Showing papers on "Notice published in 1981"

4 – Assessing Self-Referent Speech: Methods in the Measurement of Self-Statements1

Abstract: My experience is what I agree to attend to . Only those items which I notice shape my mind—without selective interest, experience is utter chaos [James, 1890, p. 402].

Public School Law: Teachers' and Students' Rights

Abstract: 1 Legal Framework of Public Education State Control of Education Legislative Power State Agencies Local School Boards School-based Councils Federal Role in Education United States Constitution General Welfare Clause Commerce Clause Obligation of Contract Clause First Amendment Fourth Amendment Fifth Amendment Ninth Amendment Fourteenth Amendment Federal Legislation Funding Laws Civil Rights Laws Federal Administrative Agencies Function and Structure of the Judicial System State Courts Federal Courts Judicial Trends Conclusion 2 Church-State Relations Constitutional Framework Religious Influences in Public Schools Silent Prayer Statutes School-Sponsored Versus Private Devotionals Weisman and Its Progeny Student Elections to Authorize Prayers Pledge of Allegiance Religious Displays and Holiday Observances Proselytization in the Classroom Equal Access for Religious Expression and Groups Equal Access Act School Access for Community Groups Distribution of Religious Literature Accommodations for Religious Beliefs Release-Time Programs Religious Absences Religious Exemptions from Secular Activities Observances Curriculum Components Religious Challenges to the Secular Curriculum The Origin of Humanity Other Challenges State Aid to Private Schools Aid for Student Services Aid to Encourage Educational Choice Tax Relief Measures Vouchers Conclusion 3 School Attendance and Instructional Issues Compulsory School Attendance Alternatives to Public Schooling Health Requirements Residency Requirements School Fees Transportation Textbooks, Courses, and Materials The School Curriculum Requirements and Restrictions Censorship of Instructional Materials Parental Challenges Censorship by Policymakers Electronic Censorship Student Proficiency Testing Educational Malpractice/Instructional Negligence Instructional Privacy Rights Student Records Pupil Protection and Parental Rights Laws Conclusion 4 Students' Rights in Noninstructional Matters Freedom of Speech and Press Unprotected Expression Defamatory Expression Obscene, Lewd, or Vulgar Expression Inflammatory Expression Advocacy of Illegal Activity for Minors Commercial Expression School-Sponsored Expression Type of Forum Hazelwood and Its Progeny Protected Private Expression Prior Restraints Post-Expression Discipline Anti-Harassment Policies Electronic Expression Time, Place, and Manner Regulations Future Directions Student-Initiated Clubs Student Appearance Hairstyle Attire Dress Codes Student Uniforms Extracurricular Activities Attendance, Training, and Recruitment Regulations Restrictions on Eligibility Fees for Participation Other Conditions Conclusion 5 Student Classifications Legal Context Classifications Based on Race Pre-Brown Litigation De Jure Segregation in the South Distinguishing Between De Jure and De Facto Segregation Fashioning Appropriate Remedies Rezoning and the Closing, Reopening, or Construction of Schools Busing Programmatic Options Interdistrict Remedies Staff Desegregation Remedies Fiscal Responsibilities Achieving Unitary Status Postunitary Transfer and School Assignment Race as a Factor in Admission to Private Schools Race Discrimination and Matriculated Students Classifications Based on Native Language Classifications Based on Ability or Achievement Tracking Schemes Gifted and Talented Students Classifications Based on Age Classifications Based on Sex Interscholastic Sports Single-sex Teams Fewer Sports Opportunities for Females Modified Sports and Separate Seasons for Females Academic Programs Single-sex Schools Sex-segregated Courses and Programs Sex-based Admission Criteria Sexual Harassment of Students Employee-to-Student Harassment Student-to-Student Harassment Marriage and Pregnancy Conclusion 6 Rights of Students with Disabilities Legal Context Rehabilitation Act Americans with Disabilities Act Individuals with Disabilities Education Act Individualized Education Programs Initial Identification Evaluation IEP Team IEP Preparation Free Appropriate Public Education Least Restrictive Environment Private Schools Public Placement of a Child in a Private School Parental Placement of a Child in a Private School Services Available in Private Schools Change of Placement Related Services Transportation Psychological Services Health and Nursing Services Extended School Year Participation in Sports Discipline Suspension Expulsion Procedural Safeguards Stay-Put Provision