Testimony issued by the Government Accountability Office with an abstract that begins "The American Recovery and Reinvestment Act of 2009 (Recovery Act) included more than $48 billion for the Department of Transportation's (DOT) investment in transportation infrastructure, including highways, rail, and transit. This testimony--based on Government Accountability Office (GAO) report GAO-10-231, issued on December 10, 2009, in response to a mandate under the Recovery Act--addresses (1) the uses of Recovery Act highway funding, including the types of projects states have funded and efforts by DOT and the states to meet the requirements of the act, and (2) the uses of Recovery Act transit funding and how recipients of Recovery Act funds are reporting information on the number of jobs created and retained under section 1512. In GAO-10-231, GAO continues to examine the use of Recovery Act funds by 16 states and the District of Columbia (District), representing about 65 percent of the U.S. population and two-thirds of the federal assistance available through the act. GAO also obtained data from DOT on obligations and reimbursements for the Recovery Act's highway infrastructure and public transportation funds. GAO updates the status of agencies' efforts to implement previous GAO recommendations to help address a range of accountability issues as well as a matter for congressional consideration. No new recommendations are being made at this time. The report draft was discussed with federal and state officials, who generally agreed with its contents."
The Boxer Rebellion of 1900, originally a regional anti-Christian and anti-foreign movement in Western Shandong, turned to be a sensational international event, prompting eight great powers to dispatch a large number of troops for its suppression. Ironically, soon after the catastrophe, Christianity entered into a golden age as the number of Chinese converts skyrocketed while the religion enjoyed an unprecedented growth. It was only temporarily halted by the Japanese invasion in 1937. This paper probes the complicated relationship among church, state and society during this historical era. It tries to figure out factors leading to the booming enterprise as it argues that a number of reasons had contributed to the new phenomenon, such as governmental preferential policies, liberal political and social milieu, missionaries' new strategies, indigenous Christian efforts, and tenacious accommodations by Chinese believers.
In: Calzada, I. (2020), Emerging Citizenship Regimes and Rescaling (European) Nation-States: Algorithmic, Liquid, Metropolitan and Stateless Citizenship Ideal Types. In Moisio, Jonas, Koch, Lizotte, Luukkonen and Sparke (eds), Handbook on the Changing Geographies of the State: New Spaces of Geopolitics.
BACKGROUND: The healthcare needs of the general population are on the rise and to meet these demands, the healthcare professionals, especially doctors have to acquire a large number of skills. In the Indian settings, as of now, conventional system of education is being followed in medical colleges and this is despite the fact that it has many flaws associated with it. AIMS AND OBJECTIVES: The objective of the article is to explore the utility and the need of Competency Based Medical Education (CBME) in Indian settings. MATERIALS AND METHODS: It is a brief review of pertaining to the transition of delivery of medical education in India and is well-supported by the studies from different nations. RESULTS: CBME is a thoughtful approach to develop physicians in their future practice and encourages better accountability and flexibility. However, if so many things are good with CBME, then the question arises why it has not been implemented yet across all the medical colleges in India? This is because of the various challenges which have been identified in the planning and implementation phase of the program. CONCLUSION: In conclusion, CBME remains the ultimate solution for the problems persisting in the conventional system of medical education. However, a systemic plan and better involvement of the stakeholders in the preparedness phase will significantly enhance the chances of the success of the program.
This paper examines how the patriarchal understanding of "women's empowerment" in Indonesia instrumentalizes the notion of Ibu, a social construction of womanhood based on a societally determined idea of domestication and productivity. Through the establishment of a saving and lending cooperative, a group of Chinese Benteng women was subjected to a neoliberal development project that operated on the basis of a market-driven society and promoted a "gender mainstreaming" discourse to enhance this participatory project. They were introduced by a women's NGO as their broker. The notion of "women's empowerment" inspired a governmental operation aimed at these women, promoting the particular qualities of the dutiful housewife, devoted mother, and socially active member of Indonesian society. These characters were distinguished by their high level of devotion to community volunteering and to the state's apolitical project, thus depoliticizing and deradicalizing the feminist view of women's empowerment; this was simultaneously balanced with the promotion of the traditional gender roles of wife and mother. Such a discourse also molds women's desires to voluntarily subscribe to such a social construction of womanhood and, at the same time, circumvents objections to any form of women's subordination reproduced by the same rhetoric of "women's empowerment". By employing an ethnographic methodology, this article argues that the patriarchal view of "women's empowerment" emerged as a deceitful doctrine to prompt Chinese Benteng women into internalizing certain qualities according to the gendered conception of womanhood in Indonesia. This article concludes that the patronizing and dominating aspects of State Ibuism have normalized Indonesian society's expectations and desires with regard to women's empowerment.
