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In this article, we report on the incidence of punch-card and other voting equipment by ethnicity, incomes, and other variables, combining county-level demographic data from the Census Bureau with county-level data on voting equipment collected by Election Data Services, Inc. Our findings, reported in the national print and electronic media in early 2001, provide remarkably little support for the view that resource constraints cause poorer counties with large minority populations to retain antiquated or inferior voting equipment.

Values both constrain and enable behaviour. They are a vital source of meaning in human life. They may be unconsciously inherited or consciously reflected upon. The challenge is to take the greatest advantage of value-informed teaching and learning in the context of a pluralist education and society. The values legal education imparts or generates impact upon the character of legal professionals. The work of jurists impacts upon the quality of public discourse. Legal education is under severe threat after a period of tremendous growth across the common law world. Legal markets are unstable; information technology drives specialisation of labour to new levels; rising costs for students and falling returns to the human capital generated by legal education make the prospect of a legal education less enticing. Enhanced engagement with values offers the best hope for a positive and coherent response to these pressures by legal educators. The Uses of Values in Legal Education makes a start by showing how using values in legal education might fulfil the promise of legal education.Incorporation of values into legal teaching, and reflection upon values as an integral part of the student learning experience, can facilitate the formation of robust and effective individual student identities. When this leads to an alignment of student values with life plans it can generate a sense of wholeheartedness in activity that enriches life. Students with clear and considered ethical ideas can become effective ethical agents beyond the educational setting.'This is a must-read for anyone designing law curricula. [...] He sources his arguments from the fields of literature, business, economics, politics, education, psychology, law and philosophy and he provides both theoretical and practical examples and perspectives. [...] This is an important book. It is not an easy read; the ideas are complex and the range of source material impressive, but once the premise is accepted, that we have an ethical responsibility to design legal education in the best interests of the law student, it is a game changer. 'Rebecca Huxley-Binns in The Law Teacher (2016) 411'Graham Ferris makes a clear and compelling case for why legal education should fully embrace values. He explores how values can be incorporated and taught in the law degree curriculum in order to enhance the welfare and capabilities of law students and restores the link between ethical judgment and professional practice. His book mak ...

Abstract: Several international organizations have played a critical role arguing against the traditional use of the term special in education. Integrated education and, subsequently, inclusive education were valued, as well as student diversity. Italy is a specific case for its radical 1977's integration policy. France presents a kaleidoscope of institutions and professionals, inherited from the historical roots of Special Education. The 2005's law no longer mentions Special Education, and the 2013's law recognizes the inclusion of every child in school. Paradoxical uses of the special still remain in Italy and Brazil. Finally, we addressed the issue of the relationship between ethics and democratization.

Analyzing the flexible uses security problems in existing information technology systems. Looking for way to ensure the safety of the reaction time to smooth access to more projects in development. Review of projects undertaken. Codified in the project design and development components. Made of the findings of the methods used to discover, which exclude parts of the draft rule and resort to emergency planning in the early part of the project development phase. Analytical result: JRMAD mixed method, allowing simultaneous two of the project and the time to change the current system. Article in Lithuanian. JRMAD metodo panaudojimas taikant informacinių technologijų saugos politiką Santrauka.Nagrinėjama saugos lankstumo problematika veikiančiose informacinių technologijų sistemose. Ieškoma būdų užtikrinti saugos reakcijos laiko sklandų prieinamumą, kai projektai dar tik kuriami. Atlikta projektų apžvalga, susistemintos projekto kūrimo bei vystymo dalys. Išvados panaudotos surasti metodui, kuris paneigtų projekto dalių taisyklę ir būtų išeitis saugos planavimui projektų kūrimo pradžioje. Analizės rezultatas: JRMAD mišrusis metodas, leidžiantis vienu metu vykdyti abi projekto dalis ir tuo pačiu metu keisti sistemą. Raktiniai žodžiai: projektas; saugos problemos; IT projektas; JRMAD metodas; būtinasis saugumas.

