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Books on the topic 'ACT Schools Authority'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

New Jersey. Legislature. Joint Committee on the Public Schools. Committee meeting of Joint Committee on the Public Schools: Discussion on the Interdistrict Public School Choice Program Act of 1999. Trenton, N.J. (PO 068, Trenton 08625-0068): Office of Legislative Services, Public Information Office, Hearing Unit, 2000.

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2

US GOVERNMENT. An Act to Extend the Authority of the Los Angeles Unified School District to Use Certain Park Lands in the City of South Gate, California, Which Were Acquired with Amounts Provided from the Land and Water Conservation Fund, for Elementary School Purposes. [Washington, D.C: U.S. G.P.O., 2000.

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3

New Jersey. Legislature. Joint Committee on the Public Schools. Committee meeting of Joint Committee on the Public Schools: Discussion with regard to provisions of the Interdistrict Public School Choice Program Act of 1999, dealing with studies to be conducted to evaluate operation of the program. Trenton, N.J: The Committee, 2000.

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4

United States. Congress. Senate. Committee on Governmental Affairs. Amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act: Report of the Committee on Governmental Affairs, United States Senate, to accompany S. 2347 amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act. Washington: U.S. G.P.O., 2004.

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5

United States. Congress. Senate. Committee on Governmental Affairs. Amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act: Report of the Committee on Governmental Affairs, United States Senate, to accompany S. 2347 amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act. Washington: U.S. G.P.O., 2004.

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6

Amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act: Report of the Committee on Governmental Affairs, United States Senate, to accompany S. 2347 amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act. Washington: U.S. G.P.O., 2004.

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7

US GOVERNMENT. An Act to Authorize the Forest Service to Convey Certain Lands in the Lake Tahoe Basin to the Washoe County School District for Use as an Elementary School Site. [Washington, D.C: U.S. G.P.O., 2000.

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8

United States. Congress. House. Committee on Government Reform. Maintaining a level playing field for D.C. graduates: Legislation to reauthorize the D.C. College Access Act : hearing before the Committee on Government Reform, House of Representatives, One Hundred Eighth Congress, second session, on H.R. 4012, to amend the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act, March 25, 2004. Washington: U.S. G.P.O., 2004.

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9

United States. Congress. Senate. Committee on Appropriations. Subcommittee on District of Columbia. District of Columbia appropriations for fiscal year 1996: Hearings before a subcommittee of the Committee on Appropriations, United States Senate, One Hundred Fourth Congress, first session, on H.R. 2546/S. 1244, an act making appropriations for the government of the District of Columbia and other activities chargeable in whole or in part against the revenues of said District for the fiscal year ending September 30, 1996, and for other purposes : Board of Education, courts, D.C. public schools, Executive Office of the Mayor, Financial Responsibility and Management Assistance authority, nondepartmental witnesses. Washington: U.S. G.P.O., 1996.

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10

South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A review of the implementation of the South Carolina Family Independence Act. Columbia, SC: The Council, 1996.

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11

Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: Department of Health and Environmental Control's implementation of the Safe Drinking Water Act. Columbia, S.C: The Council, 1994.

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12

Office, General Accounting. Foreign assistance: Controls over U.S. funds provided for the benefit of the Palestinian authority : report to Congressional requesters. Washington, D.C: The Office, 1996.

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13

Harris, Richard, and Ron Johnston. Ethnic Segregation Between Schools. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529204780.001.0001.

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This book provides a new study of ethnic segregation across English state schools in the period from 2011 to 2017. It examines whether patterns of school-level segregation decreased or increased over the period, how those patterns compare with patterns of residential segregation, whether particular types of schools are associated with greater ethnic separations, and whether socio-economic differences add to the geographies of ethnic segregation. We find that high levels of ethnic segregation do exist between the majority White British and some other ethnic groups such as the Bangladeshi and Pakistani, more so at the primary than secondary level of schooling, and increased also for the more affluent of the White British. However, there is no compelling evidence that ethnic segregation is increasing – instead, the general trend is towards desegregation and greater ethnic diversity within local authority areas and their schools. Nor is there persuasive evidence that ethnic segregation is exacerbated greatly (at least, not directly) by the present system of school choice because school intakes appear comparable to the characteristics of their surrounding neighbourhoods in their ethnic composition.

