judiciary and its supporting infrastructure (police, prosecutors, public defense counsel, the private bar, law schools, and the like), much remains to be done. Linn Hammergren’s book aims to turn the spotlight on the problems in the movement toward judicial reform in Latin America over the past two decades and to suggest ways to keep the movement on track toward achieving its multiple, though often conflicting, goals. After Part I’s overview of the reform movement’s history since the 1980s, Part II examines five approaches that have been taken to judicial reform, tracing their intellectual origins, historical and strategic development, the roles of local and international participants, and their relative success in producing positive change. Part III builds on this evaluation of the five partial approaches by offering a synthetic critique aimed at showing how to turn approaches into strategies, how to ensure they are based on experiential knowledge, and how to unite separate lines of action.
The term "accountability" is increasingly heard at the United Nations. More than six decades after the organization's founding, people continue to ask exactly how the UN is accountable for what it does, and many agree that enhanced UN accountability is a prerequisite to effective global governance. Nevertheless, the concept is elusive and rarely defined, and views have diverged on its proper meaning and various implications. The contributors to this volume identify key issues, raise pertinent questions, and suggest useful reforms regarding accountability in the context of the United Nations system. Contributors include Edith Brown Weiss (Georgetown University Law Center), Michael Fowler (University of Louisville), Koji Fukuda (Waseda University, Tokyo), Ikuyo Hasuo (Osaka University), Anna Herken (office of the Secretary General of the European Bank for Reconstruction and Development), Tadanori Inomata (United Nations), Kyoji Kawasaki (Hitotsubashi University, Tokyo), Tatsuro Kunugi (United Nations University and International Cooperation Research Association), Sumihiro Kuyama (United Nations University), Peter Lallas (World Bank), Edward Luck (International Peace Institute and office of the UN Secretary-General), Suresh Nanwani (Asian Development Bank), Jochen Prantl (Centre for International Studies and Nuffield College, University of Oxford), Michael Reiterer (University of Innsbruck), Tetsuo Sato (Hitotsubashi University), Hideaki Shiroyama (University of Tokyo), Mariko Shoji (Keiai University, Chiba), Kazuo Takahashi (United Nations University and National Graduate Institute for Policy Studies, Tokyo), Hirohide Takikawa (Osaka City University), and Mikoto Usui (Tsukuba University).
A comprehensive study of contemporary memories of China's revolutionary epoch, from the time of Japanese imperialism through the Cultural Revolution. This volume examines the memories of a range of social groups, including disenfranchised workers and rural women, who have often been neglected in scholarship.
Explores how North American Jews have envisioned Israel From the late 19th century to the present.
The future of public education and democracy is at risk. Powerful forces are eroding commitment to public schools and weakening democratic resolve. Yet even in deeply troubling times, it is possible to broaden social imagination and empower effective advocacy for systemic progressive reform. Re-envisioning Education and Democracy explores challenges and opportunities for restructuring public education to establish and sustain more broadly inclusive, deeply democratic, and effectively transforming approaches to social inquiry and civic participation. Re-envisioning Education and Democracy adopts a non-traditional format to extend social awareness and imagination. Within each chapter, one episode of an evolving strategic narrative traces the life cycle of a systemic reform initiative. This is followed by an exploratory essay that draws from theory, research, criticism, and practice to prompt consideration of focal issues. Woven through each chapter is a poetically framed meditative stream informed by varied historical and cultural conceptions of oracles. A developmental sequence of social learning strategies (exploratory democratic practices), accompanied by thematic bibliographic references, are included to model democratic teaching and learning applicable in classroom and community settings.
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Although STEM (Science, Technology, Engineering, and Mathematics) has been diversely defined by various researchers (e.g. Buck Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf, 2008), during the last decade, STEM education has gained an increasing presence on the national agenda through initiatives from the National Science Foundation (NSF) and the Institute for Educational Sciences (IES). The rate of technological innovation and change has been tremendous over the past ten years, and this rapid increase will only continue. STEM literacy is the power to “identify, apply, and integrate concepts from science, technology, engineering, and mathematics to understand complex problems and to innovate to solve them” (Washington State STEM, 2011, Internet). In order for U.S. students to be on the forefront of this revolution, ALL of our schools need to be part of the STEM vision and guide students in acquiring STEM literacy. Understanding and addressing the challenge of achieving STEM literacy for ALL students begins with an understanding of its element and the connections between them. In order to remain competitive, the Committee on Prospering in the Global Economy has recommended that the US optimize “its knowledge-based resources, particularly in science and technology” (National Academies, 2007, p. 4). Optimizing knowledge-based resources needs to be the goal but is also a challenge for ALL educators (Scheurich & Huggins, 2009). Regardless, there is little disagreement that contemporary society is increasingly dependent on science, technology, engineering, and mathematics and thus comprehensive understandings are essential for those pursuing STEM careers. It is also generally agreed that PK-12 students do not do well in STEM areas, both in terms of national standards and in terms of international comparisons (Kuenzi, Matthews, & Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, & Kim, 2011). The question then becomes what might PK-12 schools do to improve teachers’ and students’ STEM knowledge and skills? This book will look at equity and access issues in STEM education from PK-12, university, and administrative and policy lenses.