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Racial disproportionality in exclusionary discipline measures among public school students has been well-established for African American youth in the United States. The research literature has included limited and inconsistent research findings providing information on the representation patterns among Hispanic students in school discipline. Previous studies on Hispanic representation in school discipline have established a need for data to be analyzed at the state level. Using a large dataset acquired from the Department of Education's Office of Civil Rights - Civil Rights Data Collection (CRDC) for the 2013-2014 school year, this paper examines if Hispanic students are disproportionally represented in exclusionary discipline measures for the five states with the highest percentage of Hispanics within the population. Using ratio calculations for proportion and risk ratios, we determined risk and describe the extent of disproportionality for in-school suspension, out-of-school suspension, and expulsion among Hispanic students compared to their White, non-Hispanic peers.This paper also examines differences in racial/ethnic disparities by gender. The results of this study indicate that significant disproportionality exists for Hispanic students to some degree for various exclusionary discipline categories in every state analyzed. The analysis also indicated Hispanic females are at a higher risk of receiving suspension compared to White, non-Hispanic females and Hispanic males compared to White, non-Hispanic males. To increase understanding of school disciplinary patterns for Hispanic students, including the results of this investigation, future research should examine office discipline referrals, and analyze discipline data from the district and school levels in order to determine if and to what extent additional school and community factors affect the discipline gap.

This case study examines the manifestations and role of exclusionary architecture in Kungsträdgården park and its relation to marginalised groups and undesirable behaviours. Utilising the methods of non-participatory observations in Kungsträdgården and a qualitative content analysis of documents relevant to the thesis aims, the thesis has answered its two research questions. The thesis show that exclusionary architecture is a complex phenomenon in which groups in a space can be simultaneously included and excluded based on the local context of social relations, materialities and actors. The analysis of exclusionary architecture in Kungsträdgården reveal how actors have different rationales and methods and that not all exclusionary architecture is intentionally targeting marginalised groups. In conclusion, the thesis proposes viewing inclusion and exclusion in a continuum rather than as dichotomous and proposes more research in order to further the knowledge available for decision-makers in creating more inclusive cities.

Students across the country experience negative effects due to losses in classroom instruction time caused by exclusionary discipline. In Mississippi, 11.8% of students received 1 or more in-school suspensions and 9.7% of students received 1 or more out-of-school suspensions during the 2013-14 school year. This study sought to determine effective classroom management strategies for addressing discipline infractions, identify professional development needs of teachers and administrators focused on effective classroom management strategies, describe the role of the principal in promoting professional management strategies and reducing discipline infractions, and determine recommendations for related school policies. Mississippi public school districts serving students in pre-kindergarten through 12th grades. All school districts were located in rural areas across the state. Participants in the study included 3 administrators and 5 teachers. All participants had 6 or more years of experience. The research design selected for the study was a qualitative approach. Phenomenological research was conducted to analyze participants’ experiences relating to classroom management, discipline, administration, and policy. Participants were interviewed about their experiences and opinions regarding classroom management strategies, professional development, the role of the principal, and policy recommendations all relating to reducing discipline infractions and increasing student achievement. The data were analyzed to determine emergent themes among the participants in response to the research questions and to provide recommendations for professional development and policy changes. Common themes were identified through the participants’ interviews. The findings showed that participants believed positive reinforcement, academic supports, behavior supports, relationships, planning, and teaching expectations and consequences were the most effective classroom management strategies. Participants identified behavior supports, seating, grouping, PBIS, classroom management plans, teaching children from poverty, classroom relationships, teaching expectations, student engagement, planning, and providing feedback as professional development needs. Participants described the role of the administrator as supporting teachers, maintaining consistency and fairness, establishing relationships with teachers and students, and maintaining a presence in classrooms. Policy recommendations included increased consistency, stronger parental involvement policies, adjustments to non-violent offenses, classroom management professional development for new teachers, including teachers in administrative processes, policies based upon grade levels, and more detailed PBIS policies.

