For hundreds of years, dictators have ruled Russia. Do they still? In the late 1980s, Soviet President Mikhail Gorbachev launched a series of political reforms that eventually allowed for competitive elections, the emergence of an independent press, the formation of political parties, and the sprouting of civil society. After the collapse of the Soviet Union in 1991, these proto-democratic institutions endured in an independent Russia.

But did the processes unleashed by Gorbachev and continued under Russian President Boris Yeltsin lead eventually to liberal democracy in Russia? If not, what kind of political regime did take hold in post-Soviet Russia? And how has Vladimir Putin's rise to power influenced the course of democratic consolidation or the lack thereof? Between Dictatorship and Democracy seeks to give a comprehensive answer to these fundamental questions about the nature of Russian politics.

This book reflects the unique collaboration of Russian and American scholars. Additional contributors include: Viktor Sheinis, Mikhail Krasnov, Vladimir Petukhov, and Elina Treyger.

Robert Dreeben is one of the most widely read and influential sociologists of education of the past half-century and the author of several important books, one of which (the 1968 classic On What Is Learned in School) has recently been republished by Percheron Press.

In this volume inspired by Dreebens work and career, chapters written by Dreebens colleagues, students, and even one of his mentors present the latest academic research on schools and schooling and examine recent and ongoing school reform policies. The contributors address schooling and socialization, school organization and effects, teaching as an occupation, and other areas of sociology of education where Dreebens research has had a profound impact. A concluding chapter by Dreeben discusses the field of sociology of education as a whole.

The concepts in Stability and Change in American Education demonstrate the centrality of Dreebens work in sociology of education and the relevance of his ideas for understanding schools, teaching, and learning in the twenty-first century. The book will serve as a valuable resource for researchers and scholars seeking to understand the processes and problems of teaching and learning. Policymakers and reformers will also find it to be an indispensable aid since it documents some of the possibilities and successes of school reform, while also showing the challengeschallenges all too often unaddressed by overly simplistic reform policies.

Chairman King, Ranking Member Moloney and distinguished members of the committee, my name is Peter Henry Blair. I am Associate Professor of Economics at the Stanford University Graduate School of Business. I am also a Faculty Research Fellow of the National Bureau of Economic Research, and my research is funded by the National Science Foundation's Early CAREER Development Program. I have wirtten extensively on the economic effects of capital account liberalization. Thank you for the opportunity to discuss the implications of my research for the financial services component of the recent U.S. trade agreements with Chile and Singapore.

The central question I want to address is: What is being constructed in El Salvador? Is it what I have elsewhere labeled a "hybrid regime?" Is it a democradura, that is, a "hard" democracy, or a dictablanda, a form of "soft" authoritarian rule? Is it, perhaps, a full-blown, consolidated democracy?

How do we characterize the nature of the Salvadoran transition?

The type of transition matters a great deal. This may seem obvious to many people, but it goes against the arguments of some who claim that the type of transition from authoritarian rule has no lasting effects. Some scholars have maintained that it doesn't matter how countries "transition" to another regime type because, after 10 or 15 years, the results tend to be similar. I do not believe this is correct; El Salvador illustrates why.

After the devastation of World War II, Germany and Japan built national capitalist institutions that were remarkably successful in terms of national reconstruction and international competitiveness. Yet both "miracles" have since faltered, allowing U.S. capital and its institutional forms to establish global dominance. National varieties of capitalism are now under intense pressure to converge to the U.S. model. Kozo Yamamura and Wolfgang Streeck have gathered an international group of authors to examine the likelihood of convergence to determine whether the global forces of Anglo-American capitalism will give rise to a single, homogeneous capitalist system. The chapters in this volume approach this question from five directions: international integration, technological innovation, labor relations and production systems, financial regimes and corporate governance, and domestic politics.

In their introduction, Yamamura and Streeck summarize the crises of performance and confidence that have beset German and Japanese capitalism and revived the question of competitive convergence. The editors ask whether the two countries, confronted with the political and economic exigencies of technological revolution and economic internationalization, must abandon their distinctive institutions and the competitive advantages these have yielded in the past, or whether they can adapt and retain such institutions, thereby preserving the social cohesion and economic competitiveness of their societies.