Informal Meeting Mediation Impartial Due Process Hearing State Review Civil Action Remedies and Attorneys' Fees Conclusion 7 Student Discipline Conduct Regulations Expulsions and Suspensions Expulsions Procedural Requirements Zero-Tolerance Policies Suspensions Procedural Requirements Disciplinary Transfers to Alternative Educational Placements Anti-Bullying Laws Corporal Punishment Constitutional Issues State Law Academic Sanctions Absences Misconduct Search and Seizure Application of Fourth Amendment to Students Lockers Search of Personal Possessions Personal Search of Students Personal Searches Strip Searches Seizure of Students Use of Metal Detectors Drug-Detecting Canines Drug Testing Police Involvement Remedies for Unlawful Disciplinary Actions Conclusion 8 Terms and Conditions of Employment Licensure or Certification Employment by Local School Boards Employment Requirements Assignment of Personnel and Duties Contracts Term and Tenure Contracts Supplemental Contracts Domestic Partner Benefits Leaves of Absence Personnel Evaluation Personnel Records Other Employment Issues Using Copyrighted Materials Reporting Suspected Child Abuse Conclusion 9 Substantive Constitutional Rights Freedom of Expression Legal Principles Application of the Legal Principles Prior Restraint and Channel Rules Expressing Personal Views in the Classroom Academic Freedom Course Content Teaching Strategies Adequate Notice Relevancy Threat of Disruption Community Standards Freedom of Association Political Affiliations Political Activity Campaigning for Issues and Candidates Holding Public Office Personal Appearance Privacy Rights Search and Seizure Lifestyle Controversies Conclusion 10 Discrimination in Employment Legal Context Fourteenth Amendment Title VII Qualifying as an Employer Disparate Treatment and Impact Retaliation Relief Race and National-Origin Discrimination Hiring and Promotion Practices Testing Adverse Decisions Affirmative Action Sex Discrimination Hiring and Promotion Practices Compensation Practices Termination, Nonrenewal, and Denial of Tenure Sexual Harassment Quid Pro Quo Hostile Environment Pregnancy Discrimination Retirement Benefits Sexual-Preference Discrimination Access to Benefits Harassment Adverse Employment Decisions Religious Discrimination Hiring and Promotion Practices Accommodation Attire Restrictions Personal Leave Job Assignments and Responsibilities Adverse Employment Decisions Age Discrimination Hiring and Promotion Practices Compensation and Benefits Adverse Employment Actions Termination, Nonrenewal, Reduction-in-Force Transfer Retaliation Retirement Disability Discrimination Qualifying as Disabled Otherwise Qualified Reasonable Accommodation Termination and Nonrenewal Conclusion 11 Termination of Employment Procedural Due Process in General Dismissal Nonrenewal Establishing Protected Property and Liberty Interests Property Interest Liberty Interest Procedural Requirements in Discharge Proceedings Notice Hearing Adequate Notice of Hearing Waiver of Hearing Impartial Hearing Evidence Findings of Fact Dismissal for Cause Incompetency Immorality Insubordination Neglect of Duty Unprofessional Conduct Other Good and Just Cause Reduction in Force Remedies for Violations of Protected Rights Liability of School Officials Liability of School Districts Remedies Damages Reinstatement Attorneys' Fees Conclusion 12 Labor Relations Employees' Bargaining Rights in the Private and Public Sectors Teachers' Statutory Bargaining Rights Scope of Negotiations Governmental Policy Selected Bargaining Subjects Class Size School Calendar Teacher Evaluation Reduction in Force Nonrenewal and Tenure Decisions Union Security Provisions Dues and Service Fees Exclusive Privileges Grievances Negotiation Impasse Strikes Conclusion 13 Tort Liability Negligence Duty Supervision Instruction Maintenance of Buildings, Grounds, and Equipment Duty to Warn Breach of Duty/Standard of Care Reasonable Person Invitee, Licensee, Trespasser Proximate Cause Injury Defenses Against Negligence Governmental Immunity Contributory Negligence Comparative Negligence Assumption of Risk Intentional Torts Assault and Battery False Imprisonment Intentional Infliction of Mental Distress Defamation Private and Public Persons Veracity of Statements Fact versus Opinion Privilege Damages Conclusion 14 Summary of Legal Generalizations Generalizations Conclusion Glossary Selected Supreme Court Decisions Appendix Index

An Empirical Test of the Theory of On-The-Job Search

Abstract: Preunemployment search is the fundamental labor market process generating beneficial effects of advance notice. Yet theory indicates that workers receiving notice may not search, whereas others may search even without advance notice. Our weighted results ...

