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1
Van, Zwaluwenburg Pamela Joy. "WIDE AWAKE OR SOUND ASLEEP? UNIVERSITIES AND THE IMPLEMENTATION OF ROSENBERGER V. UNIVERSITY OF VIRGINIA." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1101827877.
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Brabrand, Scott Sorensen. "Virginia Principals and School Law." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27548.
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This study sought to determine Virginia Public School principals' knowledge of school law as it related to the type, length/quantity, and recency of law preparation they received. Other variables measured included how their level of knowledge was associated with their length of administrative experience and with their description of the school community in which they worked.An on-line survey instrument was designed to collect demographic and professional information and to test knowledge of court cases and federal and state statutes. Three hundred and twelve principals completed the survey, representing all grade levels and all regions in the State of Virginia. The principals' knowledge of school law was measured by a forty item true-false test that addressed four key areas of school law selected by a panel of experts: student issues, teacher/administrator issues, tort liability, and church/state relations.The data were analyzed using analysis of variance and post hoc tests. The findings of this study indicated a significant difference of the means, ά =.05, between the principals' knowledge of school law in the category of tort liability and the recency of legal preparation. Principals who received their legal preparation over 10 years ago scored significantly lower on the tort section of the test than those who received their legal preparation only 5-10 years ago. Findings also indicated that principals across all categories of school law displayed only a fair knowledge of school law, earning a mean score of 29.359 out of 40 or 73.3%. The principals' weakest area of school law was in the category of church/state relations. These findings would provide valuable information for the design of principal preparation programs. They would also encourage state educational policymakers and local school divisions to strengthen the professional development of principals on legal matters.<br>Ed. D.
3
Dumminger, James C. "Virginia teachers and school law." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54348.
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This study sought to assess the level of school law knowledge possessed by Virginia public school teachers in the areas of tort liability, the teacher and his/her employment, and legal responsibilities regarding students. This knowledge was studied as it related to the type and recency of school law training, membership and activity in professional teachers' associations, the highest degree obtained, the grade level taught, the type of degree obtained (education/not-education), and the number of years of teaching experience.
A questionnaire was developed to collect demographic information and to assess the level of knowledge possessed by Virginia teachers. A 30 item test, consisting of 15 true-false and 15 multiple choice questions, was sent to 401 teachers throughout Virginia. Of the 401 questionnaires sent, 314 or 78.3% were returned.
The average total score on the test was 41.08%.The means for the subareas were as follows: tort liability was 24.7%, the teacher and his/her rights was 43.7%, and legal responsibilities regarding students was 54.8%.
Analysis of variance or t-tests were used as appropriate to see if a relationship existed between knowledge of school law and each of the demographic variables. A significant difference was indicated at the .05 level or better between knowledge of school law and each of the following variables:
1. school law training,
2. grade level taught,
3. whether the undergraduate degree was earned in education or not.
A significant difference was not indicated between knowledge of school law and any of the other demographic variables.
As reported earlier the average percent correct on the test was 41.08% which is lower than the lowest score of any of the Virginia principals studied by Caldwell. This level of knowledge was considered adequate or average; therefore, the level of knowledge of school law possessed by teachers in Virginia is less than adequate.<br>Ed. D.
4
Rawls, Richard K. "Virginia high school counselors and school law." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/40335.
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Patrick, James Michael. "Virginia Athletic Directors and School Law." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74383.
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A review of the literature indicates that there has been no previous studies on Virginia Athletic Directors (ADs) and their knowledge of school law. Several researchers have studied other educators' knowledge of school law. In general, previous studies on educators' knowledge of school law demonstrates that educators do not have a comprehensive working knowledge of school law. ADs differ from those studied previously due to the lack of unified certification requirements for ADs in the Commonwealth of Virginia.
This study was designed to measure Virginia interscholastic ADs' knowledge of job related school law. In addition, the study analyzed the data for any significant relationships between ADs' knowledge of school law and other variables. Such variables include age, experience, size of school district, level of education, administration and supervision endorsement, type of legal training, methods for obtaining current school law information and/or updates, membership in professional organizations, national certification level. Of the 315 Virginia public high school Ads, 305 were surveyed and 140 responded, for a response rate of 45.9%. Results were analyzed using descriptive statistics, t-tests, and ANOVA analysis.
Statistical analysis revealed that ADs in larger schools scored significantly higher than ADs in smaller schools. Also, ADs with that possessed the 'Certified Athletic Administrator' (CAA) credential scored significantly higher than ADs that have not attained the CAA certification. Lastly, ADs that are members of both the state and national ADs association (VIAAA and NIAAA, respectively) scored significantly higher than ADs who are not members of both associations.<br>Ed. D.
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Czarnecki, David Andrew. "A Study of Virginia's Public Secondary School Counselors and School Law." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26882.
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The purpose of this study was to assess the knowledge base of Virginia's public secondary school counselors in specific areas of school law that are directly related to the issues they encounter within their job responsibilities. A sample size of 416 was selected from a list of 1,892 Virginia public secondary school counselors. These 416 school counselors were sent a secure, online assessment that focused on specific school law areas related to their job responsibilities. To obtain the 66.8% response rate, four sets of emails were sent out once a week for a total of four weeks reminding school counselors to respond. Phone calls also were made attempting to gather responses.
Descriptive statistics were used to summarize the data from the assessment. Then one-way analysis of variances, independent t-tests, and Pearson correlations were used, when appropriate, to determine the relationship between the independent variables and the counselors' knowledge of school law. The mean score correct on the assessment was 29.42/40 (74%). A significantly positive statistical relationship was found at the .05 level with school law knowledge and years of experience. It was discovered that there was a statistically significant difference between counselors' knowledge of school law and having been issued a subpoena, appearing as a witness or defendant in a court of law, and having earned a teaching certificate.
The study also surveyed the 16 university/college school counseling preparation programs in Virginia in order to assess if and how students were being taught school law. Of the 11 programs that responded, the survey revealed that only one school, Norfolk State University, offers a class specifically on school law. Seven of the 11 programs (64%) did report covering school law as part of other courses such as legal and ethical issues in counseling.
The goal for this study was to identify gaps in school counselors' understanding of school law. This identification could assist principals, school systems, and graduate school counseling programs in developing additional training opportunities for counselors. By doing this, the very real threat and fear of being held liable in court could be reduced.<br>Ed. D.
7
Newman, Kevin Darnell. "Virginia Principals' Characteristics in Virginia School Divisions with high or no Incidences of Special Education Complaints." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73218.
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School administrators are responsible for ensuring state and federal special education laws and regulations are being implemented properly. This study examined the amount of training a Virginia school principal receives while attending principal preparation programs as well as professional development offered by their school division on how to handle any legal issues that may arise pertaining to special education. In 1975 Congress enacted the Education for All Handicapped Children Act (Public Law 94-142) and amended in 1997 as the Individuals with Disabilities Education Act. Education for All Handicapped Children Act was introduced in Congress to ensure that students with disabilities were provided the same opportunities as general education students. This legislation was later renamed IDEIA, Individuals with Disabilities Education Improvement Act, in 2004.
A web-based survey was used to obtain information from principals in school divisions with high or no incidences of special education complaints. The survey was sent to 12 school divisions with 189 schools and 21 divisions with 189 schools respectively. The data collected from participants was analyzed with JMP software to determine patterns in principal responses based on their employment in divisions with high or no incidences of special education complaints. Statistical analysis included measures of central tendency (mean, median, and mode), frequencies, and percentages of the data collected at the state and regional level, by high or no incidence groups to determine if better prepared, more experienced, more informed principals that have had on-going training are able to administer special education programs effectively and therefore have fewer parent complaints.
The results of the study indicated a need for higher education institutions (colleges and universities) to increase course offerings at the principal preparation level in the area of special education. Additionally there is a need for superintendents and division leadership to continue to develop and seek partnerships to deliver relevant ongoing professional development, as well as for principals to explore special education networking opportunities external to the division.<br>Ed. D.
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Bampton, Betsy A. "Nursing in the university : an historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618638.
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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture.;Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed.;Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogues and other official publications of the school and university also were used.;The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.
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Bampton, Betsy Ann. "Nursing in the University: An historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/3896.
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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture. Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed. Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogs and other official publications of the school and university also were used. The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.
10
Power, Donna M. "A Study of Selected Virginia Principals' Knowledge of Special Education Law." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26036.
