The role of brain dominance in the maintenance of learner discipline Recent research in especially Education Law has shown that maintaining discipline in South African schools constitutes a problem for many educators. Research over the last few decades has also indicated a strong link between brain dominance and behaviour. The aim of this research was to establish to what extent the brain dominance of learners and educators influence their attitude towards and perceptions of the implementation of schools' codes of conduct and their resulting behaviour in class. Educators' response to indiscipline was studied against the backdrop of the Constitution, and more specifically the Bill of Rights, as well as other legislation pertaining to learner discipline. The findings revealed a strong link between brain dominance and the behaviour and attitudes of learners and. educators regarding school discipline. It is therefore suggested that the code of conduct should be developed with input from learners and educators from all four quadrants of the brain. Where possible, a measure of flexibility should be included in these documents in the form of incentives for good behaviour and by using discretion when implementing the code of conduct. The insight of educators and learners into the implications of brain dominance was also found to be crucial. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Policy research in education is a relatively new discipline which deals with the analysis of public policies governing education. The professional literature provides both a conceptual and methodological basis for defining what constitutes a public policy and the means to carry out different types of analysis. Using such a framework, this study analyzes the policy of the Government of Quebec with respect to the education of exceptional children. More specifically, the study focuses on the policy goals and legislative action of the Government. / Three separate research questions are each addressed by a systematic analytical framework using a form of qualitative content analysis. The methodology consists first of summarizing all policy data in a computerized database and then scrutinizing these summary statements to search for and analyze emergent themes and the content of policy objectives and standing decisions. The relation between these elements is then determined on the basis of specified decision rules. This analysis has also been subjected to an inquiry audit to test for the dependability and trustworthiness of the results. / The analysis reveals three emergent policy themes, over eighty specific objectives and almost 100 standing decisions, which are found in statutes, regulations, ententes and administrative documents. Various incongruencies between the goals and the legislative action are identified and discussed; implications for further research are presented, with reference to the literature.

A emergência da questão ambiental como tema de interesse da sociedade atinge o Direito fazendo com que nos últimos anos o número de leis relativas ao tema tenha crescido significativamente. Não obstante, dentro deste universo jurídico são frequentes os apontamentos no sentido de que a eficácia social destas leis não ocorre com a mesma intensidade e entusiasmo com que são promulgadas. A partir de uma proposta interdisciplinar que busca contribuições da linguística e da sociologia este trabalho apresenta uma abordagem das questões relativas a eficácia social da legislação ambiental no meio rural agrícola, tendo como recorte um grupo de agricultores penalizados pela Justiça por infração aos dispositivos da competência dos Juizados Especiais na Lei 9.605/98 que tratam da flora. É feita inicialmente uma abordagem teórica sobre tema no âmbito do Direito e da sociologia ambiental buscando-se compreender e apresentar o estágio atual das discussões envolvendo a legislação ambiental no país. Após, com base na Análise do Discurso, é realizada uma incursão pelo processo legislativo que culminou na promulgação da Lei 9.605/98, com ênfase nos interesses contraditórios representados pelos defensores do agronegócio e ambientalistas no Congresso Nacional. Posteriormente, com base nos casos práticos de aplicação dos dispositivos da 9.605/98 pelos órgãos de fiscalização e pela Justiça buscou-se, por meio de uma pesquisa de campo, conhecer os infratores penalizados a fim de caracterizar as propriedades, sistemas de cultivo e produção existentes nas propriedades. Em seguida o mesmo instrumento aplicado aos infratores foi aplicado a um grupo de agricultores similar, mas ambientalmente adequados a fim de produzir inferências sobre o tema pesquisado. Os resultados obtidos demonstraram que o modelo de desenvolvimento adotado no âmbito da agricultura é determinante para a forma como os agricultores percebem a legislação ambiental. A pesquisa buscou contribuir para o debate acerca da eficácia social da legislação ambiental no meio rural. / Recently, the environmental issues has been growing as a matter of interest to society, This issues hits the right causing the number of laws on the subject to grown significantly in recent years. Nevertheless, within this universe are frequent juridical notes in the sense that the social effectiveness of these laws does not occur with the same intensity and enthusiasm with which they are promulgated. From an interdisciplinary proposal that seeks contributions of linguistics and sociology, this paper presents an approach to social issues regarding the effectiveness of environmental legislation in the rural environment considering a group of farmers penalized by the courts for violation of the provisions of Special Courts competence of Law 9.605/98 which deal with the flora. It initially made a theoretical approach under the theme of environmental sociology and Right seeking to understand and present the current status of discussions involving environmental legislation in the country. Following, based on Discourse Analysis, it is conducted an incursion by the legislative process that culminated in the promulgation of the Law 9.605/98, with emphasis on conflicting interests represented by the advocates of agribusiness and environmentalists in Congress. Afterwards, based on practical cases of application of the articles of Law 9.605/98 by the fiscalization and Justice aimed to know offenders penalized through a field survey, in order to characterize the farms, farming systems and production systems of existing farms. The data obtained were compared to those obtained in a similar group of farmers, environmentally adequated in order to produce inferences about the searched theme. Then, the same instrument applied to violators was applied to a group of similar farmers, but environmentally suitable in order to produce inferences about the search topic. The results obtained in this work demonstrated the model of development adopted in relation to agriculture is crucial to how the farmers understand environmental legislation. The research aimed to contribute to the debate about the effectiveness of environmental legislation in rural environment.

