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This position paper explores American under-development in the area of policy formation concerning children and families. Three pressing problems believed to be faced by American children and their parents are presented and discussed. These are: (1) the depopulation of the family, said to be largely attributable to the changes, assumptions, and newly generated demands for consumption, and not to the faults of individual parents; (2) the intellectualization of the child, said to originate in the nature of the American economic system and its influence on the school systems -- quantifying, measuring, and using these measurements to perpetuate the relative positions of existing groups in the society; and, (3) the problem of perpetuation of exclusion, siad to affect children characterized by the four factors of race, poverty, handicap, and parents overwhelmed by life. This last problem is discussed and explained in terms of the economic system. A final section on individual uplift and social change concludes by underlining the posited contrast between individual blame and uplift, and the need for social and economic change. (Author/AM)

A democratic government, whose power belongs to the people, serves all its citizens equally and protects their natural rights. Its highest priority is to treat and serve its citizens properly and fulfill their interests. In democratic regimes, conflicts and other social issues can be resolved through dialogue, compromise, and consensus between the government and people of a given country to have a better future. In a democratic society, civic education plays an important role in shaping people's values and behaviors, and it cannot be achieved without a stable and developed economy. However, the interest of the human society in education dates back to the dawn of civilization in ancient Greece, when Plato spoke about the importance of education in the development of the state. And, based on his initiative, he wrote at the entrance of the Academy, "Do not go inside unless you are a geometer." Plato's concept of geometry is used to understand a man with a high cultural and scientific level. Thus, the European Enlightenment based on Platonic concepts of education gave it the role and place it deserves among all the professions that develop and civilize people. In ancient Greece, education was not valued as a luxury for a small number of people in the society, but as a right of all citizens. However, in order to achieve the practical goals of education, human society needs to regard it as the most important tool for its development. Therefore, this paper discusses the significance of education in the development of society by enriching it with modern philosophical concepts. The following issues will be addressed: The philosophical essence of education, Education for democracy as a social requirement, The importance of intercultural and multicultural education. [For the full proceedings, see ED654100.]

This collection contains 54 papers from the 48th annual conference of the Education Law Association held in November 2002. It has as its focus education law, yet it covers a wide variety of topics and issues affecting the entire range of education from preschool to college. Among the topics are the following: school vouchers; school safety and security; educational financing; accountability and educational malpractice; assessments and high-stakes testing; teachers rights and responsibilities; school desegregation; special education; equal protection under the Constitution; employee rights; school dress codes and uniform policies; performance pay for superintendents; charter schools; academic freedom; technology in education; students rights; freedom of speech; the teaching of law; and sexual misconduct. (Contains an author index.) (WFA)

The author discusses the experimenter's responsibility for the protection of human subjects (such as the handicapped) in research and the impact of this responsibility on methods of doing research. Considered are the types of human rights that are most frequently in need of protection within a research setting (such as the right to privacy); the most common threats to these rights that are posed by research (such as when deception is used for experimental purposes); and the criteria for determining when a subject is 'at risk'. Seven actions the experimenter can take to minimize risks to the subject are proposed (such as maintaining the confidentiality of data), and conditions and procedures for the acceptance of risk by both a subject and an experimenter are outlined (including the mechanism of voluntary informed consent). (LS)

This document reviews the arguments and the ruling in the Lau v. Nichols case, and the general legal foundation for bilingual education. On March 25, 1970, a suit was filed by 13 non-English-speaking Chinese students in the District Court in San Francisco, on behalf of nearly 3,000 Chinese-speaking students, against the San Francisco Unified School District. The complaints were: (1) non-English-speaking students were being denied their rights to education because they couldn't function in the medium of instruction; and (2) these students were being doomed to becoming dropouts, and to unemployment, as a result of their language problems. Basic issues were whether the San Francisco school district should be required to provide special instruction in English, and whether instruction should be handled by bilingual Chinese-speaking teachers. While the school district and the federal court argued that the school district had no responsibility to rectify the situation, the Supreme Court ruled that the failure of the school system to provide English-language instruction to non-English-speaking students constitutes denial of opportunity to participate in the educational program. Furthermore, it was recognized both at the federal and state level that to be effective, the instruction must be bilingual. (CLK)