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14

Hernandez, Rebecca Skreslet. Authority by Allusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198805939.003.0006.

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The final chapter brings the discussion of al-Suyūṭī’s legal persona squarely into the modern era. The discussion explores how contemporary jurists in Egypt use the legacy of the great fifteenth-century scholar in their efforts to frame their identity and to assert authority as interpreters and spokesmen for the Sharīʿa in a political arena that is fraught with tension. In the midst of Mursī’s embattled presidency, leading scholars at Egypt’s state religious institutions rushed to news and social media outlets to affirm their status as representatives of “orthodoxy” and to distance themselves from more extreme salafī trends that threaten to change the way Islamic law is practiced in the modern Egyptian state. It is striking how closely the image of the moderate Sunni, Sufi-minded, theologically sound scholar grounded in the juristic tradition (according to the accepted legal schools) fits with the persona that al-Suyūṭī strove so tenaciously to construct.

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15

McCrory Calarco, Jessica. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634438.003.0009.

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This chapter argues that the middle-class advantage is, at least in part, a negotiated advantage. That argument has implications for research on cultural capital, teacher bias, student resistance, and teacher authority. It also supports recommendations for researchers, practitioners, and policymakers interested in reducing class-based inequalities in school. First, I urge teachers to be sensitive to social class differences in student problem-solving. Second, I encourage schools to alleviate the challenges teachers face in assessing and responding to students’ individual needs. Third, I call on policymakers to avoid deficit-oriented programs that teach working-class students to act like their middle-class peers. Those programs ignore the fact that working-class families are often the ones complying with institutional expectations and the fact that middle-class families are the ones demanding support in excess of what is fair or required. Thus, unless educators are willing to deny such requests, middle-class children will always stay one step ahead.

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16

Westerhoff, Jan. The School of Diṅnāga and Dharmakīrti. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198732662.003.0005.

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The chapter begins with an account of the lives and works of Diṅnāga and Dharmakīrti, the key thinkers of the so-called ‘logico-epistemological school’. Following sections discuss the most important themes of their philosophy: epistemology, metaphysics, inference, and language. The discussion then turns to two specific epistemological problems, the status of scriptural authority and the role of meditatively trained, ‘yogic’ perception. The next section deals with the complex issue of how the school of Diṅnāga and Dharmakīrti relates to the other Buddhist schools, followed by a discussion of its debate with Mīmāṃsā, with particular emphasis on Mīmāṃsā epistemology, theory of language, and historiography. A final section treats the end of Buddhist scholastic philosophy in India, looking at two important thinkers from the times after Diṅnāga and Dharmakīrti, Śāntideva and Atiśa Dīpaṃkaraśrījñāna.

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17

Laats, Adam. A Mote in the Eye. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190665623.003.0004.

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Without any higher organizational control such as denominational boards or conventions, fundamentalist schools struggled to figure out how to make difficult decisions. This chapter examines three cases from the 1930s in which different schools solved the dilemma of authority in very different ways. Some schools insisted on a rigid top-down autocratic system; others spread authority around. The chapter also looks at the contentious debate among fundamentalist intellectuals over the proper meaning of creationism between 1920 and 1940. A few endorsed the notion of a young earth, but many more argued that the “days” of Genesis actually represented long ages, or that a long gap stretched between early creation and the creation of humanity in Eden.

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18

Gross, Robert N. Fighting the Educational Monopoly. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644574.003.0007.

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Chapter 6 describes how federal courts, by sanctioning public regulation, saved private education from outright abolition. In 1922 voters in Oregon approved an initiative, aimed at Catholics, that criminalized attendance in private schools. The National Catholic Welfare Conference challenged the law’s constitutionality and, in Pierce v. Society of Sisters (1925), the Supreme Court struck it down. Throughout the legal proceedings, Catholic lawyers, led by William D. Guthrie, argued that abolishing private schools was unnecessary because states routinely exercised broad powers of regulation. The Court agreed, asserting that because Oregon possessed significant authority to supervise and manage private schools, states could not legally strip them of their property through abolition. While the case later became a pillar for the constitutional right to privacy, the ruling represented a strong assertion of public authority. Public regulation aided rather than hindered the development of private schooling in the United States.

