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Nineteenth-century visions, twentieth-century realities -- From subdivision to city : the war years -- Creating an integrated Seaside after the war -- Urban renewal and civil rights -- Fulfilling the dream, almost -- After Fort Ord : the new demographic

In the United States, neo-conservatives began legalizing transindustrial media conglomerates under the Reagan Administration in the 1980s. Subsequent Administrations have 'stayed the course' by further deregulating broadcasting/cable services, retreating from any enforcement
of anti-trust law, and defunding governmental services (Streeter 1996; Tillinghast 2000). By withdrawing governmental entities from the oligopolized markets for network television, television and cable programmes, cable channels, cable system ownership, and satellite services, neo-conservatives
claim that they 'let the market decide' how those industries ought to be organized. With this appeal to Adam Smith's market model, they gloss over the fact that, at the national level, these were oligopolistic markets whose very existence depended on federal laws and regulations.

"This volume aims to introduce cultural rights and cultural diversity to a non-legal audience as well as to legal and human rights specialists who may not be very familiar with this area of law - which has been termed the Cinderella of the human rights family. Cultural rights and the associated notion of cultural diversity are under-conceptualized from a theoretical viewpoint and poorly understood by governments and rights-holders and thus not implemented as well as they might be. It is therefore necessary to specify clearly the content, and scope of these rights and their relationship to other human rights as well as the various domains in which they are important. Underlying this work is the belief that cultural rights and cultural diversity are increasingly implicated in important areas of policy and legal development and so need to be better understood by governments, governmental authorities, cultural specialists and the rights-holders themselves. Over recent years, the subject of cultural rights has expanded greatly, from that of a national culture available to all citizens to the non-material elements of heritage which, in turn, involves the idea of active public participation in the decision-making process and of citizens being able to contribute actively to their culture. As a result, there is increasing demand for better promotion and protection of cultural rights as an integral part of human rights. The book is divided into two parts. The first section sets out the broader context in which cultural rights and diversity operate, and examines in detail the concept of cultural diversity and its applications, introducing the potential scope for and content of cultural rights and specific challenges they pose to human rights theory. The second section includes in summary form various texts (treaties, other legal instruments and political texts) relevant to cultural rights and cultural diversity. This volume therefore provides the reader with a detailed discussion of cultural rights and diversity combined with the main legal and political primary sources supporting it"--Back cover

Political ideologies, policies and economy affect land use which in turn may affect biodiversity patterns and future conservation targets. However, few studies have investigated biodiversity in landscapes with similar physical properties but governed by different political systems. Here we investigate land use and biodiversity patterns, and number and composition of birds and plants, in the borderland of Austria, Slovenia and Hungary. It is a physically uniform landscape but managed differently during the last 70 years as a consequence of the political "map" of Europe after World War I and II. We used a historical map from 1910 and satellite data to delineate land use within three 10-kilometre transects starting from the point where the three countries meet. There was a clear difference between countries detectable in current biodiversity patterns, which relates to land use history. Mobile species richness was associated with current land use whereas diversity of sessile species was more associated with past land use. Heterogeneous landscapes were positively and forest cover was negatively correlated to bird species richness. Our results provide insights into why landscape history is important to understand present and future biodiversity patterns, which is crucial for designing policies and conservation strategies across the world.

In this paper I present a pedagogical method called Writing Answers to Learn (WAL) which combines Problem-Based Learning (PBL) and Exploratory Writing to address the interrelated pedagogical problems of misconceptions, resistance, retention, and transfer. I analyze the use of this combined method in a course on racial and ethnic relations and provide examples to suggest that students commonly use four ideologies to understand racial and ethnic inequality: blaming the victim, justification, naturalization, and colorblind racism. I describe how I helped students identify and unlearn these ideological misconceptions and replace them with a sociological conceptual framework. I analyze the results of a pre-test, post-test, and follow-up test showing that students' use of ideology declined on each subsequent exam while their use of sociology increased during the semester and was partially retained months later. Finally I discuss the study's limitations and the utility of students learning the falseness of ideology.

Most public organizations share values and beliefs and socially constructed patterns of action that guide the behavior of their employees, resulting in their unique organizational culture. Existing literature on police organizations describes an unmistakable culture that celebrates masculine values and a social structure that exists purposely and specifically to repress female officers. Using a survey data set of 1,114 female federal law enforcement officers, this research employs coarsened exact matching to examine perceived inclusion and its effects on women experiencing disrespect by male colleagues and incidences of sexual harassment and sexual discrimination. In addition, reporting behavior is captured for female officers who experience wrongful conduct. The study finds that women who report working in an inclusive organizational culture are less likely to experience pervasive negative attitudes from their male colleagues or occurrences of sexual harassment and sexual discrimination. However, the existence of an inclusive organizational culture did not show a significant difference in reporting sexual harassment or sexual discrimination if women experienced such wrongful behavior.

FrontMatter -- Contents -- Preface -- Executive Summary -- I INTRODUCTION -- Introduction -- II PROCEEDINGS -- Opening Remarks -- Panel I - SBIR at the Department of Defense -- Panel II - SBIR at the National Institutes of Health -- Panel III - SBIR at NASA -- Panel IV - SBIR at the Department of Energy -- Panel V - SBIR at the National Science Foundation -- Panel VI - Roundtable Discussion -- III APPENDIXES -- Appendix A: Biographies of Speakers -- Appendix B: Participants List 24 October 2002 Symposium -- Appendix C: Bibliography.

KurowskiABSTRACTUntil recently, the Czech Republic had an educational system dominated by indigenous people, who accounted for 95% of the school population. With the increasing influx of migrants and foreign students especially from outside European Union, came a great disparity among the quality of learners and their learning needs, and a consideration for the challenges associated with being a minority and living within a foreign culture. This has prompted the research into ways of tailoring the educational system to meet the rising demand of learning styles and needs for the diverse learners in the Czech classrooms. Literature is reviewed regarding the various ways to accommodate the international students considering racial differences, focusing on theoretical approach and pedagogical principles. This study examines the compulsory educational system of the Czech Republic and the position and responsibility of the teacher in fostering a culturally sensitive and inclusive learning environment. Descriptive and content analysis is relied upon for this study. Recommendations are made for stakeholders to imbibe a more responsive environment that enhances cultural and social integration of all learners.

This article questions predictions about China's democratic potential based on rising incomes in the private sector. For private entrepreneurs to constitute a democratizing force, structural theories expect two causal links: first, class formation; and second, collective action. This article examines national surveys of business owners, proposes a typology of entrepreneurs' political behavior, and concludes that class formation has not occurred among private entrepreneurs. The absence of a common basis for identity and interaction challenges the hypothesis that China's new capitalists might engage in collective action to demand democracy. Entrepreneurs should, thus, be examined at a lower level of abstraction rather than lumped into a catchall capitalist "middle class." Taking into account the employment background, social networks, and local political conditions of people in apparently similarly situated groups is essential for explaining political dynamics in transitional contexts where the identities and interests of new economic actors are mediated by prereform experiences.