Parry, Gareth (2005). Camera/Video Phones in Schools: Law and Practice. Education and the Law, v17 n3 p73-85 Sep. The emergence of mobile phones with built-in digital cameras is creating legal and ethical concerns for school systems throughout the world. Users of such phones can instantly email, print or post pictures to other MMS1 phones or websites. Local authorities and schools in Britain, Europe, USA, Canada, Australia and elsewhere have introduced outright bans on their use because of the problems or risks they pose if misused. Risks concerned with pupils surreptitiously photographing other pupils in changing rooms or photographing examination papers are obvious examples. The article examines some worldwide examples of the misuse of camera phones in schools and the issues and problems that emerged. A landmark decision concerning the European Data Privacy Directive (Directive 95/46/EC) in the case of Bodil Lindqvist by the European Court of Justice is explored and the implications for camera phones considered. The article concludes by stating that because of their ubiquity and social… [Direct]

Mezey, Susan Gluck (1977). Local Representatives in Connecticut: Sex Differences in Attitudes towards Women's Rights Policy. The research investigated the relationship of a person's sex to his or her public policy preferences, with particular regard to women's issues. Women's issues are reflected in public policy which directly affects women's lives. Examples are day care facilities, sex bias of educational materials, and abortion facilities. The study was conducted to ascertain whether women's interests are concentrated in certain areas and whether female politicians place women's policy issues on a higher level of importance than male politicians do. The hypothesis was that female politicians would not indicate more concern or more expertise in women's public policy areas than would men. One hundred Connecticut municipal council-members (50 female and 50 male) were questioned about policy preferences, interests, and areas of expertise. Findings indicated that although women were more concerned about social problems than men, their interests were not limited to this area. Also, women expressed more… [PDF]

Montgomery, Ken (2006). Racialized Hegemony and Nationalist Mythologies: Representations of War and Peace in High School History Textbooks, 1945-2005. Journal of Peace Education, v3 n1 p19-37 Mar. This paper examines the ways in which high school Canadian history textbooks authorized from 1945 to the present have represented national participation in wars and peace-making/keeping operations. I explore how national mythologies of Canada as a kinder, more tolerant, or less violent national body permeate the narratives of national history textbooks, but also position Canada, in racialized terms, as a nation superior to all others and thus burdened with the fantasized responsibility to uplift implicitly inferior spaces, nations and peoples elsewhere on the planet. I illustrate that these textbooks do not simply tell the history of the modern state of Canada and its relationship to war and war-related issues (i.e., peace-making/keeping), but rather redundantly disseminate racialized representations of Canada as a glorious and exceptional "living organism" that matures through the development of such redeeming qualities as respect for humanity, morality, compassion,… [Direct]

Perry, Andre M. (2006). Substantive Members Should Receive Financial Aid. Journal of Hispanic Higher Education, v5 n4 p322-346. Policy makers have not reached a reasonable consensus on whether undocumented immigrants should receive financial aid nor developed a consistent set of conditions for eligibility. This article builds on an earlier case study and explores some of the critical issues that prevent actors from creating policy that reflects our underlying attitudes of membership. It addresses critical points of tension so that readers and policy makers can possibly reconcile intuitions and actions. (Contains 5 notes.)… [Direct]

McWhirter, Darien A., Ed. (1994). Search, Seizure, and Privacy. Exploring the Constitution Series. This book, part of the "Exploring the Constitution Series," provides a basic introduction to important areas of constitutional law. Each volume contains a general introduction to a particular constitutional issue combined with excerpts from significant Supreme Court decisions in that area. The text of the Constitution, a chronological listing of the Supreme Court justices, and a glossary of legal terms are included in each volume. The controversial topic of search and seizure is explored in this volume. The rights of citizens to be free from invasions of privacy and the needs of law enforcement to apprehend and prosecute criminals are explored in light of Supreme Court and lower court decisions in these areas. The eight chapters in this volume are: (1) "Introduction"; (2)"Protecting Property and Privacy"; (3) "Searching Homes and Businesses"; (4) "Searching and Seizing People in Public Places"; (5) "Searching and Seizing…

