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Since the 1930s, federal housing policies and individual practices increased the spatial separation of whites and blacks. Practices such as redlining, restrictive covenants, and discrimination in the rental and sale of housing not only led to residential segregation by race but also continue to shape Whiteness and frame narratives about what constitutes Blackness. Despite the judicial and legislative victories of the civil rights movement, including the Brown v. Board of Education of Topeka, Kansas decision, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968, residential segregation persists and in many cases has grown. Claims of a postracial society notwithstanding, the continued segregation of Blacks and Whites exacerbates racial wealth inequality, racial achievement gaps, and racial profiling. Using White racial frame and critical race theory, we explain the persistence of residential segregation amid growing ethnic diversity in the United States. We also demonstrate why current efforts to narrow racial gaps in wealth, education, and the criminal justice system have failed. Finally, we discuss several important tenets that must guide efforts to curb the epidemic of death by residential segregation in America.

Research on militias portrays them as subservient proxies of governments used to achieve tactical goals. The conventional wisdom, however, ignores the diversity of state–militia relations. This article outlines four distinct strategies that states can pursue toward militias, ranging from incorporation to suppression. It then argues that regime ideology shapes how governments perceive and deal with militias. A new theory of armed group political roles brings politics back into the study of militias. Comparative evidence from India and Pakistan shows that varying regime ideological projects contribute to different patterns of militia–state relations. These findings suggest that political ideas ought to be central to the study of political violence, militias should be studied in direct dialog with other armed groups, and a traditional focus on civil war should be replaced by the broader study of "armed politics."

Interest groups have many tactics to choose from in pursuing their policy goals. While inside tactics have received considerable scholarly attention, outside tactics have been adopted increasingly by groups of all kinds. We explore one such lobbying tactic by examining the relationship between interest groups and journalists in the American states. Through a survey of statehouse reporters, we find that lobbyists are useful sources of information for these reporters, who even rank them above many more traditional sources of information. Our data also show that contact between interest groups and journalists varies systematically across the states. Specifically, interest groups in states with large or small numbers of interest groups have more contact with journalists than interest groups in states with an average number of groups. Furthermore, journalists in states where interest groups are relatively powerful claim to interact with those groups less than journalists in states where interest groups are less powerful. Adapted from the source document.

The English-speaking Caribbean countries share a common history of British colonial rule, resulting in similar educational systems with common institutions. They, with other countries, form the Caribbean Community (CARICOM). The CARICOM Heads of Government recently agreed on a common human resource development strategy that set targets for achievements for different levels of the regional educational systems (CARICOM Secretariat, 1997). Earlier policy agreements also set in train steps towards the free movement of skills across the region, thus requiring the transferability of qualifications.

1.: Algeria, Bahrain, Egypt, Jordan, Kuwait, Lebanon, Morocco. - ca. 1994. - 737 S. : Tab., Kt., Gloss., Lit.Hinw

Lavinia Stan and Lucian Turcescu examine the relationship between religion and politics in ten former communist Eastern European countries, showing church-state relations in the new EU member states through study of political representation for church leaders, governmental subsidies, registration of religions by the state, and religious instruction in public schools.

Through analysis of oral history interviews and quantitative source material,this articleoffers a gendered modelofsocialmobilityinthe post-wardecades.Itarguesthatwomenbornbetweenthelate1930s and early 1950s achieved social mobility through entering postsecondary education after a period of employment, followed by occupational movement into the welfare professions. Women's mobility primarily occurred in the long 1970s, facilitated by the Wilson government's investment in the welfare state and its expansion of further education and creation of the polytechnics. This challenges the predominantly masculinised trope of the grammar school as the driver of post-war mobility.

Purpose– This paper aims to examine how both the amount and type of coursework impact students' conceptualizations of sustainability. Previous research demonstrates that academic coursework influences students' environmental attitudes, yet few studies have examined the impact of coursework on how students conceptualize "sustainability".Design/methodology/approach– Data are examined from the 2011 Sustainability Survey, which yielded a sample of 552 students at a medium-sized university in the southeastern USA. A series of four linear regression models estimate the impact of academic coursework on students' conceptualizations of sustainability (ecosystems/nature, eco-efficiency, community/well-being and systemic change/innovation).Findings– The results indicate that the type of course that students take significantly impacts the way in which students conceptualize this term; the number of courses taken has no statistically significant impact. This suggests that mere exposure to a particular theme in a class, rather than continued exposure to courses related to sustainability, is more important in shaping students' perceptions.Originality/value– This study expands on previous research by examining the influence of the number and type of academic coursework on students' conceptions of sustainability and provides a framework for understanding the varied ways in which sustainability is defined. This has important implications for how students approach ways to achieve a sustainable future. The results suggest that students may be exposed to particular messages within an academic division that encourage students to emphasize particular elements of sustainability. While not problematic on its face, the data demonstrate that students lack an integrated or holistic understanding of sustainability. They usually view sustainability through the same prism as the academic division where their coursework was located, and this has implications for students' continued perceptions of sustainability, academic programming of sustainability and the practice of it.