M.Phil. / South Africa’s re-admission into international sport has contributed to the increase in the number of participants in sport in the country. Government also aims to promote and deliver programmes to develop sport at all levels of participation. The bodies responsible for these programmes are also responsible for policy development in sport on national and local level but not for the development of policies in sport at secondary school level. It is the responsibility of the Department of Education and related bodies for sport at school level such as USSASA. Sport participation at secondary school level could lead to potential injuries or permanent disabilities. The South African Constitution (Act 108 of 1996) does not focus on the management of sport or risks within school sport as it does not deal with specific issues or social activities but only provides a broad framework regulating all social activities including sport. Safety in school sport becomes part of risk management and not enough emphasis is placed on minimising the risks of injuries and law suits against the management of schools or sport managers, coaches or administrators. The problem is thus to identify and assess current practices that are related to the management of school sport in order to recommend guidelines for policy, procedures and practices for risk management in sport at secondary schools in Gauteng. Out of a population of 450 secondary schools, a sample of n=170 schools were drawn. Only 37 questionnaires were returned, but the results obtained still provided meaningful insights with regard to the management of risks in sport. In evaluating current risks management practises through descriptive statistical methods the conclusion could be reached that in general sport managers are aware of the legal responsibility towards participants in sport and that there is a perceived need to enhance certain legal liability aspects at secondary schools. / Prof. C. Singh

In this study I analyzed the 1089 desegregation outcomes in federal district courts that occurred between 1994 and 2004 in order to identify a) the legal and non-legal factors in the litigation process that predict pro-desegregation outcomes and b) the judicial patterns that impact the future of desegregation policy. Twenty-one legal and non-legal variables were analyzed via logistic regression analysis to identify factors that predict pro-desegregation outcomes. Only three predictor variables were statistically significant: Government Litigants; Region 3 (West) and Region 4 (Northeast.) Descriptive analyses of the data identified two trends in the pattern of litigation: The percentage of defendant wins increased after 1991 at a lesser rate than has been previously reported. I conclude that based on the results of both the quantitative and qualitative analyses the federal district courts are not a barrier to desegregation and can still be a part of a comprehensive desegregation strategy.

This study sought to determine Virginia Public School principals' knowledge of school law as it relates to the kind, length/quantity, and recency of preparation and years of administrative experience. Other variables measured included how knowledge is associated with geographic location within the state, grade level of school, principals' educational attainment level and how principals maintain a current knowledge of school law. A survey instrument was designed to collect demographic information and to test knowledge of court cases and state statutes. Two hundred ninety-eight principals participated in this study representing grade levels K-12 and all regions of the state. The principals' knowledge of four categories of school law (pupil issues, teacher/administrator issues, tort liability, church/state issues) was measured by a forty item true-false test. The data were analyzed using a one-way analysis of variance. The findings of this study indicated that there is no relationship between Virginia principals' knowledge of school law and their preparation (kind, length/quantity, recency) or years of administrative experience. Findings also indicated that although several areas of weakness were detected, principals displayed an overall adequate knowledge of school law earning a mean score of 31.3 out of a possible 40. / Ed. D.

The writer in this study seeks to do two things: (1) to make clear the fundamental principles underlying the relation of the state and the local school officials to the school district in regard to school district consolidation, and (2) to reduce to a systematic organization the principles derived from cases which are applicable to this problem of consolidation of school districts.

There is "no one-size-fits-all solution" to school safety (Cybersecurity & Infrastructure Security Agency, 2022. p. 7). The growing number of school shootings and health problems at schools raise serious questions about the dimensions of school safety that should be measured. Prior extensive surveys measuring elementary student's views of safety in relation to relevant safety issues have not been conducted. There were four objectives for this study: 1) to investigate relevant dimensions of school safety and understand safety procedures that are currently in use; 2) to formulate and organize questions that would be approved to gauge elementary students' perceptions about school safety; 3) to assess validity and reliability of expert's perceived school safety relevancy scores of the SPSS Scale's items and theoretical dimensions of school safety; and 4) to determine whether school guardians and law enforcement share the same concerns about school safety. A preliminary analysis using Q-Method was run which led to approximately 27% reduction of items; differences in officer and teacher ratings were found. The primary task called for law enforcement and school guardians' expert judgement on relevancy and suitability of the SPSS Scale. A series of tests were performed to examine the scores to assess the validity and reliability of the safety expert's ratings. A Kruskal-Wallis H test was used to evaluate target hardening to ascertain whether the safety experts have similar concerns regarding school safety. Findings concluded that there were no statistically significant differences among the experts' ratings of the items; they share the same view. Strong reliability was shown in the close correlation between the expert's judgments of the scale items and the theoretical constructs of school safety. The SPSS Scale's applicability to comprehensively evaluate school safety was raised by agreement over themes discovered on the relevant but unreported school safety issues.

