Suchergebnisse

This policy study critically compares two different efforts to implement an accountability system in the New York City public schools. In 1971, the New York City Board of Education contracted with the Educational Testing Service (ETS), which created a lengthy accountability plan for the district. Fitful maneuvers to execute the ETS plan fizzled out by 1978. Roughly three decades later, New York City educational leaders publicly championed school accountability as a chief goal. By 2003, formal accountability system planning had commenced; in 2007, an accountability system went fully operational, with New York City public schools receiving a published letter grade that ranged from A-F. This study demonstrates how the maturation of a national education policy paradigm (standards-based school accountability) coalesced with several contextual factors (money, power, principals, and public relations) to enable successful system implementation in the 2000s. Importantly, this work also demonstrates how African-American community representatives and leaders in New York City contributed to the nascent movement for accountability in the 1970s, yet the voices of underrepresented and underserved populations were largely absent in the 2000s implementation effort. Finally, events in both eras illustrate how educational accountability can play an important symbolic role by transmitting political messages. ; Este estudio compara la política dos modelos diferentes de implementación de sistemas de rendición de cuentas en escuelas públicas de Nueva York. En 1971, la Junta de Educación de la Ciudad de Nueva York contrató el Educational Testing Service (ETS), que creó un plan de responsabilidad para el distrito. Maniobras intermitentes para ejecutar el plan de ETS concluyeron en 1978. Casi tres décadas más tarde, los líderes educativos de la ciudad de Nueva York defendieron públicamente la rendición de cuentas escolar como un objetivo fundamental. Para el 2003, la planificación formal del sistema de rendición de cuentas había comenzado; en 2007, un sistema de rendición de cuentas entró en pleno funcionamiento, y las escuelas públicas de la ciudad de Nueva York reciben una calificación que va de A-F. Este estudio demuestra cómo la maduración de un paradigma de la política educativa nacional (basado en los estándares de rendición de cuentas escolars) se unieron con varios factores contextuales (dineroel poder, directores y relaciones públicas) para permitir la implementación del sistema en la década de 2000. Es importante destacar que este trabajo también demuestra cómo los representantes de la comunidad afro-americanos y líderes en Nueva York contribuyeron al naciente movimiento de rendición de cuentas en la década de 1970, sin embargo, las voces de poblaciones insuficientemente representadas e insuficientemente atendidas siguieron en gran medida ausentes en el esfuerzo de implementación del año 2000. Por último, los acontecimientos en ambas épocas ilustran cómo modelos de rendición de cuentas escolares puede desempeñar un papel simbólico importante para transmitir mensajes políticos. ; Este estudo compara dois modelos diferentes de implementação de políticas de sistemas de prestação de contas nas escolas públicas de Nova York. Em 1971, o Conselho de Educação da Cidade de Nova York comtratou o Educational Testing Service (ETS), que criou um plano de prestação de contas para o distrito. Plano intermitente para executar manobras ETS concluiu em 1978. Quase três décadas depois, os líderes educacionais da cidade de Nova Iorque defendeuram publicamente a prestação de contas das escolas como um objectivo fundamental. Para 2003, a prestação de contas do sistema de planejamento formal tinha começado; em 2007, um sistema de prestação de contas tornou-se plenamente operacional, e as escolas públicas da cidade de Nova York receberam uma nota entre A-F. Este estudo demonstra como a maturação de um paradigma da política nacional de educação (relatórios baseados em prestação de contas) juntou-se a vários fatores contextuais (poder, dinheiro, gerentes e relações públicas) para permitir a implementação do sistema no início 2000 É importante ressaltar que este trabalho também mostra como os representantes dos líderes da comunidade afro-americana de Nova York contribuiu para o aumento da circulação de responsabilização na década de 1970, no entanto, as vozes das populações sub-representadas e carentes seguido praticamente ausente no esforço de implementação de 2000 Finalmente, eventos em ambos os modelos épocas ilustrar como a prestação de contas da escola pode desempenhar um papel simbólico importante para transmitir mensagens políticas.

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Since around 1500 C.E., humans have shaped the global environment in ways that were previously unimaginable. Bringing together leading environmental historians and world historians, this book offers an overview of global environmental history throughout this remarkable 500-year period. In eleven essays, the contributors examine the connections between environmental change and other major topics of early modern and modern world history: population growth, commercialization, imperialism, industrialization, the fossil fuel revolution, and more. Rather than attributing environmental change largely to European science, technology, and capitalism, the essays illuminate a series of culturally distinctive, yet often parallel developments arising in many parts of the world, leading to intensified exploitation of land and water. The wide range of regional studies—including some in Russia, China, the Middle East, India, Southeast Asia, Latin America, Southern Africa, and Western Europe—together with the book's broader thematic essays makes The Environment and World History ideal for courses that seek to incorporate the environment and environmental change more fully into a truly integrative understanding of world history. CONTRIBUTORS: Michael Adas, William Beinart, Edmund Burke III, Mark Cioc, Kenneth Pomeranz, Mahesh Rangarajan, John F. Richards, Lise Sedrez, Douglas R. Weiner

A typology of law -- Path dependance and the law -- Apartheid and the law -- Apartheid and the law II -- Apartheid's endgame and the law I -- Apartheid's endgame and the law II -- A plausibility probe

The study seeks an understanding of the "Ogoni crisis" from the civil society perspective and argues that at the root of the crisis were the practices of the Nigerian state with specific regard to its role as the central organ for the extraction and distribution of resources. The practices are examined under two historical periods defined by the structure of the production in the country: the agricultural exports era and the oil boom era. In each of these periods, an attempt is made to show the specific configurations of civil society arising form such state practices of which the Agbekoya rebellion by cocoa farmers and the activities of the Movement for the Survival of the Ogoni people (MOSOP) provide illustrations for each historic period. (GIGA-Sbd)