The purpose of the study was to describe factors that make teachers feel safe in their classrooms and school buildings. An in-depth exploration of contributing factors to feelings of safety for teachers will assist the field of education when planning facilities and preparing current and future school administrators in leading schools with a healthy and safe climate for teachers. For this study, the researcher surveyed all teaching personnel in a school division which was a total of 133 full-time, fully licensed teachers employed by a rural school division in Southside Virginia. A survey instrument with both quantitative and open ended questions was developed to investigate perceptions of safety in participants' responses regarding the physical characteristics of school buildings and classrooms, the influence of colleague relationships, and administrative practices and school division policies that influence teachers' feelings of safety. The quantitative survey questions utilized a Likert-scale format for participants to indicate degrees of agreement with statements with responses that ranged from strongly agree to strongly disagree. The opened ended questions provided for qualitative investigation by allowing participants to provide answers in their own words regarding the four research sub-questions. Findings from the study indicated that teachers in the study generally felt safe in their schools. Teachers indicated perceiving that the greatest violence risk was posed by outside intruders and concern for safety was not generally caused by student behavior. Teachers' perceptions of safety were influenced by the presence of a resource officer in their school building, locked exterior doors, the use of surveillance cameras, the presence of a supportive and visible school principal, and the support of their teacher colleagues. / Ed. D.

Aims of the Study : This report aims to describe the central issues confronting education systems today, with reference to contemporary developments in the Australian Capital Territory, drawing attention, specifically, to the problems of Special Education sub-systems and tracing the development of this sub-system in the A.C.T. Background to the Report : Bureaucratic practices and role perceptions persist in systems which are attempting to solve problems emerging from increasingly demanding environments which are growing rapidly in complexity and turbulence. Where these practices are related to the servicing aspect of the organization they may increase efficiency in those functions which can be subjected to mechanistic control. Dysfunction can be avoided if safeguards are built into the organizational framework to allow adequate communication, co-ordination and co-operation in servicing the needs of those in primary roles. Special Education, Guidance and Counselling Services were established at a time when bureaucratic administrative practices prevailed in educational systems. Closed system structures were deemed then to be appropriate organizations for mechanistic approaches to human problems. This approach was apparent in the categorization of educational needs on aetiological and psychometric data. The growth of Special Education classes, aimed at securing homogeneous target populations for specialised programmes, characterises this period. The persistence of the bureaucratic model in an inappropriate environment has resulted in the fixing of certain aspects of the primary task and role. Further, it has placed some important aspects of decision making, namely, needs assessment and the determination of criteria for child placement as well as the actual placement of children, outside the scope of the school in the centrally administered sub-systems of Guidance and Special Education. This has resulted in instances of teachers in mainstream classes in the A.C.T. exhibiting reluctance to propose children for special placement at a time when the beneficial effects of specialized interventions could be maximised. It has also helped to institutionalise prevalent views of lock-step educational programming. This creates dilemmas for teachers as they attempt to integrate children who are developmentally or educationally retarded as judged by this criterion, and it presents barriers to the availability of specialized technical assistance to children with learning disabilities placed in mainstream classes. The climate of education in the A.C.T. is one of increasing openness. In mainstream education parents, teachers, principals and personnel within the Schools Office are beginning to assume new roles' as a result of confrontations and compromises. This process is also evidenced in the Schools Authority's Council and Standing Committees. This level of openness is not yet discernible in Special Education which in many ways appears to be operating in a closed system. Outline of the Study : The ensuing chapters expand these main points in the following manner: Chapter 2 describes major issues faced by education systems today as they attempt to develop organizational structures to maximise technological developments and pursue goals congruent with modern educational philosophies. It draws attention to contemporary developments in the A.C.T. with preference to problems faced by Special Education sub-systems. Chapter 3 traces the development of Special Education services in the A.C.T. It refers to the initial impetus and growth shared by all elements within the larger system. (i) up to the establishment of the Interim A.C.T. Schools Authority; (ii) Special Education since the establishment of the Interim Authority. Chapter if enumerates the main factors which have led to the dissipation of this impetus and describes some new initiatives and trends which have emerged. Chapter 5 overviews theoretical, organizational and technical solutions which have been proposed to overcome the problems identified in Chapter 2 and shared by all systems as they become increasingly open to rapidly changing environments, and indicates some principles on which a sound policy for Special Education in the A.C.T. might be based.

