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In Hydraulic City Nikhil Anand explores the politics of Mumbai's water infrastructure to demonstrate how citizenship emerges through the continuous efforts to control, maintain, and manage the city's water. Through extensive ethnographic fieldwork in Mumbai's settlements, Anand found that Mumbai's water flows, not through a static collection of pipes and valves, but through a dynamic infrastructure built on the relations between residents, plumbers, politicians, engineers, and the 3,000 miles of pipe that bind them. In addition to distributing water, the public water network often reinforces social identities and the exclusion of marginalized groups, as only those actively recognized by city agencies receive legitimate water services. This form of recognition—what Anand calls "hydraulic citizenship"—is incremental, intermittent, and reversible.

The article discusses possible ways of implementing the course of General Surgery when teaching English-speaking students in terms of ECTS. Building an effective educational process, while teaching propaedeutic course of general surgery to English-speaking students, has certain difficulties. They are caused by both lack of practical and academic medical experience and the language barrier when communicating with patients. At the Department of General Surgery and Military Medicine in ONMU the organizational, informational and methodological work were carried out to improve the provision of the quality and efficiency of learning involving primarily students' independent work expecting a teacher to organize the educational process effectively and create the conditions aimed at student's motivation to educate themselves. At the department there are available many textbooks and other teaching and learning materials prepared by our staff in English. When providing the students with the tasks to prepare, the teacher emphasizes the important aspects of the topic and recommends additional literature for in-depth study of an issue. Thus, the organization of educational process at the Department of General Surgery according to the European Credit Transfer and Accumulative System (ECTS) contributes to more adequate and thorough study of the subject and practical skills. Working with the teacher using individually optimized format of cooperation "student and teacher", especially in small groups, allows us to use the study time more efficiently.

European countries are making efforts to change their educational system These changes include implementation of the ECTS (European Credit Transfer and Accumulation System) and are based on the Bologna Declaration. Adoption of ECTS will necessitate new quality standards in higher education especially in grading procedures. With only small modifications, the control charts(such as p-charts) used in production and distribution applications can be applied to educational purposes.

Community asset transfer enables local groups to own or manage a government owned facility and related services. For critics, it is merely an extension of roll-back neoliberalism, permitting the state to withdraw from welfare and transfer risk from local government to ill-defined communities. The paper uses quantitative and case study data from Northern Ireland to demonstrate its transformative potential by challenging the notion of private property rights, enabling communities to accumulate and creating local consumption circuits. It suggests that asset-led social enterprises are entangled in a mix of pro-market and alternative economic strategies which are necessarily traded off each other in the reproduction of social value. There is not an ethically pure form of asset transfer but the tactical adaptation of different modes of working, including the enhancement of state services as well as more independent forms of economic and social organisation. However, the analysis points to the political weaknesses of three specific projects and in particular, the lack of corporate working that has limited their reformist potential. The paper concludes by highlighting the implications for more progressive forms of social economics and the skills, finance and practices that facilitate local accumulation strategies.

This study simulates three income tax scenarios in a Mirrleesian setting for 24 EU countries using data from the 2014 Structure of Earnings Survey. In scenario 1, each country individually maximizes its own welfare (benchmark). In scenarios 2 and 3, total welfare in the EU is maximized over a common budget constraint. Unlike scenario 2, the social planner of scenario 3 differentiates taxes by country of residence. If a common tax and transfer system were implemented in the EU, countries with a relatively higher mean wage rate—particularly those in Western and some of the Northern European countries—would transfer resources to the others. Scenario 2 implies increased labor distortions for almost all countries and, hence, leads to a contraction in total output. Scenario 3 produces higher (lower) marginal taxes for high- (low-) mean countries compared to the benchmark. The change in total output depends on the income effects on labor supply. Overall, total welfare is higher for the scenarios involving a European tax and transfer system despite more than two thirds of all the agents becoming worse off relative to the benchmark. A politically more feasible integrated tax system improves the well-being of almost half of all the EU but considerably reduces the aggregate welfare benefits.

Transfer students often lose credits that they have earned for completing courses at previous institutions and face other complications during lateral transitions between public four-year institutions because the current process of transferring credits is awkward, which raises barriers to affordable, accessible, and accountable national-level transfers. More research is needed to understand how the transfer policy could best be adapted to create an improved, transparent, and seamless transfer process. This mixed methods study's purpose is to explore how the transfer policies across states are functioning, and determine what states are doing regarding postsecondary transfer policy and which factors influence the decision to adopt a state-wide transfer policy. This sequential explanatory mixed-methods study methodologically, drawing on the systems leaderships model to assess how the national-level transfer system can reform students' transfer experiences and provide a seamless transition from one public four-year institution to another by building robust high-level collaboration among all postsecondary institutions. At the same time, the study assesses political and bureaucratic leadership perspectives to determine what influences leaders in this policy arena. Methodologically, the study employed event history analysis to estimate the coefficients of American states adopting new credit-transfer policies. The statistical analysis and qualitative content analysis revealed insights into adopting transfer credit policies and implementation. State leaders' motivation serves an important factor in advancing the transfer credit system policy and its implementation. A strong positive collaboration with legislators can get the attention of political leaders to advance the four-year-to-four-year public university transfer credit process. The result shows that bureaucratic leaders are looking for supporting an electronic transfer; a separate system for technical colleges recently merged with the system of higher education governing degree-granting institutions; a clearly displayed state-wide articulation matrix system of common course numbering; and a state-wide well-explained framework for awarding credit and the transfer of assessments (CLEP, IB, AP, DLPT, and DSST), military occupations, and work-based learning. The results create a positive impression and promise a successful implementation of the future nationwide seamless transfer system.

Los retos del nuevo paradigma comunicativo, un cruce histórico lleno de posibilidades pero también de riesgos y límites, obligan a una redefinición en la educación superior de los futuros profesionales de la comunicación.Este trabajo, realizado a partir de las experiencias de dos profesores universitarios, propone la introducción del hipertexto en la docencia universitaria en el campo del periodismo y analiza las ventajas que esta nueva herramienta supone en la formación de los periodistas del siglo XXI. En esta investigación los autores proponen el hipertexto como metodología de trabajo en el aula, suponiendo que el hipertexto tiene que ser concebido, como se verá en esta investigación, como el locus en el que deben converger la teoría y la práctica, donde tiene que explotarse la capacidad crítica y la creatividad del alumno y en el que debe potenciarse la interactividad profesor- alumno y alumno-alumno.