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Cooperation and collaboration at the regional level appears to be at an unprecedented high, yet there are still substantial disparities across national levels in education, political, and economic sectors. Authors explain at what scale policy decisions are taken within the policy environment and who has the authoritative allocation of values.

Post-transition countries are coming of age and are approaching the status of fully-blown developing states. While the main problems highlighted in a classical transition storyline, such as large-scale privatization, institutional formation, and private sector establishment have largely been solved, the recent financial crisis has revealed fresh challenges which demand maximum differentiated attention. Such important contemporary issues as capital markets formation, monetary transmission mechanism, economic integration, financial sector sophistication, remittance management, social welfare reform, and competitive fringes remain to be tackled in a systematic, policy-oriented manner. "e;Neo-Transitional Economics"e; fills this escalating literature gap by presenting a comprehensive collection of viewpoints from the established scholars and practitioners of the field. The ultimate goal of this book is to offer an all-encompassing policy toolkit for a successful overcoming of all contemporary challenges that lie ahead in the age of neo-transitional economics.

Between 1990 and 2010, the English language learner (ELL) population in U.S. schools grew by 80 percent. While the highest concentration of English language learners, now more commonly referred to as emergent bilinguals (EBLs) remains in the traditional immigrant destination states of California, Texas, New York, Florida, Illinois, and New Jersey, in all 50 states there are growing numbers of emergent bilinguals. Interest in these learners has encouraged research and publications, but most of this research has centered on the students themselves and the politics surrounding their education. Publications featuring the research of teacher educators preparing teachers to work with EBLs in schools are much needed. Teacher educators must know how to help inservice teachers provide effective instruction to the increasing number of linguistically diverse students in the schools.

This volume will focus on innovative research that examines how the nature of paid work intersects with family and personal life today. Although some workers have more stability than others, rising income inequality, the continued rise of nonstandard work, further erosion of unions, technological advancements that encourage permeable boundaries between work and home, and the pressures of a global 24/7 economy generate an aura of insecurity for all. Some workers are working long hours but have some control over when, where and how they work; many others are poorly compensated and struggle with underemployment, have little say over their schedules, lack adequate benefits, and must cobble together several jobs and/or rely heavily on kinship networks to make ends meet. These changes suggest the need for nuanced analyses that are sensitive to class variation in work conditions and to diverse family formations. Research that addresses how current work conditions are experienced in different life course stages and in different policy contexts is also needed to fully understand the work-family interface.