Relevant bibliographies by topics / Dear Colleague letters

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Dear Colleague letters'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Dear Colleague letters"

1

Box‐Steffensmeier, Janet M., Dino P. Christenson, and Alison W. Craig. "Cue‐Taking in Congress: Interest Group Signals from Dear Colleague Letters." American Journal of Political Science 63, no. 1 (October 23, 2018): 163–80. http://dx.doi.org/10.1111/ajps.12399.

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Straus, Jacob R. "Use of ‘Dear Colleague’ Letters in the US House of Representatives: A Study of Internal Communications." Journal of Legislative Studies 19, no. 1 (March 2013): 60–75. http://dx.doi.org/10.1080/13572334.2013.737156.

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Gusmano, Michael K., and Frank J. Thompson. "The Administrative Presidency, Waivers, and the Affordable Care Act." Journal of Health Politics, Policy and Law 45, no. 4 (March 11, 2020): 633–46. http://dx.doi.org/10.1215/03616878-8255553.

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Abstract Within the American system of shared power among institutions, the executive branch has played an increasingly prominent policy role relative to Congress. The vast administrative discretion wielded by the executive branch has elevated the power of the president. Republican and Democratic presidents alike have employed an arsenal of administrative tools to pursue their policy goals: high-level appointments, administrative rule making, executive orders, proclamations, memoranda, guidance documents, directives, dear colleague letters, signing statements, reorganizations, funding decisions, and more. Presidents Obama and Trump employed most of these tools in an effort to shape the implementation and outcomes of the Affordable Care Act (ACA) during its first decade. This article focuses on the Obama and Trump administrations' use of comprehensive waivers to shape ACA implementation. The Obama administration had mixed success using waivers to convince Republican states to expand Medicaid. Compared to Obama, the Trump administration has found it harder to accomplish its policy goals through waivers, but if the courts support the Trump administration's work requirement and 1332 waiver initiatives, it would enable the president to use waivers to achieve an ever broader set of goals, including program retrenchment.
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4

Canady, Valerie A. "‘Dear Colleague’ letter urges behavioral telehealth expansion." Mental Health Weekly 30, no. 22 (May 29, 2020): 5–6. http://dx.doi.org/10.1002/mhw.32387.

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Knopf, Alison. "“Dear Colleague” letter from 2011 SAMHSA still valid." Alcoholism & Drug Abuse Weekly 33, no. 10 (March 6, 2021): 6. http://dx.doi.org/10.1002/adaw.32996.

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6

Durbin, Richard J., Cory A. Booker, Kamala D. Harris, Sheila Jackson Lee, and John Lewis. "Dear Colleague Letter Expressing Concerns with FIRST STEP Act." Federal Sentencing Reporter 31, no. 2 (December 1, 2018): 150–52. http://dx.doi.org/10.1525/fsr.2018.31.2.150.

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Jeffries, Hakeem S. "Dear Colleague Letter Expressing Support for FIRST STEP Act." Federal Sentencing Reporter 31, no. 2 (December 1, 2018): 153–56. http://dx.doi.org/10.1525/fsr.2018.31.2.153.

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8

Morgon, Melanie. "Dear Colleague: A Letter from a New Teacher to Experienced Teachers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 70, no. 5 (May 1997): 250–52. http://dx.doi.org/10.1080/00098655.1997.10543927.

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9

Kelly, Sean R., and Ryan E. San George. "Learn how the FERPA “Dear Colleague Letter” affects privacy of student health records." Student Affairs Today 18, no. 10 (December 21, 2015): 1–5. http://dx.doi.org/10.1002/say.30149.

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10

Kelly, Sean R., and Ryan E. San George. "Learn how the FERPA “Dear Colleague Letter” affects privacy of student health records." Campus Legal Advisor 16, no. 4 (November 18, 2015): 1–3. http://dx.doi.org/10.1002/cala.30227.

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Dissertations / Theses on the topic "Dear Colleague letters"

1

Craig, Alison W. "Policy Collaboration in the United States Congress." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500388358652607.

