While most people live far from the sites of oil production, oil politics involves us all. Resources for Reform explores how people's lives intersect with the increasingly globalized and concentrated oil industry through a close look at Argentina's experiment with privatizing its national oil company in the name of neoliberal reform. Examining Argentina's conversion from a state-controlled to a private oil market, Elana Shever reveals interconnections between large-scale transformations in society and small-scale shifts in everyday practice, intimate relationships, and identity. This engaging ethnography offers a window into the experiences of middle-class oil workers and their families, impoverished residents of shanty settlements bordering refineries, and affluent employees of transnational corporations as they struggle with rapid changes in the global economy, their country, and their lives. It reverberates far beyond the Argentine oil fields and offers a fresh approach to the critical study of neoliberalism, kinship, citizenship, and corporations.

The general review of the European Union’s budget scheduled for the years 2008 and 2009 offers a unique opportunity for reflections. Explicitly this review is “without taboos” so that also substantive changes can and should be debated. Without doubt much better budgetary systems can be imagined compared to the status quo of the EU budget which is the outcome of a path-dependent process and where many details are only understandable by taking account of the historical context of past decisions. However, even if much better systems could be designed in theory, each reform suggestion, in the end, must pass the reality check of fi- ing unanimous support from all 27 member countries. This restriction heavily l- its the universe of available reform options. Faced with that difficulty the ZEW project team embarked on the adventure to think about possible reform options for the future EU own resource system. This volume documents the conclusions. At first sight our reform suggestion may - pear to be of a rather piecemeal nature since we recommend a reform model with strong ties to the status quo. Nevertheless, we are convinced that our seemingly minor changes will set the budget on a path towards a more rational European budget which, in the end, will create leeway for financing European policies with a true European value added. We gratefully acknowledge financial support from the German Federal Min- try of Finance in conducting this study.

This volume offers a comprehensive discussion of implementation analysis in higher education and an extensive review of relevant recent literature. Coverage analyzes the effective and specific complexities of the implementation of higher education policies in several countries, including: Australia, Austria, Finland, Italy, Mexico, the Netherlands, Norway, Portugal, Spain, South Africa, Sweden, the United Kingdom, and the United States.

Mapping Corporate Education Reform outlines and analyzes the complex relationships between policy actors that define education reform within the current, neoliberal context. Using social network analysis and powerful data visualization tools, the authors identify the problematic roots of these relationships and describe their effects both in the U.S. and abroad. Through a series of case studies, each chapter reveals how powerful actors, from billionaire philanthropists to multinational education corporations, leverage their resources to implement free market mechanisms within public education. By comprehensively connecting the dots of neoliberal education reforms, the authors reveal not only the details of the reforms themselves, but the relationships that enable actors to amass troubling degrees of political power through network governance. A critical analysis of the actors and interests behind education policies, Mapping Corporate Education Reform uncovers the frequently obscured operations of educational governance and offers key insights into education reform at the present moment.

Reform Judaism is constantly evolving as we continue to seek a faith that is in harmony with our beliefs and experiences. This volume offers readers a thought-provoking collection of essays by rabbis, cantors, and other scholars who differ, sometimes passionately, over religious practice, experience, and belief. Its goal is to situate Judaism in a contemporary context, and it is uniquely suited for community discussion as well as study groups.

Something clearly is wrong with the current justice system in which repeat incarceration is high, injustice is rampant, and 25 percent of African-American males can expect to spend time behind bars. Colson's biblical ideas for reform have the potential to turn the system around, keep innocent people out of prison, and give victims some relief.

Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach. "What a wonderful collection of diverse voices in this book, all sounding a similar message. Successful schools encourage and support purposeful collaboration among adults and they focus on students. In these schools, teachers feel more rewarded for their efforts and students learn more. Practitioners and researchers understand these findings. Now, let's build education policies that enable them." --John Q. Easton, vice president of programs, Spencer Foundation "Teaching in Context is a call to action--one to which Esther Quintero and her colleagues invite us to imagine, build, nurture, and protect a profession and culture fueled by supportive networks that produce more trust and less churn." --Ralph R. Smith, managing director, Campaign for Grade-Level Reading Esther Quintero is a senior fellow at the Albert Shanker Institute. Andy Hargreaves is the Brennan Chair in Education at Boston College.