1969 Chapters
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Medium 9781574413083

Chapter 5 • Adult Corrections, Parole, and Probation

R. Scott Harnsberger University of North Texas Press PDF

Aliens

225A Justice for Immigration’s Hidden Population: Protecting the Rights of

Persons with Mental Disabilities in the Immigration Court and Detention System. Austin: Texas Appleseed, 2010.

Provides data on immigrants in Texas with mental disabilities who are held in U.S. Immigration and Customs Enforcement (ICE) detention facilities, including the number of psychotropic prescriptions issued, percentage of detainee cases without counsel, detention facilities with the highest percentage of unrepresented detainees, and the number of cases adjourned because the

Department of Homeland Security requested a certification of the detainee’s mental competency.

226 Salant, Tanis J. Undocumented Immigrants in U.S.–Mexico Border Counties: The Costs of Law Enforcement and Criminal Justice Services. Tucson:

Eller College of Management, School of Public Administration and Policy,

University of Arizona, 2008. NCJ 223285

Provides a breakdown of the costs of undocumented immigrants to law enforcement and criminal justice services in the U.S. counties bordering Mexico, which includes fifteen in Texas. County-level statistics are given for sheriff’s offices, detention facilities, adult probation, and juvenile probation.

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Medium 9781475817454

Does Restructuring Make a Difference for the Principal: Role Conceptions of Principals in Restructuring Schools

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

DANNY L. TALBOT1

GARY M. CROW1*

ABSTRACT: School restructuring involves changes in the principal's role in general and in the role conception in particular. The study reported here examines differences and similarities in role conception between principals participating in a state sponsored restructuring program and principals of schools not participating in this program. Findings are based on a statewide survey of administrators. Principals in the restructuring schools generally report practices and attitudes that are congruent with elements of the program. However, there is little difference between these principals and their counterparts in regard to involving parents in core technology activities of the school.

School restructuring involves changes in the principal’s role (Bredeson, 1993; Hart, 1993; Murphy and Hallinger, 1992; Murphy and Louis, 1994). Most research on the role of the principal in restructuring schools has focused on how principals enact their roles. This current body of research suggests that school restructuring influences how principals enact certain elements of their role including decision making, problem solving, staff relations, and resource/environment management (Goldring, 1992; Hallinger, 1992; Hallinger and Hausman, 1994; Hart, 1994).

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Medium 9781574411522

16 Education

Jorge Antonio Renaud University of North Texas Press PDF

Chapter sixteen

education

I

f there is only one thing you can do to assist your convict friend or relative in his struggle to prepare for freedom and remain out of prison, that one thing should be to encourage him to get an education. You may believe that his lack of spiritual values, or his addiction, led to his criminal actions, and you want him to attend AA/NA and get involved in religious programs. This is good because he needs to address those issues also. However, he can’t read the Bible if he can’t plain read. He can’t complete the written portion of the Substance Abuse Treatment

Program if he can’t write. He won’t be able to hold down a job, or be involved in the life of his family or the larger society, if he doesn’t grasp the fundamental concepts that you take for granted—balancing a checkbook, following written directions, taking the state driver’s license test, or forming a simple budget. He will have no connection with his neighbor or society if he knows nothing of the basic milestones of our history or doesn’t understand the civic process.

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Medium 9781574411638

Guide to Using Data Sheets

Jack Bell University of North Texas Press PDF

Guide to Using Data Sheets

For the convenience of users, the data sheets for projectiles and torpedoes use a standard format. Descriptions of the information in each category are provided below.

Users should read this guide before using the data sheets.

Projectile Photos

Most projectile data sheets have photographs of the side, top, and bottom of the projectile. The ruler scale applies only to the side view of the projectile. It is important to note that the scale does not include the height of the fuze, only the length of the projectile.

The torpedo data sheets normally have only a side view and a close-up photo of the fuze or detonator mechanism. Most torpedo data sheets do not include a scale bar, because the torpedoes are too long for the scale numbers to be legible.

Projectile or Torpedo Identification Title

The projectile identification provides several key pieces of information. It first identifies the origin of the projectile or torpedo. Origin defines who manufactured the projectile or torpedo: CS, British/CS, or US. Next it identifies the caliber (e.g., bore size) of the cannon that fires the projectile.

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Medium 9781576336410

"T" Words: GED Essential Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475823783

Notes From the Editor

Journal of School Public Relations Rowman & Littlefield Publishers ePub

THEODORE J. KOWALSKI

Community education is a topic that captured my attention in the late 1970s. While serving as a superintendent I became active in the National Community Education Association (NCEA) and served as president of the Indiana Community Education Association. With Dr. John Fallon, then president of NCEA and now a university president in New York, I coauthored the Phi Delta Kappa Fastback on community education in 1986. My dedication to this concept is nested in its philosophical roots. Based on the tenets of open systems theory, community education identifies public schools as the hub of community life, views education as a lifelong process, and promotes democratic participation in school governance.