Finkelman, Paul (1995). Taking Stands in American History. OAH Magazine of History, v9 n2 p3-7 Win. Introduces a special issue topic: "Taking Stands in American History." Maintains that every generation has included citizens who have taken stands fusing the rights guaranteed by the First Amendment. Previews topics and contents of articles that are included in this issue. (CFR)…

(1986). Preparation for a Commemoration: First Full Year's Report of the Commission on the Bicentennial of the United States Constitution. During the first year of its three-year existence, the Bicentennial Commission began to fulfill its mission, as defined by its chairman, to provide "a history and civics lesson for all of us." The Commission has decided to focus primarily on the educational potentialities of commemoration and to foster a firm understanding and appreciation of America's constitutional heritage and priceless freedoms. The Commission is cosponsoring two national writing competitions for high school and law school students, and has established an Educational Programs Registry to provide a short summary of Constitution-related programs. The National Archives has developed a supplemental teaching unit for secondary school students which contains 40 documents from the National Archives collection to aid in the educational effort of the Commission. In its role of encouraging and coordinating activities, the Commission has worked through private and public entities to reach out to U.S. citizens to… [PDF]

Clarke, John Henrik (1988). Africans Away from Home. Africans who were brought across the Atlantic as slaves never fully adjusted to slavery or accepted its inevitability. Resistance began on board the slave ships, where many jumped overboard or committed suicide. African slaves in South America led the first revolts against tyranny in the New World. The first slave revolt in the Caribbean occurred in Cuba, but the most organized revolts occurred in Haiti and Jamaica. The South American and Caribbean revolts were successful because of geography and, most importantly, because of African cultural continuity. In the United States, the African pursuit of liberty differed in various parts of the country, depending on the following factors: (1) conditions at the respective plantations; (2) relationships forged with American Indians; (3) the impact of the weather; and (4) contacts with Africans from the Caribbean. The emerging radical Black ministry set in motion several slave revolts in the first half of the nineteenth century. During the…

Demaine, Jack, Ed.; Entwistle, Harold, Ed. (1996). Beyond Communitarianism: Citizenship, Politics and Education. Thirteen authors reflect on different ideas of communitarianism and citizenship and on the ways those ideas find application in the fields of education, politics, and social welfare. Looking beyond communitarian ideology, the volume offers a more detailed discussion of citizenship in contemporary society. The essays are: (1) "Beyond Communitarianism: Citizenship, Politics, and Education" (Jack Demaine); (2) "Gender and Citizenship Rights" (Elizabeth Kingdom); (3) "Identity, Culture, and Environment: Education for Citizenship for the 21st Century" (Rob Gilbert); (4) Civic Education, Democracy, and the English Political Tradition" (Wilfred Carr; Anthony Hartnett); (5) "Education for Citizenship and the National Curriculum" (Ken Fogelman); (6) "Literacy, Citizenship, and Education" (Kenneth Levine); (7) "Ethnic Minorities, Citizenship, and Education (Sally Tomlinson); (8) "Towards European Citizenship" (Geoff Hoon);…

Tibbitts, Felisa (1996). On Human Dignity: The Need for Human Rights Education. Social Education, v60 n7 p428-31 Nov-Dec. Describes recent developments and resources in the rapidly growing field of human rights education. Explains the importance of teaching this subject with a global perspective. Includes a human rights lesson plan, student exercises, and a list of selected resources. (MJP)…

Beck, Ulrich (1997). Democratization of the Family. Childhood: A Global Journal of Child Research, v4 n2 p151-68 May. Discusses several issues related to a modern approach in the interpretation of civil freedom and its relationship to the notion of family. First, presents some definitions and distinctions regarding the sociology of political freedom, which it suggests should become the sociology of citizenship. Then, applies those ideas to families, particularly to the situation of children. (AA)…

Umemoto, Karen (1990). Victory on the Tenure Front: A Summary of Lessons. Amerasia Journal, v16 n1 p131-38. Reviews details of the campaign for tenure for an Asian Pacific American University of California Los Angeles professor, D. Nakanishi. Describes key issues, three rallies, the students' role, the importance of a unified effort, and the movement's effect on other issues and campuses. (JB)…