The value of upholding individuals' rights in society especially in this post-COVID-19 era can never be over-emphasized. The economic, political, cultural, and social rights of citizens set the parameters of what is expected by citizens from the government as we exist and socialise in society. It is also what gives the legal backing to citizens and what protects them from undue interferences and pressure from individuals, corporate, and government organizations. In Nigeria, serious social issues infringe on the social rights of citizens. Problems of insecurity, regular kidnapping, unemployment, and low standard of living exist. Many believe these long-lingering social issues, which are rooted in corruption, can be curbed via adult education. This will in turn bring about improved democratic practice by the government so citizens are safe and protected. This paper discusses the concept of adult education and how it can promote social rights in the practice of Nigerian democracy in the post-COVID-19 era. The paper examines related concepts on democracy and social rights and their value to national development. [For full proceedings, see ED628982.]

The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]

The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's Government Class (Christopher Andrew Brkich); (2) Characteristics of Effective Secondary Level History Teachers (Brad Burenheide); (3) Teaching Secondary Social Studies in Inner-City Schools (Chris Busey); (4) Using the 2008 Election to Teach Political and Social Concepts (Chris Busey and Stewart Waters); (5) Culturally Responsible Teaching: A Pedagogical Approach for the Social Studies Classroom (Brandon M. Butler and Alexander Cuenca); (6) The Battle for Stalingrad: An Interactive Approach towards Learning about World War Two (Jeff Byford); (7) Are We Ready for Another Curriculum Revolution? Evaluating the Strength and Weaknesses of the New Social Studies Projects (Jeffrey Byford, Eddie Thompson, and Cody Lawson); (8) Whitewashed: Social Studies and Raceless Pedagogies (Prentice T. Chandler); (9) Social Studies Professors Theorizing: Insights from Two Decades of Deliberation and Collaboration (Richard H. Chant and Jeffrey Cornett); (10) Revisiting Political Socialization in Secondary Education: A Study of Government Classes in Three Demographically Diverse Schools during the 2008 Presidential Election (Wayne Journell); (11) Heritage Language Learners and the Social Sciences (Christopher John Kazanjian); (12) Global Citizenship Education in the Classroom: A Collaborative Canadian Study (Marianne Larsen); (13) Thematic World History: A Defense and Field Report (Christopher Dean Lee); (14) Utilizing a Personality Template in Differentiating Potential Teaching Styles of Pre-Service Teachers (Sean M. Lennon and Jeff Byford); (15) Who's Responsible for Citizenship Education? Views from Pre-service Educators (Leisa A. Martin); (16) SHOW & TELL: Choosing Appropriate Scaffolding Techniques to Make Social Studies Concepts Comprehensible to English Language Learners (Joyce Nutta and Carine Strebel); (17) Integrating Technology into Teaching Social Studies Methods Course: A Classroom Example (James Oigara); (18) You Tube as a Learning Tool (Russell Owens and Barbara Fralinger); (19) A Case for Infusing Content on Students with Disabilities into Social Studies Teacher Preparation Programs (Kimberly Pawling); (20) Universal Design for Learning in the Social Studies Classroom (Kimberly Pawling); (21) Thinking Critically or Thinking or Thinking Historically: Which Objective do we choose in Secondary History Classrooms? (Anthony Pellegrino); (22) Got History? An Examination of Attitudes, Content Knowledge, and Perceptions Related to Historical Fiction in a Children's Literature Pre-service Course (Sherron Killingsworth Roberts, Vicky Zygouris-Coe, and Patricia Crawford); (23) Enhancing History Instruction with Online Auctions (Kirk Robinson and Scott M. Waring); (24) Utilizing Film to Teach Social Issues (William B. Russell III); (25) Images of the Holocaust: Using Holocaust Art to Promote Higher Order Thinking Skills (William B. Russell III and Stewart Waters); (26) Talkin' the Talk and Walkin' the Walk: The NCSS Position Statements Regarding Controversial Issues Instruction (Kimberlee Sharp); (27) Cross-Border Education: A Basis for Wider Cross-Cultural Communication between Thailand and Cambodia (Sunida Siwapathomchai); (28) Identifying Culturally Responsive Practices in Classrooms Serving Haitian and Haitian American Students (Martha Scott Lue Stewart, Kevin Meehan, and Rosalyn Howard); (29) An International Model: Preparing Pre-Service Teachers for Cultural Diversity (Brenda S. Thompson); (30) Making the Most of Existing Technology in the Elementary and Middle Grades Social Studies Classroom (Scott M. Waring and Amy J. Good); (31) U.S. Monuments and Memorials: Incorporating the Art of Remembering into the Social Studies Curriculum (Stewart Waters); (32) Promoting Global Citizenship by Analyzing Social Issues and Human Rights Violations of the WWII Era (Stewart Waters and William B. Russell III); (33) Using Digital Storytelling for Vocabulary Instruction (Susan Wegmann); and (34) Film, Arts and Culture as Community Outreach Tools: Perspectives from Singapore (Victor Yu). (Individual papers contain references.)