Examines the issue of recognition of states that was the topic of a recent roundtable discussion at the Institute for Contemporary International Studies of the Diplomatic Academy of the Russian Ministry of Foreign Affairs. Intellectuals, diplomats, institutional leaders, & department heads from all over Russia came together to restore the link between intellectual centers & the country's leaders in order to provide foreign policy with a sounder intellectual foundation. It is pointed out that the recognition of states became especially relevant following declarations of independence by Kosovo, South Ossetia, & Abkhazia. Issues discussed included the basic criteria for the recognition of states; legal/political aspects of recognition; the impact of international law on the recognition of a state; & whether Russia's recognition of Abkhazia & South Ossetia was the right decision. Historical conditions that expedited the evolution of an unrecognized state entity were explored, along with the mutual recognition unrecognized states grant each other; distinctions between declarative & constitutive theories of recognition; & contradictions between the right to self-determination & the principle of territorial integrity. Adapted from the source document.
Women affiliated with ISIS in a voluntary role, often hailing from the West, are often presented either as passive accessories and victims or as deviant, gender-norm-defying monsters.1 In fact, women are an indispensable component of ISIS, taking up roles both as perpetrators of violence and as mothers and educators of the next generation of ISIS fighters. Through the creation of an original database, I examine the roles and experiences of ISIS-affiliated women before, during, and after their time in the organization. I make connections between individuals' roles and experiences and highlight identifiable trends in the behavior of these women. These findings suggest that there are misunderstandings in current counterterrorism efforts and policies. The data and hypotheses presented in this study provide a foundation for future data collection efforts and for the construction of fuller accounts of the nature and determinants of the behavior of this important category of women.
In: International organization, Band 20, Heft 4, S. 863-866
ISSN: 1531-5088
At a meeting of foreign ministers of five Central American countries—Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua—held on November 15–17, 1962, and attended also by an observer from Panama, it was provisionally agreed to set up a new Organization of Central American States (ODECA) to supersede the organization of the same name set up in October 1951. The Charter of the new organization, known as the San Salvador Charter, was formally signed at a further meeting of foreign ministers held in Panama City from December 12 to 14, 1962. Panama did not sign the Charter, but provision was made for that state to become a member if it wished to join at a future date. The new Charter was to come into effect when ratified by the five states which had signed it. Following ratification by Costa Rica on March 30, 1965, the Charter entered into force.
