- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 1 to 2 of 2 (0.041 seconds)Spelling suggestions: "subject:"roger douglas"" "subject:"roger mouglas""
| 1 |
Roger Branigan, governor of Indiana : the view from withinBeasley, John Byron, January 1972 (has links)
The political career of Roger Branigin, Governor of Indiana from 1965 to 1969, was the subject of this study. For the most part, the work is an oral history. The writer dealt with four main themes of the Branigin administration, his activities in the area of educational reform, and his participation in the 1968 primary.Branigin dealt, at one time or another, with several of the social issues that confronted political leaders throughout the nation. For example, the General Assembly passed measures that would have legalized abortion and abolished the death penalty. The Governor vetoed both items. Highway safety was an issue that received top priority from Branigin. At his urging, the most widesweeping legislation in the state's history was passed. In the area of prison reform, Branigin was an activist governor. Through executive decree and countless hours spent reviewing the files of the imprisoned, Branigin advanced the cause of Hoosier prisoners. Finally, Branigin was an activist governor in the area of conservation, expanding the state's park system and dealing with the issues of clean air and water.The tone of the Branigin administration was set by his fiscal policies. Because of the inauguration of the sales tax in 1963, the Branigin administration had more money available than any previous administration. But while Branigin spent a great deal of money, he spent it frugally. In addition, he attempted to eliminate waste in government. As a result, he ended the practice of full maintenance and placed a ceiling of one trip per person per year on travel costs.Much of Branigin's activity in the area of educational reform revolved around efforts to cut back on fiscal excess. For example, at his urging a programmatic budgeting procedure was implemented which ensured a full and open disclosure of the fiscal policies of the state universities. In addition, he was able to enact legislation which required university foundations to open their books to the State Board of Accounts. Finally, Branigin succeeded in establishing the Hoosier Scholarship Commission, which provided grants with no strings attached to needy and talented students.Shortly before leaving office, Branigin participated in the 1968 presidential primary. This participation stemmed from an agreement between the Hoosier Governor andPresident Johnson. Branigin, on the one hand, wantedto upgrade Indiana's political posture; Johnson wanted Branigin to run as a stand-in candidate. As a result, Branigin agreed to participate in the primary after Johnson consented to fulfill twenty-one Branigin proposals. Johnson's later decision to drop out of the contest blunted Branigin's political clout. Branigin still ran well, though, defeating Senator Eugene McCarthy but coming in second behind Senator Robert Kennedy.As governor, Branigin tended to be guided by a conservative political philosophy. Thus, he refused to encroach upon the doctrine of" the separation of powers. In fulfilling his duties as the state's chief executive, though, he was a dynamic leader.
|
| 2 |
Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling systemPeck, Mikaere Michelle S. January 2009 (has links)
The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
|
Page generated in 0.0453 seconds