Thesis (M.A.)--City University of Hong Kong, 2007. / Title from PDF t.p. (viewed on Sept. 7, 2007) "Master of Art in arbitration and dispute resolution LW6409 dissertation" Includes bibliographical references.

Thesis (M.A.)--Humboldt State University, 2007. / Includes bibliographical references (leaves 42-46). Also available via Humboldt Digital Scholar.

Thesis (Ph. D.)--Ohio State University, 1987. / Includes bibliographical references (leaves 159-166). Available online via OhioLINK's ETD Center.

Thesis (M.A.)--City University of Hong Kong, 2006. / "Dissertation submitted as part requirement for the degree of Master of Arts in arbitration and dispute resolution of the School of Law of the City University of Hong Kong" Title from PDF t.p. (viewed on May 22, 2007) Includes bibliographical references.

Thesis (M.A.)--City University of Hong Kong, 2006. / "MA in arbitration and dispute resolution final year dissertation." Title from PDF t.p. (viewed on May 23, 2007) Includes bibliographical references.

Thesis (M.A.)--City University of Hong Kong, 2006. / "Master of Arts in arbitration and disputes resolution [MAArbDR]" Title from PDF t.p. (viewed on May 23, 2007) Includes bibliographical references.

<p> Zero tolerance policies in K-12 public schools are employed to address a wide range of misbehaviors that vary broadly and impact the educational setting in many negative ways. Administrators and teachers have shown an increased dependence on the use of outside law enforcement, suspensions and expulsions as interventions for disciplinary issues in the classroom. Since the early 1990s, the national discourse on school discipline has been dominated by the philosophy of zero tolerance, originally developed as an approach to the war on drugs and judicial enforcement (Skiba &amp; Rausch, 2006). Zero tolerance mandates the application of predetermined consequences, severe and punitive in nature, applied regardless of the gravity of behavior, mitigating circumstances or situational context. Such policies are widespread in schools across North America. The removal of students from the classroom setting for both major and minor disciplinary infractions creates significant emotional and academic risks to these students. </p><p> The purpose of this comparative case study analysis was to compare and contrast three related studies to examine the impact of restorative discipline practices as an alternative to punitive discipline approaches for administrators, staff and students who have participated in restorative practices. The research examines three K-12 public school settings in North America showcasing the implementation of restorative practices to determine if restorative measures are a viable alternative to punitive discipline. </p><p> The primary research question asked what did these studies show was the effectiveness of restorative practices as an approach to discipline? Also, what aspects of the school climate changed as a result of the adoption of the restorative practices model? Finally, how did leadership implement the restorative practices and create the necessary conditions for ownership of the new restorative practices plan? </p><p> The research reveals that restorative practices encourage relationship building as well as a cohesive sense of community. The studies showed that that the school communities utilized restorative practices as an additional disciplinary approach and a way to address harm done to individuals and the community as well as a way to reintegrate and reconnect individuals into the school community. Data also confirmed that restorative practices are an effective method of disseminating positive behavioral learning and assisting each individual&rsquo;s recognition of their role in a situation and the responsibility of an individual&rsquo;s actions. The studies further validated that the district and school leadership performed a pivotal function as restorative change was initiated and sustained.</p><p>

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This study explores the nature and significance of consumer dispute processes in China. It examines access to consumer justice issues, with particular reference to both consumer experience and the roles that the state, legal professionals and other social actors play in the consumer dispute processes. It focuses on one local area (Shenzhen, China) and uses an in-depth ethnographic approach to offer a realistic picture of consumer dispute resolution in China's socialist market economy. The principal question addressed is: how are consumer disputes resolved in this part of China today? The study analyses consumer dispute resolution practices in terms of various channels, including the handling of cases in the Consumer Council, the regulator's reporting system, the courts, the media, and online platforms. It determines that mediation or tiaojie in Chinese (by whatever provider) continues to be the dominant type of consumer dispute process. However, the style of mediation used - often differs from the approach to mediation in the common law world - is conducted by staff in public bodies and is a didactic process used largely to contain the impact of the dispute. The study also explores 'professional' consumers, who may well see themselves as ordinary consumers or mere citizens, but who develop expertise through repeat asserting of consumer rights in various consumer dispute processes. These professionals are regarded in this study as a modest form of 'consumer citizen' in China, and their activities do encourage reforms, despite sometimes hostile official attitudes. The present work contributes to our understanding of consumer protection and legal developments in China, and through its analysis of the China case offers contributions to the more general literature on dispute resolution, consumers' access to justice, and consumer protection.