A emergência da questão ambiental como tema de interesse da sociedade atinge o Direito fazendo com que nos últimos anos o número de leis relativas ao tema tenha crescido significativamente. Não obstante, dentro deste universo jurídico são frequentes os apontamentos no sentido de que a eficácia social destas leis não ocorre com a mesma intensidade e entusiasmo com que são promulgadas. A partir de uma proposta interdisciplinar que busca contribuições da linguística e da sociologia este trabalho apresenta uma abordagem das questões relativas a eficácia social da legislação ambiental no meio rural agrícola, tendo como recorte um grupo de agricultores penalizados pela Justiça por infração aos dispositivos da competência dos Juizados Especiais na Lei 9.605/98 que tratam da flora. É feita inicialmente uma abordagem teórica sobre tema no âmbito do Direito e da sociologia ambiental buscando-se compreender e apresentar o estágio atual das discussões envolvendo a legislação ambiental no país. Após, com base na Análise do Discurso, é realizada uma incursão pelo processo legislativo que culminou na promulgação da Lei 9.605/98, com ênfase nos interesses contraditórios representados pelos defensores do agronegócio e ambientalistas no Congresso Nacional. Posteriormente, com base nos casos práticos de aplicação dos dispositivos da 9.605/98 pelos órgãos de fiscalização e pela Justiça buscou-se, por meio de uma pesquisa de campo, conhecer os infratores penalizados a fim de caracterizar as propriedades, sistemas de cultivo e produção existentes nas propriedades. Em seguida o mesmo instrumento aplicado aos infratores foi aplicado a um grupo de agricultores similar, mas ambientalmente adequados a fim de produzir inferências sobre o tema pesquisado. Os resultados obtidos demonstraram que o modelo de desenvolvimento adotado no âmbito da agricultura é determinante para a forma como os agricultores percebem a legislação ambiental. A pesquisa buscou contribuir para o debate acerca da eficácia social da legislação ambiental no meio rural. / Recently, the environmental issues has been growing as a matter of interest to society, This issues hits the right causing the number of laws on the subject to grown significantly in recent years. Nevertheless, within this universe are frequent juridical notes in the sense that the social effectiveness of these laws does not occur with the same intensity and enthusiasm with which they are promulgated. From an interdisciplinary proposal that seeks contributions of linguistics and sociology, this paper presents an approach to social issues regarding the effectiveness of environmental legislation in the rural environment considering a group of farmers penalized by the courts for violation of the provisions of Special Courts competence of Law 9.605/98 which deal with the flora. It initially made a theoretical approach under the theme of environmental sociology and Right seeking to understand and present the current status of discussions involving environmental legislation in the country. Following, based on Discourse Analysis, it is conducted an incursion by the legislative process that culminated in the promulgation of the Law 9.605/98, with emphasis on conflicting interests represented by the advocates of agribusiness and environmentalists in Congress. Afterwards, based on practical cases of application of the articles of Law 9.605/98 by the fiscalization and Justice aimed to know offenders penalized through a field survey, in order to characterize the farms, farming systems and production systems of existing farms. The data obtained were compared to those obtained in a similar group of farmers, environmentally adequated in order to produce inferences about the searched theme. Then, the same instrument applied to violators was applied to a group of similar farmers, but environmentally suitable in order to produce inferences about the search topic. The results obtained in this work demonstrated the model of development adopted in relation to agriculture is crucial to how the farmers understand environmental legislation. The research aimed to contribute to the debate about the effectiveness of environmental legislation in rural environment.

