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"There are visible signs that the 'get-tough' era of punishment is finally winding down. A 'get-smart' agenda has emerged that aims to reduce costs and crime by reducing the incarceration of non-violent drug offenders, expanding use of community-based corrections, revising sentencing structures, and supporting offender re-entry into the community. This change in policy affords an opportunity to re-examine and challenge certain other conventions in the study and practice of punishment. Each chapter of [this book] examines a convention and posits arguments that challenge that convention and expand the conversation. These arguments are based on the prior literature, existing and original data, and historical documents. These conventions and arguments for rethinking punishment are framed accordingly: justifying penal policy; defining the attributes of punishment; measuring the scope and severity of punishment; and evaluating effectiveness in punishment. Finally, the author provides specific recommendations for research and policy based on these original arguments"

"Universities have traditionally served as places for teaching and learning, generators of new knowledge and understanding, respositories and prservers of knowledge, transmitters of values and builders of citizens, and neutral spaces for debate. In the United States public universities also took early on the role of assisting local economic development. In recent years, universities across the developed world have been expected to serve as prime sources of new ideas, generators of new technology, founders of new companies, and critical contributors to economic growth. Ironically, however, while society increasingly focuses on this latter role, it still compensates universities and their faculty in pretty much the old way, that is primarily on the basis of research and teaching. This inconsistency has created deep tension that policy maker are desperately trying to solve this paper. This paper deals with this newly acquired role of universities through the lens of incentives for both individuals and organizations. It argues that proper incentive alignment is badly needed, that the nurturing of individual learned enterepreneurs is achievable under the right conditions, and that all sides of the triple helix have an important role to play."

"The objective of this research is to describe (1) the concept of nation's character education; 2) resources and scope of nation's character education; 3) efforts for nation's character building at school; and 4) method of nation's character building at school and family. The method of this study used library research. Based on the result of the study, it may be concluded that: 1) nation's character education is a system to build character values at school community involving components of knowledge, awereness or willingness, and action to perform those values, either to the Almaighty God, self, other human beigs, environment, or country so that the students will be a holistic human beings. 2) resources for nation's character education include values contained in Pancasila and norms of Indonesian Constitution from 1945; While scope of nation's character education involves: objectives that describe the equality of intended character, the most effective material to acheve the objectives, effective instructional goals; 3) Nation's character education at the school can be performed through the habituation of good attitude and behaviour from early childhood and to be continued persistenty and sustainably pursuant to the level of development of learners and their environment condition. Nation character education should be performed continously and involve student's parents and community; and 4) the method to build nation's character use behavior control. Lower grade students need more time to behavior control than higher grade students. "