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Parratt v. Taylor is among the most puzzling Supreme Court decisions of the last decade, and the lower federal courts have been thrown into considerable confusion in their efforts to implement it. In large part, this confusion stems from the fact that Parratt decided two independent points: first, the negligent loss or destruction of property by state officials could constitute a "deprivation" thereof for purposes of the due process clause of the fourteenth amendment; and second, the existence of an adequate state remedy to redress the wrong meant that the deprivation was not "without due process of law." In this Comment, I hope to show that this second, or "state action," holding contradicts long-embedded understandings of when a denial of due process occurs for fourteenth amendment purposes. The state action issue remains important even after this term's decision in Daniels v. Williams. Daniels expressly overruled Parratt's first holding. In Daniels, the Court held that, ordinarily, negligently inflicted injuries to "liberty" and "property" are not the kind of "deprivations" with which the due process clause is concerned. But Daniels left undisturbed Parratt's state action theory. Indeed, the Daniels Court cited with approval Hudson v. Palmer, which had extended Parratt's state action holding to intentional deprivations of property by state officials. Parratt's state action theory is best seen in a larger context. Parratt is one part of an ongoing effort by the Supreme Court, particularly Justice Rehnquist, to reorient fourteenth amendment jurisprudence. The goal is to keep the lower federal courts out of the business of monitoring the routine day-to-day administration of state government in areas that only marginally implicate constitutional values. Philosophically, this development embodies a belief that a clear distinction can be drawn between constitutional violations and state law wrongs. Linguistically, it stresses a close parsing of section 1983 and the due process clause. Analytically, it generates two decisional lines: cases like Board of Regents v. Roth and Paul v. Davis narrow the domain of constitutionally protected "liberty" and "property," while decisions like Daniels v. Williams and Parratt v. Taylor limit the state action that constitutes a "deprivation" or a "denial of due process" of interests admittedly entitled to constitutional protection.

1.3.2 Returns to education1.3.3 Structure of education; 1.3.4 Returns by sectors and occupations as well as sectoral change; 1.3.5 Unobservables; 1.4 Micro-econometric decomposition III: Linking the microeconomic evidence to the macroeconomic story; 1.5 Conclusions and remaining challenges; Essay 2 -- Sectoral shifts and inequality. How to relate macroeconomic events to inequality changes; Abstract; 2.1 Introduction; 2.2 Tradable and non-tradable sectors in the rural economy; 2.3 An illustration using simulated distributions; 2.4 The methodology.

"The city of Manado and province of North Sulawesi have built a public identity based on religious harmony, claiming to successfully model tolerance and inter-religious relations for the rest of Indonesia. Yet, in discourses and practices relevant to everyday interactions in schools and political debates in the public sphere, two primary contested frames for belonging emerge in tension with one another. On the one hand, "aspirational coexistence" recognizes a common goal of working toward religious harmony and inclusive belonging. On the other hand, "majoritarian coexistence," in which the legitimacy of religious minorities is understood as guaranteed exclusively by the goodwill of the Protestant majority, also emerges in discourses and practices of coexistence. These two agonistic frames of coexistence stem from both a real pride at having staved off ethno-religious violence that plagued surrounding regions at the turn of the twenty-first century, as well as a concern about whether the area will maintain a Christian majority in the future. Based on ethnographic research in Manado, North Sulawesi, a Protestant-majority region of Indonesia, Ethics of Belonging investigates the dynamics of ethical deliberation about religious coexistence. In this analysis, schools are understood as central sites for exchange about the ethics and politics of belonging in the nation. The author draws on in-depth fieldwork at three secondary schools (a public high school, private Catholic boarding school, and public madrasah), an inter-religious "exchange" program among university students, and societal debates about religion and belonging. Each of the schools promotes a distinct method to addressing diversity and a particular understanding of the relationship between religious and civic values. Larson's research demonstrates how ethical frameworks for approaching religious difference are channeled and negotiated through educational institutions, linking up with their broader political context and debates in the community. This resource argues for a consideration of ethical reflection as a fundamentally pedagogical process, with important ramifications beyond the immediate environment. The focus on educational institutions provides a critical connection between interpersonal and public ethical deliberation, elucidating the entanglements of ethics and politics and their manifestation across different societal scales"--