Food first beyond the Myth of Scarcity

Abstract: Food is governing close to humanity that each and every one has some information and insight for it. Further world food problems are of such dimension that it has to be brought to the notice of every thinking individual.

Critical notice. Information processing approaches to acquired dyslexia

Abstract: By far the most common traumatic cause of language disturbance is the cerebro-vascular accident (stroke). In this condition the blood supply to a region of brain tissue is interrupted, often due to the formation of an obstruction within the vasculature or to a larger clot forming in tissue after hemorrhage. In rarer cases a similar outcome may be due to hemorrhage caused by a gunshot wound or to closed head injury. The tissue that is deprived of blood dies. As a result of degeneration of the blood vessels water floods into the tissue, producing swelling that may affect the entire brain for a time. However, adaptation of the surrounding vascular system usually permits the fluid to drain away, together with much of the dead and now liquified tissue. This leaves the patient effectively with a hole in the brain, or at least an area of reduced tissue density, and as a consequence there may be some gross spatial readjustment of the surrounding tissue. With the dissipation of the swelling the patient becomes conscious but quite widespread changes in the state of the brain tissue may continue for some time thereafter. Typically the area of damage is large and difficult to define with precision due to the complex processes that give rise to it. For this reason, it is not, perhaps, surprising that attempts to relate patterns of impairment to the site of injury have yielded inconsistent outcomes. Despite these difficulties, naive psycho-anatomy (the term is Brain’s, I 96 I) has been the dominant tradition in the study of speech and reading disorders. Yet this approach has shown little success in accommodating the discrepancy between the effects of cortical stimulation and excision, on the one hand, and of cerebro-vascular accidents, on the other. Indeed, Penfield and Roberts (1959) have argued that there is no evidence for any cortical area that its removal causes permanent aphasia, though by convention surgeons avoid extirpation of Broca’s area. In some cases of acquired dyslexia the extent of brain damage can be estimated from computed tomograms. (These are two dimensional X-ray images of a horizontal section of the brain, produced by axial scanning of the intact brain). In an Appendix to Deep Dyslexia, Marin reviews such radiological evidence on five of the patients discussed in the book. All the patients had damage to the left hemisphere but the site of the damage varied considerably. Broca’s area, for instance, appeared to be spared in two cases. In all cases cortical and subcortical damage was very extensive and, as Marin observes, in some intuitive way out of proportion to the relatively minor language impairment.

Research in troubled waters: U.S. research vessel clearance experience, 1972–1978

Abstract: The experience of U.S. institutions in obtaining permission to conduct oceanographic research in areas under foreign jurisdiction has been reviewed for the years 1972–1978. There were 441 clearance events identified involving 68 countries. Seven percent of the requests were denied and 21 percent were subject to inordinate delays. The incidence of denials has increased during the last few years. Reasons given for denials related to insufficient advance notice, inadequate arrangements, unacceptable conditions, or disputed jurisdiction. Provisions of the Draft Convention for the Law of the Sea may alleviate some of these problems.

Conventions in the History of Art

Abstract: W HEN I was first asked to write this essay, I declined: I had no sooner done so, however, than I began to notice that the word convention appeared much more frequently than I had realized in art historical writing and that it is in fact a notion that raises questions that seem to me to be of central importance, at the same time that they have been little examined. And so I changed my mind. As I considered these questions my essay has crept in various directions, and it may seem both too thorough and not nearly thorough enough. But it may at least provide a suitable point for the beginning of discussion.

Critical notice: Are Fincham & Shultz's findings empirical findings?

Abstract: Both common-sense and legal concepts in specifying not what is but what ought to be the case are, like those in arithmetic and geometry, not amenable to empirical test. They specify the ground rules of right and proper action. Attempts to study them empirically ignore the institutional practices in daily life which, in respecting a society's moral order, establish the conditions under which certain ways of reasoning and judging are not only applicable but legitimate.

Exchange payment processing system

Abstract: PURPOSE:To make Kana (Japanese syllabary) character input needless and process exchange payment automatically, by adding two functions of input from a non- coming customer dependent upon the guidance function of the voice response unit and previous notice file for payment designating a payee to the conventional automatic transaction unit. CONSTITUTION:When a consumer proposes reservation to the service trade by the telephone, the reservation code, the reservation charge, and so on are transferred. The service trade obtains guidance of the voice response unit by pushphone 14 to transfer the reservation code and so on to processing center 9 and is registered in payment previous notice file 12. The consumer depresses the function key indicating reservation payment of automatic transaction terminal 1 to input the reservation number and so on. If the check result is normal, prescribed payment from the account of the consumer to the account of the service trade is performed, and transaction of the previous notice file for the payment is erased. After that, the exchange sub-report indicating the completion of payment is issued.

