Derecho

In this final report of a 3-year evaluation, researchers explored the developing infrastructure in New York City charter schools and identified areas in which school stakeholders-private partners, boards of trustees, school leaders, parents, and teachers-needed support to help charter schools succeed. The study was based on monthly visits to eight charter schools in metropolitan New York City. Of the eight schools, two have for-profit institutional partners and four have nonprofit institutional partners; two are not partnered. Six were start-up charter schools and two were traditional schools that converted to charter status. In the schools that had partners, these partners provided many of the supports offered by school districts to traditional public schools. The schools with nonprofit partners did not have formal agreements in the first year, but in the second year, two partners began to itemize services they provided within the school budget. The charter schools that were startup schools were entitled to waive collective bargaining agreements, but the charter schools had to create their own policies to clarify and normalize teachers' working conditions. Operators of charter schools also had to make important financing and management decisions within the pressures of a 5-year performance-based charter. It was essential that school stakeholders have the knowledge and supports to make informed decisions on behalf of their schools. The range of capacity in these sample charter schools suggests that institutional partners, boards of trustees, and charter school leaders need technical assistance in developing the governance and administrative infrastructure associated with new school development and organizational change. (Contains 15 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.

This report synthesizes the year 2 findings of a 3-year qualitative study of autonomy, accountability, finance, and supports in New York City charter schools. In 2000-2001, the study sample included 10 schools (8 charter and 2 alternative schools considering charter status). Section 1 reviews the literature on supports provided to traditional public schools, analyzes the school district's role, reviews the literature on intermediary organizations, and examines studies on the relationship between charter schools and the private nonprofit and for-profit organizations partnering with them. Section 2 describes the research methodology. Section 3 maps the sources of support being built and used by charter schools in New York City and notes implications of these new support arrangements. Overall, the 10 study schools used a range of voluntary overlapping supports that added to the material and human resources available from their public funding. Policy recommendations include increasi...

In this final report of a 3-year evaluation, researchers explored the developing infrastructure in New York City charter schools and identified areas in which school stakeholders--private partners, boards of trustees, school leaders, parents, and teachers--needed support to help charter schools succeed. The study was based on monthly visits to eight charter schools in metropolitan New York City. Of the eight schools, two have for-profit institutional partners and four have nonprofit institutional partners; two are not partnered. Six were start-up charter schools and two were traditional schools that converted to charter status. In the schools that had partners, these partners provided many of the supports offered by school districts to traditional public schools. The schools with nonprofit partners did not have formal agreements in the first year, but in the second year, two partners began to itemize services they provided within the school budget. The charter schools that were star...

El presente artículo deriva del proyecto de investigación "Anomalías institucionales y constitucionales de las Superintendencias", presentado al Concurso de Fondos de Investigación UDD 2008. Quisiera agradecer además la valiosa labor de los ayudantes de investigación del proyecto, Camila Rodríguez Stehn y Nicolás Enteiche Rosales, en la preparación de este trabajo. 1 Ejemplos hay muchos, sólo por citar algunos: i) El artículo 15 de la Ley 18.410 de l a Superintendencia de Electricidad y Combustibles otorga amplias facultades de sanción a dicho organismo : "Las empresas, entidades o personas naturales, sujetas a la fiscalización o supervisión de la Superintendencia, que incurrieren en infracciones de las leyes, reglamentos y demás normas relacionadas con electricidad, gas y combustibles líquidos, o en incumplimiento de las instrucciones y órdenes que les imparta la Superintendencia, podrán ser objeto de la aplicación por ésta de las sanciones que se señalan en este Título, sin perjuicio de las establecidas específicamente en esta ley o en otros cuerpos legales". ii) En la Ley N° 18.168, Ley General de Telecomunicaciones, el artículo 36 establece que "Las infracciones a las normas de la presente ley, a sus reglamentos, planes técnicos fundamentales y normas técnicas, serán sancionadas por el Ministro en conformidad a las disposiciones de esta ley". iii) En el DL 3.538, que crea la Superintendencia de Valores y Seguros, el artículo 10 establece que "Corresponde especialmente al Superintendente: f) Aplicar las sanciones que señala el presente decreto ley, de conformidad a lo establecido en el Título III". 2 Generalmente la ley que otorga la facultad de imponer sanciones al ente administrativo contempla ACTUALIDAD JURIDICA TOMO2.indd 577 10-07-09 21:47

Resumen: Este artículo de opinión se refiere a la implementación de la justicia ambiental en Chile, revisando dos aspectos relativos al diseño de estos tribunales: su carácter de tribunales especiales y el estatuto de sus integrantes, los cuales aparecen vinculados a las dificultades que han ocurrido para la completa instalación de los Tribunales Ambientales.

Como es sabido, el año 2005 el Código de Aguas sufrió importantes modificaciones introducidas por la Ley Nº 20.017, fruto de una larga tramitación en el Congreso. Recientemente, además, se dictó por la Dirección General de Aguas (DGA) una nueva resolución que regula la exploración y explotación de aguas subterráneas en Chile. En esta instancia nos parece oportuno revisar la importante modificación que introdujo la citada ley al régimen de exploración de aguas subterráneas: la obtención competitiva, mediante remate, de permisos sobre áreas superpuestas entre dos o más solicitudes de permisos de exploración, y las consecuencias jurídicas de la forma de obtención del permiso.

El trabajo pretende mostrar las diferentes opciones legislativas que se han tomado en nuestro país para caracterizar el derecho de aprovechamiento sobre las aguas terrestres, y sobre esta base, analiza el concepto, facultades y características del derecho de aprovechamiento de aguas en Chile. Finalmente, se revisan los principales proyectos de reforma en relación con ellos, y se realizan algunas observaciones al modelo que subyace en una y otra propuesta.