Suchergebnisse

Child maltreatment is a complex global problem which remains difficult to study and address. Over the last decade, we have seen considerable interest by governments globally in learning the lessons from different countries and comparing experiences as systems are adapted and refined. International organisations such as the World Health Organization and UNICEF are increasingly prioritising activities to protect children from harm, with important reports on violence against children and strategies for preventing child maltreatment (UNICEF, 2014; World Health Organization, 2002, 2006). In turn, we have begun to see a growing body of literature that has started to provide data and insight into areas such as prevalence rates and developing models of safeguarding as they emerge across an expanding range of countries (e.g. Fang et al., 2015; Hutchinson et al., 2015; Leung et al., 2008; Schmid and Patel, 2016; Sidebotham, 2016).

By examining developments in England and Wales this article considers police reform in the context of the tension between operational independence and citizen oversight. The article assesses the nexus between regulation and accountability in order to shed light on how a bifurcated accountability paradigm has protected police autonomy. Particular significance is attached to the cold-blooded police shooting of an innocent man as a critical moment in the recent history of police governance. The lesson-learning strategy of the Independent Police Complaints Commission, created under the Police Reform Act 2002, is singled out as an important driver of police reform. Although police governance reform in England and Wales is context specific, it is held that appreciation of the regulation accountability nexus and complaints as lesson-learning opportunities are of significance in other jurisdictions and sectors. © 2009 Blackwell Publishing Asia Pty Ltd.

Abstract. European Union (EU) enlargement has important implications for the political and economic transition for the candidate and 'potential' candidate states of the Western Balkans. Similarly, the enlargement approach has effects on the functionality of EU enlargement. The article explores the development of the relationships between the EU and the Balkans and the politics and functionality of EU enlargement approach. The article examines how through a process of lesson learning and institutional reflexivity the development of the EU enlargement approach has impacted the technical and political basis and operation of the EU enlargement approach. This has evolved because of the interplay of factors, which includes institutional reflexivity within and among key agencies. Consequently, the EU has significantly extended political conditionality, the timeframe for accession, and the mechanisms for enlargement. Hence, the article concludes that EU enlargement has conformed to the policy-learning model with consequences for the enlargement to the Balkans.

AbstractBy examining developments in England and Wales this article considers police reform in the context of the tension between operational independence and citizen oversight. The article assesses the nexus between regulation and accountability in order to shed light on how a bifurcated accountability paradigm has protected police autonomy. Particular significance is attached to the cold‐blooded police shooting of an innocent man as a critical moment in the recent history of police governance. The lesson‐learning strategy of the Independent Police Complaints Commission, created under the Police Reform Act 2002, is singled out as an important driver of police reform. Although police governance reform in England and Wales is context specific, it is held that appreciation of the regulation accountability nexus and complaints as lesson‐learning opportunities are of significance in other jurisdictions and sectors.

In this article, we argue that mass media representations of obesity operate biopedagogically and, in doing so, teach viewers how to think and feel about what it means to be fat. These teachings are what we call "life lessons"—that is, lessons aimed at instructing viewers in how to relate to both their own bodies and the bodies of others—and are readily discernible in a wide variety of magazines, radio segments, and television shows. We suggest that life lessons of this sort are neither separate nor entirely distinct from public health campaigns, but rather overlap with and, at times, intensify their messages. With this in view, we undertake a four-part analysis of how the North American mass media represent obesity. In the first part, we outline contemporary theories of biopower, biocitizenship, and biopedagogy and how they can be used to make sense of these representations. In the second part, we contextualize them by providing an overview of relevant public health policy such as the United State's Let's Move campaign and the World Health Organization's Prioritizing Areas for Action in the Field of Population-Based Prevention of Childhood Obesity. In the third part, we present a systematic review of the critical literature on representations of obesity with an emphasis on the North American media landscape. And in the fourth part, we submit an episode of the popular television program Nip/Tuck to an in-depth critical examination as a case study of how mass media representations of obesity function biopedagogically. In the end, we show that the representations we discuss not only reflect public health priorities but also reproduce neoliberal ideas about how to manage the life of the human body.

Abstract
Bangladesh is widely known as a land of natural disasters and remains classified as one the most vulnerable countries in the world. Over the last thirty years, Bangladesh has experienced nearly 200 natural disasters accounted for damage of asset, property and, livelihoods and over thousands of death toll. In this connection, effective leadership is critical in order to make disaster response system operative in an effective and efficient manner. This study explores the disaster leadership with a view of identifying the essential leadership skills that are needed by leaders to effectively respond in the aftermath of disaster. It also intends to explore challenges that these leaders face, with a view of improving disaster response leadership. This study revealed that some key essential leadership skills such as intuitiveness, decisiveness, communication, networking, accountability, and learning are required to respond disasters effectively. Findings from this study provided not only an overview of leadership skills needed to face challenges, but also the challenges that these leaders face, with a view of equating the challenges with appropriate skill needed to respond in the context of Bangladesh.