(1988). Public Relations & the Law. This monograph synthesizes the laws and regulations that form the basis of the right to representation in the court of public opinion by all who would seek to influence public and private decisions. It expresses the framework of human and social values that underlie this constitutional freedom and that give public relations and other management communication disciplines their force and importance in a democratic society. Intended to be a desk-top reference for the practitioner, this monograph provides an overview of the law and its application to public relations. When available, guidelines by government agencies or regulations have been included. The areas of the law that are covered in the monograph are privacy, copyright, advertising and corporate speech, defamation, and financial public relations. An appendix provides a reference to the Public Relations Society of America's (PRSA) code of professional standards. (MS)…
(1980). Strategies for Educational Progress in the Eighties. Those concerned about promoting children's academic achievement must first be concerned about insuring all children the right to adequate food, shelter, security, and love. When these elemental needs have been met, students are then free to respond to their need to know and understand. If schools can respond to children's needs to belong, to be appreciated and valued, to acquire meaningful skills, to contribute to important human endeavors–then the eighties will be a decade of significant educational progress. Major efforts needed to achieve these goals include: (1) school programs aimed at the development of social responsibility; (2) specifications of long range educational goals and development of appropriate instruments for evaluation of goal attainment; (3) curriculum materials that are developmentally appropriate; (4) development of effective teacher-student relationships; (5) research aimed at solving school problems; and (6) professional education of teachers. (CJ)… [PDF]
(1979). The Political Scientist as an Academic Humanist. The paper discusses possibilities for political scientists to work with an adult non-campus public through grants from the National Endowment for the Humanities. Humanities are defined in terms of those academic disciplines concerned with the records, interpretation, and evaluation of human knowledge. The author describes his success with six different grant proposals and thirty different programs in eastern Oklahoma towns and cities. His focus has been to teach political concepts through the interdisciplinary approaches of literature and politics. The programs have dealt with the quality of life in rural America, future problems, problems of the aged and youth, Cherokee history, and consumer rights. The works of William Faulkner and of Arna Bontemps are featured. The author concludes that the political scientist's training in analyzing man and his environment provide him with a unique perspective as a facilitator of humanities programs. (KC)…
(2003). Changing Words in a Changing World: A Source-Based and Process Approach to Teaching Vocabulary. A source-based approach to teaching vocabulary means starting with basic concepts that have been in human languages since their beginnings and then working with lexical and metaphorical extensions of these basic words. The purpose is not so much to teach children history, as it is to find groups of words. When words are taught in related groups, the meanings reinforce each other and children gain insights into language as a system. Fundamental principles of the source-based approach include the following: words have multiple meanings; right answers are better than wrong answers; teachers should move from the known to the unknown; thinking skills are more important than memorization skills; language is a social phenomenon; and teachers need to recognize the difference between coincidental puns and metaphorical extensions. Includes three suggested readings and a sample chart from a lesson. (PM)… [PDF]
(2005). Global Inequality, Capabilities, Social Justice: The Millennium Development Goal for Gender Equality in Education. International Journal of Educational Development, v25 n2 p111-122 Mar. The Millennium Development Goal (MDG) for gender equality in education by 2005 has been criticised for its grandiose ambition, its failure to adequately conceptualise the nature of gender inequality or the diverse forms this takes, the inadequate policies developed to put the goal into practice and the limited measurements used for monitoring. The paper argues for a strategic defence of the MDG as an opportunity to think more widely about what the contents of rights in education are and how gender equality might be advanced. Drawing on the capability approach of Amartya Sen and Martha Nussbaum it considers gender equality in education in relation to wellbeing and agency freedom and achievement. Utilising Thomas Pogge's taxonomy of institutional conditions for human flourishing the paper considers how global, national and local policy might better measure gender equality in pursuit of the MDG…. [Direct]
(2004). Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education. American Psychologist, v59 n6 p511-520 Sep. The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational inequities and unequal outcomes. Society has failed to grapple with its entrenched roots in the achievement culture of schools. If this insidious dynamic is to be changed, an educational system that sorts for differentiated pathways must be replaced with one that develops the talents of all. Psychology has a critical role to play in promoting a new understanding of malleable human capabilities and optimal conditions for their nurturance in schooling…. [Direct]
(2005). The Changing Shape of Corporate Universities. Innovate: Journal of Online Education, v1 n5 Jun-Jul. About seven years ago, technological innovation gave rise to the e-learning industry and the growth of corporate universities. Early in the evolution of the industry, corporate universities represented a reasonable deployment of learning technologies. They enabled companies to deliver the right content to target markets (e.g., employees, partners, and customers) and to reduce training costs by substituting technology for labor. Recent trends, however, suggest that human resource (HR)-based corporate universities have lost some of their luster. Chief financial officers (CFOs) and business managers are exercising more influence over the use of learning technologies in core business operations by employing enterprise, organization, and workflow models. In this article, the authors describe changes in the e-learning industry and corporate universities that serve to embed learning into the explicit activities of the workplace. (Contains 1 exhibit.)… [PDF]
(1987). Sex and the Education of Our Children. Schools, teachers, and principals must help develop good character by putting children in the presence of adults of good character who live the difference between right and wrong. Sex education is about character; in a sex education course issues of right and wrong should occupy center stage. In too may cases, however, sex education in American classrooms is a destructive experience. Statistics such as the number of teenage pregnancies illustrate how boys and girls are mistreating one another sexually. Many sex education courses offer the illusion of action, relaying only technical information and possible outcomes\ are devoid of moral content. This kind of teaching displays a conscious aversion to making moral distinctions; it encourages students not to make the \right\ decision, but the \comfortable\ decision. Most American parents value postponing sex and raising children in the context of marriage. Despite this fact, some say that teenage sex is such a pervasive reality that… [PDF]
