Sorenson, Gail Paulus (1987). Employees. This first chapter of \The Yearbook of School Law, 1986\ summarizes and analyzes over 250 state and federal court decisions handed down in 1985 affecting the legal rights of employees of public schools and state education agencies. Among the topics examined are discrimination on the basis of race, religion, sex, national origin, age, and handicap; employees' constitutional rights to feeedom of speech, association, religion, and privacy and substantive due process; and employees' procedural due process rights related to liberty and property interests, the provision of notice of charges, and appropriate hearings. Other topics addressed are permissible personnel actions in cases involving claims of insubordination, unprofessional conduct, immorality, incompetence, and failure to comply with policies and statutes; legal questions raised by reductions in force and involuntary leaves of absence; contractual disputes over board policies, contract stipulations, administrative regulations,… [PDF]

Ambrogi, Robert; And Others (1978). A Handbook on Legal Rights of Developmentally Disabled People in Massachusetts. The handbook provides information in question-and-answer format on the legal rights of developmentally disabled persons, focusing on those in the state of Massachusetts. An introductory section discusses developmental disabilities and advocacy. The main section, on legal rights, covers such areas as discrimination (including Section 504 of the Rehabilitation Act of 1973); employment (including wages and fringe benefits); vocational rehabilitation (including sheltered workshops); health care (including medicaid and medicare); public benefits (including social security disability, veterans benefits, and food stamps); housing; transportation (including license plates for the handicapped); special education; recreation; money (banks, bills, and consumer rights); insurance; competence, guardianship, conservatorship, and other options; voting; family rights (including marriage, abortion, sterilization, and sexuality); rights in institutions and community residences; and criminal matters…

(2007). Promoting and Sustaining an Institutional Climate of Academic Integrity. Academic Senate for California Community Colleges This Academic Senate paper is in response to two resolutions from Fall 2005 concerning academic dishonesty. One resolution, 14.02, "Student Cheating," sought clarification on a System Office legal position that limits the ability of local faculty to fail a student for a single incident of academic dishonesty, and pending the result of clarification, to seek an appropriate Title 5 change. Resolution 14.01, "Student Academic Dishonesty and Grading," required the Academic Senate to investigate faculty legal and professional rights and obligations with regards to dealing with academic dishonesty, including options for grading, disciplinary action, definitions of academic dishonesty, a statement of best practices, and an explanation of student rights. The paper discusses the need for a culture of academic integrity that enriches the educational experience of students and faculty and, indeed, all individuals associated with the college as employees or community members…. [PDF]

Crawford, Barbara; Metcalf, Sandra (1986). The Nevada Study on The Holocaust. This study series on the Holocaust consists of four units designed for middle school/junior high and senior high students in United States and world history classes. The units may be self-contained or integrated into previous units of study. A 45-minute color video "Nevada Study on The Holocaust" accompanies this guide. The middle school unit focuses on propaganda and its uses in discrimination. The junior high school U.S. history unit provides an overview of discrimination in the United States and Europe in the first half of the 20th century and the Holocaust. The senior high school world history unit studies the rise of Nazism and the Holocaust. The senior high school U.S. history unit expands the study with an in-depth examination of the Holocaust. Resource materials are cited for further study. (EH)… [PDF]

Frazier, Louise; And Others (1981). Social Studies: Elementary School Guide for Teaching about Human Rights. Human rights are those essentials of human existence that are inherent in the species. They are moral claims that satisfy the basic needs of all human beings. Ten major goals and numerous objectives were developed to undergird the Detroit (Michigan) curriculum, and this guide is established around the 10 major goals for teaching students about human rights with activities and resources appropriate for elementary students. Each of the 38 lessons is structured around one of the major goals and provides objectives, learner outcomes, activities, and resources. The 10 goals help develop understandings that: (1) all people are interdependent; (2) all ethnic groups are unique and worthwhile; (3) the United Nations' Universal Declaration of Human Rights and the Declaration of the Rights of the Child are a goal for world peace and cooperation; (4) governments at national, state, and local levels affect one's human rights; (5) self-esteem in individuals is enhanced through the knowledge of…

Nash, Evelyn; And Others (1981). Social Studies: High School Guide for Teaching about Human Rights. The implementation of the Detroit (Michigan) human rights curriculum at the high school level is done through a series of classroom activities and resources appropriate for high school students. Each of the lessons is structured around one of the 10 major goals identified in the curriculum and provides objectives, learner outcomes, activities, and resources. Understanding the interdependence of people is carried out by having students engage in activities designed to show that the needs and wants of all people are the same and are provided by the earth's finite resources that are the heritage of all humanity. Various activities are designed to help students understand the similarities of ethnic groups, such as the study of the traditional "rites of passage" for different cultures. Among many activities designed to develop an appreciation of the United Nations' Universal Declaration of Human Rights, students are asked to describe documents that protect them from injustice….