This dissertation examines the impact of the 1992 Georgia Tort Claims Act on educators in court decisions involving liability cases against Georgia school districts and/ or their respective employees. By examining pertinent court cases in which Georgia educators were, for the first time, subjected to potential litigation, the researcher outlines circumstances in which educators can and should be held liable for their actions. Additionally, the researcher analyzes the Tort Claims Acts of Texas, Oklahoma, and Mississippi as well. This analysis allows the researcher to contrast the types of litigious actions that educators in each of these states are held liable. Findings include the types of actions in which educators in each of the respective states are subject to liability. Case study analysis of randomly selected court cases involving tort liability, provides the infrastructure for in-depth research allowing the following questions to be addressed: (1) How have Georgia courts interpreted the Georgia Tort Claims Act in litigation against school personnel and school districts? (2) How do tort liability rulings, involving school personnel or districts, in other states within the United States compare with similar cases filed in Georgia since 1992? The Georgia Tort Claim Act of 1992 propelled an array of circumstances in which educational entities would be held liable for their actions. This research clearly explains the types of actions in which educators in the state of Georgia are subject to suit and to what degree they are subsequently held liable. Case study research also uncovered specific areas in which Georgia educators can be held liable. Specific research involving actions deemed either ministerial or discretionary are detailed specifically through case analysis. Additionally, the degree to which liability insurance provides protection for educational entities or their respective employees is also addressed in this research in order that state-by-state comparisons can be understood.

Submitted by Nara Lays Domingues Viana Oliveira (naradv) on 2015-06-17T18:44:32Z No. of bitstreams: 1 valescacosta.pdf: 1911056 bytes, checksum: 4c272bc7f81d75e04762ad06202d6285 (MD5) / Made available in DSpace on 2015-06-17T18:44:32Z (GMT). No. of bitstreams: 1 valescacosta.pdf: 1911056 bytes, checksum: 4c272bc7f81d75e04762ad06202d6285 (MD5) Previous issue date: 2014 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa se dedica a um estudo que tem por objetivo reconstruir, através de narrativas memorialísticas, as trajetórias de egressos da Faculdade de Direito de Pelotas/Brasil e da Faculdade de Direito de Coimbra/Portugal, tomando como recorte temporal o período entre as décadas de 1960 e 1970. A temporalidade se justifica por compreender dois regimes políticos totalitários, a saber: o início da Ditadura Militar no Brasil; e o fim do Regime Salazarista em Portugal. A investigação analisa a condição dos egressos destas duas instituições de ensino de Direito, figurando-os como trânsfugas ou herdeiros diante do cenário político contextualizado. O estudo realizado contribui para compor aspectos da história das Instituições Jurídicas, especialmente em âmbito local, enfatizando singularidades e aspectos comuns em cada uma das Faculdades estudadas. A metodologia utilizada baseia-se na análise de documentos orais que têm como fonte memórias de egressos de Cursos de Direito e documentos escritos. O aporte teórico fundamentase, entre outros, nos conceitos de Pierre Bourdieu. Importa dizer que as instituições pesquisadas representam relevantes significados no contexto de formação de bacharéis em Direito, tanto no Brasil como em Portugal. A análise dos documentos viabiliza a percepção do quanto foi ativa a participação de alguns alunos, egressos da Faculdade de Direito de Pelotas/Brasil e da Faculdade de Direito de Coimbra, na busca pelo fim dos regimes de ditatoriais vigentes no período referido, nos dois países estudados. Os sujeitos, cujas memórias foram produzidas, tornaram os conhecimentos adquiridos nessas instituições de ensino superior, em alguns casos, um instrumento na luta pela justiça, e em outros, a possibilidade de ascensão social. / This research is dedicate for a study wich the objective is reconstruct, by memorialistic narratives, the trajectory of the graduates of two different School of Law: Pelotas/Brazil and Coimbra/Portugal. The time frame is the period between 1960 and 1970. The temporality is justified because comprises two totalitarian political regimes: the beginning of the Military Dictatorship in Brazil and the end of the Salazarism in Portugal. The investigation analyzes the condition of the graduates from these two institutions of Law education, figuring them as turncoats or heritor on the political contextualized scene. This study contributes for compose aspects of the history of the Law Institutions, especially on the local sphere, emphasizing commonalities and singularities in each of the colleges studied. The methodology used is based in the oral documents analysis, which they had as source memories from graduates of Law, and written documents. The theoretical framework is based, among other, in the Pierre Bourdieu concepts. It is important to say that the investigated institutions represents relevant meanings on the graduation of Lawyers context, as in Brazil both in Portugal. The analysis of documents permitted the perception of how much was the active participation of some students, graduates of the School of Law of Pelotas/Brazil and the School of Law of Coimbra, in the search for an end to the dictatorial regimes in force in the period, in both countries surveyed. The subjects, whose memoirs were produced, become the knowledge acquired in these higher education institutions, in some cases, an instrument in the struggle for justice and in others, the possibility of social mobility.