The logic of adjudication : an analysis of the grounds for judicial assertion

Abstract: In the process of adjudication, judges are required to assert propositions that answer the issues a particular case raises. To understand whether the judge is correct in his assertions, a theory is needed which would explain the grounds for asserting propositions within a judicial decision. This thesis presents such a theory: that of judicial pluralism. Pluralism claims that the basis for judicial assertion lies in individual conceptions of judicial role. One uses one's conception to construct a tiered prepositional schema^ whereby particular questions may be answered. The schema is conventional, in that one's conception of role is based on beliefs about what sources a particular society demands that a judge use in reaching a decision, rather than what sources he ought to use. However, an individual's beliefs and attitudes figure prominently, as the concept of role is one about which disagreement is likely to be great. Pluralism is contrasted with three other theories. It attacks the skeptical position that assertion is subjective and a matter of personal belief, in part because that position fails to notice the conventional aspect of judicial role. It attacks the positivist position that claims that a master rule yielding a normative model can be found in legal systems, in part because that position fails to notice the disparity in positions among judges and observers due to varying propositional schemata. It attacks the position of Professor Dworkin, who claims that a theory of adjudication can always ensure a two-ordered truth value for any judicial question, in part because his position assumes agreement on concepts when such agreement is wanting. Pluralism is used to address several issues concerning reasoning within the judicial decision. It is also applied to analyze problems within contracts and constitutional law, including a discussion of the political consequences such analysis suggests.

Response to the Federal Trade Commission's proposed ruling on standards and certification

Abstract: In December 1978, the Federal Trade Commission issued a notice of intention of rulemaking in regard to the matter of Standards and Certification. In cooperation with the American National Standards Institute, of which ACM is a member, the ACM Standards Committee prepared a response to that notice and submitted it to the Commission in April 1979. The response gives a summary of the ACM Standards Committee position on a standards regulation and affords insights into the process by which procedures evolve in this area. For this reason, the response is reproduced here as a report.

The Liability of Innocent Third Parties Implicated in Another's Breach of Confidence

Abstract: The defence of bona fide purchase for value without notice is an inappropriate one for the third party to invoke in an action, which is not concerned with property rights, and suggests the adoption of the more flexible defence of change of circumstances. The point at which an innocent third party should be held to have become liable to the discloser is discussed.

What's in a review.

Abstract: Sharp-eyed readers of the Journal will notice that something new has been added in this issue. For the first time we are soliciting book reviews by volunteers from our readership (see page 854). Ea...

Health care labor relations law--understanding the issues.

Abstract: The 1974 amendments to the Labor Management Relations Act have created new problems of statutory interpretation in the rapidly evolving area of health care labor law. By including nonprofit hospitals under the auspices of the Act, the amendments have opened up a new area for unionization and have given rise to questions concerning the types of bargaining units that are appropriate in health care facilities. In the following article, the authors discuss these questions and other current issues in health care labor relations law. The issues include the determination of relevant bargaining units, the status of state nursing associations as labor organizations, and the ten-day strike notice requirement of the Labor Management Relations Act.

Dealing with feelings. Disputing irrational thoughts.

Abstract: By Ruth Dailey Knowles PROBLEM: Irrational, troublesome, and negative beliefs about the self. INTERVENTION: Disputing irrational thoughts. PROCEDURE: Rational emotive therapy (RET), developed by Albert Ellis, looks at how our behavior and feelings come from our rational or irrational interpretation of events*. The ABCD’s of RET are illustrated as follows: A (Activating Event) You forgot a treatment for a patient. B (Belief System) Rational: “I forgot the treatment, so I will stay after work and do it. That is unfortunately inconvenient for the patient and also for me.” Irrational: “I forgot the treatment. This is dreadful. What a terrible nurse I am. What will the patient think? Worse yet, what will the head nurse think when she finds out? I bet I get a notice in my folder. Maybe I’ll even get fired and no one will ever hire me again. My nursing career is over...” C (Consequences) Rational: “I’ll probably hit some of the rush-hour traffic, since I’ll be 15 minutes late getting off duty. That’s too bad. I’ll bet I don’t forget that treatment again!” Irrational: “I’m in a panic. I can’t think straight. My head hurts. I can’t let anyone see my shaking hands. What am I going to do?” As a consequence, you may avoid the patient and the head nurse, not remain functional enough to complete the treatment later, pass it on to the next shift (which accepts it resentfully), and go home ill, depressed and discouraged, with extremely low selfesteem. D (Dispute) When you catch yourself talking to yourself irrationally, dispute the irrational thought, for example: Irrational thought. “Horrors! This is dreadful.” Dispute. “It’s inconvenient, but not dreadful nor the end of the world.”

