 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Demographics |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promotion/Retention |
| |
| Public Attitudes |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Immigrant Education |
| |
| Standards |
| |
| Standards--Implementation |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
 | Teaching Quality--Paraprofessionals |
| |
| SC | Rule Adoption 11/2003 | P-12 | Amends rules relating to nonprofessional and paraprofessional personnel actions to add further qualifications for paraprofessionals as required by the federal No Child Left Behind Act of 2001. SOUTH CAROLINA REG 2505 (SN)
Title: R. 43-209
Source: StateNet
| |
| IA | Adopted 10/2003 | P-12 | Modifies requirements regarding Paraeducator Certificates. Adds a new area of concentration, School Library Media PK-grade 12. Clarifies that paraeducators must complete competencies in reading, writing, and mathematics areas.
Title: 282 IAC 22.6, 22.7, 22.13
Source: StateNet
| |
| CA | Signed into law 09/2003 | P-12 | Amends the California School Paraprofessional Teacher Training Program designed to recruit paraprofessionals to participate in a program to encourage them to enroll in teacher training programs. Prohibits a laid-off participant from being required to repay for program assistance until the participant is offered re-employment and has an opportunity to fulfill their program related obligations. http://www.leginfo.ca.gov/pub/bill/asm/ab_1251-1300/ab_1266_bill_20030929_chaptered.html
Title: A.B. 1266 § 8
Source: California Legislative Web site
| |
| RI | Signed into law 07/2003 | P-12 | Amends the requirements for being a teacher's assistant. If hired after January 8, 2002 and providing an instructional service, staff must have completed at least two (2) years of study at an institution of higher education, obtained an associate's (or higher) degree; or otherwise met a rigorous standard of quality and can demonstrate through a formal state or local academic assessment an appropriate level of: (i) knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or (ii) knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate. Assessments developed at the local level may consist of performance assessments documenting teacher assistant skills. If hired on or before January 8, 2002, and providing instructional service, assistants must meet the requirements set forth in subsection (4) herein not later than January 8, 2006. The Employer shall
pay for up to two (2) test administration fees for all teacher assistants hired prior to July 1, 2003. Does not include noninstructional assistants. http://www.rilin.state.ri.us/PublicLaws/law03/law03136.htm
Title: H.B. 5825, S.B. 415
Source: http://www.rilin.state.ri.us
| |
| NV | Signed into law 06/2003 | P-12 | Revises provisions governing the qualifications required of certain teachers in core academic content areas, and for paraprofessionals in Title I Schools, as required for compliance with the federal No Child Left Behind Act. A new middle school license is authorized to comply with the federal law. Further, each school district must develop a plan to ensure students in schools receiving federal Title I funds are being taught by experienced teachers. Senate Bill 1 also revises existing provisions governing regional professional development training programs for teachers and administrators and provides for additional duties for the Statewide Coordinating Council for these regional training programs. The act also revises various other provisions governing education to comply with the federal No Child Left Behind Act of 2001 and repeals certain provisions related to the current system of accountability. In addition, the measure clarifies that no provisions will supersede, negate, or limit collective bargaining agreements. (114 page bill) http://www.leg.state.nv.us/19thSpecial/bills/SB/SB1_EN.pdf
Title: S.B. 1 (Omnibus Bill)
Source: Research Division, Legislative Counsel Bureau Summary
| |
| GA | Signed into law 05/2003 | P-12 | Changes certain provisions regarding the regulation of certificated professional personnel; exempts teachers desiring to transfer to Georgia from other states from certain examinations in certain circumstances; changes certain provisions regarding specific course requirements; changes certain provisions regarding paraprofessionals and aides. http://www.legis.state.ga.us/legis/2003_04/fulltext/hb590.htm
Title: H.B. 590
Source: Georgia Legislative Web site
| |
| MD | Signed into law 05/2003 | P-12 | Includes supervisory noncertificated employees in the definition of public school employee as it applies to provisions that relate to organizations of employees in Baltimore County. States that of three permitted organizations in Baltimore County to be exclusive representative of all public school employees in a county, one organization must represent school administrators and one must represent supervisory noncertificated employees. Authorizes only three nonsupervisory units in addition to a specified supervisory unit established by the act. http://mlis.state.md.us/2003rs/bills/hb/hb0778t.rtf
Title: H.B. 778
Source: mlis.state.md.us
| |
| MN | Signed into law 05/2003 | P-12 | Requires the board of teaching to adopt rules to implement a statewide credential for education paraprofessionals who assist a licensed teacher in providing student instruction. Any paraprofessional holding this credential or working in a local school district after meeting a state-approved local assessment is considered to be highly qualified under federal law. Under this subdivision, the board of teaching, in consultation with the commissioner, must adopt qualitative criteria for approving local assessments that include an evaluation of a paraprofessional's knowledge of reading, writing, and math and the paraprofessional's ability to assist in the instruction of reading, writing, and math. Requires the commissioner to approve or disapprove local assessments using these criteria. Requires the commissioner to make the criteria available to the public. In adopting these rules, the board must consider including provisions that provide training in: students' characteristics; teaching and learning environment; academic instruction skills; student behavior; and ethical practices. Within the first 60 days of supervising or working with students, a district must provide each paraprofessional with initial training in emergency procedures, confidentiality, vulnerability, reporting obligations, discipline policies, roles and responsibilities and a building orientation.
