50 Years after the Civil Rights Act: The Ongoing Work for Racial Justice in the 21st Century

This report documents the state of civil and human rights, and paints a persuasive picture of just how far the United States still has to go to make racial justice a reality. The report also makes a series of policy recommendations in the areas of justice reform, education, employment, hate violence, housing, human rights, immigration policy, media and technology, and voting. This Report commemorates the 50th anniversary of the Civil Rights Act and the 20 years since the United States ratified the Convention on the Elimination of All Forms of Racial Discrimination (CERD). The Leadership Conference on Civil and Human Rights collaborated with 39 other organizations in 2014 in documenting their concerns and recommendations for progress under the treaty. According to the report, while progress has been made, the U.S. still struggles on many fronts. The Leadership Conference addresses racial justice and highlights many of the issues that remain important today

Who counts and who is counted? Conversations around voting, access, and divisions in the disability community

Online voting platforms have been introduced in some locations as the solution to the many barriers to political participation that disabled people continue to face. Reading the experiences of disabled student voters on university campuses alongside broader trends in electoral reform taking place in jurisdictions across Canada allows us to attend to the dangerous ways in which conversations around access have been limited through virtual solutions that encourage the physical absence of disabled voters. This article situates these absences alongside other categories of exclusion–including groups who are formally disenfranchised–and recalls many unstated values that are active in shaping citizenship cultures. Probing online voting through a critical disability angle, we present a critique of techno-fixes that builds upon broader notions of accessibility and inclusion

Voting in 2008: Ten Swing States

Surveys ten battleground states in the 2008 election to assess the progress made since 2006 in improving the voting process, including poll worker training, student voting rights, voter registration and education, and the allocation of voting machines

Millions to the Polls: Practical Policies to Fulfill the Freedom to Vote for All Americans

Voting is the bedrock of America's democracy. In a government of, by, and for the people, casting a ballot is the fundamental means through which we all have a say in the political decisions that affect our lives. Yet now, without substantial interventions, the freedom to vote is at great risk.This report contains a comprehensive and bold agenda of 16 policy proposals and common sense reforms. It details policies to help us realize the full promise of a democracy

Addressing Agency Costs through Private Litigation in the U.S: Tensions, Disappointments, and Substitutes

Many scholars argue that over the past seventy years, shareholder representative litigation has acted as an important policing mechanism of managerial abuses at U.S. public companies. Different types of representative litigation have had their moment in the sun – derivative suits early on, followed by federal securities class actions, and most recently merger litigation – often producing benefits for shareholders, but posing difficult challenges as well. In particular, the benefits are qualified by another concern, the litigation agency costs that surround shareholder suits. This form of agency costs arises since the suits are invariably representative with no requirement that the named plaintiffs have a substantial ownership interest in the corporation, so that their prosecution could be easily seen as lawyer-driven. And that perception is further underscored in the U.S. where the “American Rule,” in contrast to the “Loser Pays Rule,” provides no governor on the suit’s initiation and prosecution. In this article, we assess the interactions of shareholder suits and governance mechanisms. Our thesis is straightforward: we claim that the recent rise of some important governance developments is a natural consequence of both the ineffectiveness and inefficiency of private suits to address certain genre of managerial agency costs. That is, just as one part of a balloon expands when another part contracts, we find that governance responses evolve to fill voids caused by the decompression of shareholder monitoring once supplied by private suits. In other words, as representative shareholder litigation comes under increasing attack, greater attention needs to be devoted to governance and market mechanisms as alternative means to address managerial agency costs

All Together Now: Collaboration and Innovation for Youth Engagement

Each new generation must become active, informed, responsible, and effective citizens. As a teacher we surveyed for this report said, civic education "is essential if we are to continue as a free democratic society. Not to educate the next generation will ensure the destruction of our American way of life as we know it."Data show that many young Americans are reasonably well informed and active. For instance, 45% of citizens between the ages of 18 and 29 voted in the 2012 election. In a national survey conducted for this Commission, 76% of people under the age of 25 who voted could correctly answer at least one (out of two) factual questions about where the presidential candidates stood on a campaign issue and state their own opinion on that issue.On the other hand, more than half of young people did not vote. And on some topics, most young people were misinformed. A majority (51.2%) of under 25-year olds believed that the federal government spends more on foreign aid than on Social Security, when in fact Social Security costs about 20 times more. (Older adults have also been found to be misinformed on similar topics.) Our research, like many other studies, finds that young people from disadvantaged backgrounds are far less likely to be informed and to vote.These shortcomings cannot be attributed to the schools alone, since families, friends, political campaigns, election officials, the mass media, social media, and community-based organizations are among the other important influences on young people. In fact, our research shows that while schools matter, civic education must be a shared responsibility.The outcomes are acceptable only when all the relevant institutions invite, support, and educate young people to engage in politics and civic life. Improving the quality and quantity of youth participation will require new collaborations; for example, state election officials and schools should work together to make voting procedures understandable and to educate students about voting rules

