(1978). Ethical Standards and Behavior Modification Research in Institutions for Retarded People. Guidelines (established at the Syracuse Development Center) for conducting human research with institutionalized mentally retarded persons are discussed, particularly in relation to research in behavior modification. After a literature review, the five step procedure suggested by the Center is listed with such steps as submitting a proposal which identifies benefits and risks and obtaining written informed consent from the subjects, parents, or legal guardians. The difficulty of determining what constitutes subject informed consent and the possibility that parents or guardians may not always be acting in the best interests of their children has led to guidelines requiring (1) that permission also be obtained from the facility's Human Rights Committee and (2) that no S ever be forced to participate in a study even though appropriate consent was obtained. Other issues addressed include obtaining consent from no-treatment control subjects, the use of aversive conditioning methods, and…
(2024). Recurring Vagueness: A Longitudinal Study of What Students Think about Sociology Before, Right After, and Years after Taking the Introductory Course. Teaching Sociology, v52 n1 p15-26. The introductory course to sociology serves the multiple roles of providing students with the foundations of the field while also being its "public face" and possibly improving its image. The outcomes of introductory courses have been investigated mostly in quantitative ways in the past. The article presents a qualitative, longitudinal study of the "mental image" that 397 students of an introductory course at a Hungarian university formed about sociology. Participants were asked to draw mind maps around the central concept of "sociology" right before, right after, and years after taking the course. Results from the content analysis of mind maps indicate that while students are able to situate sociology as a science of the human world, their mental image of the field is often vague beyond that. Mind maps drawn years after taking the course bear the closest resemblance to the ones drawn even before studying it…. [Direct]
(2014). Withholding the Personal Story: Using Theory to Orient Practice in Applied Theatre about HIV and Human Rights. Research in Drama Education, v19 n1 p23-38. When applied theatre is used in service of a health promotion or rights agenda, particular responsibilities come into play. The artist must be able to articulate their theory of change and translate it into action. In this article, I trouble the borderline between an ethical and an exploitative use of story when working to provide opportunities for "youth voice". I use a reflective practitioner method, working between theoretical argument and case story involving a project conducted in Thailand with a group of young drug users who were commissioned to make the "youth voice" plenary presentation at "Response Beyond Borders: The Second Asian Consultation on the Prevention of HIV-related to Drug Use" (Bangkok, January 2010). I discuss some of the key decisions I made as the arts-based practitioner leading a group of young people who identified neither as actors nor as advocates. I discuss the challenges I encountered in working between the ethics and the… [Direct]
(1977). Consumers Make Mistakes Too: An Invited Response. Personnel and Guidance Journal, 56, 4, 226-8, Dec 77. The author responds to the consumer rights issue of the Personnel and Guidance Journal. He presents his reactions to the questions of human and consumer rights. (HMV)…
(1977). The Fear of Trying: Response to Arbuckle. Personnel and Guidance Journal, 56, 4, 228, Dec 77. The author presents a rebuttal to Arbuckle's assessment of the concepts of human and consumer rights. The issue of the counselor's role is discussed. (HMV)…
(2011). Human Rights, Academic Freedom, and Offshore Academics. Academe, v97 n1 p14-17 Jan-Feb. Despite the carnage wrought on higher education by the Great Recession, evidence persists that the sector is still host to a speculator psychology. One example is the unabated stampede to set up branches and programs overseas. Colleges have many reasons to go offshore: (1) to reduce costs; (2) to build their "brands" in "emerging markets"; and (3) to spread their assets. Some have even been driven by genuine faculty interest in international education. But the rush to respond to lucrative offers from local governments, especially in China and the Gulf states, has all the hallmarks of high-risk investment. In the corporate world, casualties of overseas joint ventures are legion. It should be no surprise that several universities have crashed and withdrawn from this line of business: a major recent example is Michigan State University, which in July abandoned its Dubai campus. Nonetheless, the long-term prognosis for such ventures is rosy. According to analysts of… [Direct]