This issue contains four articles and a book review relating to the issue’s theme, connecting community education to school and community relations. Written by prominent figures in the community education movement, they address the potential and positive effects of community education’s processes and programs. This issue contains a fifth and unique article that examines how education is portrayed in editorial cartoons.

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Medium 9781475819328

Book Review

Teacher Education and Practice R&L Education ePub

(Lanham, MD: Rowman & Littlefield Education, 2005) 238 pages, $35.95

KATHRYN S. LEE

Tim Carman’s stated objective of Strength-Based Teaching: The Affective Teacher, No Child Left Behind is to help U.S. teachers create educational environments that promote high achievement for all students, thereby resulting in a narrowed achievement gap. Carman successfully addresses his three general themes: dispelling educational myths that hinder progress in academic achievement, helping school communities develop school improvement plans through the use of standards-based education models, and discussing the consequences of the No Child Left Behind Act (NCLB). The book’s arrangement proves useful, consisting of a preface, five chapters, an epilogue, two appendixes, a bibliography, and a brief biography.

According to Carman, the two main criteria for standards-based schools are that academic content standards be clearly defined and made known to students before instruction begins and that student achievement be determined through the use of a variety of assessments, including performance-based assessments, at specific points in time. Although some early childhood through university educators may bristle at Carman’s moral imposition that standards and accountability best meet the goals of increasing academic achievement for non-U.S.-born students, teaching veterans will appreciate his detailed account of how legislators abounded teachers in an ever-narrowing partnership with America’s corporate interests. Carman advocates a schooling model as a network of responsive communities that are working together through a common-assessment time frame but with an evaluation menu that can be used to determine local options for coordinated progress checks. Carman argues that although the accountability standards required under NCLB are meritorious, standards-based education remains the best vehicle to meet the demands of the increasing number of newcomers to U.S. schools to ensure that U.S. educational institutions are responsive to the communities whom they serve. He also describes the controversial “Pygmalion in the classroom” theory—namely, that teachers’ expectations strongly influence student achievement.

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Medium 9780749470937

Part 7 – Study Associations and the ‘Learned Societies’

Editorial Staff, Kogan Page Kogan Page PDF

Part 7

Study Associations and the

‘Learned Societies’

Study associations consist of people who wish to increase their knowledge of a particular subject or range of subjects; they may be professionals or amateurs. Some associations consist almost entirely of specialists (eg the Royal Statistical Society); others (eg the Royal Geographical Society and the Zoological Society of London) have a more general membership. The learned societies usually have two grades of membership: fellows and members. Some also admit group members

(such as schools or libraries), known as corporate members, and junior associate, corresponding and overseas members, who pay lower subscriptions. Some also elect honorary fellows or members. The members of some societies may use designatory letters, but this does not mean that the holder is ‘qualified’ in the same sense as a doctor or a chartered accountant.

Membership of some learned societies is by election, and is commonly accepted as distinguishing the candidate by admission to an exclusive group. Candidates may be selected in respect of pre-eminence in their subject or in the public service. The chief associations of this type are the

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Medium 9781475817386

Social Skills of Principals: A Profile in Context

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

ALAN B. HENKIN1*

CAROLYN L. WANAT1

JAMES H. DAVIS2

ABSTRACT: A study context related to social communications in restructured school environments frames this investigation of social communications skills of principals. Responses of 709 public school principals to the Social Skills Inventory (SSI) constitute the data source. The instrument, a self-report inventory demonstrating positive relationships with several measures of social effectiveness, yields a global indicator of social skills defined as social competence. Results suggested generally marginal social skills among these principals. Positive associations were found between social competence and gender (female), higher levels of education, larger school size, urban school locus, and administrative decisional autonomy. Older, more experienced respondents with more extended positional longevity and tenure as administrators revealed significantly lower social communications skills as measured by the SSI. Findings are discussed in terms of the stewardship role of the principal, and the need for social skills training for work in open systems with multiple stakeholders.

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Medium 9781475816105

Issues in Post-Soviet Secondary School Reform: The Case of Kazakstan

International Journal of Educational Reform Rowman & Littlefield Publishers ePub

ALAN J. DEYOUNG

Professor of Education, Educational Policy Studies and Evaluation, College of Education, 131 Taylor Education Building, Lexington, KY 40506-0001

SUZHIKOVA BALZHAN

Abai University, Almaty, Kazakstan

The Republic of Kazakstan is one of five Central Asian states created in 1991 upon the collapse of the former Soviet Union. Today these states—all formerly under the rule of Moscow—are all interested in transforming an inherited colonialist and socialist education system into one with more freedom and flexibility, and dedicated to purposes of nation building. In this essay, we attempt to describe the major social and economic development themes which have emerged in Kazakstan since 1991, and to link such developments to the status of education reform currently underway. Our insights into the following matters come from interviews with key government and school leaders, from official statistics of the Kazakstan Ministry of Education (MoE), and from four recent reports by international agencies on social and economic trends and issues in the Republic. Many of the issues we discuss here are shared concerns and dynamics of most former Soviet republics, some are unique to the Central Asian states, and others are unique to the Republic of Kazakstan itself.