The Language of Death in German Newspapers

Abstract: No one speaks willingly of death. This is just as true of Germans as it is of Americans. And yet there are notable differences between the two cultures in their public expressions of grief and condolence. As a rule, the death notices in an American newspaper are restricted to one or two columns of a single page of newsprint. In a German newspaper death notices may be spread over two or more pages, with each notice taking up considerable space surrounded by a black border. A death notice in America has the length of a want ad; in Germany it can not only be as long as an advertisement, but at times can take up as much as half a page, depending on the importance of the person who has died and the expense the relatives wish to go to in order to honor the deceased's memory.

Computer use in mathematics education – present situation, intentions, and problems in the Federal Republic of Germany†

Abstract: Computers, and computer‐related thinking structures, are only gradually influencing mathematics education. On the one hand, there is a discrepancy between involved teachers who already have changed their own classroom teaching to a great extent, and a majority of mathematics teachers who have not yet taken notice of the computer for teaching purposes. On the other hand, knowledge of the computer and of algorithms is frequently merely added to the mathematical subject matter. As opposed to that, the authors argue that it is necessary to genuinely integrate such subject matter, and to include general topics such as social impact and changed attitudes toward application. With regard to implementation, they develop concrete ideas which are aligned in a differentiated manner to the specific situation and the opportunities offered in the Federal Republic of Germany. The rationale for that is that only such reference to a specific situation will provide an opportunity for readers abroad to usefully apply approac...

Mind Your Own Gestalts

Abstract: Presents technique during “two chair work” that enables the therapist to better notice and respond to his own reactions to the situational dynamics of the session and client.

Comments on “Fee Shifting: An Institutional Change to Decrease the Benefits from Free Riding”

Abstract: Gordon Brady starts his paper on fee shifting by examining the legislative history of the Clean Air Act of 1970 that established a private attorneys general (PAG) mechanism for litigation in environmental cases. The act provided that any person could bring a civil action on his own behalf against (1) anyone violating emission standards, including the federal government, or (2) the administrator of the Environmental Protection Agency (after sixty days notice) for failure to perform a duty.

Stepping Stones to Parent Notification: A Handbook for Schools.

Abstract: Intended for state and local school personnel, the handbook is designed to assist in developing notification procedures that comply with the procedural safeguards requirements of special education law and in meeting the informational needs of parents. Chapter 1 provides ari overview of the due process provisions of P.L. 94-142 (the Education for All Handicapped Children Act) and Section 504 of the RehaOalitation Act of 1913. Zhapter 2 deals with written notification by outlining the major occasions when written notice.and consent are legally required with examples of notice and consent procedures for preplacement evaluation and initialAplacement after introducing issues in interpersonal communication, Chapter 3 focuses on interpersonal communication at the evaluation, Individual Education Program development, and Oacement stages. A final chapter reviews and summarizes notification principles applicable at each of seven stages in the special education planning process. A case study illustrates one family's, journey through the special education planning process. Within each chapter, content is organized to lead from the presentation of general principles to the practical application of the principles. Chapters also contain descriptions of workshop activities, sample checklist, and notice forms. There is also an abstract bibliography of about 20 references ori9inally published between 1975 and 1980. The approximately 60 state and local school systems who participated in the handbook's development are listed. (Author/SW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************** U.S. DEPARTMENT OF EDUCAPiON NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL NESOUNCES IWOHNIAT LTA CENTEH QIIC tjt5 d,k.uogew has beet4 ..swvdthz.ed e, uved hUit4--3the pers., LA figarlt:atro. ot Mmur c.hatojeu UJce beei noade tL, 614J ,ep.uducttuii Lidaht* Kmits kjl .re* j upoilo5 stated ruo 011,17,c, Inier0 Liu Out fle,Less.vq, .epte,e&n? ut lac C.0 NIE pusArc. Lj ok STEPPING STONES TO PARENT NOTIFICATION A HANDBOOK FOR 'SCHOOLS Judith A. Agard Sharon L. Barry