(1991). It's Yours: The Bill of Rights. Lessons in the Bill of Rights for Students of English as a Second Language. This curriculum presents lessons and materials designed to teach immigrant students their rights and responsibilities under the U.S. legal system. The lessons employ interactive strategies, and develop higher order thinking skills as they foster English language learning. The curriculum contains eight units: (1) "Roots of Rights: Introduction to the Bill of Rights"; (2) "Free Speech, Assembly, Press: Freedom of Speech; Freedom of Press; Freedom of Assembly; Freedom to Petition Government"; (3) "Freedom to Believe: Freedom of Religion"; (4) "It's about Privacy: Freedom from Unreasonable Search and Seizure"; (5) "Rights of the Accused: Right to a Lawyer; Right to Trial by Jury; Protection Against Cruel and Unusual Punishment"; (6) "Equal Protection Under the Laws: Equal Rights"; (7) "The Bill of Rights and Your Body: Right to Privacy"; and (8) "The Right to Vote: Right to Vote and Participate." The…
(2003). State of the World's Mothers, 2003: Protecting Women and Children in War and Conflict. In commemoration of Mother's Day, Save the Children has published its fourth annual report focusing on the tens of millions of mothers and children whose lives have been disrupted by war and armed conflict and suggesting actions required to support women who are raising the children under horrific conditions and to shield children from the most brutal excesses of war. The report highlights the first-ever "Conflict Protection Scorecard," which analyzes 40 of today's brutal conflicts against six areas of protection, which include protection from military recruitment of children, separation from family, and trafficking of women and children for prostitution. Findings reported include the following: (1) the Scorecard finds widespread violations of women's and children's human rights in every conflict zone and in every region of the world; (2) the Scorecard identifies Afghanistan, Angola, Burundi, Democratic Republic of Congo, and Sierra Leone as five of the worst conflict… [PDF]
(2006). Planning and Teaching Creatively within a Required Curriculum for School-Age Learners. Teachers of English to Speakers of Other Languages, Inc. (TESOL) As the second volume of a seven-volume series, this book describes curriculum development as three interrelated processes: planning, enacting, and evaluating. Curriculum development is a dynamic process that happens among learners and teachers in the classroom. In this volume, readers will encounter teachers, curriculum developers, and administrators from all over the world who sought to understand their learners' needs and capacities and to respond to them in creative, realistic, and effective ways. The chapters in this volume describe two distinct sets of social and educational contexts for English language curriculum development for school-age learners. The first set consists of contexts in Taiwan, Hong Kong, and Japan, in which learners from the same culture study English in school but do not necessarily have immediate needs for it once they leave the language classroom. The second consists of contexts in which learners, often from a variety of cultures, are in schools in… [Direct]
(2021). The Right to Education and Study and Women's Labor Rights in Iranian Jurisprudence and Law and the UNESCO 2030 Document. Journal of Educational Psychology – Propositos y Representaciones, v9 spec iss 3 Article e1123 May. In this article, the researcher seeks to examine the right to education and study and women's labor rights in Iranian jurisprudence and law and the 2030 UNESCO document. The present study is a descriptive-analytical study using the library method to investigate the question. The results of the study indicate that both in Islam and Iranian law, as well as in international documents, the equality of women's rights with men is emphasized but the concept of equality in Islam is explained in the sense of proportion and not equality in international instruments, however, equality between men and women means that their rights are equal. Regarding the right to education, there is no contradiction between Iranian jurisprudence and law and the 2030 document because in both Iranian jurisprudence and law, as well as in the documents emphasized in the 2030 document, which leads to the empowerment of women, the right to equal education has been emphasized. Regarding labor rights, it should be said… [PDF]
(2024). Transgender Athletes in College Sports: A Human Resources and Legal Perspective from 2020 Forward. Journal of Education Human Resources, v42 n2 p278-294. From the chaos of 2020 arose many social conversations, among which were the legal rights of gay and transgender Americans. Landmark cases established precedents for potential legislation and reform regarding the transgender community. One particular issue is that of transgender athletes in college sports. While many are in staunch opposition to a future where people who are born male may play on women's sports teams in college, legal battles indicate the possibility that gender may cease to be a deciding factor in participation on national and collegiate sports teams. The appropriate management of transgender athletes related issues has consequently become an important issue in human resources for colleges and universities. While college athletes are not currently seen as employees, the people who work with them are. The purpose of this paper is to examine, from a human resource management and legal perspective, the issue of transgender athletes playing college sports in both the… [Direct]