See Section 10: http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
| |
| NV | Temporary Rule Adoption 05/2003 | P-12 | Requires 48 semester hours of credit as the equivalent of two years of study at a college or university; this will be brought back for Board reconsideration within twelve months. NEVADA REG 3146 (SN)
Title: NAC 391
Source: StateNet
| |
| OK | Signed into law 05/2003 | P-12 | Adds provision to allow certain nonclassified personnel who return to work after retirement to be paid without penalty to their retirement. http://www2.lsb.state.ok.us/2003-04SB/sb663_enr.rtf
Title: S.B. 663
Source: http://www2.lsb.state.ok.us
| |
| WV | Rule Adoption 05/2003 | P-12 | The applicant for permanent paraprofessional licensure must submit evidence of satisfying 36 semester hours of post-secondary education or its equivalent in the following:
a. Basic Skills: - The applicant must have completed at least nine semester hours of college/university credit or its equivalent in reading, writing and mathematical computations. Three semester hours of course work can be credited by passing each of the Pre-Professional Skills Tests (PPST) in reading, writing and mathematics or meeting one of the exceptions identified in §126-136-14.1.3. e.D; AND
b. General Studies. - The applicant must have completed at least six semester hours of college/university credit or its equivalent from the humanities, fine arts, and/or physical, biological or social sciences; AND
c. Computer Literacy. - The applicant must have completed at least three semester hours of college/university credit or its equivalent in computer literacy; AND
d. Special Education. - The applicant must have completed at least three semester hours of college/university credit or its equivalent in special education. Documentation of a minimum of two years of successful experience which included special needs children and a minimum of ten (10) clock hours of in-service training directly related to special education may be substituted for the college/university credit; AND
e. Classroom Management. - The applicant must have completed at least three semester hours of college/university credit or its equivalent in classroom management. Documentation of a minimum of two years of experience in the successful use of classroom management skills may be substituted for the college/university credit; AND
f. Human Growth and Development. - The applicant must have completed at least three semester hours of college/university credit or its equivalent in human growth and development or psychology; AND
g. Electives. - The applicant must have completed nine semester hours of electives related to public instruction; OR
h. Expired Provisional Professional or Professional Teaching Certificate. -Hold an expired Provisional Professional or Professional Teaching Certificate or its equivalent.
25.1.4. Equivalent Training. - Equivalent training may be obtained from in-service programs or adult technical education programs delivered through county school systems or regional education service agencies (RESAs) provided the equivalent training for the Paraprofessional License reflects the distribution of requirements specified in §126-136-25.1.3. Fifteen clock hours of in-service or adult technical education equals one semester hour of college/university credit. WEST VIRGINIA REG 4245 (SN) http://wvde.state.wv.us/policies/p5202.html
Title: Title 126, Series 136
Source: StateNet
| |
| AR | Signed into law 04/2003 | P-12 | Concerns the definition of personnel policies that all school district policies must have pertaining to the terms and conditions of teacher's employment. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2516.pdf
Title: H.B. 2516
Source: State legislative web site
| |
| AR | Signed into law 04/2003 | P-12 | Requires written personnel policies for public school classified employees.