On June 16, 2006, a panel of experts briefed members of the U.S. Commission on Civil Rights on affirmative action in American law schools. The panel convened to debate the empirical strength of the research on the effects of racial preferences in law school admissions and the legal and policy implications of the American Bar Association's diversity standards. Richard Sander, professor at University of California at Los Angeles Law School, and Richard O. Lempert, professor at the University of Michigan Law School, addressed the impact of racial preferences in law school admissions on the academic performance and bar admissions of African-American students. David Bernstein, Professor of Law at George Mason University, and Dean Steven Smith, Chair of the American Bar Association's Council on the Section on Legal Education and Admissions to the Bar and Dean of the California Western School of Law, addressed the standards by which law schools are accredited by the Council and the Council's then-proposed changes. This paper provides the summary of the proceedings. This publication includes the following papers: (1) Testimony for the U.S. Commission on Civil Rights (Richard H. Sander); (2) Testimony for the U.S. Commission on Civil Rights (Richard Lempert with William Kidder); (3) Opening Statement Before the United States Civil Rights Commission (Dean Steven R. Smith); (4) Standard 211: Unlawful and Unwise (David E. Bernstein); (5) Statement of Chairman Gerald A. Reynolds on Affirmative Action in American Law Schools; (6) Statement of Commissioner Gail I. Heriot (Joined by Chairman Gerald A. Reynolds); (7) Joint Dissent of Commissioners Arlan D. Melendez and Michael J. Yaki; (8) Dissent of Commissioner Michael J. Yaki; and (9) Joint Response to Commissioners Michael Yaki and Arlan D. Melendez (Chairman Gerald A. Reynolds, Vice Chair Abigail N. Thernstrom, and Commissioners Jennifer C. Braceras, Gail I. Heriot, Peter N. Kirsanow, and Ashley L. Taylor, Jr.). Appended are: (1) American Bar Association Section of Legal Education and Admissions to the Bar: Report to the House of Delegates; and (2) Commentary on Revisions to Standards for Approval of Law Schools 2005-06. (Contains 16 tables, 5 figures and 275 footnotes.)

The Factories Act of 2004, the Employee Compensation Act of 2010, the Minerals Oil Safety Regulation of 1999 and the Harmful Waste Act of 2004 are pieces of legislation that included provisions for the safety, health and welfare of Nigerian workers beyond the Constitution of the Federal Republic of Nigeria 1999, and the Labour Act of 2004. This paper critically examined the extent to which these laws, with more emphases on the Factories Act of 2004 which made provisions for the safety, health and welfare of Nigerian workers and how the tenet of these laws has been enforced to reduce occurrence of accidents at workplace. This paper examined Part III of the Act, dealing with the training and guidance of naive workers, in that, no person shall be employed at any machine or in any process that is likely to cause injury, unless he has been trained by a more knowledgeable person about the dangers involved. Part III further states that factories shall provide a means of escape in case of fire, and all escape routes shall not be obstructed. Part IV addresses the welfare of persons employed, which includes the supply of clean drinking water, made available in containers, renewed daily, and suitable clean washing facilities. The findings showed that, in spite of the provisions in the Factories Act as well as other extant laws stipulating how workers safety, health and welfare is to be catered for, the rate of accidents at workplaces is increasing. Meanwhile, the examined laws will still require further review to include some of the observations and suggestions made in this work. Also, the major challenges found to be associated with the effectiveness of the Factories Act in ensuring safety, health and workers was perceived to be that the institutional agencies were not doing enough to regularly engage firms by enforcing corrective and punitive measures to erring firms. Therefore, the study recommends a special task force be setup to ensure daily compliance, the Ministry should be called to order for failure of exerting corrective measures when necessary. Finally, labour unions, human right organizations and other nongovernmental agencies should sensitize workers of their rights, privileges and protection stipulated by the law. [For the complete Volume 19 proceedings, see ED613922.]