Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 86-94).

222 Legal Framework for Activities of So-Called Alternative Schools in the Czech Republic Abstract This thesis describes the legal aspects of providing primary and secondary education at so- called alternative schools in the Czech Republic. Firstly, the thesis outlines what an alternative school is and how it can differ from a traditional school. Some examples are given below. Then it explains legal provisions of international human rights law and constitutional law concerning the right to education. A state's obligation to respect parent's philosophical, religious, and other beliefs and rights of individuals and organizations to establish and run private educational institutions lies within the scope of the right to education. The author clarifies why, under these provisions, any quantitative restriction limiting number or capacity of private schools is unacceptable. As a result, some current administrative practices of the Ministry of Education not allowing private schools to be established is labeled as unlawful. Secondly, the author thoroughly describes the general legal framework provided by Education Act nr. 561/2004 Sb., especially its aspects concerning private and alternative schools. This thesis concludes that providing education in schools needs to be seen as an act of the so-called "other"...

Between the years 1840 and 1860, white prejudice played an important role in shaping blacks’ experiences in Upper Canada. This thesis explores and analyzes the history of black anti-slavery, whites’ attitudes toward blacks and the development of mandatory and free public schooling in Upper Canada during the nineteenth century, in order to demonstrate that race-relations between blacks and whites were worst both after 1850 in general, and over issues of schooling in particular.

Between the years 1840 and 1860, white prejudice played an important role in shaping blacks’ experiences in Upper Canada. This thesis explores and analyzes the history of black anti-slavery, whites’ attitudes toward blacks and the development of mandatory and free public schooling in Upper Canada during the nineteenth century, in order to demonstrate that race-relations between blacks and whites were worst both after 1850 in general, and over issues of schooling in particular.

Thesis (M. A.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 98-104).

Thesis (M. A.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 98-104).

Thesis (M. A.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 98-104).

Thesis (D. Min.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [129]-139).

Schools are rich and intense social environments where young people constantly interact with one another, negotiate social relationships and construct their identities. The school context also influences how young people experience and relate to their bodies. Physical education can be especially influential here – an environment where young people learn about the body and through the body within a highly visible setting. Research has investigated how bodily meanings and power relations are constructed within schools and physical education but these processes are ever evolving. For example, the ingraining of online social interaction within young people’s lives currently adds new dimensions to how young people learn, interact and perceive themselves and their bodies. This thesis presents findings from a year-long ethnographic study located within a Scottish secondary school. Participant observation and qualitative interviews were used to explain the contemporary bodily culture amongst young people and to investigate how engagements with online social spaces were shaping young people’s bodily perceptions and practices. Findings evidenced three overarching tenets of informal pupil culture. These were: the centrality and importance of the body within social life; the omnipresence of online social spaces and online social interaction; and the development of a celebrity-esque culture amongst the pupil population. Accordingly, pupils constructed and negotiated hyper-risky social environments where the body and the self were hyper-visible, hyper-scrutinised and hyper-controlled. Working within a critical realist framework, theoretical insights from Erving Goffman, Michel Foucault and Pierre Bourdieu were utilised to suggest that the online environment represented a very important and attractive medium for identity construction where young people had opportunities, and felt pressure, to create idealised images of themselves. Online self-presentation also had offline implications for how pupils behaved, viewed themselves and for how they perceived and treated others. Physical education therefore became an especially risky social space as it was characterised by a lack of control over bodily identity, which juxtaposed sharply with the intense control over self-presentation afforded online. The online realm was also a highly influential context for learning about health and the body and a space where looking ‘healthy’ was very fashionable. Accordingly, this thesis suggests that socially safe and critical environments should be constructed in physical education. The thesis also concludes by arguing that physical education has unique potential to contribute positively to young people’s lives through practical, experiential learning. Physical education can foster and create a refreshing culture, contrasting and challenging superficial dimensions of contemporary bodily culture. It can become a space that diminishes the significance of outward experiences: a space where young people positively experience their bodies and the world around them; where they can reflect and marvel upon such experiences; and learn to respect their own and each other’s bodies in a very intrinsic and deep sense.

Thesis (D. Min.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [129]-139).