On January 20, 1970, Judge Manuel L. Real directed the officials of the Pasadena Unified School District to prepare and implement a school desegregation plan to take effect at all levels within the district by the opening of school in September of 1970. This study dealt with the efforts of the Pasadena Unified School District to meet the provisions of this court order. Such examination involved an extensive perusal and analysis of the desegregation plan developed in response to this order. That response is known as the Pasadena Plan. This dissertation considered four issues in addition to its examination of the Pasadena Plan: (1) major factors necessitating court action in Pasadena, (2) the degree to which the meeting of Judge Real’s directives has led to racial stability within the schools and community, (3) possible alternatives to the Pasadena Plan, and (4) implications for other school districts as a result of the Pasadena experience. Organization of the study involved a division of the three hundred and seventeen pages of the main text into ten chapters, followed by a bibliography and two appendices. Chapter I introduced the problem and included a series of hypotheses, basic assumptions, and definition of terms commonly used throughout the dissertation. Chapter II outlined the scope and method of investigation used in the study. The methodology of the study was based upon procedures of historical research. Historical review within this dissertation consisted of a review of pertinent literature, including books, newspapers, magazine articles, school records, statistical data related to school enrollment and racial distribution within the Pasadena Unified School District, and interviews with selected members of the district staff and community. Viewed together, these two initial chapters met the specific purposes of describing, defining, and delimiting the problem. The next seven chapters contained the body of the dissertation. Chapter III provided a summary of salient national factors affecting school desegregation, and Chapter IV discussed the sequence of local events that significantly influenced the direction toward court action regarding racial balance of schools in Pasadena. Chapter V analyzed the court order of Judge Real, Chapter VI described and examined the provisions of the Pasadena Plan, and an analysis of the first two years of operation under the Pasadena Plan was developed within the next two chapters. Chapter VII analyzed the operation of the desegregation plan in 1970-71, including the preparation and planning that preceded actual implementation. Chapter VIII provided additional analysis based upon planning and operation of the plan during the 1971-72 school year. Chapter IX presented an overview of the current picture within Pasadena as of March 25, 1972 discussed apparent strengths and weaknesses of Pasadena Plan, suggested implications that the Pasadena experience provides for other school districts, and examined possible alternatives to the Pasadena Plan. Chapter X contained conclusions, recommendations, and suggestions for further study. Conclusions were made regarding the original hypotheses present in Chapter I, and additional conclusions were formed on the basic information contained in Chapters III through IX. Major conclusions of this study included the following: (1) the pattern of accelerated racial transition that preceded the Pasadena Plan had intensified during the first two years of desegregation in Pasadena; (2) racial transition within the Pasadena public schools had reached the point that the Anglo-Caucasian student majority became a minority within district schools prior to termination of this study; (3) problems attributed to the to the Pasadena Plan actually resulted from school board and community decisions that preceded adoption of that plan; (4) viable alternatives to the present desegregation plan should be considered as possible means of decelerating present rates of racial change within the community and schools of Pasadena; (5) the Pasadena Plan represented an effective mechanical means of desegregating public schools; (6) the court order limited the flexibility of implementing desegregation in Pasadena; (7) there was conclusive evidence of “white flight” and some evidence of “bright flight” from Pasadena public schools during the first two years of desegregation; (8) fiscal problems in Pasadena adversely affected the future of effective desegregation within the schools of that community; (9) the efforts of the Pasadena Unified School District provide potential guidelines for other school districts facing similar challenges and opportunities, and (10) the Pasadena experience strongly supported that desegregation of schools does not guarantee integration within those schools. The following recommendations were made regarding the future courses of action available to the Pasadena Unified School District: (1) the Pasadena Unified School District should request Judge Real to amend that portion of the 1970 court order which directs that no school may contain a majority of any single minority group within its school population; (2) if Judge Real refuses to amend the court order directing student assignments, the Pasadena Unified School District should legally appeal the current application of that directive on the basis of its wording; (3) if a revision in the percent court order regarding student assignments cannot be obtained through either a request for such revision or appeal procedures, the Pasadena Unified School District should implement a massive redistricting program; (4) efforts should be made to retain as large percentage of the currently qualified probationary teachers as possible; (5) greater efforts should be made to promote qualified minority personnel to positions of leadership; (6) more attention should be given to employment of non-Negro minorities at all levels of the professional staff; (7) in-service summer workshops should be initiated to sensitize certificated and classified staff members regarding problems related to racial transition and school desegregation; and (8) a crash program of remedial and diagnostic instruction in reading and mathematics should be instituted immediately. Areas suggested for further study include projects which would: (1) concentrate upon viable methods of merging the special interests of such groups as the Black Task Force, the Mexican-American Task Force, and the Sierra Madre Task Force into a single and constructive community interest group in Pasadena; (2) compare school desegregation within Pasadena and such desegregation within similar committees not confined to the specifics of a court order; (3) evaluate the advantages and disadvantages of the educational park concept as applied to desegregated schools; (4) examine alternative methods of funding by which the present financial burden upon local school districts incident to desegregation may be reduced; (5) assess the strengths and weaknesses of phased programs of desegregation as compared to those exhibited within total and immediate desegregation programs; and (6) explore intensively those means by which school desegregation may be more effectively and readily translated into significant movement toward school integration.

