This thesis investigates the often neglected Mexican perspective on US immigration policy, contending that effective immigration policy can only be reached through a bilateral, multidimensional approach that incorporates the Mexican perspective. To delineate this perspective, I examine the historical, economic and socio-cultural views of immigration to the US in Mexico. I then evaluate the immigration policies pursued by both the US and Mexican governments through the lens of these Mexican perspectives. I show that current immigration policies and approaches are seriously flawed from the Mexican point of view, and stress that both governments must work to incorporate the Mexican perspective into the current debate over immigration reform in the United States.

Instructional practices in mathematics courses at two-year colleges include lecture as the predominant instructional form in 78% of two-year colleges, with class sizes averaging about 26 students (AACC, 2005). The National Assessment of Educational Progress (NAEP) indicates that there is a need for change in the practices of mathematics teachers because students are not being served well by the traditional pedagogical approaches (Burrill & Hollweg, 2003). The standards-based reform movement has had a positive impact on pedagogy but there are ongoing issues of alignment of teaching strategies to more student-centered practices (Barrington, 2004). This study examined the standards-based teaching practices of college mathematics faculty in the first two years to answer the research questions: What alignment exists between two-year college mathematics instructor’s knowledge and the instructional standards published by the American Mathematical Association of Two-Year Colleges in Beyond Crossroads? What are the components that characterize the instructional practices of two-year college instructors? What relationship exists between the alignment of Two-Year College mathematics faculty instructional practices with Beyond Crossroads? An interpretative qualitative methodology with an embedded survey was applied to examine how the American Mathematical Association of Two Year Colleges standards are currently being aligned with instruction in the first two years of college. An analysis of the data revealed that standards-based teaching strengthens instructor delivery and accommodates diverse learning styles. Mathematics faculty use technology as a teaching tool and use a variety of student-centered activities to engage students to help them make meaningful connections. Findings from the study suggest there exist a strong relationship between the American Mathematical Association of Two Year College standards and instructor practice in the first two years. The findings indicate that mathematics faculty struggled in changing their instructional practice to meet the needs of their students. Furthermore, findings suggest that those invested in the mathematics education in the first two years constantly adjust their teaching through professional development opportunities. Additionally, mathematics faculty modified the curriculum to customize their instruction to align with standards-based teaching practices as their knowledge and awareness of standards develops as a professional.

This thesis argues that what it terms fever narratives figure prominently in Charles Dickens’s fiction. Fever was regarded not as a symptom but as a generic disease that had sub-species, such as cholera, smallpox, typhus and typhoid, and that presented itself through devastating epidemics that frightened the public and drove the government to enact public health legislation. The core elements of the fever narrative – such as fever’s cause, pathology, treatment and prevention – were still not clearly understood. This inevitably heightened public anxiety and frustration, particularly given lengthy delays in the bureaucratic processes of Parliament and local governments in dealing with fever’s perennial threat. The politically favoured sanitarian narrative influenced Dickens significantly. Sanitarians believed that water and sewer projects in urban localities and improved sanitary practices would prevent most diseases. However, Dickens was influenced also by an alternative approach that this thesis calls the “medical narrative,” comprising a more holistic vision of public health, reliant on improved treatments, greater medical professionalism, and specialized hospitals, in addition to sanitary reform. Dickens’s 1840s novels reflected both approaches, but he emphasized the medical narrative in portrayals of the fevers of individual characters. In the 1850s, the predominant focus of fever narratives in Dickens’s journals and novels became fever of the social body – fever that figuratively infected English institutions or the country as a whole. Dickens’s fever narratives became progressively darker during these two decades and, with each novel onward from Dombey and Son (1846-48), his representations of fever apocalypses infecting both the rich and the poor became more strident, even to the extent of suggesting that the whole institutional and economic infrastructure of the country would suffer an irrevocable blow. The thesis argues that Dickens presented these minatory scenes of vengeance in response to what he perceived as the blindness of the middle class to the condition of the sick and poor of England. This reached a climax with “Revolutionary fever” in A Tale of Two Cities (1859). The thesis presents a final argument that Dickens’s stories of the early 1860s and Our Mutual Friend (1864-65) provided both a continuation of and a denouement for the two previous decades’ fever narratives, by offering a view of the dust of corpse upon corpse of those who were mowed down by fever, and of a river polluted by this dust. However, he foresees also the possibility of the fundamental regeneration of a more humane physical, social and institutional environment in England.