Henderson, Rodger C. (1992). The Middle States and the Adoption of the Bill of Rights: 1787-1791. Journal of the Middle States Council for the Social Studies, v13 p38-50 1991-92. Discusses the history, development, and addition of the Bill of Rights to the U.S. Constitution. Describes the role of delegates from Delaware, Maryland, New Jersey, New York, and Pennsylvania in this process. Includes a bibliography and suggestions for planning student assignments and activities on this topic. (CFR)…

(2012). 31st Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2009. Office of Special Education and Rehabilitative Services, US Department of Education This is the 31st Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2009. Section 664(d) of the "Individuals with Disabilities Education Act" ("IDEA") (P.L. 108-446), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The report showcases the data collected from states, along with some data from a national longitudinal study that assesses the implementation of "IDEA." The report also includes information from studies, evaluations and databases of the Institute of Education Sciences and U.S. Census Bureau. This report describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities; (2) ensuring… [PDF]

Schonveld, Ben (1995). Rights of the Child in Nepal. This report to the United Nations Committee on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the U.N. Convention on the Rights of the Child by the country of Nepal. The report's introductory summary asserts that although the Nepal government's passage of the Act to Provide for Safeguarding the Interests of Children 1992 is an improvement on past legislation, OMCT is very concerned that very little of this act has actually come into force. The report then presents observations and recommendations in the following areas: (1) current legislative and de facto problems with the "chastisement" of children; (2) current problems with legislation and practice of torture; (3) concern for the treatment of mentally disturbed children; (4) practice and legislation concerning rape and the girl child; (5) serious problems concerning children in the laws to protect forests; (6) children in detention and prison;… [PDF]

Lacroix, Anne-Laurence; Mejia, Fernando (1995). Rights of the Child in Senegal. This report to the United Nations Committee on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the U.N. Convention on the Rights of the Child by the Republic of Senegal. Part 1 of the report, "Preliminary Observations," discusses Senegal's ratification of the Convention on the Rights of the Child and its participation in other international instruments relating to human rights which condemn the practice of torture. Part 2, "General Observations," discusses in detail Senegal's legislation regarding torture and crimes against children and points out perceived inadequacies in policy and practice. Part 3, "Children in Conflict with the Law," details Senegal's Penal Code with regard to minors, pointing out areas for improvement. Part 4, "Conclusions," asserts that the International Secretariat of OMCT/SOS-Torture laments the excessively condensed manner in which Senegal… [PDF]

Mejia, Fernando; Schonveld, Ben (1997). Rights of the Child in Ethiopia. This report to the United Nations Committee on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the U.N. Convention on the Rights of the Child by the nation of Ethiopia. The report's introduction asserts that despite the considerable lip service being paid by Ethiopia's government to children's rights, OMCT is concerned that the needs of the Ethiopian child with regard to gross violations of human rights are being overlooked. The report then presents observations and recommendations in the following areas: (1) the age of criminal responsibility; (2) torture, ill treatment, or other cruel or degrading treatment: the absence of protection; (3) draft legislation concerning torture; (4) current legislation concerning torture; (5) the right to redress; (6) corporal punishment as a punitive measure; (7) physical chastisement in institutions; (8) general protection from violence for children; (9) children in… [PDF]

Lacroix, Anne Laurence (1997). Rights of the Child in Ghana. This report to the United Nations Committee on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the U.N. Convention on the Rights of the Child by the Republic of Ghana. The report's introduction asserts that although OMCT welcomes the measures taken by the Ghanian authorities in order to bring national legislation and policy into line with the Convention, as well as the self-critical attitude adopted by Ghana's own report on its progress, OMCT regrets that Ghana's report deals only very briefly with certain of the main objectives incumbent upon the government and certain major violations affecting the rights of the child. The report then presents observations and recommendations in the following areas: (1) definition of a child; (2) age of criminal responsibility; (3) protection against torture and other cruel, inhuman or degrading treatments (penalties not proportionate to the gravity of the crimes… [PDF]