This study examines the special place college and university attorneys have come to occupy as the legal environment of higher education has been dramatically redefined during the last several decades. More specifically, this study evaluates major institutional legal service typologies; explains the principal duties, responsibilities and interrelationships of campus counsel; and analyzes the importance of centralized coordination for delivering quality, integrated and efficient legal services. Special attention is devoted to the professional relationship and protocol which exists between college and university attorneys and their respective institutional clients. The organization of this study is divided into five chapters. Chapter One traces the historical development of campus counsel's role in American higher education amid the currents of changing case law, recently enacted legislation, increased litigation and government regulation. With this historical context in perspective, Chapter One posits significant legal service issues confronting campus counsel as the legal environment grows more complex and the pitfalls of liability more serious. Chapter One closes with an assessment of the scholarly significance and practical application of the dissertation. Chapter Two of the study provides an overview of the published literature including textbooks, academic journals, scholarly monographs and practitioner oriented handbooks and other reference materials. Chapter Two organizes the literature search by source of authority and topical focus. Chapter Three of the study details the overall research, methodology, sampling techniques and design of study inquiry employed by the investigator. Data sources include national, state and local surveys. Chapter Four reports out analytical outcomes based on the data collected, and further compares and contrasts research results in terms which are of practical usefulness to appropriately involved institutional client groups. Chapter Five projects the role of campus counsel into the 1990's and includes a distillation of future conditions shaping legal service delivery systems coming into place at American colleges and universities.

The residential treatment of persons with mental retardation has gone through a tremendous transformation in recent years. The increasing concern about the adequacy of institutional care has been challenged through the judicial system. Advocacy groups, professionals and people with mental retardation believed that institutional care should be replaced with community-based residences. Class action litigation is a mechanism that has been used to pressure mental retardation bureaucracies into improving institutional care and developing community-based residential options. The focus of litigation surrounds whether or not an institutionalized person with mental retardation has the right to live within community-based residences. The judicial system has become instrumental in the development of community-based residential alternatives for people with mental retardation. The conclusion of class action litigation can be the establishment of a consent decree. A consent decree typically outlines how the defendant organization will rectify faults within the human service delivery system. Monitoring organizations have been established to oversee the implementation of some consent decrees. This study was designed to gather information regarding how individuals assigned the task of monitoring the implementation of a consent decree perceive their roles along with the organizations' effectiveness. The study consisted of two elements. A four person case study and a national questionnaire was completed with individuals who monitor the implementation of deinstitutionalization consent decrees. This study was completed in November 1988. Thirty-two individuals were registered members of the Special Masters and Monitors Organization. A fifty percent response rate was obtained. Conclusions from the data include that individuals who monitor the implementation of deinstitutionalization consent decrees have an important role in ensuring class members rights and protections. Mediation is of importance to the oversight organization. Assisting in the development and implementation of policies, is a vital component to the monitoring organization. The primary strength of the organization was the integrity and commitment it displayed. Consent decree implementation barriers were the defendant organizations' defensiveness to act upon suggestions made by the monitoring organization. Whether or not the newly established policies would remain in operation after the discontinuation of the outside monitoring organization was unclear.

As our society becomes more complex, it follows that the laws governing this society become more numerous and more complicated. Problems arise relative to local, state, and federal control, necessitating further interpretation and ultimately new laws. Th e areas where legal confusion is most obvious are those subject to control by all levels of government: local, state, and federal.

No description available.