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With the re-authorization of the Individuals with Disabilities Education Act (IDEA) and the federal mandates of No Child Left Behind (NCLB), the role of the principal has new implications regarding the free and appropriate education of students with disabilities. As a result of the inclusion model of special education instruction being supported as the most effective learning environment for students with disabilities, principals now need to know the definitions of types of disabilities, appropriate placements, how to provide correct feedback for parents and at a minimum, the basics of special education law. The literature review focused on principals’ attitudes and concerns for special education placements and how knowledgeable school principals are with regard to issues of special education law and the possibility of litigation when planning for the free and appropriate education of special education students. Few U.S. studies have focused exclusively on the actual principals’ knowledge of special education law.
This study researched the knowledge of Virginia principals on special education. A geographical random sample of 462 principals from the state of Virginia were asked to complete an on-line survey of 24 hypothetical scenarios based on the following components of IDEA: free and appropriate public education, due process, individualized education plans, least restrictive environment, related services, student discipline and liability for reimbursement of parents.. Experts, practitioners, and researchers in the field reviewed these scenarios.
The survey was e-mailed to the principals from October 1st to November 1st, 2006. A follow up e-mail was sent two weeks after the initial contact as a reminder to complete the survey. From November 2nd to November 15th 10% of the respondents who did not respond were contacted by phone and asked why they did not respond. Out of 49 phone calls, 12 principals responded. The instrument was anonymous and color coded according to the eight Superintendents’ Study Groups across the state of Virginia in order to identify the number of schools that participated.
A total of 236 principals responded resulting in a 51% response rate. Upon completion of the questionnaire principals were provided correct responses.
Using the Statistical Package for the Social Sciences (SPSS), an analysis of variance (ANOVA) was performed on all demographic variables and the principals’ test score. An item analysis of each of the hypothetical scenarios determined the areas of deficiencies in the principals’ knowledge base. Results of this study show that there is no significant difference between principals’ test scores and each of the demographic variables. Seven areas of special education law were tested: free and appropriate public education (FAPE), individualized education plan (IEP), least restrictive environment (LRE), student discipline, related services, due process and liability for reimbursement of parents This study identified two significant areas of weakness: related services and FAPE. The information from this study will be beneficial in determining school districts’ professional development needs and coursework in university education programs that addresses special education law.<br>Ph. D.
11
Johnson, Tracy Lou. "An Analysis of Legal Liability of Virginia Educators and School Systems." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505215/.
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The doctrine of sovereign immunity in the Commonwealth of Virginia has evolved over time and the redefinition of the doctrine has been subjected to the interpretation by courts involving cases with varied facts and circumstances that have challenged the boundaries and flexibility of this legal concept. Determining the protection that a state agent was entitled to was the guiding principle in case law regarding sovereign immunity; however, understanding the purpose and intent of the doctrine of sovereign immunity was critical to determining the boundaries and criteria of the doctrine of immunity. In this dissertation, the researcher analyzed tort law as it applied to educators and public-school districts through the Virginia court system under common law and the Virginia Tort Claims Act (VTCA, 1981). The case analysis provided an overview of lawsuits heard and decisions rendered in negligence cases brought against educators and educational entities prior to and after the enactment of the Virginia Tort Claims Act in 1981.
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Dodson, Sharon D. "Factors related to special education services in Virginia school divisions." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77791.
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The purpose of this study was to verify factors which are related to the provision of special education services in Virginia school divisions and to compare obtained results with similar research completed in the era of permissive legislation by Chalfant in 1965 in Illinois. A diagnostic technique was developed to indicate the proportions of children identified as handicapped expected to be found in a school division.
Indicator variables selected for inclusion in the study were average daily membership, population per square mile, median school years completed, percentage of total civilian labor force unemployed, true value of property, percent black, median household income, percentage of families in urban residence, and the Composite Index. Criteria measures included the proportion of students identified as mentally retarded, learning disabled, speech impaired, emotionally disturbed, and total proportion of all handicapped students. Indicator variables found significant to the proportion of learning disabled students were median school years completed, percent of the total civilian labor force unemployed, percent black, percent urban, population per square mile, and median household income. Median school years completed, median household income, percent black, and population per square mile were found to be significant in predicting to the proportion of students identified as mentally retarded. Indicator variables related to the proportion of students identified as emotionally disturbed included average daily memh·.~rship, percent urban, median income, and percent of total civilian labor force unemployed. A low correlation was found between proportion of speech impaired students and percentage of families in urban residence, true value of property, and average daily membership. The total proportion of students identified as handicapped was best predicted by the percent of total civilian labor force ·unemployed, percent urban and population per square mile.
A special education Expectancy Index was developed to provide a comparative measure for each school division on each criteria measure. The atypical school divisions were diagnosed as having overidentified or underidentified proportions of each criteria measure. The study confirmed the methodology utilized by Chalfant and yielded an operational model for predicting certain special education services.<br>Ed. D.
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McCall, Venitta Claudia. "An analysis of the legal rights and responsibilities of Virginia public school educators." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-145010/.
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Sites, Jeanette Abdoney. "The development of the public school support plan in West Virginia." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49897.
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The purpose of the study was to trace the historical and legal development of the financial support system for public elementary and secondary education in West Virginia from 1863 through November, 1984. In addition, the study provided a compiled source of data on selected aspects of the West Virginia school support system which had bearing upon the 1975 legislation that successfully challenged the constitutionality of the state school finance system. In the case of Pauley et al. v. Bailey et al., the method of financing public schools in West Virginia was declared unconstitutional on May 11, 1982, and the court directed the Legislature to completely redesign the West Virginia system of public school finance.
In order for the educational and legislative leaders to fulfill meeting the court's criteria, an awareness of the changes and carryover of past doctrines and practices into the present situation was deemed to be of great importance. The study provided a historical review of significant legislation and cases affecting the evolution of the West Virginia school finance system. Designated periods of time in education history were presented through the utilization of both a chronological and topical approach. Evaluative criteria, such as equity in funding, adequacy in educational opportunity, efficiency of organization, and formula alterations were incorporated into the study in order to identify the significant changes in the developmental process of school finance.<br>Ed. D.<br>incomplete_metadata
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Lovern, David R. "The role and function of school psychologists in the Commonwealth of Virginia since Public Law 94-142." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49851.
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The role and function of school psychologists and changes in such since Public Law 94-142 have been the subject of research by numerous authors. However, more speculation than empirical data exists on the topic. Although speculation in the profession has suggested about equally that the role and function of the school psychologist has changed and has not changed since Public Law 94-142, studies have failed to substantiate such speculation one way or the other.
The population of school psychologists in Virginia was chosen for the present study because of existing research using this population conducted by Murray in 1975, before Public Law 94-142 came into full effect. The study was designed to answer the following eight research questions:
(1) What expectations do school psychologists have for attributes?
(2) What is the relative degree of importance that school psychologists attach to participations in various professional activities?
(3) What is the relative degree of importance that school psychologists attach to the various functions of their present position?
(4) What is the relative frequency with which school psychologists perform the various functions of their present position?
(5) What is the relative degree of importance that school psychologists attach to the various functions of their present position compared to the relative frequency with which they actually perform those same functions?
(6) What are school psychologists' expectations for their performances of specific functions?
(7) What is the influence of selected demographic variables on school psychologists' expectations for their performances of specific functions?
(8) What is the degree of consensus between the results obtained in this study and those obtained in Murray’s study relative to the areas outlined above?
Data were collected via mailed surveys using a personal data form, to gain demographic information, and a modified form of the questionnaire used by Murray (1975). Three hundred nineteen members of the Virginia Association of School Psychologists were mailed survey materials, and a response rate of 80.5% was obtained. Of this total, one hundred seventy-six met the requirements necessary to be included in the data analysis.
Demographic information was obtained and frequency counts of modified questionnaire responses revealed information relative to school psychologists’ expectations for attributes, participations in professional activities, and performances of functions, as well as importance attached to, and frequency of performance of, various functions. One-way ANOVA procedures were used to determine the relationship between overall expectations for performances of various functions scores and demographic variables. No significant differences were found among demographic variables.
Chi-square procedures were used to compare the present expectations for role and function with those of Murray (1975). Results indicated that many specific aspects of the Virginia school psychologist's expectations for role and function have changed since 1975 and new roles have emerged. Changes were seen in expectations for attributes, participation in professional activities, and performance of various functions yet these specific changes in expectations have not led to changes in importance attached to, or actual frequency of performance of, functions.
Several implications were drawn from the results of the present study leading to recommendations for school psychologists and trainers, and employers of school psychologists, as well as professional school psychology organizations. The recommendations focused on training for school psychologists and topics for further research.<br>Ed. D.<br>incomplete_metadata
16
Young, Marianne R. L. "AN ORAL HISTORY EXPLORATION OF CHANGE AT THE UNIVERSITY OF KENTUCKY FOLLOWING THE VIRGINIA TECH SHOOTING." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/62.
