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The purpose of the study was to ascertain what the four state universities were doing to prepare prospective teachers in the area of legal rights and responsibilities of teachers and students.The population of the study was defined as personnel of the Indiana State Department of Public Instruction, university undergraduate deans, and professors responsible for the teaching of legal aspects of education to prospective teachers, and a random sample of student teachers.The review of literature and research revealed empirical data regarding school law, the courts, and preparation of prospective teachers in the area of legal rights and responsibilities outdated or non-existent, and subjective in nature. Authors agreed that prospective teachers need to be knowledgeable in school law for effective performance of duties. Authors found little actually being done to prepare teachers in the legal aspects of education and that reforms were needed at the collegiate level.The following findings were based on analysis of data obtained from interviews and questionnaires: Not all universities have met the requirement of including the legal aspects of education for undergraduate prospective teachers; the amount of time spent teaching school law to undergraduates is left to the discretion of the individual professors; most classes which were designed to include school law were described with no mention of school law or legal topics in the course syllabi or college catalogs; only one university class had a specific text for the instruction of legal rights and responsibilities; professors agreed that more uniformity should exist; the majority of professors recommended that a course specifically in school law should be required at the undergraduate level for prospective teachers; the preparation and background of faculty responsible for teaching school law to undergraduate prospective teachers were lacking in school law training and experience; the majority of student teachers recognized and reported a lack of training in the area of school law; and all but three student teachers reported that an undergraduate school law course should be required at the undergraduate level for prospective teachers.The following conclusions, based upon the review of related literature and research, and upon data from the study, were developed: University requirements submitted to the Indiana State Department of Public Instruction may or may not take place on the campuses; few consistencies exist in the teaching of school law to undergraduate prospective teachers; most prospective teachers do not receive sufficient training in the area of legal rights and responsibilities of teachers and students; what is taught, how the material is taught, when it is taught, if it is taught, and how much time (if any) is devoted to the topic of school law are left entirely to the discretion of the professors; most professors recognize a need to do something to improve the teaching of school law to prospective teachers; professors assigned the responsibility of instructing prospective teachers in school law do not have background or training in the area; student teachers desire an undergraduate required course in school law; most school law was disseminated in a haphazard manner; a need exists to better prepare teachers in the area of school law; school law for undergraduate prospective teachers has not been a priority issue even in the face of growing litigation; most professors believe that teachers should learn school law by experience and on-the-job training; student teachers are fearful of growing court actions and expressed a need to know current laws to manage classrooms effectively; and professors responsible for teaching school law to undergraduate prospective teachers have not conducted any workshops, conferences, or seminars related to school law.

The treatment of Internet jurisdiction ordinarily looks to how the laws of a local jurisdiction apply to the Internet. Less examined is the underlying jurisprudence that may create the basis for legitimate Internet jurisdiction in light of the ambiguity that the Internet creates for establishing sovereignty. This thesis thus takes recent decisions of the Quebec courts that apply the province's Charter of the French Language to the Internet as a point of departure for an in-depth analysis of the nature of sovereignty as an increasingly indeterminate principle of law in the emerging discipline known as Internet Law. Ultimately, the chaos that the Internet initially provoked may be resolved by the return to ethical principles based on the theoretical approach of legal pluralism and the philosophical treatment of ethical responsibility as proposed by Emmanuel Levinas' "humanism of the other".

This thesis examines the influence of contemporary approaches to biodiversity conservation on conceptions of state sovereignty over natural resources. Traditional approaches to state sovereignty have emphasized the right of states to exploit natural resources. Contemporary approaches to biodiversity conservation, however, have given rise to a more flexible and dynamic understanding of state sovereignty over natural resources: one encompassing sovereign rights of exploitation along with corresponding conservation responsibilities. Founded upon this premise, the thesis focuses on the emergence of a 'balanced' approach to state sovereignty over natural resources and examines its effects on the role of states in managing natural resources. While addressing it as the basis of the emergence of the recognition of a duty of environmental protection, inter alia, in the form of biodiversity conservation and sustainable use of biological resources, the author suggests that the balanced approach to state sovereignty has been instrumental in redefining the role of states, and the role of the sovereignty principle itself in achieving the goal of biodiversity conservation.

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The deregulation movement affecting the industrialized countries forced the governments to refocus their prescribed standards. In some jurisdictions, the difficulty raised by this practice resulted in the establishment, with the industry, of a negotiation plan for environmental agreements. In this document, we will explore the problematic of the characterization in law of environmental agreements reached by the administration and the industry. Furthermore, we will evaluate the pros and cons of using this system in the public administration. / The subject of this research is mainly based on the depollution attestation adopted in 1988 by the Assemblee Nationale du Quebec to oversee industrial wastes. In effect since 1993, the implementation of this authorization plan has been affected by the various discussions that took place between the pulp and paper industry and the ministere de l'Environnement (MENV). The Protocole d'entente sur la mise en oeuvre des attestations d'assainissement, negociated between the MENV and the Quebec Forest Industries Association in 2000, initiated the licensing procedure of the first depollution attestations to the paper manufacturers targeted by section IV.2 of the Quebec Environment Quality Act. Qualified as a gentlemen's agreement, we will define the obligations of all the parties involved according to the terms of this Memorandum of Understanding. In closing, we will analyze the operating licence systems based upon the integrated approach of the European Union and the United States of America. We will therefore be able to compare the openness to consensus with the industrial sectors of those plans with that of the depollution attestation.

This research paper investigated whether there are any limitations or restraints in the Labour Relations Act 66 of 1995, which possible keeps an employer from outsourcing functions or parts of a business to a third party.

This thesis used female genital mutilation as a lens through which the effectiveness of the current laws aimed at protecting women and girls can be explored.