Hannah Arendt's Moral Ontology: Comments on David Luban's Arendt on the Crime of Crimes

David Luban identifies a tension between Arendt's conception of ethnic identification in a context of persecution and her conception of humanity. That tension pertains to the reality—or realities—that Arendt addresses: the moral reality of her Bildung that appears throughout her work, and is centered on the “dignity of man,” on the one hand, and the divisive, “political” reality that she was forced to face when “attacked as a Jew,” on the other. By implicitly accepting that in a context of persecution one cannot escape the framing relevance of the “political” —an idea that is also present in her imaginary condemnation speech of Eichmann—Arendt betrays a fundamental theme of her work: “forgiveness” and the inherent possibility of a “new beginning.”     

Y-chromosome polymorphism data in Majorcan, Minorcan and Valencian populations (eastern Spain).

Frequency data of the six STRs: (1) DYS19; (2) DYS389I; (3) DYS389II; (4) DYS390; (5) DYS391 and (6) DYS393, and the DYS287 polymorphism (YAP) were determined in a sample of 117 unrelated males from three eastern Spanish populations: 53 from Majorca, 40 from Minorca and 24 from Valencia.     

The impact of governance on education inequality: Evidence from Bangladesh

Bangladesh has made remarkable progress in increasing education access in the last 20 years. However, substantial inequalities in educational attainment remain even though equity in education is a central government objective. The article argues that weaknesses in education sector governance are crucial to understanding these persistent inequalities. At the level of the budget, anti‐poor biases in allocation decisions are shown to be the result of the budget's role in political management and the lack of effective accountability mechanisms. The spearhead of government attempts to address education inequality at the primary level has been the conditional cash transfer programme for poor children. The article shows that the programme has failed to target the poor and suggests that this has been due to the weaknesses and contradictions in the governance of the programme. Strengthening the links between policy and implementation through improvements in the governance of the sector are crucial if inequality is to be addressed and national education goals achieved. Copyright © 2009 John Wiley & Sons, Ltd.     

Compendium of Key Human Rights Documents of the African Union

Netherlands International Law Review -