Suchergebnisse

Desde la crisis económica internacional de 2008 el estudio de la corrupción pública ha cobrado particular protagonismo. Este tipo de acontecimientos demandan mejorar el control del erario para cerrar la brecha entre gastos e ingresos públicos. Sin embargo, en la investigación sobre sus determinantes, aún son ambiguas ciertas asociaciones, tanto teóricas como empíricas, de manera que buena parte de las conclusiones preliminares no se pueden tomar como una guía de acción o política. Además de presentar una revisión de la literatura sobre el tema, en este trabajo se sostiene que un factor central que limita la extensión de la corrupción es la probabilidad de que ésta sea descubierta. Además, se consideran diversas especificaciones econométricas usando un panel de datos no balanceado que incorpora datos de más de 150 países entre los años 1995 y 2010, para identificar hasta qué punto algunas asociaciones estadísticas son robustas de modo que se pueden tomar como un referente para diseñar las estrategias necesarias tendientes a controlar la corrupción.

This article questions the nature of the philosophical commitment to the problem of 'the public' in modernity. To what extent does the natural form of the public determine the use and value of the instruments of pragmatism in the public-private divide. In this interpretation, John Dewey's ideas about 'the public' are presented in terms of how to solve a specific problem through what he sees as 'co-operative inquiry'. The article also examines the role of public space in the process of democratization through the potential of co-operative inquiry. More often than not, it appears that the politics of public space may be both detrimental and/or beneficial to its end-users in China, Europe, the Americas, Africa, and the rest of Asia.

In a decidedly anti-intellectual moment, exemplified by such recent phenomena as denials of science, defunding of universities, and distrust of "facts," Intra-Public Intellectualism examines the relationships among qualitative inquiry, truth telling and social activism. With contributions from scholars and activists around the world, the book addresses three key tensions in the field of social inquiry. The first tension concerns the proliferation of digital environments and virtual spaces, exploring how the "public" in public intellectualism might be reconsidered. The second tension concerns the ongoing critiques of truth and subjectivity, exploring how these disruptions change the work of the intellectual. The third tension concerns the growing scientific and philosophical rejection of static material worlds, exploring what becomes of social responsibility and justice when agency extends beyond human subjects. Intra-Public Intellectualism will be a must read for those interested in the roles of the intellectual in the academy and beyond and those keen on rethinking critical social inquiry for the twenty-first century. Perfect for courses such as: Introduction to Qualitative Research; Critical Qualitative Inquiry and Critical Theory; Social Context and Education; Foundations of Education; Cultural Studies and Public Pedagogy; Curriculum Theory; Social Justice and Education; Advanced Qualitative Methodology; Interpretivist Inquiry; Posthumanist Inquiry; New Materialist Inquiry; Arts-Based Inquiry

ABSTRACTThis article describes a variant of experiential course design—open inquiry—that has learning-how-to-learn (or metacognition about learning) as a primary course goal. In open-inquiry designs, students first choose the problems that they will study during the course. They then co-create each class period as the semester progresses. They recognize deficiencies in their own content knowledge, skills, and learning processes and take actions to remedy them. By reflecting on their successes and failures, students practice the skill of self-directed learning. This process of metacognitive reflection is a crucial skill that they will need when they face novel problems after graduation. In open-inquiry courses, students have produced high-quality work by learning about substantive policy areas that they choose to study, developing the policy skills that they deem important, and growing in their understanding about how they learn effectively.

In recent years, the saliency of conflicts pitting different ethnic, racial and religious groups against one another has increased dramatically. The world of nation-states is much more diverse than previously realized; only a small number of the 185 independent countries are truly homogeneous. With the end of the cold war, the relative importance of ethnic conflicts as a threat to international peace and stability is far greater. An international set of scholars collaborate in this volume to explore policy alternatives which can contribute towards the accommodation of cultural diversity

THIS ARTICLE ARGUES THAT THE MOST EFFECTIVE WAY TO STUDY THE PRESIDENCY IS THE POLICY ANALYSIS APPROACH: WHERE THE OBJECT OF STUDY IS THE POLICY ITSELF. A DISCUSSION OF THE POLICY APPROACH IS OFFERED, AND AN EMPIRICAL STUDY, BASED ON PRESIDENTIAL POLICY FROM 1954-1974, IS OUTLINED FOCUSING ON AREAS WHERE PRESIDENTS ARE MOST POLICY-EFFECTIVE.