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STC 11196. ; Latin text and English translation of De laudibus legum Angliae, in parallel columns. ; Mode of access: Internet.

[4], 119, [1] p. ; Most later editions published under title: The common-wealth of England. ; Reproduction of the original in the Henry E. Huntington Library and Art Gallery.

[4], 148 p. ; Reproduction of the original in the Henry E. Huntington Library and Art Gallery.

APPROVED ; The work which follows examines the process by which private actors in the digital market are redefining fundamental rights through their contractual terms and practical operation. The argument is allied to works which consider ?digital constitutionalism,? the idea that private actors in the digital market are increasingly displaying constitutional features through their contractual terms and documents. Unlike a majority of work in the area of digital constitutionalism the work does not argue that private actors setting rights based standards represents a positive development. Rather, the work argues that private actors, through their re-definition of public, normative standards are generating a body of rules and practices which have displaced democratically decided rights standards with negative consequences for individual autonomy and the Rule of Law. The work argues that this process has been enabled by three features of EU law and policy. The first is an approach of functional equivalence to laws governing the digital market. In accordance with this approach the digital market has been treated as equivalent to traditional markets and its participants are viewed as requiring no additional or supplementary protections or regulations. Of particular significance in functionally equivalent attitudes to the digital market is the Union?s deference to freedom of contract as part of an ordoliberal attitude to market regulation. While this attitude is now beginning to erode (to some extent) in the context of data protection it remains the dominant regulatory approach of the European Union in the digital market. The second feature, not unrelated to the first, is the Union?s preference for economic rather than socially orientated standards and protections in it policies as well as its secondary laws. As part of this preference, when fundamental rights cross the Rubicon from vertically enforced constitutional protections to horizontally enforceable legislative ones their content is transmuted in a manner which favours their economic over socially oriented aspects. The third feature, is what is referred to within the work as the Union?s brittle constitutionalism ? that is the Union?s hesitant and incomplete articulation of and commitment to rights enforcement. This feature is the result in part of the Union?s ambiguous and at times hostile attitude to the development of fundamental rights policy. The work examines the impact of these trends and the rise of private policy they have generated on the rights to privacy and property under the Charter of Fundamental Rights.

This article proposes a constitutional approach of the role of Government in Economy, and the principle of subsidiarity in the 1993 Peruvian Constitution. The proposal discusses the generally accepted notion of promotion in Public Law, as a reference to establish when Government can develop business activity within the framework of the 1993 Constitution. The discussion adopts the point of view of the Public Law to analyze the principle of subsidiarity of Government when it comes to developing business. ; El artículo propone una interpretación constitucional del rol promotor del Estado y del principio de subsidiariedad en la Constitución de 1993, sobre la base de la noción de fomento, generalmente aceptada por la doctrina, como criterio para establecer cuándo puede el Estado desarrollar actividad empresarial en el marco de la Carta Magna vigente. El análisis se desarrolla desde el punto de vista del derecho público y utiliza para ello el enfoque horizontal1 del principio de subsidiariedad.

La educación como cualquier otro servicio de carácter público, es un derecho que el Estado otorga a través de sus instituciones, regulado por un Marco Jurídico, constituido por normas de observancia obligatoria, para gobernantes como para gobernados, por lo que, su cumplimiento se traduce a partir de las disposiciones emitidas por la autoridad competente, en cuyo discurso se encuentran dos premisas indisolubles: el filosófico y el político, en el primero de éstos, se plasma el deber-ser construido a partir de las aspiraciones del sentido humano por alcanzar una vida digna, donde el respeto, la tolerancia, la bondad y la honestidad, figuran como el estandarte ético, con el que ha de educarse a la ciudadanía y con el que habrá de formarse cada uno de los individuos, mientras que el aspecto político suscribe al consenso de las mayorías, como el fundamento de la legitimidad para instituir los principios legales, que habrán de traducirse en ordenamientos para mantener el orden y los procedimientos, para el cabal cumplimiento de las necesidades públicas. En este sentido, corresponde al Artículo 3° Constitucional, ser la norma suprema a través de la cual, se ha de normar para operar los servicios educativos en todos sus tipos y modalidades, en cuya conformación histórica, nos revela la inseparable presencia filosófica y política en su discurso, como un prototipo ideológico del Estado de Derecho, sin embargo, no es la norma su cuestión absoluta, sino su grado de cumplimiento, dado los alcances de su operación, por ello, en este artículo se presenta de manera general, el proceso de evolución y cambio que ha sufrido, durante su desarrollo. Después de su revisión Bibliográfica y Hemerográfica, se describe la trayectoria del Artículo 3° Constitucional, así como su despliegue operativo a partir de lo que regula la Secretaría de Educación Pública, como órgano de la Administración Pública Federal. Palabras-clave: Artículo Tercero Constitucional, Ley Orgánica de la Administración Pública Federal, Ley de Planeación. ; : Education, like any other public service, is a right that the State grants through its institutions, regulated by a Legal Framework, made up of mandatory rules, for governors as well as for the governed, therefore, its compliance translates into based on the provisions issued by the competent authority, in whose discourse there are two indissoluble premises: the philosophical and the political, in the first of these, the must-be constructed from the aspirations of the human sense to achieve a A dignified life, where respect, tolerance, goodness and honesty appear as the ethical standard, with which citizens must be educated and with which each individual must be formed, while the political aspect subscribes to the consensus of the majorities, as the basis of the legitimacy to institute legal principles, which will have to be translated into regulations to maintain order and procedures. measures, for the full fulfillment of public needs. In this sense, it corresponds to Article 3 of the Constitution, to be the supreme norm through which, it is necessary to regulate to operate educational services in all its types and modalities, in whose historical conformation, reveals the inseparable philosophical and political presence In his discourse, as an ideological prototype of the Rule of Law, however, its absolute question is not the norm, but its degree of compliance, given the scope of its operation, therefore, this article presents in a general way, the process of evolution and change that it has undergone during its development. Key-Word: Third Constitutional Article, Organic Law of the Federal Public Administration, Planning Law.