Mejia, Fernando (1997). Rights of the Child in Algeria. This report to the United Nations Committee on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the Convention on the Rights of the Child by Algeria. The report's introduction asserts that although OMCT welcomes legislative and institutional efforts made by Algeria since 1992 to carry out its obligations under the Convention, many efforts thus far are insufficient or contradictory. The report then contains observations and recommendations in the following areas: (1) definition of the child; (2) penal responsibility of the child; (3) the right to be heard in any procedure; (4) competent jurisdiction; (5) sanctions applied to children; (6) death penalty and life imprisonment; (7) definition and prohibition of torture; (8) protection during police custody; (9) medical examination during police custody; (10) sanctions in case of arbitrary arrest or detention; (11) validity of confessions obtained under torture;… [PDF]

Gottlieb, Stephen S. (1991). A High School Student's Bill of Rights. Teaching Resources in the ERIC Database (TRIED) Series. Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans focuses on teaching high school students their Constitutional rights and responsibilities. The 40 lesson plans in the book cover the courts and basic rights, the rights of criminal suspects, the rights of minors and education law, and individual freedom at school and in the working world. The book includes an activities chart which indicates the focus and types of activities (such as class discussion, creative writing, critical reading, role playing, group activities, etc.) found in the various lessons. The United States Bill of Rights, The Northwest Ordinance of 1787, and the United Nations Universal Declaration of Human Rights are attached. (RS)… [PDF]

Kransdorf, Martha (1987). Frances Eisenberg at Canoga Park High School, 1946: Prelude to McCarthyism in the Los Angeles Public Schools. Targeted by the "California Fact-Finding Committee on Un-American Affairs" in 1946, Frances Eisenberg subsequently was dismissed from the Los Angeles Public School System after 20 years of teaching. In 1947, the "Tenney Committee" introduced eight bills in the California legislature to prevent the teaching of controversial subjects in elementary schools and to increase legislative control over textbooks. Eisenberg was charged with "indoctrinating with subversive ideologies" in the small rural agricultural community of Canoga Park, California. In spite of strong parental and student support, Eisenberg, a teacher of journalism and English and the faculty advisor for the school newspaper, became the target for suspicion and hostility during a period of nationalism. Known anti-Semites were called as witnesses against her as well as students who had never been in her classes. Although the board of education appointed a committee which investigated the… [PDF]

Watson, Joan Q. (1981). Know Your Laws. These 24 self-contained competency-based modules are designed to acquaint Florida adult students with laws they will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objectives are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, resources needed, synopsis of film(s) listed as resources, and handout(s). Topics covered include need for laws, driving laws and signs, voting duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a… [PDF]

Sanders, Beverly (1979). Women in American History: A Series. Book Four, Women in the Progressive Era 1890-1920. The document, one in a series of four on women in American history, discusses the role of women in the Progressive Era (1890-1920). Designed to supplement high school U.S. history textbooks, the book is comprised of five chapters. Chapter I describes reformers and radicals including Jane Addams and Lillian Wald who began the settlement house movement; Florence Kelley, who fought for labor legislation; and Emma Goldman and Kate Richards O'Hare who became political prisoners for speaking against World War I. Chapter III focuses on women in factory work and the labor movement. Excerpts from diaries reflect the working conditions in factories which led to women's involvement in the AFL and the formation of the National Women's Trade Union League. Mother Jones, the Industrial Workers of the World, and the \Bread and Roses\ strike (1912) of 25,000 textile workers in Massachusetts are also described. Chapters III and IV trace how women got the vote through the decades of struggle and… [PDF]

Knowles, Laurence W. (1974). Higher Education. This chapter on higher education reviews and discusses court cases dealing with organization and administration, property, buildings, liability, aid to private education, faculty, student rights, discrimination, and intercollegiate athletics. (DW)…

(1976). A Guide to Postsecondary Institutions for Implementation of the Family Educational Rights and Privacy Act of 1974 as Amended. This document provides guidance to postsecondary institutions for implementation of and compliance with the Family Educational Rights and Privacy Act of 1974 as amended. It is intended to serve all institutional components that possess and maintain education records about students. The historical background of the act is reviewed and descriptions are given of its essence, institutions and records to which it applies, and enforcement. Requirements for compliance are discussed with regard to written institutional policy, notice to students of their privacy rights, and students' access to their education records. Procedures and strategies for compliance include (1) disclosure of education record information, (2) challenge of the contents of education records, and (3) records of requests and disclosures. Appended are sample forms, the act itself, final regulations, and the Internal Revenue Code of 1954, Section 152. (LBH)… [PDF]