Orientador: Margarida Maria de Carvalho / Resumo: A dinastia dos Severos foi a primeira de origem africana e semítica no Império Romano. Tal dinastia teve início no final do século II d.C. com a conquista do Principado por Septímio Severo, o qual foi sucedido por Caracala, Macrino, Heliogábalo e Severo Alexandre, respectivamente. Dentre os governantes da Dinastia Severa, destacamos o jovem Heliogábalo, proveniente da Síria. Trata-se de um imperador romano que foi muito criticado por autores como Dião Cássio, um senador romano, e Herodiano, que era associado à aristocracia imperial, de modo que a partir das críticas feitas por esses dois autores podemos perceber uma grande resistência às inovações introduzidas por Heliogábalo no campo políticoadministrativo, sobretudo devido à influência do mos maiorum sobre os modelos de análise de Dião Cássio e Herodiano. Uma dessas inovações realizadas pelo imperador foi a concessão de cargos administrativos a artistas da parte oriental do Império. Assim, com base na leitura da documentação, pensamos que para Heliogábalo não era um problema nomear artistas em cargos administrativos, já que ele mesmo se considerava um artista e ocupava o cargo de imperador. Heliogábalo apenas reproduziu, como imperador romano, as práticas culturais que executava na cidade de Emesa, na Síria, onde ocupava o posto de sacerdote antes de se tornar o Princeps. Objetivamos, portanto, compreender a confluência cultural entre a parte oriental e ocidental do Império Romano e como, por meio dela, se abre uma brecha p... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The Severan Dynasty was the first of an African and Eastern origin in the Roman Empire. This dinasty has its origin in the endind of the century 2 A.D with the conquest of the principate by Septimius Severus, who was sucessed by Caracalla, Macrinus, Elagabalus and Severus Alexander, respectively. Between the rulers of the Severan dynasty we highlight the young Elagabalus, who came from Syria. It is a Roman Emperor who was very criticized by autors like Cassius Dio, a Roman senator, and Herodian, who was associated with the imperial aristocracy, in a way that with the critics made by this two autors we can realize a great resistance to the innovations introduced by Elagabalus in the administrative-political field, above all by the influence of mos maiorum in the analysis models of Cassius Dio and Herodian. One of those innovations realized by the emperor was the concession of administrative posts to artists of the eastern part of the empire. Thus, whith base on the lecture of documentation, we think that for Elagabalus it was not a problem to name artists in administrative posts, because he considered himself an artist who occupied the post of emperor. Elagabalus only has reproduced, as a Roman Emperor, the cultural pratices that he has executed in the city of Emesa, in Syria, where he occupied the post of priest before and became the Princeps. We have, therefore, like objective, understand the cultural confluence between the eastern and western parts of the Roman Empire and h... (Complete abstract click electronic access below) / Mestre

Disproportionately lower numbers of African- and Hispanic-American high school students are enrolled in advanced placement (AP) courses in U.S. high schools. Thus, the purpose of this exploratory case study was to explore the administrative practices that may expand enrollment of African- and Hispanic-American students in high school AP courses. The conceptual framework of the study was based on Bandura's social cognitive theory and its 4 elements: affective processes, motivational processes, selection processes, and cognitive learning. Research questions were designed to examine the perspectives of administrators about the disproportional enrollment of African- and Hispanic-American students in AP courses and administrative practices that may support proportional representation of these students. Semistructured interviews were used to collect data from 10 administrators from 2 high schools in the same school district. Data analysis involved open, axial, and a priori coding. The findings indicated that administrators agreed on the need to reevaluate prerequisites for AP courses that may create unintentional obstacles to enrollment of Hispanic- and African-American students. Additionally, administrative support for the counselors to provide academic advising may improve access for Hispanic- and African-American students. This study contributes to positive social change by creating a deeper understanding of how administrative practices can improve African- and Hispanic-American enrollment in high school AP courses.

