(1980). The Equal Credit Opportunity Act and Credit Rights in Housing. Designed for the general public and possibly suitable also for high school economics students, this pamphlet describes the provisions of the Equal Credit Opportunity Act. The act prohibits discrimination because of race, color, religion, national origin, sex, marital status, and age when applying for a mortgage or home improvement loan. The pamphlet presents general rules for lenders and specifically states that a lender may not: (1) discourage an applicant from applying for a loan; (2) refuse to make a loan to qualified applicants; (3) lend an applicant money on terms different from those granted another applicant with similar assets; (4) rely on a property appraisal based on the racial makeup of a neighborhood; (5) ask about childbearing plans; (6) refuse to consider reliable alimony, child support, or separate maintenance payments; (7) refuse to consider reliable income from part-time employment or public assistance; or (8) require another signature on a creditworthy applicant's… [PDF]
(1987). Elijah Lovejoy and Free Speech. Elijah P. Lovejoy, generally regarded as America's first martyr to freedom of the press, was killed by a racist mob in Alton, Illinois, in November 1837, after a brief but tumultuous career as an crusading antislavery newspaper editor and preacher. Born into a stern Maine Protestant family, he migrated to St. Louis, became a minister, and began publishing a religious newspaper called "The Observer." Increasingly opposed to slavery, Lovejoy's journalistic attacks earned him such enmity that he was forced to move his press and family to Alton. Lovejoy's life in Alton produced defenses of free expression that rank him among history's greatest advocates of civil liberty. His printing presses were destroyed on three separate occasions by anti-abolitionist mobs, until the community met and formally requested him to terminate newspaper publication in Alton. Lovejoy defended himself with a speech filled with religious imagery and allusions to death–rhetoric that indicated he had… [PDF]
(1990). Literacy for Peace and Human Rights. ASPBAE Courier, n49-50 Dec. This publication contains 11 papers, all of which reflect the emphasis on literacy that continues to dominate adult education at the end of International Literacy Year. The papers include four presentations from conferences related to literacy held in 1990, one on literacy and peace held in Indonesia and one on literacy in China held in Macao. The 11 papers are: "Literacy and Peace Education: A Maori Viewpoint" (Te Ripowai Pauline Higgins); "The Consumer Movement's Efforts in Peace Building" (Joe Selvaretnam); "Fijian Literacy: Visions for a Literate Community" (Joseph Veramu); "Past, Present, and Future of Literacy Education in Korea" (Soon Chul Ko); "Education Is the Answer" (Catherine Tseng); "Why Adult Literacy?" (Inayatullah); "Literacy and Literacy Activities in Japan" (Ken Motoki, Mimoru Mori); "Strategies for Literacy and Functional Literacy" (W. M. K. Wijetunga); "Literacy and Peace… [PDF]
(1986). Action Needed To Educate Hispanics, Employers about Implications of New Immigration Legislation. Designed to inform key members of La Raza about practical implications of the Immigration Reform and Control Act of 1986, this bulletin outlines immediate action that should be taken to educate the Hispanic community and employers about the legislation. Brief summaries are provided for four critical provisions of the legislation: (1) a legalization program that permits certain individuals to become permanent resident aliens; (2) farmworker provisions; (3) a requirement that non-citizen applicants for federal benefit programs be screened to insure legal entitlement; and (4) employer sanctions that make it illegal for employers to knowingly hire undocumented persons. The following section sets out actions that should be taken and actions that should be avoided by employers as well as individual Hispanics. Employers are cautioned against firing any current employees regardless of their immigration status or discriminating against individuals on the basis of national origin….