(2008). \Beyond Ground Zero\: The Futures of Critical Thought after 9/11. Review of Education, Pedagogy & Cultural Studies, v30 n3-4 p198-219 Jul. In the wake of the September 11, 2001, attacks on the Pentagon and World Trade Center, and amid sweeping patriotic declarations that the suicide hijackers had waged a war on America as well as democracy, the energetic response by public intellectuals, academics, philosophers, and theorists has been to ask, what \America,\ what \democracy,\ what \war,\ \for\ and \against whom?\ This essay questions how one can respond to such provocation when informed critiques of foreign and domestic state policies, as well as calls to investigate and cease reported human rights abuses of \suspected enemy combatants\ in military prisons, are aggressively dismissed as \unpatriotic\ or counterproductive measures in the \War on Terror\? The authors thus pose the question: \Is 9/11 unteachable?\ Their aim in exploring this central question is two-fold. First, to examine what they argue is 9/11's agonistic resistance to teaching, teachability, and education; and, second, to consider what an inquiry into… [Direct]
(1994). Intellectual Property Rights for Indigenous Peoples: A Sourcebook. This sourcebook presents a collection of papers focusing on the intellectual property rights (IPR) of indigenous peoples–their rights to protect and control their cultural knowledge. Subsidiary IPR goals are to manage the degree and process by which cultural knowledge is shared with outsiders and, in some instances, to be justly compensated for it. An introductory chapter outlines legal and conceptual questions about intellectual property rights, attitudes of indigenous groups, and practical issues in implementing IPR. Other chapters describe cases in which indigenous groups have asserted their intellectual property rights and discuss efforts of researchers and corporations to develop reciprocal relationships with indigenous communities; acknowledge the role of community cultural knowledge; and provide appropriate compensation (money, education and training, support for conservation). Chapters include: (1) "IPR: A Current Survey" (Tom Greaves); (2) "Gifts from the…
(2023). Posthuman Pedagogy: Experiential Education for an Era of Mutualism. Environmental Education Research, v29 n10 p1443-1459. Wildlife-human relations in the United States are predominantly influenced by Euro-American sociocultural dynamics and (neo)colonial legacies. Humans dominate nonhuman animals through violence, suffering, and death. Wildlife management as a practice is becoming increasingly criticized. Disagreement emerges from epistemological and ontological foundations and remains contentious in theory and practice. Environmental education reinforces the subjugation of nonhumans and particular individuals that are governed by human decision-making, and power assemblages. However, public values have shifted to a mutualism orientation where management practices are challenged by shifting moral standards of society that value the intrinsic rights, welfare, and agency of individual beings. We present two related case studies that showcase posthuman pedagogy and illustrate how 'real-world' field experiences can shape students' ontologies and cosmologies. This work draws from the first author's fieldwork… [Direct]
(1983). Intergovernmental Conference on Education and International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms, with a View to Developing a Climate of Opinion Favourable to the Strengthening of Security and Disarmament (Paris, France, April 12-20, 1983). Final Report. The purpose of this conference was to review the activities undertaken by members to implement the recommendations established by the 1980 General Conference concerning education aimed at international understanding and cooperation, peace, human rights, and fundamental freedoms. Pepresentatives of 122 member states of UNESCO attended this conference, which had a total of 546 participants. There are three major parts to the report. Part 1, the \General Report,\ discusses preparations for and the work of the conference, the adoption of the draft final report and recommendations, and reports of the closed meeting and of the plenary. Part 2 contains the \Reports of the Commissions.\ Topics examined are basic principles, traditions, policies, and legal measures; formal education; out-of-school education, intercultural exchanges, and the role of the media; training of educational personnel, research, and experimentation; international cooperation; the preparation of reports at the…