Technology education and the programs from which it evolved have a unique history. The emphasis on practical learning that formed the foundation for the field in the 1800s did not fit well with the concurrent liberal education movement and its focus on classical languages, philosophy, rhetoric, literature, and mathematics applied learning simply did not connect with liberating the mind from the toil and drudgery of the workplace that existed once the industrial revolution had occurred. With the huge influx of immigrants seeking a better life, albeit survival, in the New World, the United States found that skilled workers were essential if the momentum of an increasingly healthier economy was to be maintained. Once again the field had to wrestle with how to increase its vitality, this time while trying to keep its general education values in light of increasing support for vocational education. The vision was to become a required subject in the education of all, encouraged by how science had successfully done so using political influence and backing in the early 1900s. Though admirable progress was made, the field simply did not have any analogy to the clout that scientists had nor the influence of politicians and the dollars they could garner and, as is still true today, the field simply does not have the numbers. Perhaps the biggest impediment, though, was the lack of regard among those in power for the hands-on, practical experiences that represented the hallmark of the field. It could be argued that the emphasis on practical learning was carried too far. Masters and doctoral programs in the field became allied with graduate programs in education that emphasized practice rather than research, thereby forfeiting the requisite research competencies and exposure to the culture of research. Even at this higher level of education, some degree programs allowed, or even encouraged, the completion of courses and independent studies that involved the development and honing of technical skills over theory. A culture developed whereby even professors did not value research and consequently passed this thinking on to their students. This attitude is still promulgated today to some extent as evidenced by those entering higher education aspiring to be exclusively teachers, hoping to leave the research to others, whoever those others might be. In many cases the doctoral dissertation becomes the best, and only, research the terminal degreed person will do. The climate of higher education has changed dramatically over the past few years. Even those institutions that thought of themselves as teaching universities have shifted their focus in light of the need to garner external funds through research grants to replace lost resources at the state level. Moreover, the rankings that are bestowed upon universities by a growing number of organizations have become more important in the competition for students and those rankings, in turn, are becoming increasingly linked to research activity and the scholarship that comes with it. As expectations for accountability rose, technology educators were increasingly being asked to support the value of programs based on research rather than testimonials and logic. It was within the foregoing context that this yearbook came about and influenced its organization. First, we realized that our field will not, at least in the foreseeable future, have enough qualified and motivated professionals to conduct the research that is needed, the lack of which scholars and leaders have reprimanded the field for decades. Short of doing the research in isolation, technology educators at least need to be able to extrapolate and generalize from the research of other disciplines that have a link to our own. Moreover, becoming aware of the research in other disciplines will enable technology educators to set priorities for our own research agenda, constrained by our limited human resources. Second, we believed that an investigation into research must necessarily be international in scope. The advantages of electronic technology facilitate international collaboration and enable technology educators to realize accomplishments never before possible. Globally, our numbers are sufficient and our challenges similar enough that we should move a collaborative research agenda forward. Third, we were committed to involving chapter authors who were scholars of high repute as well as those who were just embarking on a career in higher education and might be mentored into research and scholarship through the experience. With guidance from the Yearbook Committee of the Council for Technology Teacher Education, we identified experts in the topics addressed. However, the bottom line is that the authors demonstrated a passion for what we were asking them to do. The passion, commitment, and effort of the authors represented by the pages within are deeply appreciated.

This book considers some of the most notable aspects of the legal response to the ""war on terror"" post- 9/11 and the use of technology to support them. It examines the shift from a criminal justice response to the creation of a parallel preventive system running in tandem with it. This system has tended to veer away from the commission of criminal offences or adherence to ordinary criminal justice safeguards. Such a preventive strategy relies on targeting terrorist suspects - those who it is thought may in future commit terrorist acts - and curbing their actions with the aim of preventing te

Israel is using special forces to target Hamas tunnels in Gaza. In northern Israel, air defenses downed a drone from Hezbollah. In Gaza, the IDF said they targeted a Hamas financier and are also investigating Hamas' use of the Kamal Adwan hospital. In addition, new technology is shaping the battlefield in Gaza, including precision sights used on rifles that can help down drone threats.
The post Israel uses new defense technology on Gaza battlefield first appeared on FDD's Long War Journal.

Abstract
This paper discusses the use of new technology in education. It refers to different types of literacy namely technological, digital, mathematical, scientific and information literacy as well as to the definitions and characteristics of the use of computers in education such as CAL, CBE, CAT etc. The use of technology in the constructivist and behavioural learning approach are mentioned and the advantages and disadvantages of the use of new technology in education are given.

This paper examines the distributional properties of stock returns in the Nigerian stock market. Because emerging stock markets present several institutional, political and economic barriers, we hypothesize that the structural adjustment program begun in 1986 resulted in a sustained increase in the variability of stock returns. Conventional variance homogeneity tests could not reject the hypothesis of changing volatility in the security returns process. However, the Lagrange multiplier test reveals the presence of autoregressive conditional heteroscedasticity (ARCH) effect in the stock returns.