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Following the mass shooting at Virginia Tech on April 16, 2007, institutions of higher education appeared to restructure themselves and change the way that they worked with students who may pose a risk to self or others. They formed committees, sometimes known as Communities of Concern, to help review these concerns and respond appropriately. The purpose of this study was to examine how the Community of Concern Committee at the University of Kentucky was developed following the incident at Virginia Tech. Particular attention was focused on the change and learning that took place. Using the frames of single-loop and double-loop learning, this study examined six oral history accounts of the development of the Community of Concern Committee at the University of Kentucky. The oral histories coupled with historical documents provided a timeline of events related to the development of the committee. In addition, the oral histories revealed a complex learning process which blended single and double-loop learning to guide this institutional change. The comparison between this incident and other legal issues within higher education was explored as well as the opportunity to expand this exploration outside of the current case study.
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Perry, Charlie Jeff. "Analysis of school board policies relating to the Establishment Clause." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164725/.
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Rodgers, Sally T. "Guidelines for small school systems in developing orientation programs for board members." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76490.
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The purpose of this study was to develop guidelines for small school divisions in Virginia to use in preparing an orientation program which would meet the needs of the new school board members. These guidelines addressed state and local concerns which had been identified through the review of literature and a questionnaire which was completed by superintendents and school board members from small school divisions in Virginia.
The questionnaire was distributed to all superintendents and school board members from school divisions with fewer than five thousand students. The contents of the guidelines were determined by those items which were identified as being essential by 50 percent or more of at least one of the respondent groups.
The results from this study indicated that school board members and superintendents do agree on the majority of items that were essential to an orientation program for new school board members. Thirty-eight of the sixty-nine items were regarded as essential by both respondent groups. There were eight areas in which the superintendents and school board members disagreed. These areas were also included in the guidelines.
As a result of this study a set of curriculum guidelines was developed which would assist small Virginia school divisions in preparing an orientation program for new school board members. The ultimate aim of these guidelines was to improve the effectiveness of the new school board member.<br>Ed. D.
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Ivey, Frances Winfrey. "A Study of Virginia Administrators with Responsibility for Division Special Education Services and Knowledge of Special Education School Law." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29744.
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This study investigated the knowledge of special education directors or division designees in school divisions across the Commonwealth of Virginia. One-hundred-twenty-nine Virginia special education directors or division designees were sent an on-line assessment describing 22 hypothetical scenarios representing current legal issues in the area of special education law as prescribed by the Individuals with Disabilities Education Improvement Act (IDEA) and No Child Left Behind (NCLB). The instrument used in this study was adapted from the Power (2007) study with a revision of response choices to provide more definitive results. A demographic questionnaire was adapted to determine individual and school division characteristics pertinent to the study. A total of 87 division special education administrators responded, a 67% response rate. After initial analysis, 84 assessments were usable.
The statistical package JMP-Software for Univariate and Multivariate Statistics (2005) was used to tabulate the responses and to examine the relationships between demographic variables and respondentsâ knowledge of special education law. Descriptive statistics were applied to identify deficiencies in the respondentsâ knowledge base. Results of this study yielded a mean total score of 80.3% on the online assessment. Respondents scored below the mean in the areas of free and appropriate education, related services, student discipline, and liability for reimbursement to parents. There was no statistically significant relationship between knowledge of special education law and any of the following demographic characteristics: size of the school division, previous special education teacher experience, number of years as a special education director, highest degree attained, percent of time devoted to special education responsibilities, and attendance at special education law workshops. Respondents who belonged to professional organizations scored significantly higher on the assessment than those who did not. The assessment also compared methods of remaining current with special education law and the respondentsâ knowledge of the law. The following methods yielded a statistically significant relationship with knowledge of special education law: reading professional organization bulletins, attending professional development seminars, and using â otherâ means.
The results of this study will be used to recommend professional development on the interpretation and implementation of special education law at the school-division and college/university levels.<br>Ph. D.
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Bonwell, Patricia Brown. "COHORT MEMBERSHIP, DENTAL INSURANCE AND UTILIZATION OF DENTAL SERVICES IN ADULTS AGE 47 AND OVER RECEIVING DENTAL CARE AT VIRGINIA COMMONWEALTH UNIVERSITY’S SCHOOL OF DENTISTRY." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2823.
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This cross-sectional, non-experimental study evaluates associations between cohort membership, type of dental coverage, and utilization of dental services in all patients age 47 and over who received dental care at Virginia Commonwealth University’s (VCU) School of Dentistry in 2011. Structural Lag Theory poses that society’s institutions lag behind the actuality of a healthy and capable older adult population. The two dynamisms of the Structural Lag Theory were used for this study. The Dynamism of Changing Lives is represented by Cohort differences. Cohort differences include cohort size, people living longer and retaining more of their natural teeth along with different attitudes toward dental care. This dynamism impacts the Dynamism of Structural Change, represented by the institutions of dental coverage and utilization of dental services. Cohort membership is an independent variable. The dependent variable, utilization, is defined as Financial-Total amount spent and Procedural-Routine adult dental prophylaxis. Dental coverage, a dichotomous variable, is used as an independent and dependent variable. Descriptive statistics revealed employer provided dental coverage is the most prevalent type of dental coverage. However, when considered a payment source, out of pocket funding is the primary source of payment for dental services. Using Chi-square and logistic regression, examination of Cohorts (1-Greatest Generation, 2-Silent Generation, 3-Baby Boomer Generation) revealed that Cohort 2 had more dental coverage than Cohort 1, and Cohort 3 had more dental coverage than Cohort 2. Using logistic regression, Cohort 2 showed the highest level of Procedural utilization. Evaluating Financial utilization, multiple regression models showed Cohort 1 utilized more than Cohort 2 and Cohort 2 utilized more than Cohort 3. Those with dental coverage spend more on dental services, fees for routine adult dental prophylaxis make up the majority of the total amount spent, and those with dental coverage utilize more dental services when defined as total amount spent. Because they have experienced different social, political, economic, and technological changes at different times in their life course, the receipt of dental services by new cohorts of older people differs from previous ones. Findings from this study confirm that there is a structural lag in Medicare policy and its coverage of dental services.
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Parker, Matthew. "For the "true lover of the law"---the origin of LL.M. programs| A case study of the University of Pennsylvania Law School." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746348.
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<p><i>Legum Magister</i>, or LL.M., degrees have come under increasing criticism in recent years in the United States. Observers have accused law schools of offering these and other graduate law degrees simply to increase revenue, and argue that they provide no value to graduates as they are not respected in the traditional legal services market. Despite these negative appraisals, the number, size, and types of these programs have continued to grow rapidly. While much has been written criticizing this growth, almost nothing has been written on how and why these programs came into existence, even though a number of law schools claim that their programs were founded over a century ago. As graduate law programs continue to blossom and law schools attempt to address the rising tide of criticism aimed at them, law school leaders would be well advised to examine the origin and history of these degrees. Is it possible that law schools have been hoodwinking innocent lawyers into getting a useless degree for decades? Who were these degrees originally intended for and who ultimately chose to matriculate into these programs? What were the curricula for these programs like? </p><p> Through historical analysis and archival research, this case study of the development of graduate law programs at the University of Pennsylvania reveals that they were founded in response to a perceived need to make the study of law more scholarly, and to ensure that law school training was not wholly confined to the necessities of legal practice. These programs arose amidst a drive toward professionalization and standardization at the turn of the twentieth century that was visible across a wide sector of American society, and reflected one aspect of the long simmering tension between those who viewed law as a scholarly enterprise much like philosophy or political science, and those who viewed it as a trade, to be mastered like medicine or engineering. This disagreement persists to the present day and an examination of the origins of graduate programs vividly illustrates that the study of law has meant different things to different people from the earliest days of legal education. </p>
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Livesay, Norman Dwight. "An analysis of the laws affecting the employment rights of public school employees in the state of West Virginia." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/52326.
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The purpose of this study was to examine provisions of the Constitution of West Virginia, enactments of the West Virginia Legislature, decisions of the West Virginia Supreme Court of Appeals, policies of the West Virginia Board of Education, opinions of the Attorney General, and interpretations of the State Superintendent of Schools to ascertain the legal status of West Virginia public school personnel with respect to their employment rights.
Federal Constitutional provisions, statutes, and court cases were also cited when of overriding importance or when West Virginia legal references were found to be inadequate.
Legal research of the employment process and rights of public school employees focused on the following areas: nomination for employment, discrimination, substantive and procedural due process, certification, employee classifications, probationary and continuing contracts, assignment and transfer, suspension and dismissal, resignation, employment term, and compensation. Other legal provisions reviewed in relationship to West Virginia public school personnel included academic freedom, assignment of duties, personal leave, leaves of absence and other absences, workmen's compensation, unemployment compensation, insurance benefits, retirement, seniority, reductions in force, grievance procedures, employee organizations, and collective bargaining.<br>Ed. D.
