Home Rule in New York: The Need for a Change

This article is intended to provide a practical lens into how Home Rule issues unfold in complex matters involving the City, and to suggest how a much-needed Home Rule constitutional amendment could re-shape or, at the very least, clarify Home Rule standards. Section II will provide some historical and legal background on Home Rule; Section III will analyze some of the more well-known Home Rule cases that the Law Department litigated during the Bloomberg Administration; and Section IV will discuss insights gleaned with respect to, and will offer several recommendations for, the future of Home Rule in New York

The USe of ADR Involving Local Governments: The Perspective of the New York City Corporation Counsel

Alternative dispute resolution can sometimes be a very useful and powerful tool in resolving social problems in which local governments find themselves. But ADR is not the answer to resolving much of the litigation involving disputes over governmental policy. Generally, there are three different types of governmental disputes potentially susceptible to ADR treatment: Money disputes, land use and enironmental controversities, and claims by a particular group of people that a specific social policy being pursued or not pursued by the government is somehow illegal

Competencias ciudadanas en la educaci?n inicial

100 P?ginasRecurso Electr?nicoEl proyecto de investigaci?n se dio gracias a los aportes de diferentes te?ricos, e investigadores que permitieron reconocer la importancia de las competencias ciudadanas en la educaci?n. Esta propuesta, se desarroll? con ni?@s de nivel transici?n del Colegio Musical La Divina Infancia trav?s de un proceso de investigaci?n formativa y empleando la metodolog?a cualitativa de corte etnogr?fico as? como la Investigaci?n - Acci?n; logrando la caracterizaci?n de discursos y pr?cticas pedag?gicas que circulan en dicha instituci?n. A trav?s de este proceso, se realizaron actividades l?dico-pedag?gicas creadas en base a las necesidades de los ni?os y ni?as; despertando en ellos un gran inter?s, permitiendo as? la participaci?n din?mica y constante de los infantes, facilitando la interacci?n y socializaci?n, creando v?nculos y espacios que permitieran el reconocimiento del otro. De igual manera, se ejecutaron talleres empleando t?cnicas e instrumentos esenciales a la investigaci?n cualitativa, como lo es la observaci?n, la entrevista, Diario de Campo, revisiones documentales e interacci?n con los diferentes miembros de la comunidad educativa, especialmente con los responsables de fortalecer las competencias ciudadanas en los ni?os y ni?as, como lo son los docentes y padres de familia, concientiz?ndolos de la importancia de formar seres humanos con valores ?ticos y morales, los cuales aprendan a convivir en paz y armon?a. El proyecto pretende ofrecer distintas alternativas pedag?gicas para el desarrollo de las competencias ciudadanas en la educaci?n preescolar, como un trabajo conjunto entre escuela y familia, impactando con hechos reales y demostrando que si es posible una educaci?n de calidad.ABSTRACT. The project of research was carried out through the contributions of the different theorists, Pedagogues and researchers that allowed to recognize the importance of the citizenship skills in the Education. This purpose was developed with children of preschool level of the Musical School La Divina Infancia through a process of Formative Research and using the qualitative methodology of ethnographic section as the Research - Action; achieving the characterization of speeches and pedagogical practices that circulate in the above mentioned institution. Through this process, ludic - pedagogical activities were realized which were created on base of the needs of the children; evoking in them a great interest, thus allowing the dynamic and constant participation of the infants, facilitating the interaction and socialization, creating links and spaces which permit the recognition of the other one.INTRODUCCION 14 1. PLANTEAMIENTO DEL PROBLEMA 17 1.1 DESCRIPCI?N DEL PROBLEMA 17 1.2 FORMULACI?N DEL PROBLEMA 19 2. OBJETIVOS 20 2.1OBJETIVO GENERAL 20 2.2 OBJETIVOS ESPEC?FICOS 20 3. JUSTIFICACI?N 21 4. MARCO REFERENCIAL 24 4.1 ANTECEDENTES 24 4.2 MARCO TEORICO 27 4.2.1 Competencias ciudadanas 27 4.2.2 Grupos competencias ciudadanas 28 4.2.2.1 Pluralidad, identidad y valoraci?n de diferencias 30 4.2.3 Desde el preescolar, pluralidad, identidad y valoraci?n de diferencias 30 4.2.3.1 Pluralidad en el preescolar. 31 4.2.3.2 Identidad en el preescolar. 32 4.2.3.3 Valoraci?n de las diferencias en el preescolar 33 4.3 MARCO CONTEXTUAL 35 4.4 MARCO LEGAL 43 4.4.1 A nivel internacional 44 4.4.2 A nivel nacional 45 4.4.3 A nivel institucional 49 5. METODOLOG?A 52 5.1 ESTRUCTURA METODOLOGICA 52 5.1.2Descripci?n fase I. Caracterizaci?n de los discursos y pr?cticas pedag?gicas que circulan en la instituci?n educativa de ni?os menores de 7 a?os. 53 5.1.3 Descripci?n fase II. Intervenci?n: los sentidos pedag?gicos de los proyectos de intervenci?n. 57 5.2 AN?LISIS DE RESULTADOS 59 5.2.1 Validez. 60 5.2.2 Confiabilidad 63 5.3 EVALUACI?N Y SEGUIMIENTO 63 5.3.1 Fase 1.Caracterizaci?n de las pr?cticas que se ejercen y de los discursos que circulan sobre la educaci?n de los ni?os y ni?as menores de siete a?os 64 5.3.2 Fase 2.Los sentidos pedag?gicos de los proyectos de intervenci?n. 68 6. EL PROYECTO DE INTERVENCION PEDAGOGICA 73 6.1 ESQUEMA GENERAL 73 6.2 ACTIVIDADES INTEGRADORAS DEL PROYECTO DE INTERVENCION 74 6.2.1 Actividades para directivos y docentes. 74 6.2.2 Actividades para padres de familia. 76 6.2.3 Actividades integradoras para ni?os. 77 6.3EXPERIENCIA PEDAGOGICA 79 CONCLUSIONES 83 RECOMENDACIONES 86 REFERENCIAS 87 ANEXOS 9

