The purpose of the study was to examine the effects of three Indiana public laws upon the role of the public school superintendent with various publics.Population was defined as practicing Indiana public school superintendents having a minimum of ten years experience as superintendent in Indiana prior to 1978. Five superintendents were selected for personal interviews and the sixth member of the population was the writer.Literature related to the role of the school superintendent was reviewed.Three Indiana laws were selected which were passed by the Indiana General Assembly during the last ten years. Laws selected were: (1) Indiana Public Law 162, the Student Due Process Statute, (2) Indiana Public Law 217, the Collective Bargaining Statute, and (3) Indiana Public Law 57, the Open Door Statute.Analysis of the data obtained in the interview was based upon the formula: R = A + T + C, where R = Role A = Autocratic Behavior exercised by the superintendentT = Time expended by the superintendentC = Control the superintendent has over outcomes, results or goalsSpecifically each superintendent was asked if the degree of autocracy, the time involved and the control of outcomes in working with six publics had increased, decreased or remained the same. The publics selected were school boards, administrators, faculty, parents, students and school attorneys.Findings: Public Law 162 did affect: the degree of autocratic behavior exercised by the superintendent in working with boards, administrators, faculty, parents and students; the time spent by the superintendent when working with boards, administrators, faculty, parents, students and attorneys; the control of outcomes by the superintendents when working with boards, administrators, faculty, parents, students and attorneys.Public Law 217 did affect: the degree of autocratic behavior exercised by the superintendent in working with boards, administrators, faculty and attorneys; the time spent by the superintendent when working with boards, administrators, faculty and attorneys; the control of outcomes by the superintendent when working with boards, administrators, faculty and attorneys.Public Law 57 did affect: the degree of autocratic behavior exercised by the superintendent when working with boards and parents; the time spent by the superintendent when working with boards, administrators and parents; the control of outcomes by the superintendent when working with boards.Conclusions: (1) Public Law 162 had the greatest effect and Public Law 57 had the least effect upon the role of the superintendent. (2) No superintendent spent less time with any publics as a result of Public Law 162 and 217. (3) No superintendent spent less time working with administrators, parents, students, faculty and attorneys as a result of Public Law 57. (4) Public Law 217 had no effect upon the role of the superintendent in working with parents and students. (5) Public Law 57 had no effect upon the role of the superintendent in working with faculty and students. (6) The three laws had the greatest effect on the role of superintendents when working with boards and administrators and the least effect when working with students and parents. (7) The three laws required increased time expended by the superintendent. (8) The relationship most affected by Public Laws 162 and 217 was with administrators and the relationship most affected by Public Law 57 was with boards.3

The purposes of the study were to determine the scope and background of student due process policies and procedures utilized within Indiana school corporations, and to analyze the content of due process policies and procedures utilized within Indiana school corporations in comparison with standards recommended by legal and educational authorities.An Initial Survey form was mailed to the superintendent of each school corporation in Indiana. Superintendents reporting written, school board adopted policies and procedures for student due process were requested to send a copy for the content analysis portion of the study.A Background Survey instrument was mailed to each superintendent providing a copy of due process policies and procedures. Information was sought relative to the formulation, implementation, and utilization of student due process policies and procedures.Recommended standards and guidelines for procedural due process for students, from both legal and educational sources, were reviewed. The standards and guidelines were organized into a recording instrument to help facilitate a content analysis of the policies and procedures.Major findings of the study were:1. Superintendents from 43 of 280 Indiana school corporations reported written, school board adopted policies and procedures outlining student due process in effect as of December 1, 1971.2.The total number of school corporations with written, school board adopted due process policies and procedures has increased annually since 1969.3, The persons most directly affected by discipline and due process--students, teachers, and parents--were not involved in the formulation of policies and procedures.4. Approximately 71 per cent of the students involved in due process hearings were reported to have been suspended or expelled. Approximately 29 per cent of the students involved were reported to have been reinstated.5. The building principal was most often specified as the hearing officer. The school board was most often specified as the hearing board.6. In most instances, the student and parents received the required information in the notice of the charges; however, most notices lacked an explanation of the procedural mechanics of the hearing.7. The amount of time allowed the student to prepare a defense was arbitrary or not specified in most policies.8. As a group, the due process policies were most often lacking ini (a) including a provision for students and/or parents to give a written waiver of formal hearing procedures; (b) including a provision guaranteeing the student prior inspection of documents and evidence; and (c) Including a provision guaranteeing student protection against self-incrimination.9. The type of hearing record most often reported consisted of fill-in forms or written narrative summaries.10. Appeals were most often directed to the superintendent.Major recommendations of the study were:1. Students, parents, and teachers be involved in the formulation of due process policies and procedures.2. Humanistic aspects of the student-institutional relationship be emphasized in teacher education and school administration courses.3. In-service education relative to student due process be provided for both professional and non-professional personnel in school districts. 4. After September 1, 1972, when the Indiana student conduct and due process law becomes effective, a follow-up study be conducted to determine what changes have occurred in the scope, background, and content of student due process policies and procedures.

This thesis aims to contribute to current discussions on citizenship and transnationalism by analyzing the circumstances of Paraguayan, Bolivian and Peruvian immigrants in Argentina. More precisely, I examine the impact that state-promoted criminalizing discourses had on the lives of these immigrants in La Plata city in the late 1990s. On the one hand, their access to public services and resources was importantly constrained, submerging many into increasingly pauperized conditions. On the other hand, new distinctions were created within these nationally defined groups as a result of discursive and residential strategies deployed by many of these immigrants.