23
Camburn, Albert. "The history of the principal preparation program : planned program change at Virginia Tech /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170917/.
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Whittier, Carolyn Elizabeth. "Career Path Influences and Identification of College and University Presidents: A Study of the Presidents of the Member Institutions of the Virginia Foundations for Independent Colleges." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/882.
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The purpose of this study was to learn how men and women who do not have an initial career goal of becoming a college or university president end up in such a position.The study was to gather information on the internal and external influences on that career path, and how each participant fits within presidential career patterns presented by Wessel (1991).A qualitative case study method was used for this study. The participants were chosen based on their institutions' membership in the Virginia Foundation forIndependent Colleges (VFIC), thus all participants were from private institutions in the Commonwealth of Virginia. Twelve of the 15 VFIC presidents were interviewed; two declined participation; and one institution had an interim president at the time of the study.Each president submitted a copy of his/her curriculum vitae for review and analysis, and each president was then placed into one of the variations of the Academic or the Administrative Career Patterns presented by Wessel (1991). Additional data was collected through personal in-depth interviews with each participant, and an interview guide approach was used in each of the interviews.The results indicate that there is no single career path that leads to a presidency.Presidents experienced both external and internal influences on their career paths and these varied in strength of influence based on the individual. Several other factors were also explored including: role of the family, preparations for a presidency and institutional search process.There are several implications for future research based on the findings of this study. The first of these is continued research into the debate of preparation either through the academic model or the administrative model. The second need for expanded research is the role of the family in the career path of college and university presidents. Finally the issue of the need for a Ph.D. is a point for further investigation.
25
Yee, Tina. "The Etridge influence on undue influence : attempts at fusion with duress and unconscionability : School of Law, University of Canterbury, Masters [i.e. Master] of Law [i.e. Laws] /." University of Canterbury. Law, 2008. http://hdl.handle.net/10092/853.
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The doctrine of undue influence has undergone reconsideration by the House of Lords in Royal Bank of Scotland v Etridge (No 2) [2004] 4 All ER 449. The case was an attempt by the House of Lords to clarify the law and dispel some of the misconceptions that have developed in the law over the last 200 years. This thesis will examine the law of undue influence. It will examine the theoretical basis of undue influence, the general misconceptions in the law, the impact of the Etridge case, and related doctrines of duress and unconscionability. Given the developments in the law due to Etridge, issues regarding simplification of the law will be examined. The three doctrines share much in common, and issues of fusion of one or all of the existing doctrines will be considered, and whether this would lead to a better understanding of the law in this area.
26
Bergman, Kyle. "A school of architecture addition & renovation: a design pertaining to our process of education." Thesis, Virginia Polytechnic Institute and State University, 1994. http://hdl.handle.net/10919/53366.
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The goal of this thesis project is to gain a greater understanding of how architects are being trained. The project is a renovation and addition to a building serving as a school of architecture. The design of the school reflects the architectural educational process.
"It is not enough to teach a man a specialty. Through it he may become a kind of useful machine but not a harmonious developed personality. It is essential that the student acquire an understanding of and a lively feeling of values. He must acquire a sense of the beautiful and the morally good. Otherwise he - with his specialized knowledge - more closely resembles a well-trained dog than a harmoniously developed person. He must learn to understand the motives of human beings, their illusions, and their sufferings in order to acquire a proper relationship to individual fellow man and the community."
Albert Einstein from the New York Times, 10/5/52.<br>Master of Architecture
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VALENTIM, DANIELA FRIDA DRELICH. "AFFIRMATIVE ACTION POLICIES AND HIGHER EDUCATION: THE EXPERIENCE OF THE STATE UNIVERSITY OF RIO DE JANEIRO (UERJ) IN THE PERSPECTIVE OF THE LAW SCHOOL FACULTY MEMBERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7712@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Trata o presente estudo da adoção de ações afirmativas no
ensino superior público no Brasil, especificamente, na
Universidade do Estado do Rio de Janeiro. O objetivo geral
da pesquisa foi analisar a experiência das ações
afirmativas, modalidade cotas, implementadas no ano de
2003, pela UERJ, sua gênese, características, implantação
e primeiros resultados. Pretendeu ainda, conhecer essa
experiência mais especificamente, num espaço considerado
de especial prestígio acadêmico na universidade: a
Faculdade de Direito, tendo como recorte a posição de seus
professores acerca daquela experiência já implementada em
suas salas de aula. Optamos por uma abordagem do tipo
qualitativa. Foi realizada uma pesquisa bibliográfica
sobre a temática das ações afirmativas, um levantamento
dos documentos e estatísticas oficiais da universidade e
entrevistas semi-estruturadas com os professores da
referida Faculdade. A experiência de 2003 demonstrou a
viabilidade política e acadêmica de um acesso mais
democrático aos cursos considerados de maior status
social, entretanto, a questão da permanência dos alunos
cotistas num quadro de insuficiência de recursos da
universidade tem gerado tensões e desafios que cabem à
comunidade interna da UERJ e também a externa enfrentar.<br>The current study focuses on the adoption of affirmative
action policies by the public sector higher education
system in Brazil, more specifically by the State
University of Rio de Janeiro (UERJ). The overall purpose
of the research was to analyse the UERJ experience of
introducing affirmative action in 2003 by means of a quota
system, taking into consideration its genesis,
characteristics, implementation and initial results. The
study aimed in particular at investigating the experience
within the boundaries of a highly prestigious academic
space in this University - the Law School - focusing on
the stance adopted by the faculty with regard tothe
experience already being implemented in their classrooms.
We have opted for a qualitative approach in our research.
To this end, a review of the literature on the topic of
affirmative action, a survey of University official
documents and statistical data as well as semi-structured
interviews with Law School faculty members were carried
out. The 2003 experience proved the political and academic
viability of a more democratic access to courses of higher
social status. However, the issue of the permanence of
quota students in a context where University resources are
insufficient has generated tensions and challenges that
both the UERJ and the wider communities will inevitably
have to meet.
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Valukonytė, Justina. "Aukštųjų mokyklų autonomijos teisinis pagrindimas ir įgyvendinimo aktualijos." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120703_151120-89064.
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Magistro baigiamajame darbe siekiama atskleisti aukštųjų mokyklų autonomijos sampratą, formas ir turinį, įvertinti galiojantį Lietuvos aukštųjų mokyklų autonomijos teisinį reguliavimą ir šiuolaikines aukštojo mokslo reformas, atskleisti Lietuvos aukštųjų mokyklų autonomijos įgyvendinimo praktines problemas.
Pirmasis baigiamojo darbo skyrius yra labiau teorinio pobūdžio, skirtas aukštųjų mokyklų ir jų autonomijos sampratos, jos sudėtinių elementų teisinio reguliavimo analizei, tokio teisinio reguliavimo problematikos identifikavimui, doktrinos ir teisinio reguliavimo sankirtos taškų aukštųjų mokyklų autonomijos srityje išskyrimui. Pirmajame skyriuje atliekamas tyrimas yra struktūriškai skirstomas atsižvelgiant į Lietuvos teisės aktuose ir Konstitucinio Teismo praktikoje dažniausiai skiriamas pagrindines ir aktualiausias, konstitucinės doktrinos požiūriu labiausiai problemiškas aukštųjų mokyklų autonomijos įgyvendinimo sritis (studentų skaičiaus nustatymas, studijų kainos nustatymas, studijų programų turinio formavimas; per aukštųjų mokyklų tarybų veiklą vykdoma aukštųjų mokyklų autonomijos įgyvendinimo visuomeninė priežiūra bei kontrolė, aukštųjų mokyklų tarybų formavimo tvarka, įgaliojimų apimtis, veiklos reglamentas; disponavimo aukštosios mokykloms priklausančiu ir joms patikėtu turtu tvarka).
Pirmajame baigiamojo darbo skyriuje atlikta teorinė analizė yra svarbi kaip pagrindas antrajame baigiamojo darbo skyriuje atliktam praktiniam tyrimui, kurio metu analizuojama, kaip... [toliau žr. visą tekstą]<br>The author of the final paper seeks to reveal the concept of higher schools autonomy, its forms and content, to evaluate the applicable regulation on Lithuanian higher schools autonomy and modern reforms of higher education, to reveal the practical problems of Lithuanian higher schools autonomy implementation.
