Geographical access to treatment for sex offenders under community supervision in Kentucky

Abstract

As sex offenders are probated or paroled into the community, sex offender treatment and monitoring is often a condition of their release. In Kentucky, sex offenders are required to participate in community-based treatment for two years or more. However, some sex offenders are disadvantaged in accessing mandated treatment. This is a result of decisions concerning the placement of treatment programmes, the sex offenders' preference to return to communities where they can rely on family and other indigenous support networks, and some statutes (e.g. sex offender registration and residency restriction laws). This study utilises spatial methodologies, including an origin–destination (OD) matrix, to determine the time, in minutes, that sex offenders travel to sex offender treatment providers and non-spatial ordinary least squares (OLS) regression techniques to determine the association between family, neighbourhood and community characteristics on sex offenders’ travel time to treatment. Findings suggest that there is substantial disadvantage in treatment access, measured by travel time, for sex offenders who live in impoverished rural communities.     

The adult worker model family,gender equality and care: the search for new policy principles and the possibilities and problems of a capabilities approach

There is evidence that policy-makers in most Western welfare states are moving towards a new set of assumptions about the contributions that men and women make to families, based on an adult worker model. This paper first examines this shift in policy assumptions at the EU level and goes on to argue that there are real limits to the pursuit of a full adult worker model based on the commodification of care. In respect of gender equality, this in turn raises the issue of the terms and conditions on which such a shift in policy assumptions are made, particularly about the valuing and sharing of the unpaid work of care. The final part of the paper examines the possibilities offered by the capabilities approach of addressing these issues.     

集体土地征收中的主要程序问题研究

集体土地征收中公共利益和补偿标准的开放性和动态性,强化了征地对程序正义性的依赖性。集体土地征收应当顺应参与式行政的发展趋势,进一步强调程序参与和程序平等原则,保障被征地人提前、全面和深度介入土地征收,强化其征收话语权,保障其土地财产权。从确定土地利用规划方案、认定公共利益、设计补偿安置方案、分配土地补偿款项、争议解决程序和司法救济机制等各个环节,都应当拓宽被征地人畅通、平等的参与渠道。     

Chapter 1

Abstract

In this paper, we review the result of research conducted in the context of a 13-year collaborative partnership between DePaul University and a community-based, self-run, residential substance abuse recovery program called Oxford House. This collaborative effort highlights several examples of the research and action activities fostering a positive alliance that benefited both the research team and the Oxford House community. It also proposed practical guidelines for developing effective action research collaboratives that may be helpful to others who desire to cultivate and maintain similar mutually beneficial partnerships; including such processes as the development of trust, respecting the personal experiences of the community members and group, commitment to serving the community, validating findings with organization members, and accountability.     

试论和谐警民关系规范化建设的公共关系途径

和谐警民关系建设成果丰厚,但由于历史和现实的原因,实践中存在规范化不足、制度化缺失的问题,这与警民关系建设没有规范的顶层设计、未能建立稳定独立的组织领导体系有很大关系。从各地公安机关警民关系建设的实践出发,以国外警方的先进经验和全球行政改革的理论为依据,当前警民关系建设应转入规范化建设阶段,应从目前较为粗放的管理方式转入精细化管理阶段,从而实现警民关系建设的组织管理系统化、工作任务具体化、工作机制常态化。     

Can participation be induced? Some evidence from developing countries 1

Influenced by Amartya Sen, over the last decade, The World Bank has allocated nearly US$80 billion to local participatory development projects targeting poverty, improved public service delivery, and strengthened social cohesion and government accountability. But the success of these programs is hindered by both endogenous local factors and flawed program design and implementation. Two especially important local obstacles are (1) entrenched interests of political agents, civil bureaucrats, and non-governmental organizations (NGOs) with either incentives to resist or capabilities to appropriate program resources, and (2) poverty and illiteracy, as the poor and illiterate participate less and benefit less from participatory projects than do the wealthier, more educated, and more connected. After reviewing hundreds of participatory projects, three lessons are clear for program planning. First, contextual factors like inequality, history, geography, and political systems (among others) are important. Second, communities do not necessarily have a ready stock of ‘social capital’ to mobilize. Third, induced participatory interventions work best when supported by a responsive state – donors cannot substitute for a non-functional state, and successful programs combine enlightened state action from above with social mobilization from below. Future participatory development projects would benefit substantially from revised planning and considerably more attention paid to evaluation and monitoring. Project managers have historically paid little attention to context, monitoring, or evaluation, in part because The World Bank’s operational policies did not provide incentives to do so. Donor agencies should also exercise greater patience and allow for flexible, long-term engagement to facilitate contextual and programmatic learning, including learning from failure.     

公安院校学生职业核心能力培养及路径选择

摘要：公安院校学生职业核心能力包括警察政治素养、警察职业知识、警察职业技能和警察职业伦理四个相互联系的方面。职业核心能力培养一方面要遵循高等教育基本规律,通过构建科学合理的专业课程体系,培养学生的基本理论、基本知识和基本技能;另一方面要搭建学生职业核心能力的实践训练平台,通过网络模拟实战训练、社会实习,强化能力培养。     

Towards a Model for International Collaboration and Partnerships in Teacher Education in Africa: Education for Sustainable Development in South Africa

ABSTRACT

Education for sustainable development allows all to acquire the skills, attitudes, knowledge and values essential for a sustainable future. This article argues that there is an urgent need to include sustainable development aspects in teaching and learning at all levels of education. Implementing Education for Sustainable Development (ESD) poses a new challenge for teachers and teacher educators. The role of international collaboration, partnerships and networking is increasingly becoming important in creating sustainable solutions towards green economies and programmes. The post-2015 global agenda for sustainable development should recognise the need for regional and international collaborations in forging lasting strategies for a sustainable future where education for all is relevant, reliable and accessible.

This article proposes a model for collaboration based on analyses conducted on a project on education for sustainable development programme involving key success factors for collaboration and focussing on the local and global stakeholders and their role in enhancing ESD among teachers. For this purpose, the four partner countries: South Africa, India, Mexico and India were examined to understand how ESD is implemented; how experiences are shared; and best practices incorporated into the programme. Local and global experts (ESD-Expert-net members) who developed an international core curriculum for teachers were involved. From the pilot, four country programmes, a conceptual model of seven levels of collaboration and partnerships for education for sustainable development to enhance teacher development among local and international partners was developed. This model is proposed to serve as a framework for education for sustainable development implementation in multinational collaborations and is discussed in relation to the post-2015 sustainable development perspective.     

调查研究是推进马克思主义中国化的重要途径——毛泽东在井冈山和中央苏区时期调查研究实践与理论的启示

回顾毛泽东在井冈山和中央苏区时期的调查研究实践和理论,可以看到毛泽东是注重并善于调查研究的楷模,是实现马克思主义中国化的光辉典范。调查研究是推进马克思主义中国化的重要途径,始终贯穿于推进马克思主义中国化的历史进程之中。以毛泽东调查理论为指导,既要重视调查研究,又要善于调查研究,不断提高调查研究的能力和水平。