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No description available.

No description available.

There is no abstract available for this dissertation.

The primary purpose of the study was to determine the public school curricula, kindergarten through grade twelve, as mandated by the legislature in each of fifty states as of July 1, 1988. A secondary purpose of the study was to determine trends that may be evident through a comparison of the findings of the study with the findings of two earlier studies, the Marconnit study (1966/67) and the Berry study (1977/78). Like the two earlier studies, statutes pertaining to mandated curriculum for each of the fifty states were utilized as the source of the findings.To accomplish the stated purposes, nine questions were posed to serve as the basis of research for the study. The nine questions addressed the following topics: (1) subjects of required instruction, (2) grade levels of instruction, (3) time allotted to instruction, (4) performance objectives associated with a subject, (5) presentation of detailed subject content, (6) geographic, population, or state admittance patterns associated with the subjects, (7) subject related requirements which are unique to individual states, (8) states which have granted complete control of the curriculum to another state entity, and (9) trends which were evident from a comparison of the study findings with the findings of Marconnit (1966/67) and Berry (1977/78).Three hundred ninety-seven subjects were identified in the study. Marconnit (1966/67) identified ninety-nine subjects and Berry (1977/78) identified one hundred ninety-nine subjects. An increase in the number of states specifying grade levels, time allotments, performance objectives, and subject content was also noted. Unlike the two earlier studies, four subjects, government, health, safety education, and fire prevention, were observed to be associated with particular geographic regions. Two hundred thirty-seven subjects were identified as being unique to individual states. Only one state, Montana, was identified as having granted control of the curriculum to another state entity. In comparing the findings of the three studies, the number of subjects contained within six of seven subject categories increased. The six subject categories were: government; economics and geography; basic skills and language; mathematics and science; health, physical education, and safety; and miscellaneous subjects. Only the subject category related to the arts remained relatively constant. / Department of Educational Administration and Supervision

The problem was to determine the public school curriculum as currently mandated by each of the fifty states. The study was confined to those mandates regarding the public school curriculum as of December 1976. Only the curriculum as pertains to the public schools from kindergarten through grade twelve were made a part of the study. A compilation of each curriculum, statute was made of the fifty states. Each state was listed in alphabetical order with the statutes pertaining to the mandatory curriculum. The collection of statutes served as the basis for the study of patterns that existed between the states. The data were treated graphically and also listed by individual states.A review of the literature showed that the United States Constitution does not contain a reference to education. The state power to prescribe curriculum was interpreted to come from provisions included in the Tenth Amendment to the Constitution. Education has been a state function and is mentioned in every state constitution. State legislatures have had plenary power to prescribe both the type and content of curriculum to be used in the public schools.The report of findings included one hundred ninety-nine subjects and represents the subjects mandated to be taught and/or studied within at least one state of the fifty states. From twopercent to sixty-six percent of the states had legislation requiring instruction in each of the subject areas.The findings were organized under seven categories:(1) Subjects Related to Government, (2) Subjects Related to Economics and Geography, (3) Subjects Related to Basic Skills and Language, (4) Subjects Related to the Arts, (5) Subjects Related to Mathematics and Science, (6) Subjects Related to Health, Physical Education and Safety, and (7) Miscellaneous Subjects. Within each of the seven categories were placed all subjects mandated to be taught and/or studied in the public schools. The report of each mandated subject contained the name of the legislating state, the grade or grade level, requirements peculiar to each state, the actual content of subject matter when listed, the amount of time devoted to the subject if specified, and a graphical treatment of the prescribed subjects.Practices of legislatures have caused ambiguity. Mandates have been made requiring a subject title to be taught or studied without prescribing content. States have required examinations be given concerning a subject title but did not specify how extensive the examinations were to be. Of the one hundred ninety-nine subjects prescribed, eighty-five subjects were required by but a single state. The eighty-five subjects represent unique requirements for the particular states. The total requirements of each state is different from the total requirements of all others.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1975. / Bibliography: leaves 340-353. / xii, 353 leaves

In order to improve responses to sexual assaults so that fewer cases drop out of the criminal justice funnel, it is important to understand the decision-making processes of the police and prosecutors in these cases. The focal concerns perspective posits that legal and extralegal variables factor into the police and prosecutors' decisions about how to proceed with sexual assault cases. Although decisions made at the prosecutorial stage are largely reliant on the actions of the police, the prosecutors' charging decisions often differ from how the police classify the incidents. This study examined 11 years of adult sexual assault incidents reported to the police in a Midwestern city to determine the level of congruence in the charging decisions made by the police and prosecutors. Unique from past research, this study used a mixed methods approach to analyze the data from police reports and court documents. Quantitative data examined the extent to which charging decisions were congruent between the police and prosecutors and assessed which factors in sexual assault cases predict the agreement in police and prosecutors' charging decisions. Qualitative data was used to determine which factors were cited most frequently within sexual assault case documents in congruent and incongruent cases. The quantitative analysis revealed that the police and prosecutors' decisions were in agreement in 34% of the cases, and distinct from prior research, the only statistically significant predictors of congruent charges were legally-relevant variables. Findings from the qualitative analysis mirrored those from the quantitative analysis, as legally-relevant characteristics such as the amount of evidence collected and the use of physical force were cited more frequently in congruent cases than incongruent cases. Overall, the results suggest that the focal concerns of the police and prosecutors in this study revolve primarily around the level of evidence available in sexual assault cases. Implications resulting from these findings are discussed.

This thesis examines the significant gun control legislation enacted in the United States, and the movement to enact it. It is a contention of this thesis that sentiment favoring gun control comes essentially from urban areas which are most remote from America’s frontier heritage, and the common usage of firearms. Sentiment opposing gun control, on the other hand, comes primarily from the West and South which are the areas nearest the frontier heritage. The popularity of firearms in the United States is also due, in large measure, to the pioneer background of this nation. This thesis also contends that firearms legislation thus far enacted in America has been ineffective in reducing crime, and that further legislation could only inconvenience the honest citizen.

The problem is to determine the circumstances and conditions prerequisite to liability under attractive nuisance as it applies to public schools in the State of California. In answering this problem an attempt will be made to clarify for the school administrator sundry areas in attractive nuisance, as follows: 1) What constitutes the action of negligence?; 2) What is the history of the attractive nuisance doctrine in England where it originated, and in the United States?; 3) What is the attractive nuisance doctrine as recognized in the State of California?; 4) What distinction does California make between negligence and attractive nuisance as they apply to school districts?; 5) What are possible situations under which lawsuits in attractive nuisance may culminate into judgments against school districts?; 6) Why have California courts to date rendered no decision on attractive nuisance against a school district?