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Benjamin Hopkins develops a new theory of colonial administration: frontier governmentality. This system placed indigenous peoples at the borders of imperial territory, where they could be both exploited and kept away. Today's "failed states" are a result. Condemned to the periphery of the global order, they function as colonial design intended

Intro -- ECONOMIC EQUALITY ROAD MAP FOR PERSONS WITH DISABILITIES -- ECONOMIC EQUALITY ROAD MAP FOR PERSONS WITH DISABILITIES -- CONTENTS -- PREFACE -- Chapter 1 THE STATE OF 21ST CENTURY FINANCIAL INCENTIVES FOR AMERICANS WITH DISABILITIES* -- ACKNOWLEDGMENTS -- EXECUTIVE SUMMARY -- Background -- Research Framework -- Summary of NCD's Key Findings on Financial Incentives -- Summary of NCD's Major Public Policy Recommendations on Financial Incentives -- 1. THE TOPOLOGY OF FINANCIAL INCENTIVES FOR AMERICANS WITH DISABILITIES: A REVIEW OF THE CURRENT FEDERAL EXPERIENCE IN PROVIDING DIRECT, INDIRECT, AND COMMUNITY-BASED FINANCIAL INCENTIVES TO AMERICANS WITH DISABILITIES -- 1.1. Introduction -- Current Context -- Defining Financial Incentives -- Understanding the Incentives of Spending and Tax Entitlements -- Understanding Disability Demographics -- Poverty -- Geography -- Employment and Income -- Diverse Ethnic Backgrounds -- Social Spending History in the United States -- Social Spending and Program Drift -- The Financial Incentives Project -- 1.2. Conclusion -- 2. RESEARCH FACTORS THAT INFLUENCE THE USE OF FINANCIAL INCENTIVES: A REVIEW OF WHAT IS WORKING AND WHAT NEEDS TO CHANGE FOR PEOPLE WITH DISABILITIES ACCESSING FINANCIAL INCENTIVES -- 2.1. Context for Review -- 2.2. Review of the Literature -- 2A - Education -- 2A:1 - The Individuals with Disabilities Education Act (IDEA) -- 2A:2 - Funding of IDEA -- 2A:3 - Effectiveness and Impact: Evaluating Educational Funding for Special Pur-poses -- 2A:7 - Rights and Inclusion -- 2A:8 - Overrepresentation in Special Education of Students from Diverse Racial and Ethnic Groups and Students from Families Living in Poverty -- 2A:9 - What Happens after Students with Disabilities Leave School? -- 2A:10 - A Universal Design for Learning -- 2B - Employment -- 2B:1 - Vocational Rehabilitation

This study presents an in-depth survey of the principal policies and personalities of American diplomacy of the era, together with a discussion of recent historiography in the field. For two decades between the two world wars, America pursued a foreign policy course that was, according to Rhodes, shortsighted and self-centered. Believing World War I had been an aberration, Americans na^Dively signed disarmament treaties and a pact renouncing war, while eschewing such inconveniences as enforcement machinery or participation in international organizations. Smug moral superiority, a penurious des

AbstractParent–child contact problems (PCCP) are among the most vexing and intractable matters encountered in contemporary divorce and post‐divorce litigation. These complex and incendiary family dynamics can confound even the most experienced evaluators, investigators, and jurists, fueling opposing confirmational biases, and sparking a destructive tug‐of‐war between the aligned parent's allegations of abuse and the rejected parent's allegations of alienation. This article describes all such either/or binary arguments as misleading, contrary to the science, and harmful to children. Rather than cast alienation and estrangement as mutually exclusive alternatives, the systemically‐informed professional must consider more than a dozen mutually compatible practical exigencies and relationship dynamics which can converge to cause a child to align with one parent and resist or refuse contact with the other. Together, these variables are described as constituting an ecological model of the conflicted family system. A rubric is proposed to standardize evaluation across time, children, families, and jurisdictions, minimize bias, avoid premature closure, facilitate more comprehensive evaluations, optimize the efficacy of associated interventions, and invite more rigorous future research.

AbstractFor all of the time, effort, and money invested in child custody evaluation (CCE) and for all of evaluators' emphases on collecting empirically sound data, CCE is not itself an empirically robust process. The reliability, validity, efficacy, and efficiency of CCE has never yet been adequately demonstrated. The science has yet even to define and measure the variables that constitute a healthy family, much less how one is to measure and recommend changes for conflicted systems in the midst of tectonic transitions. This article proposes five ways in which family law professionals and the culture at large should work to better serve the needs of our children: (1) the establishment of proactive parenting and co‐parenting education intended to diminish the frequency and magnitude of family conflict and improve the quality of child and family functioning; (2) the introduction of organized incentives that motivate healthy parenting and co‐parenting practices as opposed to negative consequences that do too‐little, too‐late; (3) a greater emphasis on social equity, cultural humility, and universal professional training; (4) the creation of ethical guidelines that disconnect continuing conflict from professional income; and (5) outcome research that feeds back into the evolution of these and related processes.