The purpose of this study was to examine the advocacy techniques employed by three state-level child advocacy groups in a mid-western state and to determine the effectiveness of such techniques in influencing policy and legislation.The groups studied were a government-funded bureau, a professional association, and a varied member organization. Each was selected because it met the qualifications set forth for that particular group type. Data collection took place during June and July, 1981.The records examined during data collection included minutes of meetings, publications, fiscal reports, legislative reports and bills, by-laws, and newspaper articles. The data discerned from the records described the groups' founding, objectives, structure, membership, finances, and advocacy strategies, particularly public information campaigns, training, and lobbying efforts. Interviews were conducted with persons knowledgeable of the groups' activities, as necessary.Data were organized into the categories of background information, objectives, membership, structure, funding, and advocacy efforts. Issues considered by any of the three groups were classified either as legislation or as a child-oriented issue. Advocacy techniques utilized to advance a group's position on a piece of legislation were paired with the bill. The effectiveness of the techniques was determined via a scale which examined a bill's progression through the legislative process. Patterns of effective advocacy were listed. Similarly, advocacy techniques employed to advance a group's position on child-oriented issues were paired with the issues. Patterns of advocacy were discerned from that information.As a result of the data analysis, the following conclusions were made; (a) a variety of techniques were used by the groups and contributed to effective advocacy; (b) the techniques of writing to and meeting with legislators or their staffs on behalf of a group were utilized most commonly in successful efforts related to legislation; (c) collaboration and multiple efforts were related to effective advocacy; (d) the professional association was most successful in its legislative advocacy efforts; and (e) the three groups took more positions and utilized more advocacy techniques on child-oriented issues than on legislation.

The purpose of the study was to investigate current liability insurance practices for professional school corporation personnel in Indiana. Fifty rural and fifty urban school corporations were surveyed with regard to: (1) number and character of suits against school corporations or professional. school corporation personnel, (2) amount of current liability insurance protection carried by school corporations, (3) degree of legal representation of school corporations and school corporation personnel, and (4) opinions of respondents about educational malpractice. An instrument developed to gather data elicited responses from 52 percent of urban and 6-8 percent of rural school corporations in the sample.An analysis of data was completed to test two null hypotheses with regard to: (1) need for liability insurance and (2) employment of legal counsel. Additional data were compiled arid reported descriptively in order to draw conclusions regarding the current status of personal liability insurance protection within Indiana school corporations. Findings of the study included:Urban school corporations had a significantly greater need for liability insurance as measured by number of suits involving school corporations or professional school corporation personnel. Respondents from 57.7 percent of urban school corporations reported involvement in at least thirty liability actions between 1972 and 1977. Respondents from 26.5 percent of rural school corporations reported involvement in ten liability actions between 1972 and 1977.Negligence and personal injury were grounds most often reported for school related liability actions, especially in actions involving urban school corporations.Judgments rendered against rural school corporations were settled for an average of $9,975. Judgments against urban school corporations were settled for an average of $14,506.Written teacher dismissal policies had been established by 58.8 percent of rural and 88.5 percent of urban school corporations.Results of a Chi-Square test indicated that no significant difference existed between rural and urban school corporations in the employment of legal counsel. Urban school corporations pay more than twice the yearly fee for legal services dealing with personal liability than rural school corporations. Legal counsel provided by school corporations would not represent employees from almost 40 percent of Indiana school corporations in liability litigation.Urban school corporations provide for more types of liability, greater amounts of coverage, and larger deductibles for liability insurance than rural counterparts. Deductibles in excess of $1,000 were obtained on 16.9 percent of all coverages with deductibles purchased by rural school corporations and on 52.6 percent of all coverages with deductibles purchased by urban school corporations. Four rural and nine urban school corporations reported deductibles of $10,000.Amount of annual premium paid varies with type and amount of coverage, amount of deductible, school corporation enrollment, number of school officials and number of school employees covered. Rural school corporations were providing liability insurance protection at an average premium rate of $1.20 per student enrolled. Urban school corporations were providing liability insurance protection at an average premium rate of $1.17 per student enrolled.School officials and employees from rural school corporations which have not been involved in liability actions tend to be less wary of implications of educational malpractice than school officials and employees from urban school corporations or from rural school corporations which have been involved in liability actions.

