Organization and education among Salvadoran political prisoners

During twelve years of war, the Salvadoran government imprisoned thousands of activists. Confronting massive violations of their human rights, prisoners struggled against prison authorities to resist the abuses to which they were subjected. They also educated themselves mutually, applying the principles of popular education widespread in the Salvadoran popular movement, which emphasized close integration between pedagogy and politics both in the content of education and in the political process. In opposing oppressive confinement and in mutually educating themselves, prisoners continued the political struggle they had been waging outside. Human rights movements working to protect them against violations of their rights used a rhetoric which presented them as helpless victims, but the prisoners' own testimonies reveal that they were active protagonists opposing injustice even in prison.     

Technology,behavior, and safety: An empirical study of automobile occupant-protection regulation

Technology and human behavior can influence the effectiveness of safety policies. In the field of traffic safety, rational-choice theorists postulate that automobile safety devices induce increased driver risk taking. Such behavioral responses could partly or totally nullify the lifesaving potential of governmental safety rules for new cars, such as the crashworthiness standards adopted by the United States in the late 1960s and early 1970s. This study explores the behavioral-response hypothesis in the context of a car-vintage model of U.S. car occupant death rates. Results from the model imply that U.S. standards have reduced the occupant death rate by roughly 30 percent, a finding consistent with minimal driver response to safety devices. The study provides support for the technological approach to safety policy and suggests that policymakers might consider adopting additional crashworthiness regulations, such as some form of passive-restraint program.Financial support was provided by the Economic Studies Program, Brookings Institution. I thank Robert W. Crandall, Steven Garber, Lawrence Summers, and the editors for comments. All views and residual errors are solely my responsibility.     

FIELD NETWORK RESEARCH IN POLICY EVALUATION

The field-network evaluation studies (FNES) approach to policy evaluation research seeks to overcome deficiencies of small-sample case study method and of the large-sample survey research approach. Methodologically, FNES uses many of the familiar techniques of both these approaches interviews, data collection and analysis, limited sampling, field observation, and document analysis. The crucial difference is sample size. The FNES approach using a middle-range sample of 50 to 60 research sites has the advantages of the case study method in being able to provide an in depth account of a program and how it operates, and is sufficiently flexible to permit a shift in the analytical framework as the research proceeds thus overcoming the inflexibility of the instruments of survey research.
Seven major studies employing the FNES approach have been carried out or are underway in the United States of America. The principal components of the methodology are a network of university-based field associates and a central management group. The field associates collect the information and the data using a uniform analytical framework and reporting form. The central staff aggregates these analyses into a single report that cuts across the sample. This approach and the use of a middle-range sample make it possible to draw generalizable conclusions based on the national experience, and also provide sufficient detail to differentiate policy impacts among the sample jurisdictions.     

PUBLIC ADMINISTRATION EDUCATION AND TRAINING IN THE THIRD WORLD: PROBLEMS AND OPPORTUNITIES

Nations of the Third World are not developing as quickly as their potential suggests they should. This article posits that one of the major reasons for this lack of development is a scarcity of trained public managers. Teaching citizens of developing countries public administration presents a special challenge. The authors point out that the emphasis in training these individuals should be placed on practical learning. In addition, curriculum should not be based solely on the American model, but should recognize the cultural and economic dissimilarities that exist. The authors close the article by suggesting some possible training approaches for developing nations.     

The International Economic Interests of U.S. States

During the 1970s, global interdependence penetrated deeply intothe U.S. economy, drawing state governments into novel internationaltrade and investment activities. State promotional programssought to capture revenue and job creation benefits from exportexpansion and foreign investment inflows, while other stateactions attempted to minimize costly local disruptions associatedwith import competition and foreign control of resources. Asforeign and domestic economic factors intertwined, nationaljurisdiction in matters of foreign affairs increasingly overlappedtraditional state government prerogatives concerning economicdevelopment and citizen welfare. State governments began directlobbying on international issues, leading to both complementaryand conflictual national-state positions. As the United Statesadjusts to an interdependent global economy, a new internationaldimension will be added to federal relationships. National andstate officials must fashion creative new instruments to accommodatediverse domestic political and economic needs while still exertingpositive leadership in international economic forums.