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2

Devall, Wendy Ravare. "A Qualitative Study on the U.S. Department of Education's 2011 Dear Colleague Letter on Sexual Assault and the Impact on Louisiana Community and Technical Colleges." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10980825.

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Success through education for women was vastly limited before the passage of Title IX, which guarantees equal access to programs in higher education. Eliminating sexual discrimination through this legislation had the potential to open new worlds for America’s women as opportunities blossomed at the collegiate level which led to a host of new career paths. Women successfully entered higher education and are represented in every field.

Unfortunately, the prevalence of sexual assault incidents in colleges proved to be a detriment to accessibility, and Title IX served as a tool to help create a safe learning environment for all students. The novelty of creating policies and procedures in this new arena led to many problems for colleges and universities as they sought to comply with Title IX mandates. As a result, the Office of Civil Rights issued a Dear Colleague Letter in 2011 to explain sexual assault and provide resources to bridge the complex divide between old and new notions of discrimination. The purpose of this study was to examine the effects of the Dear Colleague Letter of 2011 on the implementation of Title IX at community and technical colleges in Louisiana. Policy analysis was used to determine if the policy and procedures recommended were established at all twelve of the institutions. Title IX Coordinators were interviewed to provide a more in-depth picture of the implementation process and what challenges the institutions may have encountered. The findings indicate that Title IX Coordinators were knowledgeable about the Dear Colleague Letter of 2011, but the policies did not reflect this understanding. The implications resulting from this study can be used to inform and assist higher education leaders in maintaining compliance with Title IX.

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Books on the topic "Dear Colleague letters"

1

United States. Department of Education. Extension of filing deadline under Dear Colleague Letter 98-L-202. Washington, D.C: U.S. Dept. of Education, 1998.

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2

United States. Dept. of Education., ed. [General electronic support (GES) 1992-93 dear colleague letter]. Washington, D.C: U.S. Dept. of Education, 1991.

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3

United States. Dept. of Education., ed. [ Dear Colleague letter providing guidance regarding the default reduction initiative]. Washington, D.C: U.S. Dept. of Education, 1990.

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4

United States. Agency for Health Care Policy and Research, ed. Guide to Clinical Preventive Services, Third Edition: Periodic Updates, 2004, Dear Colleague, (COVER LETTER). [S.l: s.n., 2004.

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5

Hanioğlu, M. Şükrü. From Wars to the Great War: A Hero Is Born. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691175829.003.0005.

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This chapter looks at Mustafa Kemal Atatürk's quest for heroism. As he expressed it in a personal letter to a female friend, he had “grand desires” to render extraordinary services to his homeland. Circumstances, however, were not yet favorable to the realization of that ambition. Up until the Great War, he remained an obscure figure little known outside the circle of young Committee of Union and Progress's (CUP) officers. The German-inspired reorganization of the Ottoman military on the eve of the Great War paved the way for Mustafa Kemal's ascendance. Like many of his colleagues, he agreed with Colmar von der Goltz's opinion that “to make war means to attack.” Mustafa Kemal maintained that only nations inspired by the Japanese attack code of “kōgeki seishin” (aggressive spirit) could carry out successful offensive wars.
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6

United States. Dept. of Education., ed. This letter provides information to program participants in response to questions stemming from the October 1992 Dear colleague letter (GEN-92-21) concerning the major changes to the student financial assistance programs mandated by the higher education amendments of 1992. Washington, D.C: U.S. Dept. of Education, 1993.

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7

United States. Office of Postsecondary Education., ed. [The Higher Education Technical Amendments of 1993 (Pub. L. 103-208) (technical amendments) changed the requirements for loans subject to rebates of excess interest ("windfall profits") for borrowers in the federal Stafford loan program as required under section 427A(i) of the act. This letter supplements and revises the guidance issued by the Department of Education (the department in "Dear colleague" letter 93-L-160, dated September 1993, for those lenders applying rebates for the periods prior to January 1, 1994, and supplements the interim guidance provided in the March 30, 1994 letter to guaranty agency directors on the 1993 technical amendment changes relating to "windfall profits"]. Washington, D.C: U.S. Dept. of Education, Office of Postsecondary Education, 1994.