Gilbert, Janet M. (1981). Justice Around the World: A Student Packet for Secondary Schools. Foreign Area Materials Center Occasional Publication 26. This learning packet contains seven modules designed to teach about human rights around the world. These activities may be integrated into different subjects within the social studies curriculum. For each module, the case studies are drawn from two of the five countries included in the "Handbook on Human Rights and Citizenship." Each module also contains learning objectives, class activities, and student reference materials. The packet is formatted so that student activities may be reproduced for distribution to the class. Module 1 focuses on developing a broader understanding of the definition of human rights through an in-depth examination of the "Universal Declaration of Human Rights." The activities in module 2 are designed to enhance the understanding of justice as it is observed or ignored at individual, institutional, national, and international levels. Activities in module 3 examine the issue of freedom of conscience and expression. The ways that… [PDF]

(1987). Government by the People, Government upon the People. A Comparison of Democratic and Undemocratic Forms of Government: The U.S. and the U.S.S.R. The goals of this learning packet are to: (1) increase understanding of the Soviet system; (2) enhance appreciation of U.S. constitutionally guaranteed rights; and (3) inform students of how governmental policies of both nations are reflected in the lives of ordinary people. The 17 reproducible lessons are designed to present: (1) the philosophy and structure of government; (2) the rights of citizens; and (3) with the work and home life of ordinary Soviet and U.S. people. In lessons 1-3, students define and distinguish between the political and economic systems of the United States and the Soviet Union. In lessons 4-9, students compare the rights to free speech, free press, fair trial, suitable punishment for crimes, free worship, and free movement in the United States and the Soviet Union. Students also analyze how government policies are reflected in the lives of contemporary Soviet dissidents and refuseniks, and they will study the U.S. judicial and political systems. In lessons…

Hines, Paul D.; Wood, Leslie (1969). A Guide to Human Rights Education. Bulletin 43. Background information and teaching suggestions are offered in this guide for implementing human rights ideas in existing social studies curriculum at the elementary and secondary grade levels in the United States. Emphasis is upon equal universal rights for every person as a concern of education and action. The introduction presents an address by Chief Justice Warren entitled \Continuing Action for Human Rights.\ The remainder of the guide is arranged into four chapters. Chapter one briefly traces the history of human rights from Hammurabi's Code up to 1945. Chapters two and three deal with man's continuing struggle for human rights after 1945 through agencies of the United Nations. These chapters focus on discussion of specific human rights documents; formation of human rights documents; conventions; the basis of, implementation problems of, and future development of human rights. In chapter four twenty strategies are suggested, ranging in scope from role playing activities to… [PDF]

(1984). Education Societies in Scotland. Scottish Educational Review, v16 n2 p140-42 Nov. Provides a summary of the goals and work of five organizations active in the study and development of education: SCOPE in Scotland, the Scottish Consumer Council, the Scottish Council for Civil Liberties, the Workers' Educational Association, and Scottish Institute of Adult Education. Includes addresses for obtaining further information. (JHZ)…

(2001). Ethnic and Race Relations in Austin, Texas. Policy Research Project Report, Number 137. This report, conducted by faculty and students in the Lyndon B. Johnson School of Public Affairs at the University of Texas, describes a survey on and interviews regarding ethnic and race relations among Austin, Texas residents and community leaders. Its six chapters include (1) "Introduction" (the research approach); (2) "Ethnic Minorities and the City of Austin: A Retrospective View" (segregation policies, desegregation efforts in the post Brown era, and the "gentlemen's agreement"); (3) "Ethnic Group Relations, Tolerance, and Discrimination" (perceptions of racial and ethnic relations in Austin, perceptions of interethnic tension, ethnic tolerance, and patterns of discrimination); (4) "Ethnic Community Views of the City of Austin and Its Services"; (5) "Current Reconciliation Efforts in Austin" (the Austin Human Rights Commission, the Council for Community Reconciliation, the Citizen's Review Board, the Citizen's Policy…