The first chapter of the final paper is a little bit more into a theoretical tone and devoted towards the analysis of the legal regulation of higher schools autonomy concept, it’s forming elements, towards the identification of the problems of such regulation, doctrine and legal regulation intersection point’s exclusion in the sphere of higher schools autonomy. The research, laid down in the first chapter, is structurally constructed concerning the main, most actual and at the same time most problematical referred to the constitutional doctrine spheres of higher schools autonomy implementation, that are pointed out in the legal acts of Lithuanian republic and Constitutional Court’s practice. These fields are: setting of student quantities and studies price, formation of studies programs’ contents; through the activities of higher schools councils exercised higher schools autonomy implementation’s public supervision and control, higher schools councils formation order, council’s authorities’ scope, the regulation of councils activities; the order of disposal of higher schools property, that belongs to schools on the right of ownership or trust).
Analysis, fulfilled in... [to full text]
29
Possobon, Lauren Pons da Silva. "A percepção do aluno no curso de direito em relação ao bom professor." Universidade Estadual do Oeste do Paraná, 2015. http://tede.unioeste.br/handle/tede/3322.
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Previous issue date: 2015-12-08<br>Aware that the educational institutions are the place able to generate possibilities for significant social transformations, because they are able to contribute to the creation of a being more humane and developed, is that we felt the need to investigate the professor's image through the eyes of their students. This research aims to know what the students of law perceive from the pedagogical experience with their teachers. The locus of this study is the law course offered by three private higher education institutions based in the city of Cascavel / PR, being characterized as the environment in which the data were collected. The choice for the law school is due to the formation of the researcher, a lawyer, who had once worked as a teacher in this area. This academic experience has provided numerous contacts with students instigating to look at situations involving the juridical teacher, particularly on how the teachers relates with their students and crave the learning on classroom and, also, due to the small number of national surveys in the juridical education field that glimpse the teacher's image. To this research, the guiding question is: what are the characteristics of the good teacher in the law school in the view of their students? In the theoretical framework, we conducted a comparison on the conceptual dimensions and teachings of Pimenta and Anastasiou (2002), Zabalza (2004), Cunha (2005; 2007b), Tardif (2005), Veiga (2006) and Almeida (2012), among others authors that deal with the theme. We used a qualitative, exploratory and descriptive approach, manipulated from the literature study and field research with application of semi-structured questionnaires, answered by 180 students enrolled in the final years of law school, in the period from July to September of 2014. The research is, therefore, qualitative in the phenomenological perspective, once we seek to identify, through the converging evidence that had emerged from the data, the perceptions of the students in answers to the questions. We have chosen the rainbow as a metaphor, because our intention is to "colorize" the law school, enabling a lighter teaching environment and away from the excessive formality around the legal issues. The analysis of data showed that the good teacher for law school students must, among others, articulate, with an interdisciplinary approach, the content with the reality to form critical citizens, have pedagogical knowledge, be dynamic and enthusiastic, maintain a good relationship with the students inside and outside of school, have an academic training and must disclose satisfaction / love in teaching. We hope that by the end of this work and beyond the rainbow, the study will contribute as a way to new reflections and, mainly, for the teachers of law school rethink their practice providing better conditions of teaching / learning to their students, structuring one of the faces of teaching practice in Higher Education.<br>Conscientes de que as instituições de ensino são o lugar apto a gerar possibilidades de transformações sociais significativas, pois são capazes de contribuir para a criação de um ser mais humano e desenvolvido, é que sentimos a necessidade de investigar a figura do professor a partir do olhar do seu aluno. A presente pesquisa objetiva conhecer o que percebem os alunos do curso de Direito a partir da vivência pedagógica com os seus professores. O lócus deste estudo é o curso de Direito ofertado pelas três instituições de ensino superior privadas com sede na cidade de Cascavel/PR, caracterizando-se como o ambiente em que foram coletados os dados. A escolha por este curso se deve pela formação da pesquisadora, advogada, que outrora atuou como docente neste. Esta vivência acadêmica proporcionou inúmeros contatos com os alunos instigando o olhar para as situações que envolvem o docente jurídico, tais como este se relaciona com seu aluno e almeja a busca da aprendizagem em sala de aula e, também, devido ao reduzido número de pesquisas nacionais na área educacional jurídica que vislumbre a figura do professor. Para a pesquisa, a questão norteadora é: quais são as características do bom professor do curso de Direito na visão de seu aluno? No referencial teórico, realizamos um cotejo nas dimensões conceituais e ensinamentos de Pimenta e Anastasiou (2002), Zabalza (2004), Cunha (2005; 2007b), Tardif (2005), Veiga (2006) e Almeida (2012), além de outros autores que tratam da temática. Utilizamos uma abordagem qualitativa, exploratória e descritiva, instrumentalizada a partir do estudo bibliográfico e de pesquisa de campo com aplicação de questionários semiestruturados, respondidos por 180 alunos matriculados nas séries finais dos cursos de Direito, no período de julho a setembro do ano de 2014. A pesquisa é, pois, qualitativa na perspectiva fenomenológica, uma vez que procuramos identificar, por meio das evidências convergentes que emergiram dos dados, as percepções dos alunos nas respostas aos questionamentos. Escolhemos o arco-íris como metáfora, pois nossa intenção é de "colorir" o curso de Direito, possibilitando um ambiente pedagógico mais leve e afastando a excessiva formalidade em torno dos temas jurídicos. A análise dos dados evidenciou que o bom professor para o aluno do curso de Direito deve, entre outros, articular os conteúdos com a realidade de forma interdisciplinar, formando cidadãos críticos, possuir conhecimento pedagógico, ser dinâmico e entusiasta, manter um bom relacionamento com os alunos dentro e fora do contexto escolar, ter formação acadêmica e deixar transparecer satisfação/amor em lecionar. Esperamos que, ao final deste e para além do arco-íris, o estudo venha a contribuir como norte para novas reflexões e, principalmente, para que o professor do curso de Direito repense sua prática pedagógica de modo a propiciar melhores condições de
ensino/aprendizagem
30
Caldas, Tânia Alencar de 1961. "Egressos de cursos de Direito : visão dos aprovados no Exame da Ordem." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250769.