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19

McRae, Elizabeth Gillespie. Threats Within. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190271718.003.0008.

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White segregationist women nationwide believed that the Brown decision threatened their private, public, and political authority. Long committed to the Jim Crow order, they emerged as the mass in massive resistance. They painted the family as the center of political life, with parental authority eroded by a federal government. Because school integration eroded their ability to secure the benefits of white supremacy for their children, it compromised their ability to be good mothers. They called for school choice, lobbied for local choice plans, and worked for the white Citizens’ Councils. At times their political language minimized racial identity and replaced it with a particular gender identity, prioritizing motherhood and burying whiteness and offering a color-blind discourse for a national audience. But Brown also put black children at the forefront of the movement, forcing white segregationist women to cast aside a language of maternal concern for one that degraded black schoolchildren.

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20

Bernal, Angélica Maria. Another Birth of Freedom. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190494223.003.0008.

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This chapter examines a previously unexplored perspective on the US civil rights refounding: Méndez v. Westminster School District et al. (1947), a case reflecting the political and legal struggles of Mexican American parents in 1940s Orange County to challenge their children’s segregation from California’s public schools. Against familiar interpretations that excluded groups advance social-justice claims before the broader society as appeals to the promises of the Founding or Founders, this chapter argues that even when situated as appeals within the law, foundational challenges are better understood as underauthorized ones: actions that self-authorize not on the basis of an order that once was, but on the basis of a citizen-subject position and political order that are at once precarious and yet to come. This type of constitutional politics, the chapter argues, challenges understandings of democratic self-constitution predicated on a unified “We, the People” by bringing to light the constituent power of the excluded.

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21

Boundaries of school districts, county of Westmorland, N.B.: The Board of Education, under the authority of the Act 34 Vic. Cap., XXI, has established the following school districts in the county of Westmorland : Theodore H. Rand, Chief Superintendent of Education. [S.l: s.n., 1986.

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22

Inglis, Patrick. Narrow Fairways. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190664763.001.0001.

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Despite India’s three decades of economic liberalization, access to quality education, well-paying jobs, and high standards of living align with prior class and caste advantages, leaving many poor and working-class people stuck in place and obligated to seek handouts from the rich. The study draws on ten years of ethnographic fieldwork at three private golf clubs in Bangalore, India’s Silicon Valley, to explore the ties of dependence wealthy club members generate with the poor lower-caste golf caddies who carry their bags, and in a manner that reproduces their positions of privilege and authority. The caddies are not employees, and yet neither do they have complete control over their rates and schedules. Making $3–5 for a five- or six-hour round, caddies deploy acts servility and deference to yield additional money for healthcare, children’s school fees, and other household expenses. While a rare few caddies win sufficient support to put them and their families on a path of social mobility, most struggle to make ends meet, living in less-than-secure housing, going without food in some cases, and sending their children to low-quality schools that all but guarantee they will take up similar work as their fathers. The necessity but ultimate limitation of such relationships between the rich and poor underscores the failure of India’s development strategy, which favors private over public interests, and has yet to establish well-funded healthcare, education, and basic social services that would improve chances of social mobility and independence among the poor.

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23

Gordon, Colette. Open and Closed. Edited by James C. Bulman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199687169.013.12.

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The force of ‘Shakespeare’ as a source of cultural authority in South Africa has been extensively discussed. This chapter looks at a phenomenon that is less often acknowledged: the persistence of directorial power in post-apartheid Shakespearean performance. Renewed ties with British theatre after apartheid brought actors and directors trained in a more actor-centred approach into dialogue with local theatre practitioners, but this did little to shift South African Shakespeare away from dependence on spectacle and on directors as inheritors of institutional power. Focusing on South African performances in 2011 and 2012 across the different institutional spaces in which Shakespeare is made to work (theatres, schools, and prisons), in productions that promise to create democratic, liberating, ‘open’ Shakespeare, one finds both defiance and a striking restatement of the status quo. While connections with British theatre give authority and legitimacy to post-apartheid performances, the potential for ‘open Shakespeare’ has been squelched.

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24

Poag, James F., and Claire Baldwin, eds. The Construction of Textual Authority in German Literature of the Medieval and Early Modern Periods. The University of North Carolina Press, 2020. http://dx.doi.org/10.5149/9781469658155_poag.