Misgeld, Dieter (1994). Human Rights and Education: Conclusions from Some Latin American Experiences. Journal of Moral Education, v23 n3 p239-50. Describes the history and role of human rights education in Latin America. Links these efforts with relevant political histories, cultural phenomena, and social movements. Maintains that occurrence human rights violations are a basic initial stimulus for human rights education. (CFR)…

Hall, Kermit L. (1995). Dignity, Honor, and Civility: "New York Times v. Sullivan.". OAH Magazine of History, v9 n2 p33-36 Win. Maintains that "New York Times v. Sullivan" (1964) was the greatest political libel case ever decided by the Supreme Court. Asserts that it is a monument to the idea that open political discourse is the best guarantee of democratic self-governance. (CFR)…

Lowy, Richard (1991). Yuppie Racism: Race Relations in the 1980s. Journal of Black Studies, v21 n4 p445-64 Jun. Racism surfaced in the 1980s at the very time Americans believed that equality and justice had prevailed. Yuppie racism refers to post-1960s born, post-Vietnam educated young people being led to believe that racial intolerance was over, shielding them from the need to examine their own attitudes and position in society. (CJS)…

Buckel, David S. (2000). Legal Perspective on Ensuring a Safe and Nondiscriminatory School Environment for Lesbian, Gay, Bisexual, and Transgendered Students. Education and Urban Society, v32 n3 p390-98 May. Provides a historical background on the gay, lesbian, bisexual, transgendered, and queer/questioning (GLBTQ) legal turf, describing legal tools available for challenging school violence and harassment. Discusses the related legal work on behalf of GLBTQ teachers in public schools and addresses the legal defense of student groups, which play a vital role in creating and maintaining a safe school environment. (SM)…

Shoop, Robert J. (2006). Religious Expression in Public Schools. A Legal Memorandum: Quarterly Law Topics for School Leaders. Vol. 6, No. 2, Winter 2006. National Association of Secondary School Principals (NASSP) The question is not, Will religious controversy hit your school? but rather, Will you be adequately grounded in knowledge about the law when it does? As communities have become more culturally diverse, the number of disagreements regarding the role and place of religion in schools has increased. Consequently, every principal must know the current legal status of religious expression. This \Legal Memorandum\ highlights the most likely focal points of this conflict. [This \Legal Memorandum\ is adapted from \The Principal's Quick-Reference Guide to School Law\ (2nd ed.) by Dennis R. Dunklee and Robert J. Shoop (Corwin, 2006).]… [Direct]

(2006). Adult Financial Capability Framework. Second Edition. Basic Skills Agency Both the Financial Services Authority and the Basic Skills Agency are committed to supporting those individuals and organisations working to improve the financial capability of themselves and others. The development of the National Strategy for Financial Capability, coordinated by the Financial Services Authority, and the commissioning of a baseline survey into the financial capability of the UK, will both contribute strongly in shaping future progress in this area. Following the recommendations of the Adult Financial Literacy Advisory Group and "Skills for Life", the national strategy to improve adult literacy and numeracy, they were keen to develop a framework that outlined the skills and competences that were deemed necessary for financial capability. The result, the Adult Financial Capability Framework, launched for the first time in 2003, is a document which covers a broad range of money management and consumer issues. This current version is an update of the original… [PDF]

Dalbera, Claude, Ed.; Friboulet, Jean-Jacques, Ed.; Liechti, Valerie, Ed.; Meyer-Bisch, Patrice, Ed.; Niamego, Anatole, Ed. (2006). Measuring the Right to Education. UNESCO Institute for Lifelong Learning (NJ3) Amartya Sen defined development as the creation of capabilities or capacities. One of the crucial capacities is basic education. With no access to writing, reading and numeracy, people are unable to fight against poverty and to build their lives in the current global environment. In this perspective, the right to education cannot be conceived only in a subsidiary or ancillary way. The realisation of the right to education is an essential pre-condition for human dignity and for development. But how does one measure this reality? This book presents a methodology for observation and analysis that is informed by an array of indicators designed to measure the four capacities of the educational system: acceptability, adaptability, availability and accessability. This innovative methodology has been developed in a partnership between the Interdisciplinary Institute for Ethics and Human Rights (IIEHR) at the University of Fribourg in Switzerland and the Association for the promotion of… [Direct]