Balkman, Kathy; Sewall, Angela Maynard (2002). Do Special Education Teachers Leave Their Rights at the Schoolhouse Door?. This paper is part of a collection of 54 papers from the 48th annual conference of the Education Law Association held in November 2002. It discusses teachers' rights to private and public speech. Specifically, it examines the rights of special-education teachers and other special-education professionals to advocate, privately or publicly, on behalf of the disabled. In analyzing a number of court cases and recent legal developments regarding freedom of speech for special-education teachers, the paper touches briefly upon a variety of issues, including the following: (1) teacher property interests in teaching a particular grade, teaching at a particular school, or teaching a particular subject; (2) teacher probationary periods; (3) tenure; (4) recognized grounds for termination of teachers; (5) the Individuals with Disabilities Education Act; (6) a code of ethics for special-education professionals; and (7) advocacy versus unprotected speech. (WFA)…

Kramer, Bill (1993). Title IX in Intercollegiate Athletics: Litigation Risks Facing Colleges and Universities. AGB Public Policy [Paper] Series, No. 93-2. Association of Governing Boards of Universities and Colleges Recently Title IX lawsuits have highlighted the vulnerability of colleges and universities to claims of gender discrimination in intercollegiate athletics. Female athletes have sued schools for eliminating varsity sports and for failing to create varsity teams. In addition, discrimination claims related to other gender-based issues have been filed. Title IX lawsuits can have serious consequences for institutions, including monetary damages, attorneys' fees, court-mandated funding of programs, court control of athletics programs, and additional litigation. Compliance with the law may be established by satisfying one of three tests: "Safe Harbor," wherein the institution can show that participation opportunities for male and female students are substantially proportionate to student enrollments; a history and continuing practice of programs responsive to members of the "underrepresented" sex; or that the interests and abilities of the "underrepresented"…

Feller, Markus (2000). Rights of the Child in Burundi. This report to the United Nations (U.N.) Committee on the Rights of the Child contains observations of the World Organisation against Torture (OMCT) concerning the application of the Convention on the Rights of the Child by Burundi. The report is presented in seven parts. Part 1 outlines preliminary observations regarding Burundi's ratification of the Convention, noting that the government omitted important information in their report to the Committee on the Convention on the Rights of the Child. Part 2 presents general observations on the situation of children in Burundi, asserting that torture seems to be a systematic practice within the country, with evidence for violations of children's rights by rebel forces, the police and armed forces, and by family members. Part 3 of the report provides definitions of "child." Part 4 details protections against torture and other cruel, inhuman, or degrading treatment or punishment, including the definition of torture in… [PDF]

Collins, Loucrecia; Redcross, Joseph (2005). The Case of the Field Trip Disaster. Journal of Cases in Educational Leadership, v8 n1 p35-40. For decades, the instructional field trip has been viewed as a strategy to enhance students' learning experiences. Yet what happens when an award-winning teacher is accused of choking a student while on a field trip? Tempers flare among community members, parents contact the police, and the principal is assigned the daunting task of investigating a staff member for assault and battery. This case study provides an opportunity for aspiring principals to analyze legal challenges posed by the supervision of students during instructional field trips. In addition, students will explore school board and site-based school policies regarding field trips and examine guidelines regarding due process for teachers. Finally, an analysis of the principal's relationship with the teacher's union representative will help prepare future administrators in working with negotiated contracts…. [Direct]

Wilson, Duncan (2004). Human Rights: Promoting Gender Equality in and through Education. Prospects: Quarterly Review of Comparative Education, v34 n1 p11-27 Mar. The Dakar Framework for Action represents the most important international political commitment towards promoting Education for All. The Framework contains two gender-based goals. In Article 7 (ii) the participants commit themselves to eliminating \gender disparities in primary and secondary education by 2005\. The second commitment is to achieve gender equality in education (Article 7 (v)). These are described as \gender parity\ and \gender equality\ respectively. This article focuses on gender equality and examines gender parity by way of comparison, on the premise that it is a necessary but insufficient precondition for the realization of equality. It also discusses a human rights framework for education to promote gender equality in and through education. (Contains 2 figures, 1 table and 47 notes.)… [Direct]