Home education has become a problem under study in the face of proposals for its implementation and support for its regulation by the Brazilian government. In view of the discussion, the need arises to analyze the viability and possibility of implementing home education in Brazil, amidst the political debates and existing lawsuits on the authorization and regulation of homeschooling. Specifically, we are interested in discussing the possibility that the family educates their descendants in their homes, without the need for school enrollment linked to an institution, drawing a historical panorama of home education in the Brazilian territory and verifying the legal and economic regulation of this teaching modality. There are educational aspects that emphasize the infeasibility of this pedagogical practice due to the lack of socialization of the individual beyond parental relationships. Under this point, the research was developed from the arguments for and against the practice of home education, organized through bibliographic and documentary analysis of articles and legislation that address the chosen topic, defining its parameters and concepts. In addition, the main legal and institutional provisions that regulate education in Brazil were reviewed, in dialogue with bill. 2.401/2019, in order to verify the legal and economic viability of the regulation of this teaching modality. ; La educación en el hogar se ha convertido en una problemática en estudio frente a las propuestas para su implementación y el apoyo a su regulación por parte del gobierno brasileño. En vista de la discusión, surge la necesidad de analizar la viabilidad y la posibilidad de implementar la educación domiciliar en Brasil, en medio de los debates políticos y juicios existentes sobre la autorización y regulación de la enseñanza a domicilio. Específicamente, nos interesa discutir la posibilidad de que la familia eduque a sus descendientes en sus hogares, sin la necesidad de inscripción escolar vinculada a una institución, trazando un panorama histórico de la educación en el hogar en el territorio brasileño y verificando la viabilidad jurídica y económica de la regulación de esta modalidad de enseñanza. Hay aspectos educativos que enfatizan la inviabilidad de esta práctica pedagógica por la falta de socialización del individuo más allá de las relaciones parentales. Bajo este punto, la investigación se desarrolló desde la argumentación a favor y en contra de la práctica de la educación en el hogar, organizado a través del análisis bibliográfico y documental de artículos y legislación que abordan la temática escogida, definiendo sus parámetros y conceptos. Además, se revisaron las principales disposiciones legales e institucionales que regulan la educación en Brasil, en diálogo con PL. 2.401 / 2019, con el fin de verificar la viabilidad legal y económica de la regulación de esta modalidad de enseñanza. ; La educación en el hogar se ha convertido en una problemática en estudio frente a las propuestas para su implementación y el apoyo a su regulación por parte del gobierno brasileño. En vista de la discusión, surge la necesidad de analizar la viabilidad y la posibilidad de implementar la educación domiciliar en Brasil, en medio de los debates políticos y juicios existentes sobre la autorización y regulación de la enseñanza a domicilio. Específicamente, nos interesa discutir la posibilidad de que la familia eduque a sus descendientes en sus hogares, sin la necesidad de inscripción escolar vinculada a una institución, trazando un panorama histórico de la educación en el hogar en el territorio brasileño y verificando la viabilidad jurídica y económica de la regulación de esta modalidad de enseñanza. Hay aspectos educativos que enfatizan la inviabilidad de esta práctica pedagógica por la falta de socialización del individuo más allá de las relaciones parentales. Bajo este punto, la investigación se desarrolló desde la argumentación a favor y en contra de la práctica de la educación en el hogar, organizado a través del análisis bibliográfico y documental de artículos y legislación que abordan la temática escogida, definiendo sus parámetros y conceptos. Además, se revisaron las principales disposiciones legales e institucionales que regulan la educación en Brasil, en diálogo con PL. 2.401 / 2019, con el fin de verificar la viabilidad legal y económica de la regulación de esta modalidad de enseñanza.
Policymakers transfer knowledge about policies, ideas, and institutions between political systems, learning from one another in a process of policy learning; lesson drawing; diffusion; or policy transfer. As Dolowitz and Marsh observe: "While terminology and focus often vary … studies are concerned with the process by which knowledge about policies, administrative arrangements, institutions, and ideas in one political system (past or present) are used in the development of policies, administrative arrangements, institutions and ideas in another political system." The literature on policy transfer has mainly addressed how policymakers glean potential lessons and use those experiences to devise reforms. It asks questions about why policy transfer occurs; who was involved; what was transferred; from where; the extent of the transfer; and how the process of transfer is "related to policy 'success' or 'failure.'" Greener distinguishes this from policy learning, where policymakers make deliberate adjustments in response to experience or new information, and learning is evident when policy changes as a result of this process. Some scholars see policy transfer as a subset of policy learning, since these are often part of the same procedure. Oliver and Pemberton advance a model, for example, of how ideas are absorbed through learning, in which bureaucratic battles ensue to institutionalize a new policy, and reformers' success in securing support can be critical in determining the extent of policy learning and transfer.
Appendices: I. Report on unemployment insurance including a comparative study of operations in eleven selected states.--II. Survey of instruction and related activities in industrial and labor relations.--III. Table of contents of the unit on industrial and labor relations. ; At head of title: Legislative document (1943) No. 39. State of New York. ; Mode of access: Internet.