Brown, Tony N.; Lesane-Brown, Chase L. (2006). Race Socialization Messages across Historical Time. Social Psychology Quarterly, v69 n2 p201-213 Jun. In this study we investigated whether the content of race socialization messages varied by birth cohort, using data from a national probability sample. Most respondents recalled receiving messages about what it means to be black from their parents or guardians; these messages were coded into five mutually exclusive content categories: individual pride, racial group pride, deference to and fear of whites, color-blind, and whites are prejudiced. We examined three birth cohorts: pre-\Brown v. Board of Education,\ protest, and post-protest. The content of messages varied significantly by cohort. For example, messages conveying deference to and fear of whites were more likely to be transmitted to children coming of age during the pre-\Brown v. Board of Education\ era. We also found that respondents' current racial attitudes were correlated with messages they received during childhood. (Contains 3 tables.)… [Direct]

Chitiyo, Morgan (2006). Special Education in Zimbabwe: Issues and Trends. Journal of the International Association of Special Education, v7 n1 p22-27 Spr. Following a massive educational expansion initiative by the government of Zimbabwe since 1980, the country has achieved one of the highest literacy rates in Africa. There is legislation in Zimbabwe which makes education a right for every child. In spite of this legislation, special education in Zimbabwe still lags behind the entire educational system. This paper identifies some factors that could be hindering the progress of special education in this southern African country. The paper also examines the implications of these factors on the future of special education in the country…. [Direct]

Kay, William K.; Ziebertz, Hans-Georg (2006). A Nine-Country Survey of Youth in Europe: Selected Findings and Issues. British Journal of Religious Education, v28 n2 p119-129 Mar. A nine-country survey of the life orientations, values and institutional trust of 8948 young people at the upper end of the secondary school age range was set up at the University of Wurzburg in the year 2000. Key findings demonstrate that these young people value personal autonomy and are orientated to success in their professional lives and that they especially trust human rights and environmental groups. Religion is associated positively with humanitarianism and in some countries negatively with modernity. These findings provide an indication of the typical life stances of future opinion-formers and illustrate methodological issues thrown up by international research. (Contains 1 table and 5 notes.)… [Direct]

Igwebuike, John G. (2006). Legal and Policy Implications for Faculty Diversification in Higher Education. Negro Educational Review, The, v57 n3-4 p189-201 Fall. The Supreme Court has established that diversity is a compelling state interest with regard to student body diversity in the higher education context, namely medical school and law school. Many educators and higher education organizations view racial and ethnic diversity among faculty as an important educational objective. Faculty diversity is also considered critical to achieving student body diversity, which the Court has held to be a compelling state interest. However, the Court has neither articulated whether a diverse faculty is a compelling state interest, nor discussed what affirmative action policies are sufficiently narrowly tailored to achieve the diversity. Legal and policy-based arguments are made with respect to race as a factor in faculty hiring decisions. Also, arguments for university efforts to foster faculty diversification and consider race as a factor in employment are made…. [Direct]

Akinlo, Ambrose; Ogunjuyigbe, Peter O.; Ojofeitimi, Ebenezer O. (2006). Science Education in Nigeria: An Examination of People's Perceptions about Female Participation in Science, Mathematics and Technology. Journal of Science Education and Technology, v15 n3-4 p277-284 Oct. The paper brings to focus people's perception about female involvement in science, mathematics and technology (SMT). Data for the study were obtained from a survey conducted in March, 2005 in two Local Government Areas of Osun state, Southwest Nigeria. The paper reveals that: (i) about 57% of household heads, 45.6% of mothers and 57.6% of the children are of the opinion that both boys and girls are given equal right to SMT education (ii) social forces play an important role in determining people's attitude to SMT (iii) though, parents and stakeholders perceptions about girls' participation in some professions is changing, however, socio-cultural and economic factors still determine which sex to encourage to read SMT…. [Direct]