Title: H.B. 2717
Source: Arkansas Legislative Web site
| |
| AR | Signed into law 04/2003 | P-12 | Provides for cost of living salary increases for classified school employees tied to the consumer price index. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2520.pdf
Title: H.B. 2520
Source: Arkansas Legislative Web site
| |
| CO | Signed into law 04/2003 | P-12
Postsec. | Concerns certification of education paraprofessionals; relates to the approval of teacher paraprofessional preparation programs at institutions of higher education.http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/30ADA69812E043D787256C9200612D90?Open&file=1159_enr.pdf
Title: H.B. 1159
Source: Colorado LEgislative Web site
| |
| CT | Signed into law 04/2003 | P-12 | Allows school districts to pay paraprofessional on a year round basis; defines paraprofessional as an employee of a local or regional board of education who holds a position that does not require a certificate issued by the State Board of Education and who serves as an instructional or administrative assistant for such local or regional board of education. http://www.cga.state.ct.us/2003/fc/2003HB-05289-R000058-FC.htm
Title: H.B. 5289
Source: Connecticut Legislative Web site
| |
| MS | Signed into law 03/2003 | P-12 | Grants teacher assistants the same sick leave allowances as licensed school employees. Allows up to five days of unused sick leave to be carried over to the next school year and credited to such licensed employee if the employee remains employed in the same school district.
http://billstatus.ls.state.ms.us/documents/2003/pdf/SB/2300-2399/SB2313SG.pdf
Title: S.B. 2313
Source: billstatus.ls.state.ms.us
| |
| NM | Signed into law 03/2003 | P-12
Postsec. | Amends Section 22-2-2 (Z)(BB and CC) to require the state board to approve education curricula and programs
offered in all two-year public post-secondary educational institutions, except those in Chapter 21, Article 12 NMSA 1978, that lead to
alternative licenses for degreed persons or licensure for educational assistants; and (CC.) withhold program approval from a college of
education or teacher preparation program that fails to offer a course on teaching reading that: (1) is based upon current scientifically based
reading research; (2) aligns with state board-adopted reading standards; (3) includes strategies and assessment measures to ensure that beginning teachers are proficient in teaching reading; and (4) was designed after seeking input from experts in the education field.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
| |
| NM | Signed into law 03/2003 | P-12 | Adds Section 22-10A-17. Requires licensure of instructional support providers, including educational assistants, librarians, school counselors, school social workers, etc, to meet rules set by the state board. Requires state board to set those rules.
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
| |
| PA | Adopted 02/2003 | P-12 | The standards proposed by the department and approved by the state board affirm the use of flexibility in the current certification system and approve additional certification avenues designed to provide new routes for becoming certified. More specifically, the standards support the continued use of the intern certificate to provide flexible and accelerated pedagogical training and the structuring of the student teaching semester to include assessments of pedagogical skills in lieu of a written test. In regard to additional certification avenues, the standards provide that: 1) individuals holding Pennsylvania instructional certificates are eligible to add additional subject areas to existing certificates by means of satisfactory performance on an appropriate subject-matter test or tests; 2) individuals certified in other states who have 3 years of teaching experience in another state during the 7 years immediately prior to application are eligible to obtain Pennsylvania certification without meeting further academic and testing requirements; and 3) those individuals completing a Board approved National teacher-training program are eligible to obtain Pennsylvania certification without meeting further academic and testing requirements. The standards also establish that the Department will develop a process for reviewing local assessments designed to determine whether Title I funded instructional paraprofessionals demonstrate the rigorous standard of quality required by NCLB.
Title: Sections 403.2; Sections 403.4 and 403.5
Source: PSBA Bulletin
| |
| MA | Signed into law 01/2003 | P-12
Postsec. | Establishes a paraprofessional incentive program to provide grants to residents who are working as paraprofessionals in public schools while pursuing a bachelor's degree at a public college or university in order to become a teacher in bilingual education, special education, math, science, or foreign languages and who commit to teach for a period [to be determined by the board of higher education] in public schools in the state upon graduation and certification. http://www.state.ma.us/legis/laws/seslaw02/sl020440.htm
Title: H.B. 4702
Source: StateNet
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Textbooks and Open Source |
| |
| Urban--Governance |
| |