(2004). Teaching International Law: Concepts in International Relations. Center for Teaching International Relations This book is designed to introduce students to public international law. Topics covered include international public organizations, such as the United Nations and World Trade Organization, international courts, international human rights law, international trade law, and international environmental law. The goal of each study is to examine how nation states cooperate to govern international affairs. There are 10 lessons: (1) There Ought to Be a Law! (The Problem of Enforcement); (2) What Is International Law?; (3) A Dispute Over Fish (A Case Study in How International Tribunals Work); (4) United Nations 101; (5) Regional Organizations: The European Union; (6) Genocide in Rwanda; (7) The International Criminal Court; (8) The International Court of Justice; (9) The Role of NGOs in International Law; and (10) Protecting Labor Rights: The Banana Plantation Battle…. [Direct]
(2007). Supreme Court Update: The Free Speech Rights of Students in the United States Post "Morse v. Frederick". Education and the Law, v19 n3-4 p245-253 Sep. Enshrined in the First Amendment as part of the Bill of Rights that was added to the then 4 year old US Constitution in 1791, it should be no surprise that freedom of speech may be perhaps the most cherished right of Americans. If anything, freedom of speech, which is properly treated as a fundamental human right for children, certainly stands out as one of the rights of which Americans are most aware. As important as free speech is to Americans, it is something of a surprise that the Supreme Court did not address its first case involving the free speech rights of students until its 1969 landmark decision in "Tinker v. Des Moines Independent Community School District" ("Tinker"). In "Tinker" the Court recognized that the standard that it developed in "Schenck v. United States" ("Schenck"), a dispute involving national security in the wake of World War I, did not work well for schools. In the almost 40 years since "Tinker", a… [Direct]
(2023). "We're Trying to Raise Muslim Kids, Right?" Muslim Educators' Narratives of Human Development. Cognition and Instruction, v41 n1 p32-60. For many young Muslim learners in Western societies, informal sites of Islamic education are important sources of learning and development beyond public school hours. Yet little empirical research has explored processes of human development in such sites, and existing theories of human development have largely failed to encompass onto-epistemic diversity, thus rendering invisible developmental trajectories beyond secular ones. This paper employs sensitizing concepts from both sociocultural theory and Muslim traditions, drawing from data collected through active interviewing and participant observation in a seven-month long sociocultural study in a Canadian mosque school, to make visible Muslim educators' perspectives on human development. Subsequent narrative analysis conducted on the data highlight unique troubles, tools, timelines, and spiritual transferences in a divine "life methodology" of development, in contribution to the learning sciences and the ongoing,… [Direct]
(2024). Learning 3D Human Geometry and Appearance via Sparse Multiview Images. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Humans are arguably the most interesting subjects in computer vision. Modeling human 3D geometry from images captured by highly sophisticated production level cameras (10-100 cameras with precise calibration) enable a number of applications, e.g. telepresence, virtual try-on, motion analysis, etc. Despite its production level quality, the difficulty in system deployment and the extremely high cost prevent accessibility to the majorities. On the other hand, as smartphones equipped with cameras become an integral part of our everyday lives that capture priceless moments, social videos voluntarily captured by multiple viewers watching the same scene, e.g., friends recording a street busker simultaneously, provide a new form of visual input source accessible by everyone. My research question is whether it is possible to model humans from social videos at high quality as if they are taken by the production level setup. Enabling this will open a new opportunity to model 3D human geometry… [Direct]
(1997). Update on Law-Related Education, 1997. Update on Law-Related, v21 n1-3. This document consists of 3 volumes of a serial devoted to law-related education (LRE) offering background information on a wide range of legal issues and teaching strategies for LRE. The title themes for the three volumes include "International Law,""Crime and Freedom," and "Civil Law". Background articles are provided along with teaching materials on a variety of topics, such as human rights, war and peace, land mines, global warming, juvenile law, rights of the accused, protecting offenders' rights, free trials and free press, tort law, the civil jury, and Congress. Additionally, issues of "Update on the Courts" provide current information on Supreme Court and other federal court cases and decisions. Teaching materials propose methods that involve class discussion, collaborative learning, and role playing activities. Many lesson plans include student handouts and visuals. (RJC)… [PDF]
