The primary guiding question proposed for this study is, what are the variations and commonalities in policies among the 132 school districts in the Commonwealth of Virginia that govern whether or not students who are educated at home have access to public school courses and extra-curricular activities? In order to obtain this information the study was conducted of two phases. The first phase consisted of a policy analysis in order to determine the scope and nature of home school policies across Virginia's 132 operational school districts, and whether they fall within the legal parameters established by state regulations and case law. The second phase involved ascertaining how school officials perceived local control of home schoolers' access to public school classes or extracurricular activities through a multiple case study. This phase involved interviewing the person designated to implement these policies from selected school districts. The intent was that the data analysis would provide the basis for recommending changes or perhaps no changes, in the state's role in governing home school access. / Ed. D.

This thesis reviews the enrollment policies and procedures for advanced and college prep classes in a central Texas school district to determine if there is fair and equitable access for all students. The paper contains two major components. The first is quantitative study of the four entrance requirements for 8th grade Algebra I Pre-AP at a central Texas middle school. The purpose of this study is to determine the necessity of these requirements by showing which if any of these prerequisites predicts the how the students will perform in Algebra I. The results have determined that only the students? scores from their 7th grade advanced mathematics course correlated well with the students? scores from their Algebra I class. The second component is a qualitative study to determine if the parents of the district?s secondary students in have sufficient knowledge of advanced courses and how to enroll their children into advanced classes when warranted or desired. The study determined that parents had insufficient knowledge of advanced courses and the districts strict enrollment policies. This paper ends with recommendations for the district on how to make advanced course more accessible for all students.

No / Several studies have shown that financial inclusion impacts poverty and income inequality and higher levels of financial inclusion lead to lower poverty and income inequality and promotes inclusive economic growth. However, the gender gap in access and usage of financial services remains pervasive across all the countries in South Asia. Patriarchal societies, low involvement of women in decision making, low empowerment of women, no voice in the family matters are some of the factors influencing women’s financial access in the region. Although literature has developed on access to financial services in general, there is not much academic work available on access to digital financial services for women. Gender Bias and Digital Financial Services in South Asia: Obstacles and Opportunities on the Road to Equal Access examines access to financial services to women in general in South Asia and specifically their access to digital financial services.

ABSTRACT STUDENT ACCESS TO HIGHER EDUCATION A HISTORICAL ANALYSIS OF LANDMARK SUPREME COURT CASES MISSOURI EX. REL. GAINES V. CANADA, REGISTRAR OF THE UNIVERSITY OF MISSOURI, 1938, AND GRUTTER V. BOLLINGER, 2003 by Ansley Knox Daniel The purpose of this study is to identify primary themes related to student access to higher education and establishing diversity in higher education classrooms through a comparative analysis of the 1938 Gaines v. Canada case and the 2003 Grutter v. Bollinger case. Both of these Supreme Court opinions have significantly impacted student access to higher education. The landmark ruling in Gaines inaugurated a new and ground-breaking series of legal victories that opened minority student access to higher education and eventually to secondary education. In Grutter, the Supreme Court upheld the use of race as one of many factors that can be used to consider in the student admissions process in higher education to encourage diversity in student populations and in leadership opportunities. Using a methodology of historiography of education law, the intention of this study is to expand the historical and legal implications of the Gaines and Grutter cases, focusing on the application of the Equal Protection Clause of the Fourteenth Amendment and the relationship between the outcomes of the cases and the judicial interpretation employed by the justices. In Grutter, while considering narrow-tailoring and strict scrutiny to check for the legal development and implementation of affirmative action policies, the justices prioritize providing equal access to higher education for all students and ensuring meaningful diversity in university classrooms for an extended, but still limited, time period. It is valuable for historians of the law and members of the legal profession to consider the notion of active liberty articulated by Justice Stephen Breyer (2005) when developing their interpretation of the Equal Protection Clause and how it should be applied.

Netflix is currently the world's largest subscription-based streaming platform, with 221.8 million subscribers worldwide (Maglio, 2022). Part of Netflix's enormous global appeal is its Netflix Original brand of films and TV shows - content it produces specifically for broadcast on its streaming platform. To make its content accessible to deaf and hard-of-hearing audiences, Netflix subcontracts the creation of closed captioning to vendors, instructing them to follow the Timed Text Style Guide (TTSG), which it makes freely available online. My study examines how closed captions for Netflix Original content endeavour to make audiovisual content accessible to deaf audiences, and I demonstrate how the platonic ideal of "equal access" is out of reach due to the limitations of timed text. The objective of my study is to highlight and critique the transformations of meaning that occur when captions translate sound and spoken dialogue into timed text. Drawing on D'Acci's circuit model of media studies (2004) my thesis links the sociohistorical conditions from which captioning techniques and technologies were developed, the conditions of caption production, and the way in which the needs of deaf audiences are articulated in the TTSG. I explore how these three forces affect the content of closed captions. To this end, I engage in a close reading of the TTSG and a selection of closed captions for Netflix Original series and films, borrowing from Berman's (2000) theories regarding the deforming tendencies of translation to describe the changes that result from the intralingual and intersemiotic translation involved in captioning (Jakobson, 2004). My study is informed and inspired by my personal experience as a professional captioner.

