Student rights and revival of immaturity: can jurisprudence account for coercion?

The problem of this paper is prompted by the claim of Zagreb University students residing in government subsidized dormitories that their duty to act for free as dorm night porters amounts to forced labour. After a preliminary note on the nature and types of legal scholarship, the paper restates jurisprudential arguments against student rights and analyses limitations inherent in legal scholarship in action, or jurisprudence, that make it unresponsive to student rights: a limited normative framework and a limited subject-matter, most notably a limited focus of inquiry when it comes to force or coercion. A glimpse at an analysis of force in international law indicates that the naked force typical of elementary criminal law has dissolved long ago into phenomena remotely related to naked force, such as economic pressure and ideological propaganda. Two legal and social contexts of force are of primary interest to understanding student rights. The first is legal recognition of the vulnerability of children to naked force. The second is the blind eye of jurisprudence for the vulnerability of workers to economic need. The belief in economic necessity and subjugation of the state to capital has resulted in a bizarre reversal of the roles of corporations and students. Jurisprudence cannot change the world but can interpret it more sensibly. What is required is a re-examination of maturity and emancipation within the emerging world law

The Relationship between Principal Leadership Behaviors and School Climate

The No Child Left Behind Act (2001) revised the Elementary and Secondary Education Act of 1965 by making substantial modifications in the major federal programs that support schools‘ efforts to educate all children (U.S. Department of Education, Office of the Deputy Secretary, 2004). Since the inception of this law, demand for greater accountability for student achievement from politicians and legislators has increased exponentially (Carnoy, Elmore, & Siskin, 2003). Strict accountability measures, developed and implemented with limited if any consent or involvement of educators, were imposed on students, teachers, schools, and school districts (Waite, Boone, & NcGgee, 2001). The increased emphasis on accountability heightened the demands on teachers and administrators more than ever before in the history of education in the United States (Carnoy et al., 2003). As increased accountability became the norm, school leadership became more challenging and demanding in order to achieve the newly stipulated accountability (Salazar, 2008)

Suspensions of prolate spheroids in Stokes flow. Part 2. Statistically homogeneous dispersions

The simulation method for prolate spheroids in Stokes flow introduced in a companion paper (Claeys & Brady 1993a) is extended to handle statistically homogeneous unbounded dispersions. The convergence difficulties associated with the slow decay of velocity disturbances at zero Reynolds number are overcome by applying O';Brien's renormalization procedure. The Ewald summation technique is employed to accelerate the evaluation of all mobility interactions. As a first application of this new method, the hydrodynamic transport properties of equilibrium hard-ellipsoid structures are calculated for aspect ratios ranging from 3 to 50. Calculated viscosities in the isotropic phase agree reasonably well with published experimental measurements