This study investigated the challenges experienced by school governing bodies in the implementation of the code of conduct for learners. A case study was conducted in two secondary schools from the Mafukuzela-Gandhi circuit in the Pinetown Region of KwaZulu-Natal. The aims of this study was to find out how SGBs implement the code of conduct for learners at their schools; what challenges SGBs experienced in the implementation of the code of conduct for learners and why SGBs are regarded as the most important structure to implement the code of conduct for learners. This qualitative study was set in the interpretivist paradigm. The research tools compromises of semi-structured interviews, documents analysis and observations. The two theories which underpin this study are democratic school governance theory and discipline theory. A review of international and local literature around issues of discipline revealed that some of the challenges of learner discipline encountered by South African Schools were being experienced world-wide. The findings of this research were a revelation to me. I had the privilege of experiencing first-hand what secondary schools educators, managers and parents encountered and dealt with on a daily basis. It is evident that learner misdemeanor is on the increase; educator’s teaching time is being consumed in dealing with disciplinary issues; educators are becoming frustrated and demoralised; the tribunal hearing are not regarded as an effective structure by learners; parental involvement is lacking and parents seem to have abdicated the responsibility of their children’s behaviour and education to the school and SGB parents play a limited role in the activities of the school due to their incapacity and lack of empowerment. Some of the recommendations based on the findings are that schools must involve all stakeholders in the formulation of the policy. The contents and procedures outlined in the policy must be communicated to all stakeholders and there must be consistency in its application. SGBs must formulate innovative strategies to engage parents to actively participate in the activities of the school. The Department of Education must fulfill its obligation to capacitate parent and other stakeholders on the SGB. An empowered SGB will make a greater contribution to the governance of schools. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.

The general purpose of this study was to determine whether deregulation in Indiana via Public Law 25-1995 has had an adverse effect on either quantity or adequacy of new school construction. Data for projects approved during the three years preceding deregulation (1992-1994) were compared with data for projects approved during the three years following deregulation (1996-1998).Data for the projects were obtained from state agencies. They included the number of projects approved, the cost of each project, the size of each project, and school district enrollment, and the assessed valuation of each school district in each of the years studied. Major findings included: (a) The annual average number of approved projects prior to deregulation was 14 and the annual average following deregulation was 13. (b) The size of approved elementary level projects did not change following deregulation (it remained at 138 square feet per student). The size of approved middle level projects decreased from 196 square feet per student to 170 square feet per student after deregulation (a 14% decrease), and the size of middle schools became less uniform. The size of approved high school projects decreased from 230 square feet per student to 209 square feet per student after deregulation (a 9% decrease). (c) The average cost per square foot of approved elementary school projects declined from $113 to $109, and the average cost per square foot of approved high school projects declined from $119 to $107 after deregulation. The average cost per square foot of approved middle level projects increased from $105 to $110. (d) School district wealth did not have a significant effect on either the quantity of projects or the size of projects. (e) School district size did not have a significant effect on either the quantity of projects or the size of projects.Recommendations include additional long-term studies to address not only the effects of deregulation on school facilities, but also the effects of deregulation on educational programming. / Department of Educational Leadership

No description available.