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Previous issue date: 2013<br>Resumo: Este trabalho teve por objetivo comparar as visões curriculares dos egressos dos cursos de Direito de instituições públicas com as visões dos egressos dos cursos de Direito de instituições privadas, aprovados no Exame da Ordem no período de 2000 a 2010. Esta pesquisa pode ser caracterizada como uma pesquisa "survey" de um curso determinado - o de Direito. Assim, seus resultados refletem o atual tempo histórico e revelam a percepção dos egressos a respeito de sua formação e da preparação de futuros profissionais do Direito, em resposta às novas demandas de nossa sociedade. Por meio de questionário online, com questões fechadas e abertas, esta pesquisa buscou levantar a visão de egressos do curso de Direito sobre as três ênfases curriculares da formação - formação geral, formação básica e formação profissionalizante, tanto em relação à formação recebida como em relação à formação desejável. Buscou-se respostas a dois questionamentos básicos: 1- Quanto às questões curriculares, a universidade tem propiciado sólida formação geral, humanística e profissional e o desenvolvimento de competências e habilidades indispensáveis ao exercício da Ciência do Direito, da prestação da justiça e do desenvolvimento da cidadania?; 2- Quanto à política educacional brasileira sobre formação jurídica, o curso de graduação em Direito possibilita/ou uma formação profissional que revele as habilidades e competências previstas pelo Conselho Nacional da Educação (CNE)? Para a análise dos resultados, duas abordagens metodológicas foram utilizadas: a quantitativa e a qualitativa. Quando comparados os dois grupos de formados em relação à formação recebida (características positivas/negativas) e a desejada (escala de Likert), os testes estatísticos (significância inferior a 0,05) revelaram os seguintes resultados: (1) Em relação às características positivas, os formados em instituições privadas receberam formação que favoreceu a relação teoria-prática, preparou para o Exame de Ordem, com disciplinas bem distribuídas e estágio supervisionado, enquanto que os de instituições públicas receberam formação humanística, com ênfase na teoria e interpretação dos fenômenos jurídicos, e que proporcionada compreensão das questões sociais além do raciocínio jurídico e desenvolvimento do pensamento crítico; (2) Em relação às características negativas, os egressos de instituições privadas mostraram-se descontentes apenas com a inadequada preparação para o Exame da Ordem e falta de incentivo a estágio, enquanto que os de instituições públicas asseveraram que o currículo era desatualizado, a carga horária excessiva apresentava conteúdos repetidos, não havia integração com outras áreas do conhecimento e os professores apresentavam metodologia deficiente. 3) Quanto à formação básica/fundamental, os egressos de instituições privadas apontaram que o currículo deveria: trabalhar o conteúdo teórico relacionado com a prática; desenvolver a capacidade de comunicação oral e escrita; já os de instituições públicas destacaram o desenvolvimento da criticidade do aluno; (4) Quanto à formação geral, os egressos de instituições privadas assinalaram a prioridade da dimensão ética na formação profissional; enquanto os de instituições públicas valorizaram o desenvolvimento de um saber integrando conhecimento de diferentes áreas; (5) Quanto à formação profissional, enquanto os egressos de instituições privadas assinalaram a importância da aquisição<br>Abstract: The purpose of this research study was to compare the curricular view of law school alumni of public institutions with the view of law school alumni of private institutions approved in the "Order Exam" in the period from 2000 to 2010. This study can be characterized as a survey research of a specific course - that of Law. Thus, its results reflect the present historical time and reveal the perception of alumni regarding their formation and preparation as future professional of Law, in response to the new demands of our society. Through an online questionnaire, with closed and open questions, this study tried to survey the view of these alumni regarding the three curricular dimensions of their formation - general education, basic education, and profession formation, related to the received formation, as well as to the desired formation. The study focused two basic questions: 1. Regarding the curricular problems, has the university provided solid general, humanistic and professional formation and the development of the competencies and skills required for the performance of Law Science, justice service and citizenship development?; 2. Regarding the Brazilian educational policy for juridical formation, has the undergraduate law course provided a professional formation which reveals the competencies and skills established by the National Education Council (NEC)? For the analysis of the results, two methodological approaches were utilized: the quantitative and the qualitative. When the two groups of alumni were compared in relation to the received and the desired formation, the statistical tests (significance inferior to 0,05), revealed the following main results: (1) In relationship to the positive characteristics of the course, the alumni of private institutions received a formation which favored theory-practice relation, prepared them for the Order Exam, with disciplines well distributed and supervised practicum. On the other hand, the alumni of public institutions received humanistic formation, with emphasis on theory and interpretation of juridical phenomena, and which provided the understanding of social questions, the juridical reasoning and the development of critical thinking; (2) In relation to the negative characteristics of the course, the alumni of private institutions demonstrated discontentment only with the inadequate preparation for the Order Exam and the lack of incentive for the practicum. On the other hand, the alumni of public institutions stated that the curriculum was outdated, the excessive hour credit presented repetitive contents, there was no integration with the other areas of knowledge, and the professors utilized inadequate didactics; (3) Regarding the basic formation, the alumni of private institutions indicated that the curriculum should: articulate the theoretical content with practice; develop the skill of oral and written communication, while the alumni of public institutions emphasized the development of critical thinking; (4) Regarding the general education, the alumni of private institutions signaled the priority of the ethical dimension in the professional formation, while the alumni of public institutions gave value to the development of a knowledge which integrate knowledge of different areas; (5) Regarding the professional formation, while the alumni of private institutions signaled the importance of acquisition of specific knowledge, those of public institutions disagreed with proposition<br>Doutorado<br>Ensino e Práticas Culturais<br>Doutora em Educação
31
Barreto, Luciana Augusto. "Pela graça da mistura : ações afirmativas, discurso e identidade negra no curso de direito em universidades públicas paraibanas." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/4784.
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Previous issue date: 2014-02-28<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The state of the Brazilian Black People proves racism s aftereffect in our society,
both in private scopem pronounced by prejudgment and discrimination, both on
public, especially regarding public policies and the law in general. With advent of
measures for inclusion in higher education favoring the black membership, mainly
with Law 12.711/12, argument about rights becomes fierce for sidelines in its full
citizenship and unfold races society alive in Brazil. It analyzes the implementation of
affirmative action in Paraiba s public universities- Universidade Estadual da Paraíba
and Universidade Federal da Paraíba- in law school, considering them as measures
to promote empowerment and overcoming racism from the construction of positive
black identities, as establishing new ruling relations, initially on academical
environment, and reflects in all social body. From analytical Foucault, that highlights
micropowers, the bloke and ruling relations, argued that shape identities of young
blacks and browns are being built in law school, against of intersubjective exchanges
of power between students and professors, in the assertion of their identity, and
effective participation in academic life. The qualitative research involved the analysis
of interviews of students and teachers of the law courses of the aforementioned
universities and found, through his discourses, which are still striking the association
between race and poverty, the idea of "racial democracy , formal equality and
stigmatizing relationship between students / students and teachers belonging to
different social classes; a significant percentage of students and teachers denies the
practice of racial prejudice, although ponder their existence. It was found that the
implementation of measures for inclusion in public universities of Paraíba, especially
those with racial group enables the fight against racism, since it promotes diversity,
and contributes, even in embryo, to form positive identities beyond of academic life.<br>A situação da população negra no Brasil reflete as consequências do racismo
presente em nossa sociedade, tanto no âmbito privado, marcado pela discriminação
e preconceito, quanto no público, especialmente no que tange às políticas públicas e
a legislação de um modo geral. Com o advento das medidas de inclusão no ensino
superior em favor da pertença negra, sobretudo com a Lei 12.711/12, a discussão
acerca dos direitos torna-se acirrada vez que as ações afirmativas voltam-se para
grupos alijados em sua cidadania plena e desvelam a sociedade de raças existente
no Brasil. Analisa-se, então, a implementação das ações Afirmativas em
universidades públicas paraibanas- Universidade Estadual da Paraíba e
Universidade Federal da Paraíba- nos cursos de direito, considerando-as como
medidas capazes de impulsionar empoderamento e superação do racismo a partir
da construção de identidades negras positivas, à medida que instauram novas
relações de poder, inicialmente no ambiente universitário, e que se desdobram por
todo o corpo social. A partir da Analítica Foucaultiana, que destaca os micropoderes,
o sujeito e as relações de poder, discutiu-se de que forma as identidades de jovens
pardos e pretos estão sendo construídas no curso de direito, diante das trocas
intersubjetivas de poder entre alunos e professores, na afirmação de sua identidade
e na participação efetiva na vida acadêmica. A pesquisa qualitativa contou com a
análise de entrevistas semiestruturadas de alunos e de professores dos cursos de
direito das já referidas universidades e constatou, através de seus discursos, que
ainda são marcantes a associação entre raça e pobreza, a ideia de democracia
racial , isonomia formal e a relação estigmatizante entre alunos/alunos e professores
de pertenças e classes sociais diferentes; que parte significativa dos alunos e
professores nega a prática de preconceito racial, embora pondere sua existência.
Verificou-se que a implementação de ações afirmativas em universidades públicas
da Paraíba, sobretudo as que possuem recorte racial, viabiliza a luta contra o
racismo, posto que promove a diversidade, e contribui, mesmo que
embrionariamente, para a constituição de identidades positivas para além da vida
acadêmica.
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Arvidsson, Emelie, and Emma Arvidsson. "Är det öppet köp på utbildningen? : En kvalitativ studie om två högskolors utformande av strategisk kommunikation till presumtiva studenter." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-82731.
Full textAbstract:
Den utbildningsmarknad som utvecklats de senaste decennierna har alltmer inneburit att lärosäten strategiskt arbetar med relationsbyggande kommunikation för att sälja sina utbildningsutbud. Problemområdet omfattar därmed en komplexitet inom utbildningskommunikation hos högskolor. Med hjälp av ett teoretiskt ramverk omfattande Bourdieu, Mayhew, Carlbaum och Allelin analyserar vi webbaserade texter hos en statlig och en privat högskola, genom att tillämpa en kvalitativ textanalys. Syftet med studien är att bidra till en ökad uppmärksamhet beträffande hur högskolor aktivt arbetar med strategiskt kommunikationsarbete för att rekrytera studenter, samt att diskutera hur marknadsutvecklingen har influerat den strategiska kommunikationen inom högskolan. Med detta vill vi få en djupare inblick i vad som utmärker kommunikationen hos studiens utvalda högskolor. Vi genomför studien utifrån följande frågeställning: Hur skiljer sig det strategiska kommunikationsarbetet åt mellan Handelshögskolan i Stockholm och Handelshögskolan i Göteborg gällande rekrytering av studenter? Resultatet påvisar många likheter i texternas innehåll, men där skillnader uppstår i form av tonalitet och vad som lyfts fram. De båda högskolorna anspelar på ett socialt kapital och en trygg arbetsmarknad efter avslutade studier, dock på skilda sätt där tonaliteten är avgörande. Handelshögskolan i Göteborg anspelar på en gemenskap och valfrihet för studenten, och Handelshögskolan i Stockholm anspelar på ett starkt nätverk och en framgångsrik yrkeskarriär på stora bolag. Beroende på en presumtiv students preferenser tilltalas denne av olika former av strategisk kommunikation, och väljer således lärosäte utefter detta.<br>The education market that has developed in recent decades has meant that higher education institutions work strategically with relationship-communication in order to sell their education. The problem area targets therefore a complexity in educational communication in schools at university level. We use a theoretical framework that includes Bourdieu, Mayhew, Carlbaum and Allelin to analyze web-based texts at a state university and a private university, with the use of a qualitative text analysis. The purpose of this study is to contribute to increased attention regarding how schools actively work with strategic communication to recruit students, and to discuss how the market development has influenced strategic communication within the school area. We want to receive a deeper insight into what characterizes the communication of the selected universities of this study. The study is based on the following question: How does the strategic communication work differ between the Stockholm School of Economics and Gothenburg School of Business, Economics and Law regarding the recruitment of students? The result shows many similarities in the content of the texts, but we see differences in the form of tonality and what is highlighted. The two universities allude to social capital and a secure labor market after completing their studies, but in different ways where tonality is crucial. The Gothenburg School of Business, Economics and Law alludes to a community and freedom of choice for the student, and the Stockholm School of Economics alludes to a strong network and a successful professional career at large companies. Depending on a prospective student's preferences, he or she is attracted to various forms of strategic communication, and thus chooses a university according to this.