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Medium 9781475816457

A Descriptive Study on Psychopathology of Women in Turkey: Implications for Education Reform

Rowman & Littlefield Publishers ePub

Omer Tutkun

Turkey is a country founded on the Anatolian peninsula, where the continents are nearest, which has been the center of various cultures in the historical process and has today the traces of both Eastern and Western civilizations and cultures. Turkey is partly Balkanian, Caucasian, Middle Eastern, and Mediterranean. Having an area of 814,578 square kilometers, the country has a population of 71,337,204, according to the 2003 year data, and 49.97% of the population is composed of men and 50.03% women. The birthrate is 1.38% (Sahin, Doganay, & Ozcan, 2004). According to 2000 data, 64.9% of the population live in towns and 35.1% live in rural areas. The literacy rate of the population in Turkey is 86.5%: 78.5% for women, 94.4% for men (Population and Citizenship Affairs, 2005). A majority of the Turkish population is Muslim, and Turkey is a country governed by a secular democratic parliamentary system. Having turned to the West since the foundation of the republic in 1923 and made many reforms for this aim, Turkey has come to the point of joining the European Union. Research has shown that the Turkish people support this process. In this context, Turkey has been undergoing significant economical, social, and cultural changes for the last 20 years. It is inevitable that the society and its individuals are affected by this change. From this point of view, the purpose of this research was to determine the extent to which women in Turkey have been affected by this change.

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Medium 9781576336410

"M" Words: GED Essential Vocabulary

Ace Academics Ace Academics ePub
Medium 9781608681624

7. The Relationship Key

Eric Maisel New World Library ePub

Chapter 7

THE RELATIONSHIP KEY

Relationships in the arts are complicated. You may be very friendly with a fellow painter and also quite envious of her. You may actively dislike a gallery owner or a collector but decide that he is too valuable to cast aside, maybe because he is your only advocate or your only customer. You may respect your editor’s opinions but despise the rudeness with which she delivers them. There may be no such thing as a genuinely straightforward relationship anywhere in life, but relationships in the arts are that much more complicated and shadowy.

Let’s try to tease out fifteen sensible rules for marketplace relating:

1.   You can’t succeed in the marketplace without the help of others. You can do whatever you like in your mind and you can do whatever you like in the studio, but if you want an audience, then you need help in the marketplace. Even if you engage in the equivalent of self-publishing, you still need audience members if you want to feel successful. So, the first rule is that you can create as if you were on an island, but as soon as you want to share your creative efforts with others, you are embroiled in the world of others. There is just no getting around that.

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Medium 9781475816235

School Violence: Legal Obligations, Prevention, and Dealing with Threats

International Journal of Educational Reform Rowman & Littlefield Publishers ePub

Alan Demmitt and Charles J. Russo

As witnessed by recent school shootings throughout the United States (Cloud, 1997; Furlong & Morrison, 2000), increasing numbers of educators have uttered the fateful words that if his or her school could experience violence, it could happen anywhere. With the realization that no one is immune from violence, educational leaders are confronted with a variety of questions, including: What constitutes a threat and to whom should it be reported? What are the limits to confidentiality between students and school personnel in view of the duty that educators have to report concerns over school violence? And what are the responsibilities of educators in the event of a violence-related emergency?

In light of growing concerns over school violence, regardless of where school personnel work, this article is divided into two sections. The first part provides educational leaders with an overview of legal issues surrounding their “duty to warn.” The second section offers practical suggestions for dealing with and preventing threats of violence.

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Medium 9781475823912

Try, Try, Again: A Two-Step Strategy for Passing School Levies

Journal of School Public Relations Rowman & Littlefield Publishers ePub

PAUL A. JOHNSON

ABSTRACT: Passing property tax issues is an increasing challenge for many school districts. This article examines 21 school levy strategies identified through a literature review associated with successful school levy campaigns. These strategies were then used as a framework to evaluate one district’s attempts to pass a school bond levy. Whereas the study confirms the importance of these strategies, it also presents evidence regarding a two-step approach to planning levy campaigns that might help districts pass levies. Suggestions for further research are discussed.

The newspaper headline said it all: “Try, try, try, try, try, try, try, try again” (King, 2007, p. 1). An Ohio school district had just failed to pass a local property tax levy for the seventh time—this time, by only one vote. Whereas eight tries to pass the same levy may seem extreme, by Ohio standards it is not. According to a study conducted by Funai (1993), only 13% of Ohio school property tax levies pass on the first attempt. This low initial passage rate may be in part due to the fact that Ohio school districts are reliant on local property tax levies for the operation of their schools. In fact, according to Fleeter (2007), of the Ohio Tax Policy Institute, “Ohio relies on voter approval of tax levies to support public education to a greater extent than any other state in the nation” (p. 1). That from 1994 to 2006 there were 3,433 local school tax issues on ballots in Ohio certainly lends credence to this claim.

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