The passage of Public Law 94-142, the Education for All Handicapped Children Act of 1975, mandates that parents of a handicapped child must be included in the educational planning and placement procedures for their child. The law requires (1) parent counseling and (2) parent participation in the planning of the child’s educational career. Yet almost six years after the passage of Public Law 94-142, the role of parent which emerges today appears to be one of passive involvement in the Individualized Educational Plan (IEP) process. The literature suggests this lack of active participation possibly stems from several sources: the parents’ inadequate knowledge, discomfort when interacting with school personnel, confusion in regard to the educational decision-making process, and school encouraged noninvolvement in the IEP meeting. Thus while Public Law 94-142 stresses active parent involvement, the schools’ discouragement of parental responsibilities along with the parents’ limited knowledge and understanding of the law and their role in the process may combine to actively discourage parental participation in the education of their handicapped child. The literature suggests that limited resources exist for parents of newly identified school-aged educable mentally handicapped (EMH), or mildly handicapped children. In general, parents of these children do not have the necessary information or skills for effective involvement in the educational process nor are they receiving supportive counseling. In order to address the specific needs of these parents, an educational-counseling program was developed. The purpose of the program is fourfold: (1) to inform parents about handicapping conditions, legal issues and mandates pertaining to the education of handicapped children, educational assessment and placement procedures and parents’ role in the education of handicapped children, (2) to develop the parents’ repertoire of communication and assertiveness skills necessary for securing appropriate educations for their handicapped children, (3) to provide emotional support and encouragement to the parents, and (4) to increase the parents’ awareness of available resource materials, organizations, and personnel dealing with the education of handicapped children. Various methods and materials are utilized in the Parent Education-Counseling Program to accomplish its goals. Formative and summative evaluations are incorporated in order to determine the extent to which the program is implemented as planned and to assess its effects. A pilot trial of the program utilizing a single set of parent participants was conducted to determine the feasibility and practicality of the methods and materials. Evaluation of the pilot trial indicated that the parents of a newly identified EMH child were capable of increasing their knowledge bases regarding issues and procedures for educating a handicapped child, learning rules of communication, becoming more aware of their feelings related to their EMH child, and accepting information about available resource materials and organizations. The evaluation information therefore suggests positive results of the program is to help parents become effective advocates for their handicapped child, follow-up of the parents’ effectiveness in future school-based meetings is needed to determine whether these short-term program effects will generalize within the school system.

The purpose of this study is to make a survey of state legislation for establishing special education programs for exceptional children to determine the extent to which it meets basic principles for special education of this type.

No description available.

This study argues that education law is of paramount importance in order to be a successful teacher in our democracy where human rights of all stakeholders are protected and as such remains the responsibility of government to ensure that all new teachers are trained in the field of education law. This dissertation reports to the significance the participants attach to education law and to their attitudes and their practice in schools. It continues to answer the question whether knowing the legal rules is in fact changing the game on ground level. There are differing perspectives on the exact essence of education law; however, there seems to be consensus in the literature that the fundamental function of education law is to regulate the rights and obligations of the interested parties in order to make the school conducive for teaching and learning. The education law functionally contributes to the creation of harmonizing relationships and ensuring co-operation amongst all stakeholders. Education law therefore creates a clear framework for the professional role of teachers. The law defines the border of the playfield and actions at stake in the education sector. Education law as module in Higher Education programmes deals with issues that pertain directly to the teaching profession. These include inter alia governance, the Bill of Rights, instructions/regulations, limitations, application of legal principles and expectations regarding the teacher as an employee. It deals with legal applications and the legal balancing of human rights in educational practice. As a result, it is assumed that teachers may feel somewhat overwhelmed by the content of an education law module and its associated outcomes. This dissertation will therefore also deal with the ability of teachers to understand and apply the values that underpin the Constitution of the Republic of South Africa. Education should lead young citizens towards occupying their place in a democratic society based on human dignity, equality and freedom. The dissertation argues that insufficient knowledge of education law is impacting negatively on a culture of human rights application in our school system which results that the school system is unsuccessful and do not fulfil its obligations in a democracy. This may result in the DoBE being held accountable for not empowering teachers to develop our young citizens to fulfil their place in our democracy. In light of the impact of education law, this dissertation is essentially divided into three sections:  The first section provides an overview of the issues and challenges of teachers who have had no formal exposure to education law;  The second section focuses on the impact on teachers who have studied education law as part of their teaching qualification, and  The third section seeks to offer policy recommendations as remedy, inter alia to include education law as part of all teachers’ training curricula in South Africa. The legal remedies that this dissertation advocates is that Government should take on their legal responsibilities towards its employees without turning a blind eye on the value crisis in our country. Government is accountable to ensure that each teacher is skilled and have the competencies to apply legal principles and human rights to instil a culture of human rights that is conducive for teaching in our school system. / Dissertation (MEd)--University of Pretoria, 2014. / lk2014 / Education Management and Policy Studies / MEd / unrestricted