This study aimed to explore the characteristics of successful primary schools in the province of Izmir. In this study, qualitative research technique is employed through the perspective of multiple case studies. It was conducted in 9 distinguishingly effective primary public schools located in various districts of Izmir. The participants of the investigation were school administrators and teachers of the investigated schools. Reviewing the relevant literature of the field, a model of school effectiveness characteristics (consisting of five factors) was exploited in order for conceptualizing the research. This frame of effectiveness characteristics were identified as achievement &ndash / oriented policy, orderly and secure climate, strong educational leadership, maintaining parental support and thorough monitoring of pupil progress. Throughout the study, multiple case study method was adopted, and semi-structured interview technique was employed as the main data collection instrument. Content analysis technique was utilized to unfurl the data gathered through the interviews. The results of the research revealed that achievement orientation, strong educational leadership, school climate, monitoring students&rsquo / progress, parental support, and supportive physical environment are among the identified characteristics for school effectiveness.

Esta dissertação propõe uma análise de um conjunto de 50 cartas administrativas paleobabilônicas (c. 2003 1595 AEC), oriundas do sítio arqueológico de Tell Harmal, correspondente à antiga cidade de &#352aduppûm, e publicadas pela primeira vez por Albrecht Götze em 1958. Para esse fim, apresentamos uma nova transliteração das cópias dos tabletes e a primeira tradução desse material do acadiano para o português. Nessa documentação podemos observar detalhes do papel desempenhado por oficiais integrantes da administração de &#352aduppûm na gerência das terras agrícolas, mais especificamente quando &#352aduppûm estava sob o controle do rei Ib&#227l-pî-El II (1779-1765 AEC) de E&#353nunna. Por meio dos aspectos operacionais das práticas administrativas locais, buscamos compreender a sua relação com a administração central de E&#353nunna. Adicionalmente, esse trabalho expõe um aspecto da atividade administrativa que pode ser compreendido como a experiência social, que se revela sobretudo nas estratégias de sociabilidade postas em ação por esses oficiais / This dissertation proposes an analysis of 50 letters dated from the Old Babylonian period (c. 2003 - 1595 BCE). These letters come from the Tell Harmal archaeological site, corresponding to the ancient city of &#352aduppûm, and were first published in 1958 by Albrecht Götze. To achieve my goal, I present new transliterations of the copies of the tablets and the first transliteration of this material from Akkadian into Portuguese. This documentation gives us details of the role played by the officials performing &#352aduppûm administrative activities in agricultural land management, especially when &#352aduppûm was under the control of king Ib&#227l-pî-El II (1779-1765 BCE) of E&#353nunna. Through the operational local administrative practices aspects, we seek to understand their relationship with the central administration of E&#353nunna. Furthermore, this work brings an aspect of administrative activity that may be understood as a component of social experience, which is revealed mainly in sociability strategies put into action by these officials.

Esta dissertação propõe uma análise de um conjunto de 50 cartas administrativas paleobabilônicas (c. 2003 1595 AEC), oriundas do sítio arqueológico de Tell Harmal, correspondente à antiga cidade de &#352aduppûm, e publicadas pela primeira vez por Albrecht Götze em 1958. Para esse fim, apresentamos uma nova transliteração das cópias dos tabletes e a primeira tradução desse material do acadiano para o português. Nessa documentação podemos observar detalhes do papel desempenhado por oficiais integrantes da administração de &#352aduppûm na gerência das terras agrícolas, mais especificamente quando &#352aduppûm estava sob o controle do rei Ib&#227l-pî-El II (1779-1765 AEC) de E&#353nunna. Por meio dos aspectos operacionais das práticas administrativas locais, buscamos compreender a sua relação com a administração central de E&#353nunna. Adicionalmente, esse trabalho expõe um aspecto da atividade administrativa que pode ser compreendido como a experiência social, que se revela sobretudo nas estratégias de sociabilidade postas em ação por esses oficiais / This dissertation proposes an analysis of 50 letters dated from the Old Babylonian period (c. 2003 - 1595 BCE). These letters come from the Tell Harmal archaeological site, corresponding to the ancient city of &#352aduppûm, and were first published in 1958 by Albrecht Götze. To achieve my goal, I present new transliterations of the copies of the tablets and the first transliteration of this material from Akkadian into Portuguese. This documentation gives us details of the role played by the officials performing &#352aduppûm administrative activities in agricultural land management, especially when &#352aduppûm was under the control of king Ib&#227l-pî-El II (1779-1765 BCE) of E&#353nunna. Through the operational local administrative practices aspects, we seek to understand their relationship with the central administration of E&#353nunna. Furthermore, this work brings an aspect of administrative activity that may be understood as a component of social experience, which is revealed mainly in sociability strategies put into action by these officials.

