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Descriptors:
Business Administration Education; Law Related Education; Social Networks; Web Sites; Privacy; Risk; Legal Problems; Laws; Court Litigation; Assignments; Class Activities; Group Activities; Cooperative Learning; Administrative Policy; Policy Formation; Sexual Harassment; Speech; Foreign Countries

Abstract:
The explosion of social networks and the growing concern over privacy in the digital age--both in the United States and Europe--have provided an opportunity to introduce students to the legal risks of using social media in the workplace. This article builds on the authors' classroom experiences and provides social media scenarios and projects that allow students to analyze and critically compare the workplace boundaries of social network use. Part I includes a description of an out-of-class assignment that assesses what types of social media comments students deem inappropriate in the workplace, completed by students before the professor actually discusses applicable legal principles. Then, Part II provides classroom scenarios that reinforce what students learn about the evolving law of social networks and privacy in the U.S. and the EU workplace. Part III looks at other legal considerations of social media use including sexual harassment and anonymous speech, and offers additional classroom scenarios. Part IV outlines a class project in which students collaborate in groups to develop social media policies for the U.S. workplace and compares and contrasts the impact of similar policies on EU employees. This project gives students an opportunity to synthesize their knowledge of social networks and workplace privacy and to incorporate their understanding of the legal risks posed by social media. For all the scenarios and projects, the authors also provide the reader with a set of resources to facilitate replication of the projects. The resources include a summary of The Facebook Project: Dealing with Employee Gripe Sites, each of the Classroom Discussion Scenarios, detailed instructions for the Social Media Policy project, and a rubric for grading the Social Media Policy project. (Contains 167 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Depression (Psychology); Legal Problems; State Programs; Sexual Abuse; Criminals; Federal Legislation; Safety; Statistical Analysis; Responses; Surveys; Disclosure; Law Enforcement

Abstract:
For over two decades, U.S. state and federal governments have enacted broad legislation in an effort to keep communities aware about and safe from sex offenders living nearby. The current study qualitatively analyzes unsolicited responses from sex offenders regarding their feelings, attitudes, and experiences living under the auspices of such legislation. A total of 60 survey responses from offenders in three states were reviewed. Several key themes emerged, including legal issues, hopelessness and despair, collateral consequences, and lack of effectiveness of registration and notification. Policy and research implications are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Intervention; Parent Child Relationship; Legal Problems; Institutionalized Persons; Correctional Institutions; Minority Group Children; Parents; Minority Groups; Cultural Relevance; Family Programs; Demography; Counseling Techniques; Neighborhoods

Abstract:
Practical information about culturally appropriate interventions with children of incarcerated parents (CIPs) of color and their families is notably sparse. This study uses a cultural-ecological perspective to contextualize individual, family, and legal issues inherent in many intervention programs for CIPs of color. The authors highlight demographic trends, review research limitations, and discuss ways that therapeutic models can help counselors address their clients' needs. Recommendations are provided for future interventions with this underserved population. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Low Achievement; Foreign Countries; Private Colleges; Universities; Educational History; Social Change; Economic Change; Competition; Financial Problems; Legal Problems; School Turnaround; Organizational Climate; Educational Change

Abstract:
While China has a long history of private institutions of higher learning, they disappeared almost entirely after the founding of the People's Republic of China in 1949 and did not re-emerge until the 1980s. Their reappearance is one of the ramifications of economic marketisation and privatisation in China. But private higher education institutions are now facing new challenges and competition in the education system. Approximately 500 of them were shut down between 2000 and 2009 for financial, legal or other reasons. Looking through the theoretical lens of organisational ecology--a sociological theory that applies ecological principles to organisational studies--this paper traces how the social and economic environment induced the re-emergence of private universities in China and how it has had an impact on their non-linear pattern of development. Using a number of relevant theory fragments from the overarching framework of organisational ecology as tools, the author then explores possible strategies for turning around low-performing private universities in China. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Personnel Services; Burnout; Higher Education; Student Personnel Workers; Administrator Attitudes; Positive Attitudes; Legal Problems; Budgets; Political Issues; Politics of Education; Social Networks; Psychological Patterns