Benefits for soldiers follow the formation of ancient and present day armies raised for the purpose of extending the national or state will. Veterans' benefits for defenders of the U.S. emerged during the American colonial period. College benefits began after WWII with the GI Bill of Rights. This study examines the variations in purpose for nationally established educational benefits for veterans and the singular value to the veterans of these 5educational benefits. The study begins with an overview of the history of veterans' benefits. Primary emphasis is then placed on the educational portion of the World War II Servicemen's Readjustment Act and the current educational benefit, the Montgomery GI Bill. As the purpose of awarding educational benefits changed from World War II to the latest U.S. war, the Gulf War of 1990-1991, the economic value to the individual veteran also changed. The WWII GI Bill featured an educational provision intended to keep returning veterans out of the changing economy whereas current GI Bills is intended as a recruiting incentive for an all-volunteer force. Correspondingly, the economic value to the individual veteran has changed. Data supporting this study were extracted from historical documents in primary and secondary scholarly studies and writings, government documents, national newspapers and periodicals, Veterans Administration publications, service newspapers, and anecdotal writings. The study offers conclusions regarding the shifting purposes and economic value and recommends changes to current and future GI Bills. The conclusions of this study are: (a) the purpose of the Montgomery GI Bill is to serve as a recruitment tool for the armed force, whereas the WWII GI Bill emphasized concern over the return of millions of veterans to a changing wartime economy unable to offer full employment and, (b) the present GI Bill funds less than 50% of the costs for a 4-year degree while the first GI Bill fully funded a college degree, including tuition and living expenses.

The United States Bill of Rights guarantees American citizens’ personal freedom and at the same time places limitations on the actions of the various levels of government. Questions arise in regards to the age at which citizens are guaranteed rights and freedoms under the Bill of Rights. The young American citizen, in a public school, has not always enjoyed the exercise of the rights of American citizenship. This paper examines the current status of the rights of public high school students, specifically in the State of Oregon. First to determine just which rights do apply in Oregon High Schools, court decisions, primarily from federal courts, were examined in order to extract the current judicial definitions of civil rights and liberties. As a result of this research, it was found that high school students are guaranteed the First Amendment rights of free expression and the Fourteenth Amendment privileges of due process or fair procedures in civil actions involving the school administration. The Fourth Amendment has been the basis of numerous cases dealing with locker searches and seizures, but the courts have held that the guarantees of the Fourth Amendment do not apply in light of the special circumstances of the school environment. Secondly, the status of the these student rights in the Oregon public school systems was examined by studying the state guidelines for student conduct codes and individual district codes from the 1971-72 and 1972-73 school years. It was concluded that as of 1972-73, most of Oregon’s high school students are guaranteed the rights that have been judicially defined as applying to high school students; this guarantee, at the local school district level, came about as a result of new Oregon Revised Statutes and new Oregon Board of Education policy. Third, the attitudes of high school students and principals towards student rights were polled and tallied. The results show that though both groups are not aware of all current judicial definitions, the students are more in accord with the courts decisions and current legal interpretations than are the principals. As a result, it is concluded that young Oregonians in public high schools are guaranteed rights under the United States Constitution; and with the advent of detailed rights and responsibilities codes in the local school districts, students are now allowed to exercise their rights in most Oregon high schools. The majority of students are aware of their rights, thus providing a situation in which students can function socially and politically as much as they would if they were out of high school.