The class as case: “Reinventing” the classroom

New approaches to public management provide principles by which to organize the classroom as a case. In teaching public management one can enhance learning for practice by modeling, experimenting with, and reflecting upon the principles that one is teaching the students. The principles from the new ideas about public management that can be used to organize the classroom as well are strength through diversity, continuous improvement, teamwork, and empowerment. They represent changes in governing relations across the country and globe within which the new approaches to public management rest; each of these principles has a role in the “reinvented” classroom. Such practices require institutional support of various kinds as well. © 1999 by the Association for Public Policy Analysis and Management.     

Parliament,foreign policy and civil society in South Africa

Discussions of Ethiopia and its present situation generally focus on the political debate in Addis Ababa, as experienced by visitors and residents. But an analysis from the point of view of the actors must perforce include those groups and positions that have been excluded from this public discourse. In Ethiopia, this exclusion concerns primarily the peasants, who constitute about 80% of the population. Other groups would include the poorest sections of the urban population and the ethnic peoples of the South, as well as Muslims, women and outcast craftsmen. This analysis opens the way for new insights and a wider perspective on the political dynamics of Ethiopia, and puts the views of the silent actors in the centre. It concludes with a call for reform of local administration and enforcement of existing constitutional provisions for democratic governance. This would require new alliances both domestically and abroad.     

Using Reentry Simulations to Promote Changes in Attitude toward Offenders: Experiential Learning to Promote Successful Reentry

This research examines the viability of using reentry simulations as a tool for influencing changes in participants’ perspectives about the realities of coming back in the community after a period of incarceration. Using both quantitative and qualitative methodologies, we investigated changes in attitudes toward offenders after participants completed a reentry simulation designed to replicate the experience of the first four weeks in the life of a person attempting to reenter society after incarceration. Participants were 27 students enrolled in a community corrections course that was cross listed and co-taught between criminal justice and social work. Participants completed a quantitative pre- and post-test that assessed attitudes toward prisoners as well as a reflection assignment about the simulation experience. Wilcoxon Signed Rank Test was used to analyze scores from pre- and post-tests. Qualitative analysis of the reflection papers identified and analyzed themes. Both quantitative and qualitative analysis indicate that simulations humanize perspectives toward former offenders and develop a better understanding of their situation. This understanding creates empathetic feelings that can reduce discrimination and stigma, thereby creating an environment more conducive to successful reintegration. Based on the results of this study, use of simulation-based training is recommended with audiences including criminal justice personnel, service providers, court practitioners, judges, and legislators as a way to more clearly articulate the realities faced by this vulnerable population.

     

It’s a Two-Way Street: The Bidirectional Relationship Between Parenting and Delinquency

As the primary socializing institution of youth, the family has long been recognized as important for predicting delinquency. Social control theory focuses on the effects of parental behavior on adolescent delinquency but fails to take into account the effect of adolescent delinquency on parental behaviors. This study addresses this problem by estimating eighteen models examining bidirectional relationships between general, property, and violent delinquency and parental attachment, monitoring, and involvement. The magnitude of both parent and child effects were examined using data from 12,505 youth ages twelve to seventeen who participated in the Add Health study. These youth were an average age of 14 and were predominantly white (65%); just over half (50.42%) were female. Cross-lag regressions showed that while parental attachment has an effect on delinquency, an adolescent’s delinquency also impacts parental attachment, regardless of the type of delinquency. Findings also revealed no significant parental effects of monitoring or involvement on any type of delinquency, and the only child effects revealed for monitoring or involvement were for involvement, which decreases when overall or property delinquency increases. The findings regarding parental attachment provide strong evidence for the existence of a reciprocal relationship between parenting and delinquency, consistent with the transactional and interactional models of reciprocal parent–child relationships.     

Correction to: Feminist Judgments Projects at the Intersection

Feminist Legal Studies - In the original publication of the article, errors in the production stages resulted in Vanessa Munro being listed as sole author.