(1989). Radical Thinking in Adult Education. Occasional Paper No. 1. These five papers represent original research on various issues important to the field of adult education that draws on Syracuse University's collection of adult education materials. "Back to the Future with C. Wright Mills and the Center for the Study of Liberal Education for Adults" (Ollie Owen) provides background on Mills, the Center, and the situation in which they interacted. "Adult Education and Feminist Theory: Radical Thinking in Adult Education" (Jane Hugo) traces Hugo's personal history of involvement in feminist thought, outlines feminist theory, and explores the problems of implementing that theory in adult education work and in the graduate study of the field. "On the Idea of an Emancipatory Pedagogy" (Brent Snow) examines feminist theory, the approaches of Freireans, and the approaches of human potential activists. "Eva vom Baur Hansl: Brain-Ideas vs. Life-Ideas" (Bernita Bowen) discusses the extensive materials in the Hansl…
(1984). Licensing of Children's Services. The purpose of licensing is to provide protection in circumstances in which people are vulnerable and to mandate that positive services will be provided. The common denominator of human vulnerability in licensed children's services is the fact that the children are in the care of someone other than their families. Licensed services include family day care homes, day care centers, child placing agencies, family foster homes, and child care institutions. Licensing mandates a basic level of quality because it is the floor below which it is not legal to operate. Licensing is selective in that it usually follows children who are placed by public agencies or children whose care is paid for by public agencies. Licensing also increases following tragedies and scandals that receive public attention. Strong arguments exist for administering licensing at the state level, but state level licensing means that there is variation in standards from state to state. Licensing for child placing… [PDF]
(1975). Legislative Backlash: The Dilemma and Alternatives. Distinctions must be made between the positive intent of certain legislation and the negative backlash which this legislation can create for those persons it is intended to help and protect. Recent laws have been passed, for example, requiring physicians to obtain a patient's consent before treatment can begin and to provide sufficient information to the patient so that he can make an intelligent decision. Problems arise, however, when the patient does not have the capacity to consent or if the patient is institutionalized and, therefore, conditioned to obey officers in charge, or is of \lower\socioeconomic status and lacks knowledge of legal recourse. The field of children's legislation, also, provides a wealth of examples to support the thesis that the intent and reality of certain legislation are not congruent. Children are now entitled to due process in the school system and can abuse enlightened parents, teachers, and other professionals concerned with their education if youth… [PDF]
(2009). A Policy Reader in Universal Design for Learning. Harvard Education Press Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create access to education curricula for all students, including those with disabilities. This policy reader comprises a notably wide range of articles that address the challenges and opportunities facing policy makers as they consider UDL's implications for federal, state, and local policy. It includes essays that place UDL in the context of the education field as a whole and that examine how UDL might inform pressing contemporary discussions about accountability and access to the curriculum. The volume also sheds light on various assistive technologies. It concludes by considering contemporary assessments of student learning and teacher effectiveness, and points to how they might be improved through UDL and by expanding opportunities for learning to more young people. A timely and much-needed volume, "A Policy Reader in Universal Design for Learning" brings UDL to the center of… [Direct]
(2005). Augustine and Education in Critical Thinking. Journal of Beliefs & Values, v26 n2 p191-200 Aug. Augustine's concept of the deep self provides a basis for a complex and many-faceted account of critical thinking. He uncovers the moral sources of thinking in the inner depths of the self and shows that critical thinking presupposes radical self-reflection ready to face the truth about oneself. Self-knowledge assumes transparency, consciousness of the corrupt desires and prejudices that distort one's thinking. Unresolved guilt endangers transparency and thereby makes it difficult to become aware of the vices distorting one's perspective on reality. That is why human beings need divine grace that gives them the courage to face their corruption. For Augustine, the problem of critical thinking is part of a larger problem about how the human self and identity are formed, which factors influence the process, and how a person comes to know herself. Augustine writes an open account of his life in order to clarify this problem. His intention is to make sense of the nature of his self by… [Direct]
(1995). Code of Ethics and Standards of Practice. As Approved by Governing Council, April 1995, Effective July 1, 1995. The American Counseling Association (ACA) is an educational, scientific, and professional organization whose members are dedicated to the enhancement of human development. In line with this dedication to human development, the principles that define the ethical behavior required of ACA members are presented here. All members are required to adhere to the ACA Code of Ethics, as well as the ACA Standards of Practice (also listed here). The ACA Code of Ethics, which serves as the basis for processing ethical complaints initiated against members, opens with rules regarding the counseling relationship, including client welfare, client rights, dual relationships, sexual intimacies with clients, multiple clients, fees and bartering, termination and referral, and computer technology. The next section centers on confidentiality issues, and addresses such concerns as privacy, disclosure, records, research and training, and consultation. Professional responsibility is then covered, with codes…
(1990). University Commission on Human Relations: Focusing on Racism & Other Forms of Discrimination. Final Report. Volume IV: Collected Campus Policies. For this report on human relations and discrimination at the San Francisco State University (SFSU), campus policies impacting on students, faculty, and the university as a whole were collected. The first section reprints policies affecting students and contains a statement of student rights and responsibilities, student disciplinary procedures, grade appeal practices and procedures, student grievance procedures, and review by the Board of Appeals. Policies relating to faculty concerns include: a code of faculty conduct; academic freedom; academic affirmative action; qualifications for tenure track faculty; hiring of tenure track faculty; and temporary faculty. Policies relating to the university as a whole focus on: disabled students, faculty, and staff; sexual harassment; non-academic affirmative action; academic equity goals; and self-evaluation of compliance with the Rehabilitation Act of 1973, Section 504. Also included are the "SFSU Faculty Manual" and the "SFSU…