Over the past 30 years the transportation of goods has developed beyond recognition. The transportation infrastructure is sophisticated and relatively efficient and it is not unusual for goods to be shipped by more than one mode of transportation. Unfortunately, private law has not kept pace with these infrastructure changes. Therefore, a different liability regime applies to every unimodal type of transportation. Though, each unimodal regime is usually based on similar principles they are sufficiently different, from each other, to create a great deal of uncertainty when trying to assess the liability of the participants, in the transportation venture. Such uncertainly is highlighted, for example, when the exact time of the loss or damage cannot be ascertained---which liability regime is applicable? / An individual who engages a forwarder will not be particularly concerned with the above and generally assumes that by dealing with a forwarder, the forwarder will be liable for any loss or delay. Unfortunately, this is not always the case and depending on the terms upon which the forwarder contracts i.e. as agent, principal, carrier etc., and the application of any mandatory liability regime the forwarder may limit or escape liability altogether. Thereby leaving the customer without an effective remedy. / In this thesis we have examined the common law evolution of the freight forwarder from their traditional role as agents to their modern sophisticated role, as a "one stop shop," which more closely resembles that of principal. With particular emphasis on how forwarders' have coped with the advent of multimodal transportation and its legal uncertainty.

Through the evolution of international human rights law and policy, gender has become a prohibited ground for persecution. However the international definition of a refugee contained in the Convention Relating to the Status of Refugees does not explicitly include gender as an enumerated ground on which persecution can be feared. This omission has required women who fear gender-based persecution to use the Convention's "membership in a particular social group" provision. Traditionally, judicial interpretation of criteria establishing a "particular social group" was not consistent in cases alleging gender-based persecution. In 1993, Canada developed guidelines that attempt to establish a coherent and consistent application of the "particular social group" category. This represents a state policy initiative to recognize the international evolution of policy on gender as a basis for persecution. Although the guidelines challenge theories of state sovereignty in the design and execution of domestic policy, they demonstrate that a coherent and consistent framework for granting asylum status to women who fear gender-based persecution can be developed in such policy.

This thesis examines the participation of Armenians in the shari'a courts of the Ottoman Empire from the 16th to the 18th centuries. Scholars have traditionally thought that Armenians in the Ottoman Empire resolved their disputes within their own communities' legal systems. However, new studies of Ottoman court records reveal that Armenians in the Ottoman Empire frequently used the shari'a courts to resolve a wide variety of disputes. There are several possible reasons to account for this frequent shari'a court use by a community that theoretically had its own courts. The first is that the Armenian millet's legal structures were perhaps exaggerated or misunderstood by previous scholars. The second is that Islamic law was not as unfavourable to dhimmis as presumed and that the shari'a courts were adequate for their needs. Finally, the way the courts applied Islamic law was sometimes advantageous to certain dhimmis.

<p>This paper sought to discuss the questions whether refugees have the right to return to their country of origin and whether their participation in the political life of that country may be used as a means to realise their right to return.</p>

Bibliography: leaves 309-330. / x, 330 leaves : map ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Politics, 1996

This work offers an analysis of the legal regime for refugee protection in Africa, broadly construed as including both refugee law and human rights elements. The regime is addressed in two parts. Part One analyses the treaty regime, principally comprised of the 1951 Convention relating to the Status of Refugees, the 1969 Organization of African Unity Convention Governing the Specific Aspects of Refugee Problems in Africa and the African Charter on Human and Peoples' Rights. The latter two regional instruments are examined in depth. This includes the first fulsome account of the 1969 Convention's drafting, and original analysis of the relationships of interpretation and the relationships of conflict that arise between the various treaties comprising the regional refugee protection framework. Significant attention in this regard is devoted to various aspects of the relationship between the international and the regional refugee treaties, and to the relationships between African refugee law on the one hand and African human rights law on the other. Part Two focuses on the institutional architecture supportive of the treaty framework addressed in Part One. The Organization of African Unity is addressed in a historical sense, and the contemporary roles of the African Union, the African Commission on Human and Peoples' Rights and the various African human rights courts are canvassed. This account of the treaty framework, and the institutional architecture, for refugee protection on the continent is the first broad analytical account of the regional law of refugee protection in Africa.

Die navorsingsondersoek is toegespits op tug en straf as agogiese fenomene. Besinning oor tug en straf in pedagogiese, juridiese en ander lewensituasies bring die verband tussen modi van menswees en oorsake van oortredings aan die lig. Juridies-agogiese aspekte van tug is met die pedagogiese vergelyk. 'n Bespreking van tersaaklike statutere bepalings ten opsigte van tugmaatreels en lyfstraf in die onderwyssituasie het aan die lig gebring dat lyfstraf met die grootste versigtigheid en verantwoordelikheid toegepas moet word. Menseregte, strafteoriee wat die doel van straf aandui en alternatiewe vir lyfstraf wat die menswaardigheid van die oortreder bewaar, word bespreek. 'n Moontlike verloop van die strafhandeling is aan die lig gebring. Hierdie verloop beklemtoon dat straf, en veral lyfstraf, nie noodwendig deel van tug hoef te wees nie, omdat tug 'n begeleidingshandeling is. / The research concentrated on discipline (admonishment) and punishment as agogic phenomena. Consideration of discipline and punishment in pedagogic, judicial and other situations in life discloses the connection between modes of being human and reasons for transgressions. Judicial-agogic discipline are compared to pedagogic aspects. A discussion of relevant statutory stipulations relating to disciplinary measures and corporal punishment should either be applied with the greatest care and responsibility or else abolished. Human rights, punishment theories specifying the aim of punishment, and alternatives for corporal punishment which maintain the human dignity of the transgressor are discussed. A possible course of punitive action is revealed. This course stresses that punishment, especially corporal punishment, need not necessarily be part of discipline because discipline is accompaniment. / Educational Studies / M. Ed. (Fundamentele Pedagogiek)