(1994). Corporal Punishment in Schools and Fundamental Human Rights: A South African Perspective. In many western countries, corporal punishment has been abolished as a form of punishment in criminal trials and in schools. Under South African common law, persons entitled to enforce discipline may inflict corporal punishment within certain guidelines established by the Supreme Court. For the first time in the Republic of South Africa (RSA), the Constitution of the RSA, 1993, contains a chapter on all citizens' fundamental human rights. Section 11(2) provides for a general prohibition of cruel, inhuman or degrading treatment or punishment. The question is whether section 11(2) will be applied to corporal punishment in general and to schools, in particular. This paper describes the constitutional provisions pertaining to corporal punishment in Namibia, Zimbabwe, Germany, Canada, and the United States. It also discusses some South African statutes dealing with corporal punishment and Chapter 3 of the Constitution of the RSA, 1993. It is concluded that if corporal punishment in… [PDF]
(2024). Avoiding the Discriminatory Use of Artificial Intelligence. Office for Civil Rights, US Department of Education The U.S. Department of Education's (Department's) Office for Civil Rights (OCR) provides this resource to assist school communities with ensuring that artificial intelligence (AI) is used in a nondiscriminatory manner in the nation's elementary and secondary schools and institutions of higher education consistent with federal civil rights laws. Within this resource, AI means a machine-based system that can, for a given set of human-defined objectives, make predictions, recommendations, or decisions influencing real or virtual environments. AI technologies have the potential to enhance opportunities and increase educational equity for all students. At the same time, the growing use of AI in schools, including for instructional and school safety purposes, and AI's ability to operate on a mass scale can create or contribute to discrimination. The contents of this guidance do not have the force and effect of law and do not bind the public or create new legal standards. This document is… [PDF]
(2023). Learning Computer Algorithms through Dynamic Visualizations: Benefits of 'AlgoRythmics' Videos. Journal of Computer Assisted Learning, v39 n6 p2035-2046. Background: This study is the first to address the topic of schematic versus realistic dynamic visualization with particular focus on the human movement effect (HME) when the content to be learned takes the form of a computer algorithm. An AlgoRythmics dance choreography illustration (HM-realistic) was compared with an abstract computer animation (schematic). Previous research in the field of dynamic visualizations found schematic illustrations to be more effective, but the examined realistic representations did not include HME. Objectives: The objective of this study was to explore the process of comprehension of computer algorithms from these two types of representations (abstract animation vs. dance choreography illustration). Methods: The experiment (pre-test, study phase, post-test) involved 84 undergraduate students and included the following conditions (2 √ó 2 between-participants-design): HM-realistic [right arrow] HM-realistic, schematic [right arrow] schematic, HM-realistic… [Direct]
(1982). Bibliography on Bilingualism and Bilingual Education, 1981-1982. New Jersey Migrant/Bilingual Education Training Program. Reference Material No. 5. This bibliography on bilingual education and related subjects includes an extensive collection of materials published between 1970 and 1980 and a limited number of studies dated before 1970. The materials are organized under alphabetically arranged categories and cover a broad range of areas including culture, language, and education among American Indians, Hispanics, and Blacks; assessment of language proficiency; attitudes and motivation in language learning; cultural pluralism; bilingualism and its effect on cognitive growth and academic achievement; English as a Second Language; experiences in bilingual education; human rights; linguistics; legislation; migration; neurology; bilingualism and bilingual education in other countries; evaluation of bilingual education programs; reading; special education; teacher preparation; and published bibliographies. Appendices provide information on funding agencies, bilingual projects, professional organizations, publishers, and other sources…
(1992). Education for Peace. Peace Education Miniprints No. 28. Education for peace is a process that must begin in the childhood of students and continue for the rest of their lives. Education for peace also is concerned with addressing the conditions that nurture violence and war and with seeking ways to change those conditions. Among the major themes of current peace education efforts are the aftermath of the Cold War, including the still existing threat of nuclear war; the North-South issue, including the southern hemisphere's deepening impoverishment; the problems posed by pollution and destruction of the environment; and the obstacles to the spread of human rights and social justice. Peace education also can be understood as a social learning process, including the development of individual skills such as empathy, and competence in communication. Thirteen items are suggested for further reading. (DB)… [PDF]