(1986). Equal Opportunity Counsellors: Professional Training and Profile. Report on a Seminar (Berlin, West Germany, October 30-31, 1985). This three-part report presents an overview of an international survey and an international seminar at which survey results were disseminated–both on the topic of equal opportunity counselors. Part 1 focuses on the framework structure involved in the implementation of equal opportunities policy. Two types of structure are discussed as developed by various countries: comprehensive (from the point of view of hierarchy between the national and regional levels) and sectoral (relating to various spheres of activity, including the educational system, the world of work, and the overall media environment). Part 2 offers the occupational profile of equal opportunity counselors. The tasks most commonly linked to this post and the skills required for it are highlighted. Part 3 provides a clarification of training requirements. Topics are training characteristics, training content, and training modalities. Appendixes include the questionnaire and lists of seminar participants and speakers. (YLB)…
(1986). You Are Not an Indian without a Roll Number or White Card. The United States Office of Indian Education is requesting that all children who are served in the Indian Education Program prove their Indian ancestry with a roll number or Certificate Degree of Indian Blood (CDIB) card. This practice is discriminatory because (1) the Native American is the only ethnic group in the United States that must prove its ethnic background to participate in an education program at a public school; (2) ancestors of many Native Americans of the Five Tribes of Oklahoma were not part of the Dawes Commission enrollment (closed in 1906); (3) in 1924, the United States government made all Indians American citizens; and (4) there is no provision for the Native American who has been adopted. Most Oklahoma Indian families do not have the time, money, energy, and/or expertise to complete the complicated process of securing the CDIB card for their children to participate in an Indian Education Program at school that provides tutoring in the basic subjects. Meanwhile,…
(1982). Special Education in America: Its Legal and Governmental Foundations. The text presents six chapters on the legal and governmental bases of special education. In the Introduction, F. Weintraub and J. Ballard cite the legislative and litigative history of P.L. 94-142, the Education for All Handicapped Children Act, and briefly address information sources on such policy issues as procedural safeguards, underserved populations, and standards of practice. In chapter 2, "The Education for All Handicapped Children Act of 1975 (P.L. 94-142): Its History, Origins, and Concepts," J. Zettel and J. Ballard review court cases and state and federal legislation, and list the rights of handicapped children, including the right to an appropriate education and the right to be educated in the least restrictive environment. J. Zettel in "Implementing the Right to a Free Public Education" analyzes five aspects of P.L. 94-142: zero reject, individualized education programs, least restrictive environment, nondiscriminatory testing and evaluation, and…
(1988). Exemplary Programs for College-Bound Minority Students. This report, an early component of a forthcoming set of publications intended to assist colleges and universities in building more effective programs for minority undergraduate and graduate students, provides short descriptions of 18 exemplary efforts to enhance the participation and success of minority students in higher education (including the names of contacts for additional information). The 18 programs are: Hispanic Mother-Daughter (Arizona State University); First Generation Award (Colorado State University); Project YOU–Youth Opportunities Unlimited (Texas College and University System); College Enrichment (University of New Mexico); STEP–Strides Toward Educational Proficiency (Mount St. Mary's College, Los Angeles); Student Affirmative Action Retention (California State University); Early Awareness (University of Texas); Pre-Collegiate Development (University of Colorado); PUENTE Project (University of California/California Community Colleges); Graduate Division… [PDF]
(1988). Career Patterns and Role Performance of Part-Time Academics: The Impact of Sex and Setting. ASHE 1988 Annual Meeting Paper. Two arguments on the impact of sex and setting in part-time faculty are offered: (1) that men and women come to part-time teaching by somewhat different routes, but once they arrive in a specific setting and encounter similar work and work conditions, the impact of sex is muted; and (2) that there are two important aspects related to work settings (there are patterned differences between those teaching in other unionized settings and those in the Faculty of Education and these differences make the part-time experience a largely positive one in the setting of the Faculty of Education). Research conducted during 1983-1986 included a mail questionnaire survey of 608 members of Unit 2 of the Canadian Union of Educational Workers. Questions were categorized as follows: social characteristics, academic career history, willingness or reluctance to teach part-time, scholarly and disciplinary activities, work setting experiences, perceived impact of gender on academic career decisions/career…