To ensure an educational opportunity for every child that passes through America's schoolhouse doors, it is imperative that non-heterosexual students' educational needs are not ignored in the educational milieu (Zirkel, 2006). In the last decade or so, the desire of non-heterosexual students to organize Gay-Straight Alliance (GSA) clubs on high school campuses have been met with angst by school leaders (Duncan & Rogers, 2008). Despite the passage of the Equal Access Act (EAA) in 1984, school leaders have often denied non-heterosexual students the right to establish GSA clubs on campus, consequently resulting in these students utilizing the judicial system as the venue to assert their rights under the law (Essex, 2005). As it is imperative that educational leaders understand the legal rights of all students under their care, and make informed decisions in order to avoid costly litigation, this research focused on analyzing the Equal Access Act of 1984, federal case law, legal commentary, and historical documents, in order to track the developments of non-heterosexual students' ability to utilize the EAA to establish GSA clubs in the public schools in the United States. The study employed a traditional legal research methodology as described by Alder (1993) and Russo (1993), relying on electronic data bases and traditional legal finding tools to carry out the research. From the resulting legislation, case law, scholarly commentary, and other relevant documents reviewed and analyzed, an accurate historical perspective on the EAA as it relates to the formation of GSA clubs was constructed. In addition, the significant themes that arose from the findings were synthesized in order to offer guidance to educational leaders and policymakers when facing requests from students to establish GSA clubs on school property. Recommendations for school leaders when considering such requests from students to form GSA clubs under the EAA are provided. / Ed. D.

Equal access to education, its legal framework and protection Key words: equal access to education, primary school, inclusive education, discrimination Right to equal access to education is the topic of the diploma thesis of the author. Its aim is to analyze some of the problems of the equal access to education with respect to the primary education. The diploma thesis is divided into five chapters. First chapter is introductory and it describes selected problematics of the primary education in the Czech Republic. In the second chapter the concept and conception of equality and discrimination are examined. Third chapter contains regulation of the Czech primary education. The author tries to analyze the Czech primary education, especially pros and contras of its structure. Next she describes the evolution of the primary education with respect to the new regulation, effective from 1.9.2016. In the fourth chapter the author describes some of the aspects of the entrance proceedings; she especially focuses on the entrance criteria. Fifth chapter is devoted to the possible remedies in administrative proceedings, administrative court proceedings and civil proceedings. It refers to some processual aspects, which can be problematic. In the last chapter the author summarizes her conclusions. To sum it up...

In this thesis I aim to build a normative argument for equality of access to advantage at the global level, and motivate action conducive to the realization of this ideal. The normative argument is presented over the course of the first two chapters. In Chapter One I ask, ‘How should we conceive of distributive equality?’ Following G.A. Cohen, I argue that equality is best conceived as equality of access to advantage. I interpret this to require equal access to both ‘worldly autonomy’—a term I invoke to describe a certain basic threshold level of autonomy—and subjective preference satisfaction. In Chapter Two, I establish a justificatory basis for equality on a global scale. I argue that equality is justified at the global level on the basis of justice as reciprocity for the mutual provision of the global system of state-enforced borders, in which the participation of all people is equally necessary, and that makes possible a wide variety of institutional goods predominately enjoyed by people in rich developed countries. In Chapter Three, I take up the second aim of the thesis: to motivate action conducive to the realization of this global distributive ideal. I engage the concern that global equality is a poor ideal, demanding too much change in the attitudes and lifestyles of the well-off to motivate them to pursue it. I aim to show that, even if most people are not motivated to pursue global equality, there are alternative grounds for immediately feasible global reforms and redistributions likely to have greater motivational purchase on people’s sensibilities. Alternative grounds for redistribution and reform include reparative justice, cooperative justice, respect for basic human rights, and self-interest. Making these redistributions and reforms would not only be desirable from the perspective of the alternative grounds that explain them, but will have the further happy result of bringing the world closer to the global distributive ideal of equality of access to advantage. Plausibly, it will bring the world sufficiently close to this ideal that people will be motivated to pursue it for its own sake.

Austria's aim to provide equitable education to its citizens is an ongoing process. In 1747 a decree opened schools to all children. From 1891 to 1941 schooling was compulsory for children between 6 and 14. In 1955 the Austrian Constitution guaranteed Austrian minority groups equal access to education. In 1966 and 1976 legislation further guaranteed minority groups' right to be taught in their home language subject to certain provisos. Currently minority groups are supposed to be taught in their horne language for the frrst three years of school and school is compulsory for nine years. This study wished to establish whether minority groups are, in fact, provided with education as provided for by law, and examined the situation in the United States of America, the United Kingdom and Canada as well. If Austria is successful, Zimbabwe or South Africa could adapt her policies in their educational situation. / Educational Leadership and Management / M Ed. (Educational Management)

This diploma thesis deals with poverty and social exclusion in the context of education, on both a theoretical and empirical level. The theoretical part provides a comprehensive picture of the phenomena of poverty, social exclusion and low-income families and then shows them towards education. The theoretical basis of the protection of families and children is also clarified in this part. The text focuses in detail on the specifics of the schooling of students from low-income families in Most, this focus is then extended by a qualitative data survey in the practical part. The research report provides interpretation of data from interviews with primary school pupils in Most, whose families meet the poverty risk attributes. The results of the practical part capture the student's perception of their educational careers. The results of research interviews are then confronted with the conclusions of the research reports mentioned in the theoretical part. Powered by TCPDF (www.tcpdf.org)