Post History

discretion about vs. discretion for

how does **discretion about** differ from **discretion for**? when to use **discretion about**? when to use **discretion for**? i don't get why these books use both. 


>         The data show that 11 of the 15 states had laws denying the reporter **discretion about [emphasis added]** which cases to report, two of which combined manda-tory reporting for some cases (as the court required) and **discretion for [emphasis added]** 
[Table 4.1] other cases, and one of which switched from discretion to no discretion in 1837. 

William D. Popkin, *Evolution of the Judicial Opinion Institutional and Individual Styles*, [pp. 98-9](https://www.google.com/books/edition/Evolution_of_the_Judicial_Opinion/BZ4e78mr5-4C?hl=en&gbpv=1&dq=%22discretion+about%22+%22discretion+for%22&pg=PA98&printsec=frontcover). 

>#### Mandatory versus Discretionary Release
>
>Perhaps the most fundamental difference between parole functions in different jurisdictions is whether a state mandates a parole board to place an inmate on parole at a certain time or whether it has complete discretion to grant or deny parole. According to a recent survey of the Association of Paroling Authorities International (APAI), 47 of the states report having paroling authority with at least some **discretion for [emphasis mine]** release from prison. OF these, 22 report having release authority for the vast majority of prisoners, whereas another 22 report having release authority over at least some offenders, 16 describing their discretion as limited and another 6 reporting their discretion as extremely limited (APAI 2005). 
>
>In some jurisdictions, when an inmate has served a certain portion of his/her sentence, the law requires the parole board to release that inmate into the community under supervision, often referred to as mandatory parole. In these jurisdictions, parole boards have no **discretion about [emphasis mine]** when to release an inmate (although in some jurisdictions, parole authorities can delay release under certain circumstances). 

Barry S. McCrary Sr., *Correction Systems Practice and Procedures*, [p. 53]( https://www.google.com/books/edition/Correction_Systems_Practice_and_Procedur/iftiDwAAQBAJ?hl=en&gbpv=1&dq=%22discretion+about%22+%22discretion+for%22&pg=PA63&printsec=frontcover). 

>#### Solving the Motivation Puzzle 
>
>The desire for a measure of control over one's fate affects many 
endeavors, not just education. A fairly substantial body of 
research underscores the notion of giving students as much 
**discretion for [emphasis added]** learning as they can handle productively. "Sometimes the students who are disaffected the most from 
school and would benefit most from practices that enhance 
motivation are given the least amount of autonomy," wrote 
Deborah Stipek in *Motivation to Learn*. Some of her 
recommendations for providing this autonomy lend themselves 
to online learning: allow students to participate in the design of 
their academic tasks; give students choices in how tasks are 
completed; let students have some choice in the difficulty levels 
of assignments or tasks that they complete; and give students 
some **discretion about [emphasis added]** when they complete particular tasks. 3 
	
Gene I. Maeroff, *A Classroom of One How Online Learning Is Changing Our Schools and Colleges*, [no page number shown]( https://www.google.com/books/edition/A_Classroom_of_One/n07ABQAAQBAJ?hl=en&gbpv=1&dq=%22discretion+about%22+%22discretion+for%22&pg=PT116&printsec=frontcover).