(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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)…
(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"…
(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]
(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]
(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]