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Book chapters on the topic "Dear Colleague letters"

1

Turing, Alan. "Letters on Logic to Max Newman (c.1940)." In The Essential Turing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198250791.003.0008.

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At the outbreak of war with Germany in September 1939, Turing left Cambridge to take up work as a codebreaker at Bletchley Park, the wartime headquarters of the Government Code and Cypher School (see ‘Enigma’, below). In the early months of 1940, Turing received a letter from the Cambridge mathematician M. H. A. Newman, his teacher, colleague, and friend. Turing replied on 23 March, writing from his lodgings at the Crown Inn (situated in the small village of Shenley Brook End): ‘Dear Newman, Very glad to get your letter, as I needed some stimulus to make me start thinking about logic.’ This was to be the first of five letters that Turing wrote to Newman during the seventeen months before Newman too left Cambridge for Bletchley Park. In his first letter Turing agreed (presumably at Newman’s request—Newman’s letters seem not to have been preserved) to ‘let [Newman] in on . . . the tricks of the conversion calculus’. The conversion calculus, or ‘λ-calculus’, is due to Alonzo Church, with whom Turing studied in Princeton from 1936 to 1938 (see the introduction to Chapter 3). Turing’s letters consist for the most part of detailed remarks on the conversion calculus, often elucidating material from what Turing calls ‘Church’s notes’—a substantial typescript entitled ‘Mathematical Logic’ which was in circulation at Princeton and elsewhere and which Newman was evidently reading. Their correspondence on Church’s work issued in their joint paper ‘A Formal Theorem in Church’s Theory of Types’, which was submitted to Church’s Journal of Symbolic Logic in May 1941 and published in March 1942. The paper was written while Turing played a leading role in the battle to break Naval Enigma (see ‘Enigma’ and Chapters 5–8). Turing would spend his occasional nights off duty ‘coming in as usual . . . , doing his own mathematical research at night, in the warmth and light of the office, without interrupting the routine of daytime sleep’. The two most interesting items of the correspondence, which are printed here, contain substantial passages in which Turing departs from his commentary on Church’s work and expounds his own views.
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2

Busch, Elizabeth Kaufer, and William E. Thro. "Dear Colleague Letter: Transgender Students." In Title IX, 211–17. Routledge, 2018. http://dx.doi.org/10.4324/9781315689760-17.

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Busch, Elizabeth Kaufer, and William E. Thro. "Dear Colleague Letter on Sexual Violence." In Title IX, 192–210. Routledge, 2018. http://dx.doi.org/10.4324/9781315689760-16.

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4

Teut, Jo. "“Dear Colleague Letter on Transgender Students”: Title IX Rights and Regulations on Gender." In Gender Panic, Gender Policy, 203–26. Emerald Publishing Limited, 2017. http://dx.doi.org/10.1108/s1529-212620170000024013.

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5

Llewellyn-Smith, Michael. "Ending the Insurgency." In Venizelos, 155–64. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197586495.003.0017.

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In summer and autumn 1905 the deadlock was broken, by a series of moves on the part of Venizelos, Howard and his colleagues, with help from Sfakianakis. Since there could be no concession of union, a solution had to be built around the need for internal reforms. The result was an agreed proposal that an International Commission of experts should visit Crete to report on administrative and economic reforms. This solution met the main needs of all parties except the prince, though the details concerning how to deal with gendarmes who had gone over to the insurgents, and the surrender of arms, were resolved only with difficulty. Venizelos saw the proposal as a justified step back from the insurgency's demand for full union to something in substance and practice close to union. In reaching this solution the prince, who had tried the patience of the consuls, was virtually shut out. The International Commission under the respected Edward Law swiftly formed its views in February 1906 and reported, recommending administrative and financial changes. Still more important, in a confidential letter Law stated that Union with Greece was the only viable solution for Crete. Venizelos's calculation that the commission would advance his agenda was thus justified.
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