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This chapter approaches the question of government and surveillance through a comparison between the control practices observable in two types of places. First, we focus on international airports, specifically the French international airport of Orly. Airports are maximum security zones where persons perceived as having no legitimate business are expelled and where suspicious objects are destroyed. The second kind of places are the ones labeled as “no-go areas”, violent pockets within urban space. Social housing projects located in the bleak suburbs of French cities are such dangerous zones. Both kinds of places – airports and no-go areas – have very different time and space features: people briefly pass through anonymous airports where relationships are kept at an impersonal minimum, whereas the population of a housing estate area is made of “permanent transients” pinned down by a shared fate of which there seems no escape.

Thailand continuously has had administrative reforms in spite of periods of military regime and democratic government. This chapter describes the leadership of administration reforms coming from issue experts and senior civil service officers described as a ‘jazz-banded’ leadership model of different actors. Political parties pick up reform packages consistent with their policy platforms, while the military looks for ready-to-deliver policy packages. The author discusses the example of education and health care reforms and the role of the Office of Public Sector Development Commission (OPDC). In Thailand, resistance usually occurred during the implantation stage rather than at the formulation stage. The chapter discusses that OPDC initiatives were implemented with bonuses of up to 12-month salary for some senior officers and department heads. In health care, success came from concerted efforts of health care experts who transcend their ideas from one generation to another and who kept convincing politicians running the Ministry of Public Health. However, in other instances, budget allocations may bump up against financial procedures that are detailed and tight due to anti-corruption practices. In education reforms, teachers were placed at different school districts that lacked commitment. In the decentralization of reforms, resistance comes from line ministries wanting to secure their authority, although local authorities are very active. Resistance often requires negotiation of many parties; rarely do politicians step in to overcome and assist.

The study explores the use of video to document police interaction with citizens and its role in the renaissance of a contemporary crisis focused on police use-of-force, race relations, and legitimacy in the United States. The saturation of communication technologies and network access have ushered an era of citizens watching the police, consolidating the new visibility of policing and potentially reorganizing to some degree the power dynamics of traditional police/community relations.

The argument is supported through a triangulated analysis that draws on several data sources about video technology use by both citizens and police, media coverage of police shootings, and public opinion on trends in police excessive force.

The institution of policing is experiencing a legitimacy crisis that is fueled by high-profile police shootings of African Americans by white police officers captured by video technology. The public increasingly expects access to video of police/citizen encounters, which redefines the public’s role in police accountability matters as well as the consequences for police legitimacy.

The theory illuminates the ways in which video has become central to public and official discourse in police use-of-force cases and the problems its presence and absence presents in police/community relations. The ability of citizens to record and widely share video of police encounters is a new development in the ability of citizens and police reform advocates to frame the discourse on police/community relations, accountability, and legitimacy.

Digital transformations represent an increasingly salient empirical phenomena for institutionalists studying the processes by which institutions evolve, erode, or otherwise change. Yet, there have been few meaningful attempts to engage with insights from the information systems (IS) literature, despite digital innovation and diffusion falling squarely within its domain. This essay makes an initial attempt at integration by offering a two-by-two framework which crosses salient theoretical categories within the IS and institutional literatures. From the former, we draw on concepts of system acceptance and resistance, and from the latter, we draw on concepts of institutional maintenance and change. Each quadrant in our framework represents user responses happening because of, in reaction to, or toward various institutional dynamics. We illustrate each quadrant with data collected as part of a study of digital transformation in the field of public healthcare in Australia. We use our illustrative case to open up research questions which researchers might use to frame their own studies of digital transformations as a form of institutional change. We conclude with a discussion of what other theoretical advances or insights might be yielded from greater collaboration between institutionalists and IS scholars. This essay contributes to the nascent study of digital transformations as a form of institutional change through examining how complementary concepts of the IS and institutional literatures might be used simultaneously to understand the intersection of digital innovation and diffusion and the institutional arrangements governing the fields which they change.

In this chapter, I examine the juvenile justice system and incarceration practices in Turkey. The study focuses on the basic agents and the legislation of the juvenile justice system and the current status of juvenile incarceration. This study also reveals the problems of the functionality of the system. I conclude with policy recommendations for successful implementation of the juvenile justice system and prevention of recidivism.

I discuss concepts in the juvenile justice system of Turkey and highlight the function and problems of each agent of the system. I focus on problems of the juvenile justice system and its reflection on high rates of recidivism of juveniles.

Overall, the leniency of the juvenile justice system is associated with high rates of juvenile recidivism in Turkey. Infrastructure insufficiencies have limited the standardization of services and practices. The delayed response and perceived leniency of the justice system promoted juveniles’ continuation on a crime trajectory.

Few scholars have examined the functionality of the juvenile justice system, its problems, and its reflection on high rates of juvenile recidivism in the Turkish case.

School resource officers (SROs) are sworn law enforcement who are responsible for providing security and crime prevention services in the American school environment. SROs have become commonplace in American schools, but support for their continued work is meeting more resistance from those who feel that schools need to be focused on education and not police actions. The responsibilities of SROs are similar to regular police officers in that they have the ability to make arrests, respond to calls for service, and document incidents that occur within their jurisdiction. They are expected to be more than a law enforcement officer; they are expected to be leaders, educate students about law-related topics; be a role model to youth; and typically have additional duties to include mentoring and conducting presentations on youth-related issues. SRO programs receive valuable augmented training from a partner in school safety, the non-profit organization – National Association of School Resource Officers (NASRO). Towards this end, we will: (1) provide a historical context of SRO programs in the United States, (2) highlight concerns and challenges of school communities, (3) briefly present the case of SRO in Los Angeles, and (4) highlight implications for educational leadership. Conclusions and recommendations are presented.