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This paper aims to demonstrate that China's land policy and land law are altered in social interactions between different actors. Such social processes have led to the gendering of rural land tenure practices, but also a highly heterogeneous situation with regard to land tenure. This paper aims to demonstrate that the combined effect of marital relations, kinship, social network and low political representation of women in the community often results in the deprivation of women's land rights and many women are becoming landless. However, our field research shows that there are also cases where women are able to get access to land if they live in communities where land is still subject to redistribution or readjustment, or where women have political representation and gender-awareness training. (J Contemp China/GIGA)

In 2009, Guangdong province initiated a programme of regenerating its blighted urban neighbourhoods, outdated industrial plants and dilapidated villages (also known as "three-old redevelopment"), which continues today. While the academic attention focuses mainly on the city and project levels, few studies give a full and up-to-date account of the overall programme. This paper documents the background, purpose, scope, policy framework, project types, implementation modalities and initial outcomes of the programme. Unlike most urban regeneration projects around the world, the Guangdong programme – the largest coordinated effort in the global history of urban regeneration – is primarily driven not by the potential increases of land value but by an urgent need to find solutions to the conflict between the local demand for urban land and the rigid national land use control. The expected land value increases are harnessed to attract the participation of market players at the project level. The Guangdong experience opens up a new way for urban spatial development in China, especially at a time when China further strengthens national land use control under the newly established national territorial planning system. (China Q / GIGA)

AbstractIn 2009, Guangdong province initiated a programme of regenerating its blighted urban neighbourhoods, outdated industrial plants and dilapidated villages (also known as "three-old redevelopment"), which continues today. While the academic attention focuses mainly on the city and project levels, few studies give a full and up-to-date account of the overall programme. This paper documents the background, purpose, scope, policy framework, project types, implementation modalities and initial outcomes of the programme. Unlike most urban regeneration projects around the world, the Guangdong programme – the largest coordinated effort in the global history of urban regeneration – is primarily driven not by the potential increases of land value but by an urgent need to find solutions to the conflict between the local demand for urban land and the rigid national land use control. The expected land value increases are harnessed to attract the participation of market players at the project level. The Guangdong experience opens up a new way for urban spatial development in China, especially at a time when China further strengthens national land use control under the newly established national territorial planning system.

Purpose: To examine the extent to which evaluation and supporting inquiry courses are included in master of social work (MSW) curricula. Methods: This study analyzed the course titles and descriptions for 674 courses across 262 Council on Social Work Education accredited colleges and universities that offer MSW training in the United States and Puerto Rico. Results: The results indicate a robust presence of evaluation-specific courses in MSW programs, as well as skills that are further supported by inquiry and analysis courses; 51.1% of MSW programs required at least one evaluation course ( n = 134) for at least some of their students. On average, MSW programs required 2.0 credit hours in evaluation and 4.5 credit hours in inquiry courses for at least some of their students. Discussion: The findings suggest that evaluation education research should include social work programs and that educators should discuss the role of inquiry and evaluation in social work practice.