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Interest in the intersections of various kinds of discourse provides the basis for a closer look at diverse textual strategies of cultural legitimation. This collection presents an introductory essay and eleven studies (written in English and German) that address claims to authority associated with differing kinds of texts from such varied perspectives as political performance, popular culture, history of science, interrelations between verbal texts and other arts, and artistic professionalism. Read together, these studies illuminate historical contingencies and reveal important changes in the "technologies of authority" from the twelfth through the eighteenth centuries. The contributors are Claire Baldwin, Thomas Cramer, Arthur Groos, Walter Haug, C. Stephen Jaeger, Jane O. Newman, James F. Poag, David Price, Rüdiger Schnell, Lynne Tatlock, Horst Wenzel, and Gerhild Scholz Williams.

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25

Ellis, Rebecca. Making Useful Men. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190458997.003.0013.

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In 1884, Thomas Drysdale approached the powerful but embattled organization of elite women, the Capital City Beneficence Society in Buenos Aires, Argentina, with an offer to fund a school for the blind that the women would organize and run. The society initially welcomed the opportunity, but when international attitudes toward female authority affected their ability to pursue Drysdale’s plan for the new institution, the women at the society converted the program to one that would more directly address their own political agenda. Instead of a school, the society developed a small classroom where handpicked blind children from their orphanages, mostly male, were trained in order that the boys serve as symbols to the society’s detractors who claimed that as women they were incapable of cultivating young male citizens using modern educational techniques.

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26

Ricketts, Mónica. From Men of Letters to Political Actors. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190494889.003.0005.

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As per the Bourbons’ vision of government, men of letters were to write a whole new legislation for the monarchy, as well as implement and lead in the reform of education and old privileges. Yet these plans faced a constant opposition. Rooted elites in both Spain and Peru resisted any attempts at curtailing their power or prerogatives, and undermined the reform of education and the church. As a result, men of letters were limited in exercising their new authority. For the most part, they operated in state-protected spheres, such as the new associations and press, in independent schools and academies, and in the newly empowered secular branch of the church. Yet in the era of the Enlightenment and Atlantic revolutions some aimed for more and began to design and imagine new social orders in which they could take the lead.

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27

Bruce, Kyle, and Chris Nyland. Human Relations. Edited by Adrian Wilkinson, Steven J. Armstrong, and Michael Lounsbury. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198708612.013.3.

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As ritualistically conveyed in management and organization studies textbooks, the Human Relations ‘school’ of management (HRS) is understood to have emerged from investigations into human association in the workplace by Elton Mayo and his associates between 1924 and 1932 at the Hawthorne plant of Western Electric. The HRS is said to have brought people’s social needs into the limelight and thereby increased their capacity for ‘spontaneous collaboration’ at work. This perspective, however, has been challenged by a growing body of scholars who have demonstrated that HRS provided employers with an authoritarian management model that held employees are irrational, agitation-prone individuals whose demand for better wages and working conditions was symptomatic of a deep psychosocial maladjustment. This perspective enabled employers to monopolise authority in the workplace and justify this monopoly on the grounds that workers lacked the rationality required to participate in management decision-making.

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28

Türk, Johannes. At the Limits of Rhetoric. Edited by Jens Meierhenrich and Oliver Simons. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199916931.013.40.

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This chapter analyzes the systematic relationship of Carl Schmitt’s oeuvre to rhetoric, arguing that his work cannot be detached from its engagement in a simultaneously metaphysical and historical polemic. The encounter between history and metaphysics manifests in the dimension of the commonplace. Schmitt’s contributions to political theory can be understood as attempts to shift the commonplaces through which his time defines itself. Tracing the influence of Schmitt’s early literary criticism on his legal writing, the chapter demonstrates that for him, literature is a school of rhetoric, an exemplary dimension in more than one sense: it is a normative, ethical, and stylistic authority. While Schmitt’s books are contributions to specific legal, political, and critical discourse, they also claim to contribute to the great and urgent concerns of a community. This dimension inherits the genus grande and places his oeuvre at the limits of rhetoric.

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29

Quadri, Junaid. Transformations of Tradition. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190077044.001.0001.