Vernon, McCay (2006). The APA and Deafness. American Psychologist, v61 n8 p816-824 Nov. Until the 1960s, people who were Deaf and mentally ill lacked access to psychological treatment. Few mental hospitals and clinics had interpreters available, and few psychologists and mental health professionals had knowledge of sign language. Major court decisions and federal laws have effected change, culminating with the Americans With Disabilities Act of 1990. This legislation gave people who are Deaf the right to equal access to mental health care as well as a host of other opportunities they had been previously denied. New access laws allowed Deaf students to become educated as psychologists, and a number of hearing psychologists who knew sign language entered the field of deafness. These two groups assumed vital roles within the American Psychological Association in addressing the issue of mental health access for people who are Deaf…. [Direct]

Shariff, Shaheen (2006). Balancing Competing Rights: A Stakeholder Model for Democratic Schools. Canadian Journal of Education, v29 n2 p476-496. In this article, I discuss a Canadian public school controversy and Supreme Court of Canada decision involving competing stakeholder rights to freedom of religion, safety and equality. Policy considerations that allowed one group of stakeholders to express their constitutional rights raised concerns among other stakeholders. A policy vacuum and a lack of guidelines for educational policy-makers exist as Canadian schools become increasingly diverse, and as more individuals assert their rights under the Canadian "Charter of Rights and Freedoms." I have provided a Stakeholder Model to help school officials navigate competing rights through non-arbitrary and constitutionally compatible policy decisions…. [PDF] [Direct]

Arnold, David W.; Thiemann, Alan J. (1992). To Test or Not To Test: The Status of Psychological Testing under the ADA. This paper assesses the impact of the Americans with Disabilities Act (ADA) on preemployment psychological testing. The paper discusses rules and related guidelines of the Equal Employment Opportunity Commission (EEOC) and relevant case law under the Rehabilitation Act. EEOC rulings clarify the scope of what is intended to be included in the definition of mental impairment, indicating that the only limitation on the use of any preemployment psychological test is that the test may not disclose a mental or psychological disorder. The definitive resource on what constitutes a mental or psychological disorder is the "Diagnostic and Statistical Manual of Mental Disorders" (Third Edition, Revised). Tests or scales whose purpose is to disclose an impairment may only be used after a conditional offer of employment has been made. However, tests used to assess personality traits, behavior, attitudes, or propensity to act, when these are not symptoms of a mental disorder, may be used… [PDF]

(1995). National Council on Disability. Annual Report, Volume 15. Fiscal Year 1994. This annual report describes major activities of the National Council on Disability (NCD) for Fiscal Year 1994. Activities included: conducted a summit meeting on the Americans with Disabilities Act (ADA); held health care reform town meetings; communicated with the Health Care Financing Administration concerning reimbursement of medical rehabilitation services; held health care meetings and a news conference; celebrated the fourth anniversary of the ADA; communicated with the U.S. Department of Transportation concerning accessibility of buses; met with Microsoft Corporation concerning access to Windows-based software; and held an ADA Watch Roundtable. Research was conducted in the areas of education and health care reform, and NCD served as part of the U.S. delegation to the Commission for Social Development of the United Nations. The report also notes Congressional testimony, liaison with the National Institute on Disability and Rehabilitation Research, information dissemination,… [PDF]

(1991). Step by Step: A Guide to Colorado's Developmental Disabilities System. This guide explains, in simple language, the procedures for utilization of Colorado's developmental disabilities system. It begins with a definition of developmental disability and then explains how to contact a Community Centered Board to determine eligibility for services. The guide outlines the processes of applying for services, receiving services, and ending services; presents a timeline of actions during the application process; describes case management services; describes types of services offered by age; and outlines the conflict resolution process. The guide concludes with a list of the rights of individuals with developmental disabilities; a glossary; an organizational chart of Colorado's developmental disabilities system; and lists of Colorado departments and agencies, statewide organizations, and Community Centered Boards. (JDD)…

Divoky, Diane (1976). Mainstreaming: Moving Special Ed Out of the Basement. Compact, 10, 1, 2-5, Feb 76. Backed by court decisions and state legislatures is the belief that handicapped students have a right to, and would benefit from, participation in the \least restrictive\ educational program they can manage. (Author/MLF)…

Candee, Dan (1975). The Moral Psychology of Watergate. Journal of Social Issues, 31, 2, 183-192, Spr 75. States that if conventional moral reasoning led the Watergate characters to err, they were not alone; three hundred and seventy people, predominantly college students drawn from a variety of New England and Midwestern campuses who had been given Kohlberg's Moral Judgment Interview, were asked to decide some of the same dilemmas which confronted the Watergate participants. (Author/JM)…