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MacDonald, Joseph Duncan. "Denominational attitudes toward the subdivision of the 1874 Protestant grant to education in Newfoundland." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34202.pdf.
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Navarro, Ana Paula. "A Faculdade de Direito de São Paulo e as interferências imperiais no ensino Jurídico: uma edição de legislações de 1827 a 1879." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-11112010-142221/.
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Esta dissertação de mestrado apresenta a edição de setenta e quatro documentos do século XIX referentes à administração da Academia de Sciencias Juridicas de São Paulo, atual Faculdade de Direito da Universidade de São Paulo. Com base na edição desta documentação, relatamos as interferências imperiais na Academia, desde a época de sua fundação em 1827 até 1879. Foram editadas legislações imperiais que revelam interferências do Governo, cujo objetivo era o controle do Curso Jurídico. Estas interferências regulavam, por um lado, vários aspectos do cotidiano acadêmico como a nomeação de professores, o conteúdo a ser lecionado, os cursos preparatórios e a resolução de dificuldades relacionadas à deficiência do ensino, à falta de professores, à indisciplina dos alunos e, por outro lado, anulavam e substituíam os estatutos da Faculdade quando havia um motivo conveniente ao Governo. O estudo dos aspectos históricos da fundação da Faculdade e das interferências imperiais revela que a Academia tinha por função manter a estrutura do Poder Monárquico, com a formação de bachareis alinhados à ideologia dominante.<br>This Masters dissertation is a presentation of seventy-four 19th Century documents referring to the management of the Academia de Sciencias Juridicas in São Paulo, now the University of São Paulo School of Law (Faculdade de Direito da Universidade de São Paulo). Based on the edition of these documents, we discuss imperial interference in the Academy, from its foundation in 1827, until 1879. Imperial legislation from this period shows interference from the government, whose aim was to control the Law Course (Curso Jurídico). On one hand, this interference served to regulate various aspects of academic life, such as the appointment of professors, course content, preparatory courses and resolution of problems related to inadequacies in teaching, absence of tutors and student discipline, and on the other hand, it served to annul and substitute the Schools own bylaws whenever the government considered it necessary. The study of the historic aspects of the Schools foundation and of imperial interference shows that the function of the Academy was to preserve the structure of Monarchical Power, by producing graduates aligned with the dominant ideology of the time.
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Ducret, Patricia. "Les professeurs de l'université de Paris au XIXème siècle et le droit romain." Thesis, La Rochelle, 2012. http://www.theses.fr/2012LAROD031.
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Notre recherche sur les professeurs de droit romain à l’Université de Paris au XIXe siècle tente de démontrer la constitution d’une école historique. La prosopographie met en lumière le milieu géographique et social des professeurs par le biais des contrats de mariage, des déclarations de successions et des inventaires après décès. Après avoir examiné la vie privée des romanistes, nous avons étudié leur parcours depuis leurs études doctorales jusqu’à l’obtention d’une chaire, en observant le mode d’accès au professorat. Nous avons aussi voulu mettre en exergue leur choix de carrière : la recherche, l’enseignement, la carrière administrative, la pratique juridique, la magistrature ou la politique. Enfin, nous voulions déterminer dans quelle mesure il existait une école historique chez les romanistes, malgré le carcan exégétique. Pour cela nous les avons dissociés des civilistes et avons recherché leurs spécificités puisqu’ils s’en différenciaient dans leurs conceptions et méthodes d’enseignement, comme en témoigne leur production scientifique. Nos sources nous ont conduite à puiser dans le vaste patrimoine que constituent leurs oeuvres pour déterminer les domaines du droit romain qu’ils privilégiaient. Les romanistes ont réussi à faire triompher une méthode évolutive, même sous l’emprise exégétique, pour constituer progressivement ce que nous appelons une « école historique romaniste<br>Our research concerning the professors of Roman Law at the University of Paris in the XIXth century attempts to demonstrate the emergence of a historical school of thought. It’s prosoprography that brings to light the Professors’ geographical and social environment through marriage contracts,declarations of inheritance and inventories after death. After examining at the Romanists’ private life,we studied both their career paths from their PhD studies up to their professorships and the means of access to this Professorship.We also intended to highlight their career choices : research, teaching,administrative responsibilities, practice of law, judiciary or politics. Finally, we aimed to determine the extent to which a Romanist historical school of thought existed in spite of the exegetical straightjacket. To reach that goal, we separated them from the Civilists and looked at their own specificities as they differed in both the conception and the methods of teaching as shown by their scientific output. Our sources led us to draw on their works to determine which fields of Roman Law they would have favoured. The Romanists succeeded in ensuring the triumph of an evolutionary approach, despite being under an exegetical constraint, which gradually built up to what we can definitively call a “Romanist historical school of thought
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PERSICO, ALESSANDRO. "ADRIANO BERNAREGGI E IL RINNOVAMENTO DELLA CULTURA ECCLESIASTICA ITALIANA (1884 - 1932)." Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/3159.
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La ricerca approfondisce il ruolo svolto da Adriano Bernareggi, sacerdote milanese, poi dal 1932 vescovo di Bergamo, nel movimento di rinnovamento degli studi ecclesiastici che ha attraversato il primo trentennio del Novecento. Formatosi presso le Università Gregoriana e Lateranense, nel clima segnato dal modernismo e dalla reazione pontificia, Bernareggi insegnò presso il Seminario di Milano, dal 1909 al 1932, e presso l’Università Cattolica, dal 1922 al 1926. In queste sedi, si sforzò di dare una risposta moderna – non modernista – all’ansia spirituale dell’uomo contemporaneo, attraverso un nuovo linguaggio religioso, capace di valorizzare la storia della Chiesa e, soprattutto, la sua liturgia. Particolare attenzione è stata dedicata: all’insegnamento seminariale, compreso il tentativo di promuovere un aggiornamento della ratio studiorum della Facoltà teologica in senso universitario, seguendo linee che anticipavano la Deus scientiarum Dominus; alla direzione della rivista “La Scuola Cattolica”, che tentò di trasformare in un periodico di scienze sacre nazionale, per riqualificare gli studi religiosi attraverso l’applicazione di una prospettiva storica e del metodo critico-filologico; alla partecipazione al movimento artistico-liturgico milanese, con la riscoperta, guardando all’insegnamento francese e all’abbazia di Maria Laach, del valore iniziatico dei riti; alla prevostura a S. Vittore al Corpo, laboratorio di una nuova “prassi liturgica”; alla sua partecipazione al dibattito sulla Questione Romana e sulla Conciliazione.<br>The research focuses the role played by Adriano Bernareggi, priest in Milan, then bishop of Bergamo since 1932, in the renewal movement of ecclesiastical studies during the first three decades of the twentieth century. Trained at the Gregorian and Lateran Universities, in a climate marked by modernism and vatican reaction, Bernareggi taught at the seminary of Milan, from 1909 to 1932, and at the Catholic University, from 1922 to 1926. In these sites, he strove to give a modern response - not modernist – to the spiritual anxiety of modern man, through a new religious language, able to enhance Church history and, especially, its liturgy. Particular attention has been paid to: the teaching, including the attempt to promote an update of the Ratio Studiorum of the Theological Faculty, following lines that anticipated Deus Scientiarum Dominus; the direction of the magazine “La Scuola Cattolica”, that he attempted to transform in a national periodic of sacred sciences, to regenerate religious studies through the application of an historical perspective and critical-philological research method; the participation in the liturgical and artistic movement in Milan, looking to french teachings and Maria Laach, especially to rediscovery the initiation value of rites; the prevostship at St. Vittore al Corpo, a laboratory of a new “liturgical practice”; the role in the debate on the Roman Question and Conciliation.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes January 22, 2018." University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626508.