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ABSTRACT The purpose of this study was to focus on the effects of Anglo-American and US language on the Navajos. During that time the language was bias and exclusionary. The Civil War 1861-1865, over time caused a change in the language used during the US subjugation of the Navajo 1863-1868. Data was selected from; The American Antiquarian Society and Historical Newspapers [Series I, 1718-1876]. Searched all of Americas Historical Newspapers dated 1863-1868, for Navajo and received 200 results. Other documents such as letters, reports and visually evidence were used. My research revealed a variety of language and how this language was conveyed minimized the Navajos humanity and sovereignty that also provoked and inspired harsh, unsympathetic and racist treatment of the Navajo. Anglo-Americans changed over time through altruism, the military and legislation. This paper has an introduction, three sections and a conclusion. The first section explains why the language during the Civil War was harsh, unsympathetic and racist to the Navajo. The next section explains why after the Civil War, the language begins to change altruistically, legislatively and militarily, but still remained harsh, unsympathetic and racist to the Navajo. The last section, explains why several years after the Civil War the language shifts through the Sherman Treaty, Congressional legislation, and Military Orders. Anglo-American racialization was shown by comparing and contrasting language from the overlap between the Civil war and the US subjugation of the Navajo. Research revealed the dissemination of racist and exclusionary language. But not until humanitarian efforts were made on behalf of the Navajo by whites, would the language begin to change overtime. The Navajo were excluded from the language by biases, racism, and exclusionary practices. The paper shows an array of concern for the Navajos. My research will be expanded on this subject, also this methodological approach will be employed over time on an array of historical topics and time periods. / History

Disproportionality in public school exclusionary discipline data has been documented throughout the United States, including the Commonwealth of Virginia. The literature reviewed indicates that Black male students are disproportionately excluded from school and that subjective office discipline referrals are a factor. Within subjective referrals, disruptive behaviors are the primary reasons for the referral of Black male students. The literature has investigated implicit bias as a possible cause and found that Black males were viewed as more aggressive and academically lower achieving than other subgroups. This study sought to investigate disproportionality in referrals for disruptive behavior and the possible relationships among race, gender, and academic achievement for students issued the referrals. Three years of enrollment, discipline, and academic achievement data for students in grades 3 through 8 were obtained from three Title I schools, two elementary schools and a middle school, in a high-poverty school division. A correlational, nonexperimental design was used to address two questions, was there evidence of disproportionality by race/ethnicity and/or gender in office discipline referrals for disruptive behavior? Was there a relationship among race, gender, and academic achievement for students issued those referrals? Two phases of data collection and analysis were involved, with descriptive statistics used for each phase. Results were analyzed and there were four findings: there was evidence of disproportionality by race/ethnicity, there was evidence of disproportionality by gender, there was not consistent evidence of disproportionality by race/ethnicity and gender, and there were no statistically significant relationships among race, gender, and academic achievement for students issued a referral. These findings could help researchers and educators identify and understand disproportionality in referrals for disruptive behaviors and address disproportionality in exclusionary disciplinary practices. / Doctor of Education / Disproportionality in public school exclusionary discipline data has been documented throughout the United States, including the Commonwealth of Virginia. The literature reviewed indicates that Black male students are disproportionately excluded from school and that subjective office discipline referrals are a factor. Within subjective referrals, disruptive behaviors are the primary reasons for the referral of Black male students. The literature has investigated implicit bias as a possible cause and found that Black males were viewed as more aggressive and academically lower achieving than other subgroups. This study investigated disproportionality in office discipline referrals for disruptive behavior and the relationships among the variables of race, gender, and academic achievement. A correlational, nonexperimental design was used to address two questions, was there evidence of disproportionality by race/ethnicity and/or gender in office discipline referrals for disruptive behavior? Was there a relationship among race/ethnicity, gender, and academic achievement for students issued those referrals? Three years of enrollment, discipline, and academic achievement data for students in grades 3 through 8 were obtained from three Title I schools, two elementary schools and a middle school, in a high-poverty school division. Results were analyzed and there were four findings: there was evidence of disproportionality by race/ethnicity, there was evidence of disproportionality by gender, there was not consistent evidence of disproportionality by race/ethnicity and gender, and there were no statistically significant relationships among race, gender, and academic achievement for students issued a referral.

Text in Afrikaans / "Free people expect much from their police. In such societies the police stand at the point of balance on the one hand securing human rights on the other exercising their lawful powers given to them by Governments in the name of the people, to protect people and their institutions" (J Alderson Human Rights and Police Rights. Publication of the Council of Europe.) This is no small expectation. It means that the police are expected to maintain and secure the principles of democracy and human rights, the principles upon which our Constitution is based. At the same time it is the duty of a police service to maintain law and order which sometimes require the exercise of power and the use of force which on the face of it may appear to violate human dignity and certain rights and freedoms which a police force is expected to maintain in a democratic society. The manner of exercising that power has an impact on the credibility and effectiveness of the police. Human rights law internationally accepts that a police service needs to be given the power to, at times restrict certain individual freedoms in the interests of the security of the community at large. These restrictions may take place only in a constitutional way. If it takes place in an unconstitutional way the courts must have the right to exclude evidence which is unconstitutionally obtained. At this stage the courts have to formulate such a qualified exclusionary rule, but the ultimate goal must be to include such an exclusionary rule in a future Constitution. / Department of Criminal & Procedural Law / LL.M.