The purpose of the study was to state in a positive manner the rights of administrators in dealing with student suspension, expulsion, and exclusion in substantive and procedural due process matters. A legal. research was used to accomplish the purpose of the study. A review of the literature from 1969 through 1978 was made. The focus of the review was upon attitudes of administrators regarding court cases dealing with student suspension, expulsion and exclusion. A selected review and analysis of United States Constitution, Indiana state law, federal and state appellate court decisions, Indiana Attorney General Opinions and related literature was wade to identify factors guiding school officials in dealing with student due process matters. The study was limited to the laws, court decisions, and Attorney General Opinions in Indiana involving student suspension, expulsion, and exclusion.Even though the study was limited to Indiana, the following considerations would also apply throughout the United States.(1) Students have due process rights. (2) Constitutionality of a school regulation and reasonableness of a rule is a question of law to be decided exclusively by the courts. (3) Boards of education and school administrators have the power to make and enforce reasonable rules and regulations for the proper process in general. (4) Where rules infringe upon freedom of expression, the school officials have the burden of showing justification. (5) Administrators are upset over recent United States Supreme Court decisions and an apparent loss of control of students. (6) A compensatory award to students would be appropriate if the measures of impermissable motivation or disregard of a student's constitutional rights were maliciously violated. (7) Student dismissal for failure of a student to meet academic standards calls for far less stringent procedural requirements than dismissal of a student for violation of valid rules of conduct. (8) The Fourteenth Amendment of the United States Constitution does riot apply to the internal disciplinary operations of a private school. (9) A student involved in a due process matter must take advantage of all administrative remedies available before filing a law suit. (10) School Officials have the authority to expel a student under the age of sixteen for a violation of reasonable rules and regulations. (11) The laws and recent court decisions should not hinder the fair minded school administrator. (12) School attendance records are admissable as evidence in a court of law.In addition to the study findings, the following conclusions, based upon the review and analysis of pertinent constitutional law, federal and state court decisions as well as upon the reading of related literature and conversations with attorneys and school officials were developed. (1) A school official may avoid legal problems in dealing with students if the following steps are followed: (a) The school official must make every attempt to establish reasonable rules and regulations. (b) The school official must carry out discipline procedures without malice. (c) The school official must provide the minimum essentials of due process. 1. Oral and written notice of charges are provided the student. 2. The student must have the opportunity to tell what happened in the incident under investigation. (2) The Indiana Statute on Due Process and Pupil Discipline provides the framework and guide to follow in discipline matters. School corporations may avoid time consuming and expensive court proceedings by adhering to the statute. The courts have overturned student challegnes on substantive and procedural due process if the student had not sought all remedies available under the Indiana Due Process and Pupil Discipline Statute.Even though the study was limited to Indiana, the above listed conclusions, with the exception of number two, would also apply throughout the United States.

The problem of the investigation was to determine the legal status of public sector school oriented professional negotiations in the fifty states of the United States. Available data dealing with the status of public sector school oriented professional negotiations between boards of education and teacher organizations proved to be disorganized in terms of providing readily available, complete, and accurate information.The attorney general of each state was contacted by letter for the purpose of completing a questionnaire. The secondary source of information was the executive secretary of each state school board association.Thirty states have statutes mandating negotiations between boards of education and teacher organization representatives. Within each state statute information was gathered concerning (1) statutory inclusion, (2) impasse procedures, (3) grievance procedures, (4) scope of negotiations, (5) employee rights, (6) employer rights, and (7) strikes and penalties.Findings included:1. Thirty state legislatures have mandated negotiations between boards of education and teacher organizations.2. All state legislatures in the Northwest area of the United States mandate professional negotiations between boards of education and teacher organizations.3. One state legislature in the Southeast area of the United States mandates professional negotiations between boards of education and teacher organizations.4. One state statute prohibits boards of education from recognizing teacher organization representatives for the purpose of collective bargaining.5. All thirty state statutes mandating collective bargaining between boards of education and teacher organizations provide teachers with exclusive representation,6. All thirty state statutes mandating collective bargaining between boards of education and teacher organizations provide as negotiable items such matters as salaries, hours, and working conditions.7. All thirty state statutes mandating collective bargaining between boards of education and teacher organizations provide for settlement of impasse by mediation, factfinding, or arbitration.Conclusions were:1. Negotiation rights for teachers have come about more slowly than for most government employees.2. Increased organized efforts to formalize the negotiation procedures have continued to be faced by boards of education in all states.3. Teacher strikes are increasing in spite of anti-strike legislation in most states.4. Statutes have given priority to teacher rights in terms of the rights of teachers and boards of education.5. The passage of legislation is no panacea for problems stemming from board of education and teacher organization relationships and legislation will not eliminate the possibility of court cases, attorneys general opinions, and teacher strikes.Recommendations are:1. Periodic studies should be undertaken in order to update professional negotiation procedures.2. Specific statutory provisions should be studied in depth to determine if such provisions are fulfilling the needs of both parties.3. Attention should be given to professional negotiations within states to determine how legislation is being implemented and how the legal status is developing in states where no guidelines are provided.4. Further study should take place to determine the impact of statutory enactments on both parties.