Vascular risk factors for male and female urgency urinary incontinence at age 68 years from a British birth cohort study

OBJECTIVE: To investigate the prevalence of urgency urinary incontinence (UUI) at age 68 years and the contribution of vascular risk factors to male and female UUI pathogenesis in addition to the associations with raised body mass index (BMI). SUBJECTS AND METHODS: In all, 1 762 participants from the Medical Research Council (MRC) National Survey for Health and Development birth cohort who answered the International Consultation on Incontinence Questionnaire short form (ICIQ-SF), at age 68 years, were included. Logistic regression was used to estimate associations between UUI and earlier life vascular risk factors including: lipid status, diabetes, hypertension, BMI, previous stroke or transient ischaemic attack (TIA) diagnosis; adjusting for smoking status, physical activity, co-presentation of stress UI symptoms, educational attainment; and in women only, type of menopause, age at period cessation, and use of hormone replacement therapy (HRT). RESULTS: UUI was reported by 12% of men and 19% of women at age 68 years. Female sex, previous stroke or TIA diagnosis, increased BMI and hypertension (in men only) at age 60-64 years were independent risk factors for UUI. Female sex, increased BMI, and a previous diagnosis of stroke/TIA increased the relative risk of more severe UUI symptoms. Type and timing of menopause and HRT use did not alter the estimated associations between UUI and vascular risk factors in women. CONCLUSION: Multifactorial mechanisms lead to UUI and vascular risk factors may contribute to the pathogenesis of bladder overactivity in addition to higher BMI. Severe UUI appears to be a distinct presentation with more specific contributory mechanisms than milder UUI

Análise de metilxantinas em dezesseis progênies de erva mate extraídas por dióxido de carbono supercrítico.

A Ilex paraguariensis apresenta grande potencial de utilização pela diversidade de seus compostos químicos. Dentre os principais grupos de compostos presentes em erva mate citam-se as metilxantinas, com predominância de cafeína, teobromina e traços de teofilina. Na quantificação convencional destes compostos utiliza-se extração com solvente orgânico que expressa o conteúdo total de cafeína presente na amostra. Como forma alternativa de obtenção das metilxantinas pode-se utilizar a extração por fluído supercrítico (EFSC). Esta extração caracteriza-se pela obtenção de produtos de elevada qualidade, sem as inconveniências de resíduos de solventes e alterações nas propriedades do extrato presente na extração convencional. O objetivo deste trabalho foi quantificar metilxantinas presentes nas amostras de dezesseis progênies oriundas de quatro procedências (Ivaí/PR, Barão de Cotegipe/RS, Quedas do Iguaçu/PR e Cascavel/PR), cultivadas em três localidades (Ivaí/PR, Rio Azul/PR e Guarapuava/PR) utilizando a extração por solventes orgânicos e pela EFSC usando como solvente o CO2. As metilxantinas foram quantificadas por HPLC e espectrometria comparando-se com padrão. Os teores médios de metilxantinas, correspondendo à soma de cafeína e teobromina, foram de 19,112 mg/100 g nas progênies de Ivaí/PR, 8,906 mg/100 g nas progênies de Rio Azul/PR e de 12,796 mg/100 g nas progênies de Guarapuava/PR. Ao compararmos a extração supercrítica com a extração convencional de cafeína os valores médios encontrados foram de 2,808±0,7 % para Ivaí/PR, 1,537±0,2 % em Rio Azul/PR e 1,728±0,5 % para Guarapuava/PR. A EFSC usando o dióxido de carbono como solvente aliada à análise HPLC mostrou-se eficiente na caracterização e quantificação das metilxantinas presentes nas amostras analisadas.Seção: Controle de Qualidade/ Composição Química. Feira do Agronegócio da Erva-mate, 1., 2003, Chapecó. Integrar para promover o agronegócio da erva-mate

The 4Rs framework: analyzing education's contribution to sustainable peacebuilding with social justice in conflict-affected contexts

This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The 4Rs framework recognizes that working toward “positive peace” (Galtung 1976, 1990) requires working toward peace with social justice and reconciliation, challenging dominant “security-first” and “liberal peace” models, and gaining a better understanding of how education might support these processes in building sustainable and peaceful postconflict societies. The 4Rs framework combines dimensions of recognition, redistribution, representation, and reconciliation to explore what sustainable peacebuilding might look like through a social justice lens. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations. Rather than a fixed theoretical model, the 4Rs approach is designed as a heuristic device that promotes a dialogue among key stakeholders on the dilemmas and challenges in the field of education in emergencies. We highlight the application of a 4Rs framework through a recent case study of Myanmar, which demonstrates both the interrelated connections and the tensions between the different “Rs.” Finally, we reflect on the challenges and limitations of the approach, and the tasks ahead