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The article focuses on Student Conduct Programs in universities and colleges. It mentions role in regulating education, as evidenced by the Education Amendments of 1972 (notably, Title IX) and the Family Educational Rights and Privacy Act (FERPA) of 1974. It also mentions Student conduct programs must also uphold the primacy of the educational mission of colleges and universities by ensuring that student learning and development.

Chapter 11 of the book "How to Be Successful in Your First Year of Teaching Middle School: Everything You Need to Know That They Don't Teach You in School," by M. E. Griffith and Anne Kocsis is presented. It explores the basic rules of the classroom and ways for teachers to enforce rules. It tackles the single-school culture as a model of holistic classroom consistency. It discusses the means to minimize disruptions in the classroom and keep the students on task in the entire period.

The article offers the author's insights on the influence of politics in education. The author mentions three politician such as Al Gore, who ran for presidency in 2000, Bill Clinton, who had two-term record as president, and George W. Bush for gubernatorial performance in Texas, who had their different platforms for higher standards of education and stronger discipline among schools. Meanwhile, he mentions that the Clinton-Gore administration had left the education in the U.S. in its recession.

Chapter 10 of the book "Building Community in an Alternative School: The Perspective of an African American Principal," by Lionel H. Brown and Kelvin S. Beckett is presented. This chapter is a conclusion to the case study conducted by the authors involving a remedial school in Cincinnati, Ohio. It found that at Project Succeed Academy, the director of the office of student discipline encouraged teachers and parents to come together in order to build a more family-like environment in the school.

Chapter 9 of the book "Building Community in an Alternative School: The Perspective of an African American Principal," by Lionel H. Brown and Kelvin S. Beckett is presented. This chapter presents information on the Cincinnati Public Schools district-wide code of behavior in Ohio and its longevity. According to the authors, the code has helped schools with large numbers of at-risk students create school disciplinary environments in which disadvantaged minority students feel more safer.

Biological Summer Course Arachne is an optional training course for high ability secondary school students, held by the Arachne Association (Prague, Czech Republic) since 1998. The two weeks stay (designed for 30 - 35 participants) is organised by a team of enthusiastic university students in co-operation with the scientific staff of the Charles University, Faculty of Science and Academy of Science of the Czech Republic. Participants gain current knowledge in a broad spectrum of biological disciplines and practical skills as well. In addition these activities encourage them in further search for information and in critical thinking. The biological scientific program, occupying on average 4.5 h a day, consists of lectures, practical classes, short excursions and optional workshops. Each year, the scientific program has a different framework topic. Several sessions are reserved for teamwork on research projects. The scientific program is supplemented with a wide variety of activities, such as fine arts, dance, non-professional theatre, rhetorical training and team cooperation. All these activities promote further development of the student&sgrave; abilities, namely creativity, communication and team cooperation. This complex approach is exceptional compared to similar courses in the Czech Republic. [ABSTRACT FROM AUTHOR]

Chapter sixteen of the third part of the book "Still Not Equal: Expanding Educational Opportunity in Society," edited by M. Christopher Brown II is presented. It explores the use of corporal punishment on minorities in the public schools in the U.S. It examines the efficiency of corporal punishment as a controversial form of school discipline and as a method changing the students behavior.

Chapter 6 of the book "It's Just Easier Not to Go to School: Adolescent Girls and Disengagement in Middle School," by Lori Olafson is presented. It explores the regimes of truth concerned with the discipline, regulation, order and control of adolescent bodies. It also highlights the poststructuralist insight on multiplicity and contradiction in relation to the experiences of the adolescent girls.

A section of the book "A Curriculum of Difficulty: Narrative Research in Education and the Practice of Teaching," by Leah C. Fowler is presented. This section is a story about a teacher named Miss Maple. She starts the day by checking the class attendance by calling out their names. It also narrates how she disciplined her students which started by giving them a spelling test.

Chapter 7 of the book "Little Women" is presented. Amy explains to her sisters that her popular pastime is trading pickled limes with her classmates and she is has not been able to provide her fair share. Meg gives Amy some money to purchase limes and Amy announces to her classmates that she has 24 limes. After refusing to share her limes with her classmate Jenny, Amy's secret stash of limes is discovered by her teacher and she was smacked with a ruler and humiliated in front of the class.

Chapter 3 of the book "Everyday Life: Reform in America, 2005" is presented. It describes student discipline and the status of teachers in New England during the colonial times. It discusses the relationship between education and religion during the period. It highlights educational reforms that have taken place in the U.S. since the early 1800s.

Chapter 12 of the book "Classroom Teaching: An Introduction," edited by Joe L. Kincheloe is presented. It focuses on disciplinary practices in schools and classrooms. It notes that the tendency on punishing the children in school when their behavior was out of compliance or disorderly may be beyond reproach if the institution and its policies and practices are humane, just, and life enriching.

Chapter 13 of the book "Classroom Teaching: An Introduction," edited by Joe L. Kincheloe is presented. It focuses on how teachers struggle to determine the negative representations of their students. It notes that a kind of self interrogation on the struggle of teachers for policy initiatives took place during a time when teachers may experience less control.

Chapter 11 of the book "Classroom Teaching: An Introduction," edited by Joe L. Kincheloe is presented. It emphasizes a method of "facts-and-find," on how relevant legal material can be found when teachers are presented with a unique set of facts. It also provides a description of the legal landscape in which American teachers work. Moreover, it also presents examples of legal process for teachers in some occurring areas on church/state separation, student discipline, and free expression.