(1993). One World, One Earth: Educating Children for Social Responsibility. This book is designed to help teachers, environmental educators, and parents teach children and adolescents about social responsibility. It focuses on helping children talk about and understand peace as well as issues related to the environment, human rights, development, the international community, and social justice. It seeks to promote cooperation, solidarity, and security by combating ideas that promote war, violence, nuclear weapons, child abuse, sexism, racism, and environmental destruction. Included in five chapters is a selection of: (1) learning activities and discussion starters; (2) detailed lesson plans; (3) tips for using visual materials; (4) songs; (5) simulation games; and (6) suggestions for working in different settings. Five appendixes provide an annotated list of books and educational materials, lists of relevant organizations, songs, ideas for experimenting with poetry writing, and simulation games. (MDM)… [PDF]
(1989). Education to International Solidarity. The multiplicity of groups concerned with education for peace and international solidarity makes it difficult to reconstruct the processes and activities aimed at international solidarity. The motives for this type of education rise from a growing sensibility shown by the Italian public toward international understanding and world-wide problems such as hunger and famine. There can be no real development toward the goal of solidarity if the flow of information exchange and cultural relations proceeds only in one direction. Exchange must occur in a circular motion, from hemisphere to hemisphere, and within hemispheres. The main promoters in Italy of education for solidarity include a variety of organizations, in both the public and private sectors, ranging from the Ministry of Education to university experts to private human rights groups. (PPB)…
(1984). Crisis in the Philippines: A Threat to U.S. Interests. The special relationship between the United States and the Philippines is chronicled, and the potential threats to that relationship are exposed and evaluated. Special attention is paid to imposition of martial law by Marcos from 1972-1981. The human rights of the Filipino people during martial law, development programs implemented by Marcos during martial law, and the failure of those programs are reviewed. There is a chapter on the crisis following the assassination of Benigno Aquino and its implications for United States–Filipino economic and security relations. Currently, the greatest danger facing United States interests in the Philippines is the possibility of economic collapse. Recommendations for the United States to support its interests are given. A profile of the Philippines, a Philippine chronology from 1898 to the present, and an index are included. (APG)…
(1988). Teaching for Global Perspective: A Resource Handbook. This state resource guide of approximately 250 lesson units for teaching global studies provides 18 topics and from 3-12 lessons for each topic. The topics include global perspective, using models, balance of power, conflict, development, global environment, global resources, global trade, human rights, hunger, ideologies, international organization, international relations, technology, terrorism, world population, and world religions. Each unit contains an overview, lessons, and a resource list, and each lesson includes: (1) a theme; (2) a specific title; (3) objectives; (4) information on how to begin the lesson; (5) procedures for lecture/discussion; (6) a guided activity; (7) information about how to end the lesson; (8) an independent activity; and (9) resource materials. The guide also includes student activity sheets and maps that can be used as resources. (DJC)…
(1974). The Cable Book. Community Television for Massachusetts?. This manual is especially designed to inform and aid community organizations in understanding cable television and planning for the future. With the exception of the chapter on Massachusetts cable legislation, most of the book should be useful to community organizations anywhere. At the beginning, the history and experience of cable television in Massachusetts (Somerville and Boston) is reviewed, and then the questions of public access/ people's television, privacy and human rights, and ownership are discussed. The federal and Massachusetts regulations affecting cable television are presented. Finally, the local cable franchise is carefully analyzed with respect to the franchising process and the problems after the franchise is granted. Appendixes provided general reference information on cable television; also, a glossary is included. The book is illustrated with many cartoons. (WH)…