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This study uses a multilevel model of change to assess the effects of five distinguished regulation styles in title insurance on insurance premiums. This study finds that the states promulgating title insurance premiums have higher charges than the states allowing free competition in the title insurance market. The other regulation styles do not have significantly different impacts on title insurance premiums from free competition. In addition, market characteristics such as home sales, housing price, and property value can also influence title insurance premiums. This study explains the title insurance premium variation among states. The research outcomes can also provide insights into the ongoing regulatory reform in title insurance, in particular in the states using the promulgation regulation style. / text

The 1992 decision of the High Court of Australia to uphold the claim of the Meriam people was welcomed as beginning a new era where the unique status of Aboriginal and Torres Strait Islander peoples would gain recognition. Intense debate and activity ensued with federal parliament adopting a legislative framework to recognise native title and the Council for Aboriginal Reconciliation considering its broader constitutional implications. Fourteen years on though much of the promise of Mabo lies unfulfilled. This thesis draws upon the work of Canadian philosopher James Tully. He writes of contemporary constitutionalism in Western society and its inability to give more than superficial recognition to cultural difference. He locates the problem as lying with the dominant language of modern constitutionalism. This language provides for two main forms of recognition: the equality of self-governing nation states and the equality of individual citizens. Tully locates a way forward through the presence of another constitutional language. Common constitutionalism has enabled an accommodation of cultural differences guided by its three conventions of mutual recognition, continuity, and consent. Moreover, it is beneficial to analysing other studies about the ability of common law to recognise the claims of Indigenous people. Tully’s contribution is applied to an examination of the Mabo events in a way that takes account of Australia’s constitutional traditions. The aim is to clarify the languages employed by the representatives of Australia’s institutions of governance and whether this places obstacles in the way of recognising Aboriginal and Torres Strait Islander peoples. The inquiry considers the events prior to the High Court’s decision, the Keating government’s response, and the Howard Government’s native title changes. Other chapters examine the constitutional language used by Aboriginal and Torres Strait Islander peoples and the significance of the Council of Aboriginal Reconciliation. The central argument of this study is that once it is accepted that the claims of Indigenous people in Australia are constitutional, it becomes possible to appreciate that these were largely voiced through the language of human rights and common constitutionalism. In contrast, when the claims were considered by the High Court and federal parliament significant aspects were articulated through the modern constitutional language. Another thread running through the events was a desire to confront and overcome the influence of the language of White Australia. The thesis concludes by considering the significance of the findings for a settlement between Aboriginal and Torres Strait Islander peoples and other Australians.

Thesis (Ph. D.)--University of Sydney, 2007. / Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Law, University of Sydney. Degree awarded 2007. Includes bibliographical references. Also available in print form.

Thesis (Ph. D.)--University of Texas at Austin, 1987. / Vita. Description based on print version record. Includes bibliographical references (leaves 227-233).

Thesis (Ph. D.)--University of Chicago, 1916. / Published also without thesis note.

Thesis (Ph. D.)--University of Chicago, 1916. / Published also without thesis note.

"It is delightful to read for pleasure and information at the same time, but only rarely does the reader find material that satisfies him equally on both counts. Too often is presented 'more matter with less art' or form with too little substance. A happy combination conducive to both pleasure and instruction, however, may be found in The Colophon, A Book Collector's Quarterly. This magazine, which for thirteen years provided readers with entertaining articles concerning bibliography, book illustration, and fine printing, was able to survive the depression, yet was unable to be continued during the period when the nation was preparing for war. A detailed consideration of its history and an evaluation of its contents is the burden of the paper, a project which would seem appropriate in the training of a librarian in that the evaluation and selection of magazines is a part of almost every librarian's duties and is of as much importance as the selection of books"--Introduction. / "May, 1958." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Agnes Gregory, Professor Directing Paper. / Includes bibliographical references (leaves 87-89).

This study was conducted to see if teachers perceive a significant difference in school culture and leadership in Title I and non-Title I schools. Specifically, this researcher considered the possibility that teachers working in Title I schools have lower perceptions of their school’s culture and leadership than teachers working in non-Title I schools. A quantitative study was used to find the perceived differences between school culture and leadership in Title I and non-Title I schools. A quasi-experimental design was selected because preexisting data were collected on teachers in an upper East Tennessee region. The data were collected from the TELL Tennessee survey conducted in 2011 by the Tennessee Department of Education. The TDOE contracted with the New Teacher Center (NTC) to conduct the state’s survey. The NTC is a national organization that has administered surveys in several states and is dedicated to developing and supporting a quality teaching force. The TDOE compiled 8 constructs or focus indicator areas for the survey, and 5 of the 8 indicators were used to determine school culture and leadership. School culture indicators were compiled from the focus questions of facilities and resources and community support. Leadership indicators were compiled from focus questions of student conduct, school leadership, and instructional practices and support. The population included teachers who taught in public schools, Pre Kindergarten through 12th grade during the 2010 through 2011 school year. This study showed no significant difference in regard to teacher perceptions of leadership in Title I and non-Title I schools in an upper East Tennessee region. However the study did find a significant difference in regard to teacher perceptions of school culture in Title I and non-Title I schools in the area of facilities and resources. An examination of the group means indicates that Title I schools (M = .845, SD = .120) had a significantly more positive perception of facilities and resources than teachers in non-Title I schools (M = .786, SD = .149).