For many years, the human need for the group, social life, and the impact of this form of life on mental health and body have been discussed. This is said to be less about loneliness and the role played by human beings. Loneliness is a global issue experienced by all humans more or less and with their lives. In other words, many people with races, cultures, social classes, and at different ages and times each experience some kind of loneliness. It is true that human being is an absolute social being and we always hear from the benefits of communication and satisfaction from it, But this should not be overlooked by the constructive and positive aspects of being alone, especially in education systems; Hence, this article was conducted with the aim of examining the opinions and views of Eric Forum on loneliness and analyzing its consequences in education. This research is part of qualitative research, which is done by analytical-deductive method. Findings indicate that Any social person with extensive communication does not necessarily have mental health; On the other hand, loneliness is not always a sign for malicious and anti-social characters, In other words, what is important is the difference between antisocial people and a group consciously choosing loneliness. Therefore, loneliness is an emotional feeling that in the case of balance, it can be constructive and lead to self-knowledge, the development of reflection thinking, self-consciousness and if it is to be extreme, there will be plenty of harm in the community, especially education systems

This is a study of the structural links between pre-primary and primary education in Nairobi. The fact that standard one places are scarce is considered as an important explanatory factor in understanding the functions and structure of the pre-school education

Este artigo apresenta resultados de pesquisa sobre o uso do gênero nos 25 planos estaduais e distrital de educação promulgados entre 2014 e 2016. Demonstramos que as disputas em torno das questões de gênero nos planos evidenciam que não existe apenas uma forma de excluir ou incluir o tema, a saber: o veto; a omissão do termo e de outros a ele relacionados; a explicitação do gênero como um direito das mulheres e da população LGBT para a garantia de acesso e de permanência à educação de qualidade e o uso parcial com referências aos direitos humanos, à garantia de alguns direitos das mulheres e à cultura da paz. Mais da metade dos planos inseriu questões relativas à agenda das mulheres, sob uma perspectiva de gênero. Quase um terço dos planos expressam clareza de que a garantia de acesso e permanência com qualidade passa pelo enfrentamento das desigualdades de gênero. O caráter fixo e binário da oposição entre significados masculinos e femininos foi problematizado ao se incluir o combate ao sexismo, ao machismo e à LGBTfobia. Entretanto, vários planos manifestam o avanço de pautas conservadoras com a exclusão do gênero, corte ou limitação da agenda LGBT e inserção de itens que submetem a abordagem destes temas na escola à concordância das famílias. Conclui-se que o avanço conservador antigênero, ao menos no momento examinado, contrapõe-se à manutenção de várias conquistas. Permanecem, portanto, as contradições nas disputas de poder pela contribuição do gênero na função social da educação. ; This article presents the results of a research on the use of gender in education plans of 25 Brazilian states and the Federal District, enacted between 2014 and 2016. We demonstrate that the disputes around the gender issues in the plans bespeak that there is not just one way of excluding or excluding the topic, namely: the veto; leaving out the word and other related terms; the specification of gender as women´s right and the right of the LGBT community in order to ensure access to and permanence in quality education, and the partial use associated with human rights, the guarantee of some women´s rights, and the culture of peace. Over half the plans included issues related to the women´s agenda in a gender perspective. Almost one third of the plans clearly express that ensuring access and permanence with quality involves confronting gender inequalities. The fixed and binary nature of the opposition between male and female meanings was problematized when fighting sexism, machismo, and LGBTphobia was embraced. However, several plans indicated the move of conservative agendas by excluding gender, by cutting or limiting the LGBT agenda, and by including items that demand that dealing with such topics be subject to family approval. Conclusion is that the conservative anti-gender advance, at least in the period under screen, is opposed to maintaining a number of political achievements. Therefore, contradictions remain in the disputes of power through the contribution of gender in the social function of education.