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Lucas, D. Pulane. "Disruptive Transformations in Health Care: Technological Innovation and the Acute Care General Hospital." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2996.
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Advances in medical technology have altered the need for certain types of surgery to be performed in traditional inpatient hospital settings. Less invasive surgical procedures allow a growing number of medical treatments to take place on an outpatient basis. Hospitals face growing competition from ambulatory surgery centers (ASCs). The competitive threats posed by ASCs are important, given that inpatient surgery has been the cornerstone of hospital services for over a century. Additional research is needed to understand how surgical volume shifts between and within acute care general hospitals (ACGHs) and ASCs. This study investigates how medical technology within the hospital industry is changing medical services delivery. The main purposes of this study are to (1) test Clayton M. Christensen’s theory of disruptive innovation in health care, and (2) examine the effects of disruptive innovation on appendectomy, cholecystectomy, and bariatric surgery (ACBS) utilization. Disruptive innovation theory contends that advanced technology combined with innovative business models—located outside of traditional product markets or delivery systems—will produce simplified, quality products and services at lower costs with broader accessibility. Consequently, new markets will emerge, and conventional industry leaders will experience a loss of market share to “non-traditional” new entrants into the marketplace. The underlying assumption of this work is that ASCs (innovative business models) have adopted laparoscopy (innovative technology) and their unification has initiated disruptive innovation within the hospital industry. The disruptive effects have spawned shifts in surgical volumes from open to laparoscopic procedures, from inpatient to ambulatory settings, and from hospitals to ASCs. The research hypothesizes that: (1) there will be larger increases in the percentage of laparoscopic ACBS performed than open ACBS procedures; (2) ambulatory ACBS will experience larger percent increases than inpatient ACBS procedures; and (3) ASCs will experience larger percent increases than ACGHs. The study tracks the utilization of open, laparoscopic, inpatient and ambulatory ACBS. The research questions that guide the inquiry are: 1. How has ACBS utilization changed over this time? 2. Do ACGHs and ASCs differ in the utilization of ACBS? 3. How do states differ in the utilization of ACBS? 4. Do study findings support disruptive innovation theory in the hospital industry? The quantitative study employs a panel design using hospital discharge data from 2004 and 2009. The unit of analysis is the facility. The sampling frame is comprised of ACGHs and ASCs in Florida and Wisconsin. The study employs exploratory and confirmatory data analysis. This work finds that disruptive innovation theory is an effective model for assessing the hospital industry. The model provides a useful framework for analyzing the interplay between ACGHs and ASCs. While study findings did not support the stated hypotheses, the impact of government interventions into the competitive marketplace supports the claims of disruptive innovation theory. Regulations that intervened in the hospital industry facilitated interactions between ASCs and ACGHs, reducing the number of ASCs performing ACBS and altering the trajectory of ACBS volume by shifting surgeries from ASCs to ACGHs.
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Guth, Jessica. "Recruiting and Being Recruited: New Lecturers at Bradford University Law School." 2008. http://hdl.handle.net/10454/2229.
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Yes<br>Every person who holds or has held an academic position
at Higher Education level has a unique experience
of interview and of `settling in'. This Law in Brief considers
the experiences of two new lecturers who took up
their posts in August 2007.
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Fitzgerald, Maureen Fay. "Educating lawyers : how law graduates perceive first year law school educational practices." Thesis, 2005. http://hdl.handle.net/2429/18544.
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The purpose of this study was to better understand the educational practices used in first year law school and the impact of these practices on students. Prior research showed that students are negatively impacted during first year and that educational practices are somewhat to blame. This study is consistent with this literature and provides new and
important information about the extent to which teaching methods; content and curriculum;
assessment and grading; learning theory and aims of law school all contribute to the experiences of law students. The research method in this study consisted of in-depth interviews of 19 University
of British Columbia law school graduates who had completed law school a few months earlier. Graduates were questioned about their perceptions of both the first year law school
educational practices and their impacts, specifically in relation to the five core courses taught
in first year law school.
This study revealed that students found first year law school problematic in many ways. This research supports the literature that suggests the case method and the lecture method used in first year are not entirely effective or efficient for student learning. The case method seems to makes learning more difficult and slower than it needs to be. As suggested
in the literature the lecture method was useful in providing information to students and this
information helped students focus their studies. However, these typically didactic lectures did
not appear to engage students or encourage deeper learning. The question and answer technique used in some lectures intimidated students and appeared to interfere with their learning.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Waugh, John. "Diploma privilege: legal education at the University of Melbourne 1857-1946." 2009. http://repository.unimelb.edu.au/10187/5710.
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When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.<br>Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.
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Gallant, Catherine. "A study of the due process rights of students in matters of school discipline /." 1997.
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Tu, Yi-Li, and 杜怡莉. "An Exploration and Study for the Computer System of College/University School Affairs Based on Electronic Signatures Law and Techniques." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/27820864826935500539.
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碩士<br>靜宜大學<br>資訊管理學系<br>90<br>Our country establishes and pushes the policy of “Electronic/Network Government” so as to meet the rapid development of the Internet and information technology. Under the consensus of improving economic development from the government and the people, the “ Electronic Signatures Law” was finally approved by The Legislative Yuan on October 31, 2001, and it was carried out on April 1, 2002. So, the “Electronic Signature” becomes the formal legal type of document. The new era of ”Electronic Signature” has begun.
The implementation of the “Electronic Signatures Law” is to affect on associations and businesses as well as on the model of management and schedule of the organizations. This research will be conducted by the administrative operative environment of the educational organizations at first. Through different cases study and the relative problems approach, the research expects to create a safer instruction for organization management and operation model based on Electronic Signatures law and techniques, and future to establish and apply it in computer system of college/university school affairs. The instruction can improve the function of organization management, and implement the combination of information technology and management application.
There are five chapters in this thesis. The first chapter is an introduction. It includes the research problems, research range, limit and expecting contribution. The second chapter contains the main approaches, steps, and procedures, which are adapted by this research. The third and fourth chapters were the main concern of this thesis. The third chapter contains the study of the governmental management and scholastic affairs information system in different cases. The case study was made in five colleges/universities. The research made a detail description for the comparison among their establishing system background, planning contents, researching ways, system functions, working processes and problems. The fourth chapter analyzed the result of the findings and made some recommendations that might provide a consideration for future study. At last, the fifth chapter is the conclusion of the research.
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Ketzback, Thor William. "The evolution of offsets and the dawn of emissions trading markets." Thesis, 1997. http://hdl.handle.net/1961/5297.
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Riley, Samuel Ray. "The impact of anti-affirmative action lawsuits : a case study of The University of Texas School of Law from 1996 to 2003." Thesis, 2014. http://hdl.handle.net/2152/28491.
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Educational Administration<br>This study analyzes the effects race-neutral admissions policies have on a large predominantly white law school through the lens of its administrators and alumni. Previously, this law school relied on race conscious admissions policies to help it increase and maintain diversity. Utilizing historical documents and relevant stakeholder interviews from prominent former students and staff, in addition to current faculty and staff, I hope to provide a blueprint for other law schools to follow during a race-neutral admissions environment. This is especially relevant with affirmative action policies threatened by state voter referendums, executive orders, and legislation.<br>text
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Angumuthoo, Maryanne. "An examination of the university as a disciplinary institution in terms of Michel Foucault's postmodernist concept of disciplinary power, with specific reference to the nature of power relations between students and faculty." Thesis, 2001. http://hdl.handle.net/10413/5174.
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Buckingham, Judith. "Patterns of violence in intimate relationships : a critical examination of legal responses : submitted in fulfilment of the requirements for the degree of Doctor of Philosophy, School of Law, University of Canterbury, Christchurch, New Zealand /." 2006. http://hdl.handle.net/10092/849.
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"An analysis of environmental justice: Public health and environmental policy decision making." Tulane University, 2004.
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Alexinas, Megan Sian. "Working for better outcomes : an inquiry into the rehabilitation and reintegration of ex-offenders through integration in the labour market as a part of the criminal justice process : a thesis submitted in fulfilment of the requirements for the degree of Master of Laws in the University of Canterbury School of Law /." 2008. http://hdl.handle.net/10092/3515.
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Maxwell, Angela Christine. "A heritage of inferiority: public criticism and the American South." Thesis, 2008. http://hdl.handle.net/2152/3957.
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