Abstract:
There are times when passion for a job is seriously tested by the circumstances and conditions of the work. The accumulated effect of long hours, increasing demand for services, shrinking budgets, intractable issues, litigious environments, and what seems at times like incessant bashing of higher education for political purposes can lead to burnout among even the most dedicated of student-affairs professionals. So what can student-affairs professionals do to avoid losing--or, if they have already lost it, to regain--their zest for the work? Having served in student affairs for 30 years, the author shares some ideas for avoiding burnout and some tips on how to carry out those ideas in daily practice. These are the steps that he has found helpful: (1) Live a balanced life; (2) Set boundaries on social media; (3) Accentuate the positive as much as you can; and (4) Take a moment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Copyrights; Legal Problems; Lecture Method; Intellectual Property; Freedom of Speech; Legal Responsibility; Information Policy; Information Dissemination; Knowledge Management; Access to Information

Abstract:
Lecture capture technology has advanced to a point where implementing a solution can be disarmingly simple. But it is important for faculty and administrators not to be lulled into a false sense of security--recording faculty and guest lectures still comes with its share of legal issues covering copyright, intellectual property rights, distribution, and permissions. While some lecture capture technology provides assistance even in these areas, colleges and universities need to develop clearly defined guidelines on how recorded lectures can be used. Universities can use most recorded lectures for free, but in some cases payment may be required, distribution restricted, or permissions needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Exit Examinations; Testing; Low Income Groups; Court Litigation; State Courts; Legal Problems; Minority Group Students; Academic Standards; Resource Allocation; Educational Equity (Finance); Educational Finance

Abstract:
High school exit exam requirements are affecting a growing number of U.S. students--particularly low-income students and students of color. This article examines the policy and legal landscape of exit testing policy to shed light on some of the key issues facing local school leaders charged with implementing these policies. The article first analyzes federal and state court cases related to exit testing and examines the conditions under which courts have permitted and bounded their use. It then discuses the broader legal and legislative environment that has affected leaders' ability to respond to exit testing requirements. The article concludes with implications of high-stakes exit testing and policy considerations for local leaders as well as state policymakers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Principals; Constitutional Law; Legal Problems; Administrator Attitudes; Web Sites; Court Litigation; Freedom of Speech; Internet; Predictor Variables; Statistical Analysis; Computer Attitudes

Abstract:
Principals have acknowledged the challenges with remaining current on issues in the law. A unique challenge for principals is the intersection of students' First Amendment rights in the school context and the legal issues surrounding student-created webpages. Using a randomly selected sample of Ohio high school secondary principals, I investigated administrators' attitudes concerning the scope of their authority in regulating student Internet expression (i.e., webpages). In this study, attitudes are defined as a predisposition to respond to a social object, such as a person, group, idea, physical object, and so on, in particular situations. The results revealed that principals' attitudes were significantly affected by the place where the student's webpage was created (on campus or off campus) but not by the presence or absence of a material disruption. (Contains 2 notes, 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Cues; Court Litigation; State Courts; Federal Courts; Search and Seizure; Student Rights; Urban Areas; Context Effect; Geographic Regions; Constitutional Law; Predictor Variables; Statistical Analysis; School Security; Legal Problems; Public Schools

Abstract:
This study examined federal and state court decisions related to student Fourth Amendment rights following the "New Jersey v. T.L.O." ruling in 1985. There has been minimal research in judicial treatment of students' Fourth Amendment rights across regions of the country and less to what extent regional rulings implicitly or explicitly transmit cues about acceptable administrative behavior. From data gathered from case law and the National Center for Education Statistics, the analysis examined the link between the characteristics of the school where the search occurred, aspects related to the search of the student, and the outcome of the case by national region. Catagorical analyses revealed a considerable regional effect associated with highly discretionary elements of Fourth Amendment law. Findings of note suggest a greater likelihood of students losing in court within urban contexts and considerable discrepancies in rulings between national regions with respect to search intrusiveness and the severity of the offense. Implications for legal decision-making and implementation are discussed. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Bullying; Public Education; Court Litigation; Legal Problems; Educational Legislation; Federal Legislation; State Legislation; School Policy; School Responsibility; Parent Responsibility

Abstract:
Research demonstrates that students with disabilities are harassed more than their nondisabled peers. Students with disabilities who have been severely harassed have argued that they are not receiving a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) as required by Individuals with Disabilities Education Act (IDEA). A school district's failure to respond to known acts of harassment could result in district liability. In addition to IDEA, Title II of the American's with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 (Section 504) also prohibit school districts from discriminating against students with disabilities. Employing traditional legal research methods, this paper examines the legal issues surrounding the bullying and harassment of students with disabilities. Legal cases involving disability-based harassment under the IDEA, the ADA, and Section 504 will be coded to determine implications for schools leaders. It is hoped that school leaders will gain a better perspective on disability law and their school's antibullying/harassment policy in order to minimize litigation and more importantly to provide a socially just public schooling environment for all students. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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