This study seeks to explore and describe education-related laws in Kuwait with respect to the broader context of educational law. Employing a methodical, qualitative approach, data were collected using semi-structured interviews with twelve Kuwaiti official influencers that included parliamentary members, ex-Minsters of Education, and directors of general education. Interviews were conducted to generate insights regarding the nature and extent of the existing education- related laws in Kuwait. In addition, the interviews delved into the process surrounding the formation and implementation of education-related laws, and the influences that can affect them. Lastly, data from the interviews identified areas for improvement in Kuwait's education-related law. During the interview process, measures were taken to ascertain the credibility and dependability of the results obtained. Data were analyzed and validated using thematic analysis for reduction and identification of essential themes. Five main themes emerged from the data analysis: (a) the characteristics of education-related laws; (b) the problems in forming education- related laws; (c) the obstacles hindering implementation of education-related laws; (d) the strong influence of actors on education-related laws; and (c) the need for more effective education- related laws. For each theme two sub-categories were also developed. The findings of this study demonstrate that education-related laws play a vital role in structuring, and the monitoring of, the educational system in Kuwait. Moreover, findings illustrate the absence of, and critical need for, an authority to evaluate existing education-related laws. In addition, the lack of stakeholder participation, or the influence of scientific research, in creating education policy became evident. The analysis of the research data determined that actors, both official and unofficial, affecting education-related laws included legislators, Ministers of Education, the judiciary, local and international professional association representatives, parents, and the media. Furthermore, there is evidence suggests that policymakers must become more aware of the important role stakeholders should play in the formation of education-related laws and the need for building capacity to develop, implement and evaluate education-related laws. In addition, findings show the need for new education- related laws to ensure that teacher, student, and parent rights are protected. Perhaps most importantly, this study reveals the necessity for the State to create a long-term strategic vision regarding education policy that is free from the whims of the Minister of Education, to provide continuity and stability in the growth of the Kuwaiti educational system. / Ph. D.

This thesis has examined selected federal legislation, presidential executive orders, and regulatory agency guidelines to determine the impact the federal government and its various regulatory agencies have had upon personnel administration in higher education. The federal legislation analyzed in this study is: the Civil Rights Act of 1964, Title VII as amended; Fair Labor Standards Act of 1938 as amended; Wage and Hour Provisions, Equal Pay Act of 1963 as amended; and the Age Discrimination in Employment Act of 1967 as amended.The Presidential Executive Order analyzed is #11246, "Nondiscrimination under Federal Contracts." The regulatory agency guidelines examined are those promulgated by the Equal Employment Opportunity Commission. The guidelines are the Sex Discrimination Guidelines, Religious Discrimination Guidelines, National Origin Discrimination Guidelines, and the Testing and Selecting Employee Guidelines.The survey instrument measured participants' responses to thirty-seven questions encompassing several phases of the personnel and employment system.The compilation and analysis of the participants' responses clearly support the original hypothesis that the federal government and its various regulatory agencies have had an impact upon personnel administration in colleges and universities. The various laws, presidential executive orders, and regulatory agency guidelines have prompted a reshaping of the personnel policies and practices of institutions of higher education.

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The apparent lack of any previous work focusing on Police Probationer Training was the impetus behind this research. This very important area of police training is undergone by all officers and their probationary period lasts two years. Numerous reviews and amendments have taken place over the years but do not seem to have been documented in any structured way. The aim of this research was to discover how this training evolved, the reasons for change, and the way it has been implemented. Finally the present day system was examined in detail, compared with the experience of older officers and other systems. Method Obtaining the information has proved a task of detective work, examining numerous minutes, reports and documents produced within and without the police service. Field work was carried out throughout Lincolnshire Police and by visits to Ryton Police Training Centre and the central Planning Unit at Harrogate (now renamed as Training Support, Harrogate). Questionnaires were circulated to officers undergoing the training, officers who attended earlier courses and the trainers themselves. These were followed up by selected interviews. Training delivery was witnessed at Ryton Police Training Centre and within the Lincolnshire Force. Conclusions The results of this research indicate that the training given to initial recruits within the police service is as good as it has ever been. It is, however, cost led and, although the two year probationary period is somewhat euphemistically referred to as a training period, it is much more beside as, once the foundation course of 31 weeks is completed, probationers become a resource deployed in much the same way as their experienced colleagues. The post foundation phase of training is delivered in force with little or no central control and consequently the standard of training is not consistent. The thesis traces the development but, owing to lack of access to, or simply nonexistence, of some documents it cannot be claimed to be absolutely complete.

Thesis (M. Ed.)--University of Hong Kong, 1993. / Includes bibliographical references.