Alaska Civic Learning Assessment Project: Final Report and Policy Brief

In late 2002, the Center for Information and Research on Civic Learning and Engagement (CIRCLE) and Carnegie Corporation of New York, in consultation with the Corporation for National and Community Service, convened a series of meetings involving some of the nation’s most distinguished and respected scholars and practitioners in the area of civic education. The purpose was to determine, based on solid data and evidence, the components of effective and feasible civic learning programs. Representing a diversity of political views, a variety of disciplines, and various approaches, these individuals shared a common vision of a richer, more comprehensive approach to civic education in the United States, notwithstanding some disagreement about aspects of how civic education should be conducted. Their final report, entitled The Civic Mission of Schools, is a compelling statement of the national landscape regarding civic learning and the critical role that schools play in fostering citizenship education. Below is an excerpt from the report’s Executive Summary: For more than 250 years, Americans have shared a vision of a democracy in which all citizens understand, appreciate, and engage actively in civic and political life. In recent decades, however, increasing numbers of Americans have disengaged from civic and political institutions such as voluntary associations, religious congregations, community-based organizations, and political and electoral activities such as voting and being informed about public issues. Young people reflect these trends: they are less likely to vote and are less interested in political discussion and public issues than either their older counterparts or young people of past decades. As a result, many young Americans may not be prepared to participate fully in our democracy now and when they become adults. Recognizing that individuals do not automatically become free and responsible citizens but must be educated for citizenship, scholars; teachers; civic leaders; local, state, and federal policymakers; and federal judges, have with the encouragement of the president of the United States, called for new strategies that can capitalize on young people’s idealism and their commitment to service and voluntarism while addressing their disengagement from political and civic institutions. One of the most promising approaches to increase young people’s informed engagement is school-based civic education. The CIRCLE report identified the following major reasons why schools are ACLAP Final Report & Policy Brief Page 2 important venues for civic education: • It is crucial for the future health of our democracy that all young people, including those who are usually marginalized, be knowledgeable, engaged in their communities and in politics, and committed to the public good. • Encouraging the development of civic skills and attitudes among young people has been an important goal of education and was the primary impetus for originally establishing public schools. • Schools are the only institutions with the capacity and mandate to reach virtually every young person in the country. Of all institutions, schools are the most systematically and directly responsible for imparting citizen norms. • Schools are best equipped to address the cognitive aspects of good citizenship—civic and political knowledge and related skills such as critical thinking and deliberation. • Schools are communities in which young people learn to interact, argue, and work together with others, an important foundation for future citizenship. As a result of the CIRCLE report, the national Campaign for the Civic Mission of Schools (CCMS) was launched in 2004, funded by the Carnegie Corp and the Knight Foundation (www.civicmissionofschools.org). The CCMS campaign is working with coalition members and advocates across the political spectrum to dramatically elevate civic learning as an educational priority. The ultimate goal of the campaign is to ensure that schools in the U.S. provide each and every student with a citizenship education that allows them to acquire the skills, knowledge and attitudes that will prepare them to be competent and responsible citizens throughout their lives. Such citizens are those who: • are informed and thoughtful about the history and processes of American democracy and public and community issues and have the ability to obtain information, think critically, and participate in dialogue with others who hold different perspectives; • participate in their communities through organizations working to address cultural, social, political, and religious interests and beliefs; • act politically using the skills, knowledge and commitment needed to accomplish public purposes such as group problem solving, public speaking, petitioning and protesting, and voting; and ACLAP Final Report & Policy Brief Page 3 • have moral and civic virtues such as concern for the rights and welfare of others, social responsibility, tolerance and respect, and belief in their ability to make a difference. As part of the CCMS campaign, competitive grants were awarded to 18 states for projects to advance civic learning. In September 2004, the Alaska Teaching Justice Network (ATJN), a statewide coalition of public, educational, legal, and judicial organizations and individuals dedicated to advancing law-related education in Alaska, secured a small grant from the campaign to conduct the Alaska Civic Learning Assessment (ACLA) Project. The goal of the ACLA Project is to better understand the current state of K-12 civic learning in Alaska and to assess the civic knowledge and experiences of Alaska's youth. The project has focused on both civics topics common across the United States and those unique to Alaska, with the goal of informing efforts to improve civic education in the state. After a brief overview of national research on civic education, this report presents findings from the ACLA Project research on the current status of civic education in Alaska, the civic knowledge of youth and adults, and the attitudes about civic education held by educators, youth and elders.Alaska Teaching Justice NetworkIntroduction / The Alaska Civic Learning Assessment Project / Findings / Recommendations / Conclusion / Appendice

Company law reform in Germany

The paper was submitted to the conference on company law reform at the University of Cambridge, July 4th, 2002. Since the introduction of corporation laws in the individual German states during the first half of the 19th century, Germany has repeatedly amended and reformed its company law. Such reforms and amendments were prompted in part by stock exchange fraud and the collapse of large corporations, but also by a routine adjustment of law to changing commercial and societal conditions. During the last ten years, a series of significant changes to German company law led one commentator to speak from a "company law in permanent reform". Two years ago, the German Federal Chancellor established a Regierungskommission Corporate Governance ("Government Commission on Corporate Governance") and instructed it to examine the German Corporate Governance system and German company law as a whole, and formulate recommendations for reform