(1987). The Impact of Feminist Research in the Academy. As a tribute to the Indiana University Women's Studies Program's first decade, this volume of essays was conceived by the Coordinating Committee. Most of the essays were commissioned by the Women's Studies Program, and some of them were also presented to the campus in a lecture series. Papers are as follows: "The Same or Different?" (Christie Farnham); "Feminism and Anthropology: The Struggle To Reshape Our Thinking about Gender" (Louise Lamphere); "Women's History and the Rewriting of History" (Joan Wallach Scott); "Toward a Paradigm Shift in the Academy and in Religious Studies" (Carol P. Christ); "Remapping Development: The Power of Divergent Data" (Carol Gilligan); "Feminist Research and Psychology" (Carol Nagy Jacklin); "Science and Belief: A Polemic on Sex Differences Research" (Ruth Bleier); "The Task of a Feminist Economics: A More Equitable Future" (Barbara R. Bergmann); "What Research on…
(1981). Mi Vecina es una Mujer Colpeada (My Neighbor Is a Battered Woman). This book, the Spanish version of "My Neighbor is a Battered Woman," is intended as a general introduction to the problems of battered women. The format for part 1 consists of the presentation of facts about wife beating, i.e., who are victims, characteristics of batterers, the environment in which family violence exists, and services for battered women. These facts are illustrated by the presentation, on alternating pages, of a fictional wife battering situation. Part 2 of the booklet provides advice for the victim before, during, and after the attack and provides information on the role of the police, going to court, criminal and civil charges, and restraining orders. The decision about whether a battered woman should stay with the man or end the relationship is also discussed. Part 3 of the booklet includes a suggested reading list and a resource list of shelters and other family violence programs and resources in New Mexico. Although the information about legal matters…
(1977). The Black Vote: Election '76. Research on black political behavior in the 1976 congressional and presidential elections is presented. The purpose of the report is to present facts and figures which describe the impact of the black vote in the election of Jimmy Carter and of numerous congressional and gubernatorial candidates. Twenty three states were involved in an examination of the voting behavior of approximately 23% of the estimated total registered black voters. Election results were gathered directly from Boards of Election. Earlier research had identified the most heavily black congressional districts, counties, and municipalities. Major findings include: approximately 64% of the registered black voters voted; black voter turnout was higher in the North and West than in the South; Carter received 90% of all black votes. In 13 of the states monitored, black votes for Carter exceeded his margin of victory. The implications of the findings are that black voters can have a significant impact on an election….
(1977). Suggestions for Compliance with Privacy Rights of Parents and Students (Buckley Amendments). These suggestions for formulating school district policies governing the confidentiality and release of student records are based on the Family Educational Rights and Privacy Act (the Buckley amendment) and on relevant Arizona state law. A checklist, which covers the major section of the Family Educational Rights and Privacy Act, is designed to allow educators to evaluate their districts' current safeguards and policies regarding the confidentiality of student records. The format is a simple "yes" or "no" response; if "no" is the answer to any question, then the district's policies and practices do not match those of the federal law. The addenda include the text of the Buckley amendment, Arizona state law, the state attorney general's decisions relating to privacy rights, and guidelines for school district retention and disposal of records. (Author)…
(1981). Proceedings of a Symposium. Education and Contemporary America. (2nd, Boise, Idaho, October 8-10, 1981). The manuscripts in this publication present a variety of insights into the function of education in contemporary America, the responsibilities of educators, and the future of educational institutions as they adapt to changing social conditions. Viewpoints are expressed on the following subjects: (1) the role of education in clarifying the relationship of the individual to the basic meaning of citizenship; (2) multicultural education, global awareness, peace studies, and human survival; (3) literacy and freedom in a democratic society; (4) a developmental curriculum model for citizenship education; (5) the educational implications of recent research on the human brain; (6) the cognitive models of the left and right hemispheres of the brain and achieving a balance between their functions; (7) implications of right brain research on curriculum development; (8) the purpose and value of the concepts of right- and left-brain learning; (9) political, organizational, social, economic, and…
(1975). Student Rights and Responsibilities. A Law Focused Curriculum for American Indian High School Students. Curriculum Bulletin No. 18.01. The guide outlines a course to provide high school students with learning experiences in the political/governmental and legislative process. Designed as a semester course, the course aims to teach American Indian youth their rights and responsibilities under the U.S. Constitution and under their respective state and tribal governments, and to develop an awareness and an understanding of the concepts, principles, and functions of student rights and responsibilities both within the school and community environment. Consisting of 11 units, the course covers basic types of educational systems and laws, jurisdiction of courts, sources of law, the Bill of Rights, the right to privacy, student body constitution, due process in the school and in the community, the Indian Bill of Rights, voter education, fair trial/free press, consumer rights and responsibilities, and sources of authority for Indian schools and programs relating to American Indians. Briefly discussed are the course… [PDF]