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This book is a study of the Muslim world’s entanglement with colonial modernity. More specifically, it is an historical examination of the development of the long-standing, indigenous tradition of learning and praxis known as Islamic law (shariʿa, fiqh) as a result of its imbalanced interaction with new European modes of knowing during, and in the immediate aftermath of, the colonial experience. Drawing upon the writings of jurist-scholars from the Ḥanafī school of law writing in Cairo, Kazan, Lucknow, Baghdad, and Istanbul, Transformations of Tradition reveals several central shifts in Islamic legal writing that throw into doubt the possibility of reading its later trajectory through the lens of a continuous “tradition.” By focusing especially on the work of Muḥammad Bakhīt al-Muṭīʿī, Mufti of Egypt for a time and a leading scholar at the Azhar, Transformations of Tradition shows that the colonial moment of the late nineteenth and early twentieth centuries marked a significant rupture in how Muslim jurists understood history and authority, science and technology, and religion and the secular, thereby upending the very ground upon which Islamic law had until then functioned.

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30

Flatto, Sharon. Kabbalistic Culture of Eighteenth-century Prague. Liverpool University Press, 2010. http://dx.doi.org/10.3828/liverpool/9781904113393.001.0001.

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Kabbalah played a surprisingly prominent and far-reaching role in eighteenth-century Prague. This book uncovers the centrality of this mystical tradition for Prague's influential Jewish community and its pre-eminent rabbinic authority, Ezekiel Landau, chief rabbi from 1754 to 1793. A rabbinic leader who is best known for his halakhic responsa collection the Noda biyehudah, Landau is generally considered a staunch opponent of esoteric practices and public kabbalistic discourse. This book challenges this portrayal, exposing the importance of Kabbalah in his work and thought and demonstrating his novel use of teachings from diverse kabbalistic schools. It also identifies the historical events and cultural forces underlying his reluctance to discuss Kabbalah publicly, including the rise of the hasidic movement and the acculturation spurred by the 1781 Habsburg Toleranzpatent. The book offers the first systematic overview of the eighteenth-century Jewish community of Prague, and the first critical account of Landau's life and writings, which continue to shape Jewish law and rabbinic thought to this day. Extensively examining Landau's rabbinic corpus, as well as a variety of archival and published German, Yiddish, and Hebrew sources, the book provides a unique glimpse into the spiritual and psychological world of eighteenth-century Prague Jewry. By unravelling and exploring the many diverse threads that were woven into the fabric of Prague's eighteenth-century Jewish life, the book offers a comprehensive portrayal of rabbinic culture at its height in one of the largest and most important centres of European Jewry.

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31

Shapiro, Marc B. Between the Yeshiva World and Modern Orthodoxy. Liverpool University Press, 1999. http://dx.doi.org/10.3828/liverpool/9781874774525.001.0001.

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The span of Rabbi Jehiel Jacob Weinberg's life (1884–1966) illuminates the religious and intellectual dilemmas that traditional Jewry has faced over the past century. Rabbi Weinberg became a central ideologue of modern Orthodoxy because of his positive attitude to secular studies and Zionism and his willingness to respond to social change in interpreting the halakhah. But Weinberg was an unusual man: even at a time when he was defending the traditional yeshiva against all attempts at reform, he always maintained an interest in the wider world. He left Lithuania for Germany at the beginning of the First World War, attended the University of Giessen, and increasingly identified with the Berlin school of German Orthodoxy. He was soon recognized as German Orthodoxy's most eminent halakhic authority in its efforts to maintain religious tradition in the face of Nazi persecution. His approach derived from the conviction that the attempt to shore up Orthodoxy by increased religious stringency would only reduce its popular appeal. This book discusses many aspects of Weinberg's life. It elucidates many institutional and intellectual phenomena of the Jewish world: the yeshivas of Lithuania; the state of the Lithuanian rabbinate; the musar movement; the Jews of eastern Europe in Weimar Germany; the Torah im Derekh Eretz movement and its variants; Orthodox Jewish attitudes towards Wissenschaft des Judentums; and the special problems of Orthodox Jews in Nazi Germany. Throughout, the book shows the complex nature of Weinberg's character and the inner struggles of a man being pulled in different directions.

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32

Foreign assistance: Controls over U.S. funds provided for the benefit of the Palestinian Authority : report to Congressional requesters. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 1996.

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