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Passages, Ports, and Economic Issues

GEOFFREY R. WATSON

in The Oslo Accords: International Law and the Israeli-Palestinian Peace Agreements

This chapter analyzes Israeli compliance with its obligations on safe passage for Palestinians between the Gaza Strip and the West Bank, on the establishment and operation of a seaport and airport in ... More

This chapter analyzes Israeli compliance with its obligations on safe passage for Palestinians between the Gaza Strip and the West Bank, on the establishment and operation of a seaport and airport in the Gaza Strip, on economic questions, and on other related questions of infrastructure and civil affairs. It argues that most of the so-called ‘Israeli responsibilities’ on ports, passages, and economics are really joint obligations of negotiation and implementation. In particular, Israel and Palestinian Authority are both obliged to negotiate and implement in good faith.Less

Ensuring Safe Passage

JOY G. DRYFOOS

in Safe Passage: Making It through Adolescence in a Risky Society: What Parents, Schools, and Communities Can Do

This chapter presents ideas about actions at the national and state levels that support the development of Safe Passage Schools and Safe Passage Communities. It proposes an approach that could be ... More

This chapter presents ideas about actions at the national and state levels that support the development of Safe Passage Schools and Safe Passage Communities. It proposes an approach that could be effective in targeting resources for critical needs. It summarizes the components that have to be put together to produce effective programs. It issues a call for the passing of a Safe Passage Act and the creation of a Safe Passage Commission to validate the nation's commitment to the future of young people.Less

Safe Passage Schools

JOY G. DRYFOOS

in Safe Passage: Making It through Adolescence in a Risky Society: What Parents, Schools, and Communities Can Do

This chapter suggests what one responsive Safe Passage school might look like. This Safe Passage school is an inner-city middle school with 1,000 students in grades six to eight. The building is ... More

This chapter suggests what one responsive Safe Passage school might look like. This Safe Passage school is an inner-city middle school with 1,000 students in grades six to eight. The building is clean with facilities that function though the City Board of Education, which has allowed the principal and the teachers considerable leeway in designing the curriculum. A Safe Passage Support System offers all the services needed in such a school and is operated under the direction of a full-time coordinator who facilitates the participation of community agencies. A special curriculum is used to address the new morbidities and uses the latest technique in teaching social skills. Incremental changes also include excellent teachers, real parental involvement, and individual attention to every child.Less

Safe Passage: What Does It Mean?

JOY G. DRYFOOS

in Safe Passage: Making It through Adolescence in a Risky Society: What Parents, Schools, and Communities Can Do

Parents over the world want assurance that their children will be able to grow into responsible adults who can enter the labor force, become effective parents, and participate in the social and ... More

Parents over the world want assurance that their children will be able to grow into responsible adults who can enter the labor force, become effective parents, and participate in the social and political life of society. That is the primary goal of parents — to ensure Safe Passage for their offspring from infancy through adolescence to adulthood. Safe Passage is not a guaranteed right. It is a privilege. The book aims to spell out in detail all the work needed to turn this privilege into a right. It focuses on programs and practices that foster the healthy development of youth, on interventions that can make a difference in the lives of young people.Less

Visits to Five Outstanding Safe Passage Programs

JOY G. DRYFOOS

in Safe Passage: Making It through Adolescence in a Risky Society: What Parents, Schools, and Communities Can Do

This chapter looks for exemplary programs that concentrate on teenagers. It looks at evidence that the programs have assured Safe Passage by promoting educational outcomes, preventing new ... More

This chapter looks for exemplary programs that concentrate on teenagers. It looks at evidence that the programs have assured Safe Passage by promoting educational outcomes, preventing new morbidities, and demonstrating high expectations for youth. Five programs were selected: Centro Sister Isolino Ferre, a youth and family centre with a police sub-station in Caimitio, Puerto Rico; Quantum Opportunities Program, an after-school enrichment program run by Opportunities Industrialization Centers in Philadelphia; El Puente, a high school in a community center in Williamsburg, New York; Caring Connection, a comprehensive, multi-component, multi-agency program run by the Marshalltown School District in Marshalltown, Iowa; and Turner Middle School, a university-assisted community school run in collaboration with the University Of Pennsylvania in Philadelphia. All of these programs proved to be flexible and reactive. They appeared to be able to adjust schedules, personnel, and policies to meet the needs of their clientele.Less

Youth in Families, Schools, and Communities

JOY G. DRYFOOS

in Safe Passage: Making It through Adolescence in a Risky Society: What Parents, Schools, and Communities Can Do

This chapter reviews the important facts and figures about the life styles and views of adolescents today. It looks at the teenage population as a whole, and their families, schools, and communities. ... More

This chapter reviews the important facts and figures about the life styles and views of adolescents today. It looks at the teenage population as a whole, and their families, schools, and communities. An understanding of the rapidly changing social environment in which young people are being reared is important to developing the context for a Safe Passage Movement. This book focuses on ‘middle-age’youth, looking on eighth and ninth graders. It settles on African Americans, Hispanics, Whites, Native Americans, and Asians. All young people rely heavily on their families for support, but not all of them get it. School experiences can also have a major effect on the lives of teenagers, and the people children meet at school can influence them in both good and bad ways.Less

Finding Safe Passage in the Second Nuclear Age

in Better Safe Than Sorry: The Ironies of Living with the Bomb

This chapter looks at the philosophy towards attaining the key elements for a safe passage into the nuclear future. American presidents employed five key elements to deal with the bomb during the ... More

This chapter looks at the philosophy towards attaining the key elements for a safe passage into the nuclear future. American presidents employed five key elements to deal with the bomb during the Cold War: deterrence, military strength, containment, diplomatic engagement, and arms control. These elements for dealing with the Bomb did not always coordinate, but none could be jettisoned due to the exclusion of increased nuclear dangers. Success during the first nuclear age needed creative friction and complementarities between these elements of nuclear risk reduction. These elements also caused many successes during the first nuclear age. In addition, the U.S. strategic concept of leadership by dominance is addressed. Safe passage during the first nuclear age needed steadfastness, good fortune, learning from mistakes, and, above all, wisdom. Safe passage during the second nuclear age will require more of the same.Less

Transforming Violent Streets on the Westside

Robert Vargas

in Wounded City: Violent Turf Wars in a Chicago Barrio

Chapter 4 details violence prevention organizations’ successful and extraordinary effort to reduce violence on the blocks around Farragut High School, one of the most violent high schools in Chicago. ... More

Chapter 4 details violence prevention organizations’ successful and extraordinary effort to reduce violence on the blocks around Farragut High School, one of the most violent high schools in Chicago. Through the help of a nonprofit infrastructure with ties to city government, the PCG in the neighborhood’s westside 22nd ward secured funding for a large violence prevention program. With government resources organizers successfully transformed streets around the school from places that settled conflicts through violence to places where relationships were brokered to prevent conflicts from spiraling out of control. The chapter illuminates how the west side’s organizational infrastructure, formed through decades of political victories over the Chicago Democratic Party, had a greater capacity to prevent violence than the gerrymandered blocks in the east side.Less