Between 2001 and 2017, the Civilian Complaint Review Board (CCRB) received 295,616 allegations of police misconduct involving New York Police Department (NYPD) officers' use of force, abuse of authority, discourtesy, and offensive language (FADO). The purpose of this study was to explore the influence of administrative disciplinary actions on officers' emotional intelligence and performance in relation to citizen complaints of police misconduct. The central research question addressed how administrative practices influence law enforcement officers' behavior in relation to emotional intelligence-based performance. The theoretical construct for this study is based on the emotional intelligence theories of Bar-On, Goleman, and Mayer, DiPaolo and Salovey which suggest that individuals, including police officers, are responsible for their emotional intelligence and conduct. A qualitative analysis of citizen allegations of police misconduct of the NYPD was conducted using documents from the CCRB and Office of the Inspector General for the NYPD. Each complaint was evaluated using a thematic-based analysis. The findings suggested that the NYPD's low disciplinary rate might have influenced FADO behavior, revealing patterns and practices of racial, ethnic, and social stereotyping, and a lack of compliance with department policies. Recommendations include officer and administrator training on emotional intelligence practices and restructuring department policy processes which can lead to positive social change by helping law enforcement agencies engender trust with their communities and eliminate patterns and practices related to social bias, profiling, and racial stereotyping.

The problem of this study was the roles of the general assembly agencies of the Presbyterian Church in the U.S.A., the Presbyterian Church in the U.S., and the United Presbyterian Church of North America in the development of Barber- Scotia College, Knoxville College, Johnson C. Smith University, Stillman College, and Mary Holmes College. The historical records of these three churches for the period from 1866 to 1983 were examined to analyze the factors surrounding the establishment of the five colleges, the differences and similarities in the administrative practices of the general assembly agencies charged with operating the colleges, the relationships of the colleges to the churches in the transition from dependent mission schools to independent colleges, and to identify way in which the Presbyterian Church (U.S.A.) may improve its support of Black higher education. The Presbyterian Churches established the mission schools to meet the religious, educational, and economical needs of the emancipated Black slaves. Though the three 2 churches had differences over the issues of slavery and doctrine, the administrative systems developed for the operations of the schools were very similar. All treated the missions schools as remedial temporary measures necessitated by the refusal of Southern and border states to provide adequately for the public education of Black people, and to satisfy the demand for educated Black clergy to attract Black members. From the period of 1866 to 1922, the churches laid the foundations for their educational and religious ministries to Black people by establishing over two-hundred schools. From 1923 to 1949, great reductions were made in the number of mission schools. During the period of 1950 to 1983, the Presbyterian Churches struggled with strategies to make the five remaining former mission schools independent of their administrative and financial support.

The need for development education for first year community college students is a growing trend and has a variety of solutions. Engagement and retention of these students is vital to the success of the student and the college in which they attend. Taking developmental education courses should not be repetitive hurdles for a college student. This study is to establish the level of engagement of community college students who are enrolled in developmental education compared to students not enrolled in developmental education and their levels of success. The study evaluates administrative practices that engage developmental students in 2-year institutions. This study aims at increasing successful outcomes in developmental education students through research. The study of levels of engagement, retention, successful strategies and academic support may be the determining factor of success of developmental education students and the 2-year institution in which they are enrolled. Quantitative analysis will determine if there are significant differences in the engagement levels among first year developmental education students versus first year viii non-developmental college students within 2-year institutions and what institutional practices or academic support initiatives support developmental students’ engagement in 2-year institutions. The instrument used was the 2009 SENSE (Survey of Entering Student Engagement). This tool assists colleges to focus on the “front door” of the students’ college experience. This study uses an independent sample t-test to analyze the responses of students currently enrolled in developmental education courses versus students enrolled in non-developmental courses. The SENSE Survey was administered to students at 120 member community colleges during the fourth and fifth week of the fall 2009 semester. Fall 2009 was the first national administration of the survey. A 20- year community college system in suburban Houston, TX was specifically examined. This study determines the significance of implementation of successful programs and academic support procedures to enhance the college experiences and performance of students enrolled in developmental education, increases more efficient use of college resources, and assists students to complete developmental courses to persist into college level courses. / text