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In his work State of Exception, the Italian philosopher Giorgio Agamben has recently studied the consequences of the exception becoming the rule. He explains a situation where the law requires the partial exclusion of the legal order so as to preserve its legitimate character. It forms the basis of the so-called "spaces in suspension", where the rule is the exception in the form of the suspension of the legal order, the anomie. In those spaces the act of government is located in a threshold area of ambiguity between general and particular spheres. The transference of Agamben's concept into architecture is possible. There are physical scenarios where the norm is not a security shield since it is accomplished and questioned at the same time. What type of architecture is responding to those spaces in suspension? Is there a critical attitude boosted by those kinds of architectural practices? The paper approaches the topic through a theoretical contextualization of the idea of the state of exception in architecture. This approach is based on the analysis of some case studies, which are considered as disruptive practices since they are proposing new ways of practising architecture. They utilize strategies such as new interpretations of the law (urban prosthesis, occupation of public spaces), the replacement of the authorities' duties (occupation of public buildings and empty plots) or the proposal of new teaching practices. Their analysis let the authors define a specific context in architectural practice, which reflects a new paradigm called "architecture in suspension". ; Peer reviewed

1 Wheels and tyres -- 2 Springs -- 3 Suspension principles -- 4 Suspension geometry -- 5 Conventional systems -- 6 Road-holding -- 7 Dampers -- 8 Pneumatic suspensions -- 9 Hydropneumatic suspensions -- 10 Interconnected and no-roll suspensions -- 11 A small FWD saloon car: Ford Fiesta S -- 12 A high-performance sports car: Porsche 928.

When used too frequently, exclusionary school punishment like out-of-school suspensions are ineffective and harmful. The harms to students are clear, though excessive use of school suspensions also impacts entire schools, students' families, and communities. Because youth of color are at greater risk of school punishments, these harms disproportionately limit their life opportunities and exacerbate racial inequality. To better understand how and why we punish students the way we do, sociologists need to understand school punishment as rooted in a historical legacy of racial oppression and denial of educational opportunities to Black children.

Scenes from mushroom technosciences illuminate forms, practices,
and temporalities of atmospheric attunement. This article reanimates
moments from scientific literature where chemists and mycologists
chase elusive smells and spores, explicating how scientists' experimental
apparatuses of attunement arrange conditions for matsutake to be
reduced and concentrated toward the goal of sensibility. Reduction and
concentration do more than translate atmospheric elusiveness into specification;
achieved through grinding, evaporating, and remixing, they condition
a 'tending to suspension'. Tending to suspension amplifies qualities
and throws subjects and sensorial attention into the middle of volumes
and durations. 'Tending' implies care as well as a 'tending toward'—the
sense that something may develop a tendency. Experimental apparatuses
of atmospheric attunement, tending to such tendings, model a method for
anthropological study of diffuse objects.

Abstract
Managing student behaviour is integral to the education production process. We study the trade-offs of school suspension policies by modelling and estimating how changes in school suspension policies causally impact student performance and teacher turnover. Our results indicate that the reduction in suspension rates in the Los Angeles Unified School District decreased math and English test scores, decreased grade point averages and increased absences. Teacher turnover also increased, particularly for inexperienced teachers. We also document an efficiency-equity trade-off: while achievement decreased for most students in the district, the highest-risk students experienced moderate gains in achievement.

Case name: McAdams v. Marquette University, No. 2017AP1240 (Wis. 07/06/18).