　　　1 January 2010 was a milestone for the survivors and victims of same-sex domestic violence in Hong Kong. After a hard fought legislative battle, the Domestic and Cohabitation Relationships Violence Ordinance (DCRVO) was extended to cover cohabitation relationships irrespective of sexual orientation. 　　　With the inclusion of same-sex cohabitants in the legislation, gay survivors are provided the same legal protection as different sex couples. It is believed that equality has been achieved for gay victims, in theory at least. Indeed, the topic of same-sex domestic violence seemed to vanish from the public sphere as soon as the Ordinance was enacted. Nevertheless, considering the cultural and social obstacles experienced by gay victims of domestic violence, e.g. social perception of homosexuality and the fear of being ‘outed’ by reporting the incidents, coupled with a lack of supplementary support services available to people with alternative sexual orientations, it is uncertain how effective this amendment will be to Hong Kong sexual minorities in practice. Therefore, the primary research question for this thesis is to what extent the DCRVO is effective in protecting in practice. 　　　This research question will be answered by a combination of qualitative and quantitative empirical research methods. This paper focuses on three areas particularly - the awareness amongst the gay community in Hong Kong of the legislation; the availability of same-sex domestic violence support services; and the subsequent complementary policies provided by the government. This study argues that without adequate complementary policies, the DCRVO will always remain to be a piece of work in progress, and not the ultimate solution for gay victims in Hong Kong. / published_or_final_version / Law / Master / Master of Philosophy

Corporate governance of Thailand has been developed and reformed, particularly after 1997 Asian financial crisis. However, problems regarding director’s responsibilities are still entrenched in company law and corporate practices. The challenges of Thai corporate governance on director’s responsibilities are found in the areas of director’s accountability and minority shareholders protection. Legal provisions on director’s fiduciary duties and director’s duty of care and skill are unable to regulate director’s misbehaviors. Directors are not fully aware of their proper responsibilities to the company. They tend to act for their own interest or interest of their group, the controlling shareholders. In addition, legal enforcement on director’s responsibilities is not effective in practice. Shareholders litigation or other actions against directors who are in breach of their duties is rare, though there is derivative action provided as remedy for minority shareholders. In finding solutions for those problems, all relevant aspects should be brought into consideration. Corporate governance on director’s responsibilities is related to law, business and ethics. Director’s responsibilities are matters concerning human conducts, actions, behaviors as well as practices. They are related to ethics of each company director and ethics of the board members as a whole. In addition to legal and business aspects, ethical aspect should also be considered in the reform of corporate governance on director’s responsibilities of Thailand. This thesis is the study of Thai corporate governance on director’s responsibilities and ethics in order to find appropriate ethical theory where good corporate governance principles will be built on. Among relevant ethical theories i.e. utilitarianism, Kantian ethics, virtue ethics and contractualism, virtue ethics of Aristotle is the most appropriate ethical theory to be applied to corporate governance on director’s responsibilities of Thailand. It is suitable for the nature of corporate governance on director’s responsibilities, the conditions underlying its problems, and the understanding and practices of people in Thai society. Virtues and means of virtue ethics should be applied as complements to fiduciary principles for enhancing director’s accountability. The doctrine of mean of virtue ethics should be applied as complement to derivative action for enforceability and effectiveness of minority shareholders protection. In this regard, some related regulations and codes of best practices will be prescribed by adopting appropriate virtues or means, and the relevant regulators i.e. the Securities and Exchange Commission (the SEC) and the Stock Exchange of Thailand (the SET) will be given authority to interpret and apply such regulations and codes of best practices on a case by case basis. / published_or_final_version / Law / Master / Doctor of Legal Studies

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