Concerned with the question of why governments display varying degrees of success in implementing social reforms, (judged by their ability to arrive at coherent policy outcomes), my dissertation aims to identify the most important factors responsible for the stagnation of social benefits reform in Russia, as opposed to its successful implementation in Kazakhstan. Given their comparable Soviet political and economic characteristics in the immediate aftermath of Communism’s disintegration, why did the implementation of social benefits reform succeed in Kazakhstan, but largely fail in Russia? I argue that although several political and institutional factors did, to a certain degree, influence the course of social benefits reform in these two countries, their success or failure was ultimately determined by the capacity of key state actors to frame the problem and form an effective policy coalition that could further the reform agenda despite various political and institutional obstacles and socioeconomic challenges. In the case of Kazakhstan, the successful implementation of the social benefits reform was a result of a bold and skilful endeavour by Kazakhstani authorities, who used the existing conditions to justify the reform initiative and achieve the reform’s original objectives. By contrast, in Russia, the failure to effectively restructure the old Soviet social benefits system was rooted largely in the political instability of the Yeltsin era, and a lack of commitment to the reforms on the part of key political actors. And when the reform was finally launched, its ill-considered policies and the government’s failure to form the broad coalition and effectively frame the problem led to public protests and subsequent reform stagnation. Based on in-depth fieldwork conducted in Russia and Kazakhstan in 2006 and 2008, my study enriches the literature on the transformation of post-communist welfare regimes, and contributes important insights to the central question in the literature on public policy, that is, when, why and how policies change. It also enhances our understanding of political and public policy processes in transitional and competitive authoritarian contexts.

Reform as a social process is underresearched in the case of Tibet. This study addresses this gap using Social Movement Theory, which sees social change as a complex process involving various Tibetan social groups and external reformers, the Communist Party of China (CPC). This approach was applied by comparing recruitment and mobilization efforts of several key internal and external reform movements in 20th century Tibetan history. Findings include that internal reform failures can be explained by their narrow social and geographic basis and limited mass appeal. Moreover, initial CPC reforms succeeded through recruitment and mobilization across Tibetan regions and social groupings. Subsequent reforms failed due to decreased attention to recruitment and mass mobilization of Tibetans. A major implication of the study is that understanding social reform in today’s Tibet requires a SM Theory approach, which currently is lacking among scholars of the Tibetan question and political representatives of both sides.

Since the end of the 20th century the protection better known to all as double jeopardy has been under attack. With public pressure put on the United Kingdom government to address individuals who had been acquitted of violent crimes, the Labour government implemented a radical overhaul of common law criminal procedural protections. The reform created an exception to double jeopardy, allowing re-prosecution of acquitted individuals. Many of the commonwealth countries starting with Australia took the U.K. exceptions and adopted them into their own criminal justice systems. This paper is going to look at the exception created, and the factors that lead to the bypass of such a critical legal protection throughout the commonwealth nations. Then analyze the current state of double jeopardy in Canada to determine if such and exception is needed; or if any factors from the exception can be adapted to strengthen the Canadian criminal justice system.

Since the end of the 20th century the protection better known to all as double jeopardy has been under attack. With public pressure put on the United Kingdom government to address individuals who had been acquitted of violent crimes, the Labour government implemented a radical overhaul of common law criminal procedural protections. The reform created an exception to double jeopardy, allowing re-prosecution of acquitted individuals. Many of the commonwealth countries starting with Australia took the U.K. exceptions and adopted them into their own criminal justice systems. This paper is going to look at the exception created, and the factors that lead to the bypass of such a critical legal protection throughout the commonwealth nations. Then analyze the current state of double jeopardy in Canada to determine if such and exception is needed; or if any factors from the exception can be adapted to strengthen the Canadian criminal justice system.

Syftet med den här uppsatsen är att ge läsaren en djupare inblick i reformen det fria skolvalet som trädde i kraft i början av 1990-talet i Sverige. Med uppsatsen skapas en kännedom för läsaren i hur reformen gick i kraft samt hur den i efterhand kan problematiseras utifrån forskning samt intervjuer med viktiga personer inom skolväsendet. Metoden som har använts i uppsatsen är en kvalitativ metod där individer subjektivt valts ut för semistrukturerade intervjuer. Intervjuerna har sedan transkriberats och ställts i förhållande till Max Webers teori om värderationella handlande, status och klass samt Pierre Bourdieus teori om habitus, klassreproduktion och kapital. Studien visar på marginella konsekvenser av det fria skolvalet i den kommun där den är gjord, dock finns möjliga tendenser till att ett fritt skolval kommer att påverka mer i framtiden.

Reform as a social process is underresearched in the case of Tibet. This study addresses this gap using Social Movement Theory, which sees social change as a complex process involving various Tibetan social groups and external reformers, the Communist Party of China (CPC). This approach was applied by comparing recruitment and mobilization efforts of several key internal and external reform movements in 20th century Tibetan history. Findings include that internal reform failures can be explained by their narrow social and geographic basis and limited mass appeal. Moreover, initial CPC reforms succeeded through recruitment and mobilization across Tibetan regions and social groupings. Subsequent reforms failed due to decreased attention to recruitment and mass mobilization of Tibetans. A major implication of the study is that understanding social reform in today’s Tibet requires a SM Theory approach, which currently is lacking among scholars of the Tibetan question and political representatives of both sides.

The purpose of this paper was to examine multicultural education, and clarify misconceptions about it. Particularly, those misconceptions that have resulted in House Bill 2281 ( i.e. multicultural education “promotes the overthrow of the United States government”), and the misconception that multicultural education solely involves content integration. In addition, this paper examines the possible benefits of having a multicultural education. These benefits include combating the negative effects of acculturation and assimilation, reducing prejudice and the effects of stereotypes, enhancing other-group orientation, and promoting critical analysis and empowerment.