This dissertation focuses on topics related to public finance and explores the incidence of policies on residents and firms. Chapter 1 asks how school districts choose to allocate their limited funding across constituent schools. It finds that school accountability policies can explain some of the variation in within-district funding, specifically finding that districts target schools that are relatively close to school accountability rating thresholds, which are based on the percent of students passing a standardized achievement test in the Texas sample analyzed. It predicts that a typical school receives 2.5 percent more per pupil funding for each percentage point closer it is to a rating threshold. This effectively redistributes funding away from schools who are not close to these rating thresholds, including very high- and very low-performing schools. Chapter 2 asks how local fiscal outcomes respond to changes in federal deductibility of state and local taxes. It finds that raising the tax price of state and locally provided goods and services by 1 percent through limiting the deduction lowers the use of local deductible taxes by 3.5 percent and lowers the total expenditures of local governments by over 2 percent. It further finds that completely cutting the deduction for state and local taxes would not disproportionately hurt resource-poor areas, making such limits potentially progressive policy options. Chapter 3 analyzes how taxes are passed through to consumers around state borders in the context of state motor fuels taxes. Using high frequency price data and precise location data for gas stations it compares how prices change in response to changes in tax rates both near state borders and on the interior of states. It finds that stations near a border pass through about 43 percentage points less of a tax than those on the interior of a state. Furthermore, it shows evidence of tax spillovers, with stations near a border passing through about 35 percent of tax changes from neighboring states. The results suggest that the incidence of a state motor fuels tax falls relatively more heavily on residents towards the interior of a state and on firms closer to state borders.

Open and distance learning provides a means to accessing the skills needed for development. The demands for training from the labour market are very large and ongoing; the demands from young people seeking employment or wanting to become self-employed are critical. This book examines the various aspects of delivering skills training by open and distance learning: the stakeholders; the learners; the curriculum; designing, developing and delivering the courses; supporting the students; training the staff; accrediting the results and assuring the quality of training. It also looks at ways of teaching practical skills. The final chapter brings everything together by showing how all of these various processes can be managed from an institutional context. The writers and case studies are drawn from Africa, Australia, Canada, the Caribbean, India and the United Kingdom. They offer information and advice on increasing access to technical and vocational education using open and distance learning. They suggest how a single-mode institution using traditional delivery methodology might become a dual-mode institution incorporating open and distance learning. The book is designed for managers, policy-makers and government officials. It applies to any organisation that needs to deliver training to its staff in any sector of employment. // Series formerly called "Perspectives on Teacher Education." Renamed to "Perspectives on Open and Distance Learning."

Most of the current IT-infrastructures at Universities were designed and deployed at times of mostly campus based education, following the "one solution fits all" approach. Nowadays, with the growing number of courses given on distance and unique requirements on software content in almost every course in all disciplines the existing infrastructure became extremely stiff and inefficient. In many cases it fails providing flexible services with acceptable quality both to teachers and students. Another problem appears with the all growing mobility of students in the scope of Erasmus Mundus programme and numerous bilateral agreements between universities. The uncertainty in number of students to be handled in each semester (even in the scope of a particular course) makes it difficult for the IT departments to estimate the need and to correspondingly dimension the IT-system. Normally, IT administrations at universities over-dimension their infrastructures in order to stay competitive and provide satisfactory quality of experience. This obviously leads to an increased cost associated with purchasing and maintaining the equipment. Besides the economical component the environmental impact becomes one of the critical factors that universities have to deal with nowadays. Universities as governmental organizations need to take environmental considerations into account when implementing European Union policies on ICT sustainability. Cloud technology and specifically infrastructure as a service (IaaS) providers is an excellent alternative to an outdated inefficient local infrastructures. Early 2012 Luleå University of Technology started a project on adopting cloud technology for implementing the university's IT-infrastructure. This work-in-progress article will describe the results of its pre-study phase aiming at understanding a feasibility of integrating and/or migrating key infrastructure components into an IaaS system and opening ways for making university's resources more accessible to wider public. Numbers of logistical, technical and education related challenges, however, make such transition far from being trivial. This article focuses on the educational aspect of the pre-study. Specifically, work flows in education process of several courses in different disciplines in natural and engineering sciences were analysed from the student and teacher perspectives. In the article a schematic of a sustainable IT infrastructure adjusted to the needs of higher education will be drafted. Further, technical readiness and challenges of using cloud technology for university scale IT-infrastructure will be discussed. ; Godkänd; 2014; 20130618 (lauril)