Health and safety in Schools

Our children are our future. We cannot ignore their safety & security. Our future will be safe if our schools are safe. The basic reason to conduct this study was to discover out the perceptions of schools heads with respect to the adjustment of security and security measures at schools. Secure & safe schools focus on external and internal threats. If students identify danger and feel fear from other students, teachers, administrators, or even the building itself, this may indicate the schools may have experienced a notable safety & security threats. This study was a quantitative to ascertain the challenges faced by the administration of schools regarding adaptation of safety& security measures. The list of schools was obtained from the website of the School Education Department of Punjab. The study was conducted in Tehsil City & Samundari of District Faisalabad. Total numbers of schools in both Tehsils are 610. All the heads (Male and Female) of schools are the population of this study. Surveysystem.com strategy was utilized to choose the sample. The sample size required was 236 (118 Rural and 118 Urban). 59 male and 59 female head teachers from each rural and urban area were chosen through simple random sampling technique. A well-constructed questionnaire was utilized to gather information. The collected reactions of respondents were analyzed with the assistance of SPSS (Statistical package for Social Sciences) software. The responses were classified in tabular form in term of Percentage, Frequency, Mean and Standard Deviation. Agenda to investigate the views of heads of educational institutions in regards to adjustment of security and safety measures. The results revealed that the average of the respondents (Head Teachers) safety/security measures security guards with weapons 1.7246 mean value. The Respondents for the most part felt that safety and security issues walk through gates resolve with 1.9788 mean value. Respondents for the most part felt that security guard verification from special branches with 1.7246 mean value. Respondents for the most part felt that security arrangements in which schools were very important with 4.8305mean value. Respondents for the most part felt that fire and workplace (ventilation and heating) with 3.0212 mean value. The average of the respondents felt that razing boundary wall up to 8 feet with 1.8263mean value. Respondents for the most part felt banker with 3.6229 mean value. The average value of the respondents felt that observational post (Ops) with 1.9703 mean value. It was suggested that government should overcome the safety and security threats. Teacher was felt that the needs of the school fulfil their tools of safety and security measures. Teacher should need to set their mind how can engage security drills with staff and children's involved.

This paper examines violence against parents and peers and violence in schools using Bronfenbrenner's ecological system theory. We aim to establish connections between these forms of violence, perpetrator characteristics, and conclusions about the influences at different ecological layers. Through in-depth empirical research, we reviewed police, prosecutorial, and court files on child-parent violent crimes. Out of the total closed cases, 46 were included for further analysis, with nine cases addressing violence or misconduct in schools. Our findings highlight the link between violence against parents, early adolescent misbehaviour, and academic problems. Outward manifestations of these issues include discipline problems, truancy, association with problematic peers, substance abuse or addiction, and violent behaviour. Boys exhibit a progression from psychological to physical abuse against their parents and others. These results confirm other conclusions on the early onset and persistent nature of violent and delinquent behaviour. Notably, mental health issues and substance abuse play a significant role at the microsystem level. In conclusion, we recommend policy upgrades with a systematic approach to address youth violence, appropriate care of young people's mental health and the public delegitimation of various forms of violence.

This dissertation presents a comprehensive United States Security and Preparedness Plan to address allhazards threats, including natural disasters, cyberattacks, terrorism, pandemics, and geopolitical risks. Grounded in FEMA's National Preparedness Goal and the National Security Strategy, the plan integrates federal, state, local, tribal, territorial, private sector, and community efforts across five mission areas: prevention, protection, mitigation, response, and recovery. Employing a risk-based, whole-community approach, it prioritizes equity, resilience, and adaptability to emerging threats like climate change and AIdriven cyberattacks. The study uses a mixed-methods methodology, combining qualitative policy analysis, quantitative risk assessment, and case studies (e.g., Hurricane Ida, Colonial Pipeline cyberattack). Findings emphasize the need for robust governance, technological innovation, and stakeholder engagement to achieve a resilient nation. Policy recommendations include increased funding for climate-resilient infrastructure, enhanced cybersecurity standards, and community-led preparedness initiatives.

Background In the worldwide, ten percent of all children and 43 million children under 5 years are either overweight or obese (Livingstone, 2014). This statistic indicates there is a sixty percent rise in childhood obesity over two decades. Obesity is defined as "abnormal or

This survey -correlational study attempted to determine the level of school head's sense of efficacy and climate among schools in Iloilo City and their relationship as a whole and when grouped according to sectarian, non -sectarian, elementary, secondary or both elementary and secondary levels. The respondents of the study were the 30 principals of established private schools and 150 selected faculty. The selection of the principals was done purposively while the faculty was randomly selected. The researcher adapted two instruments: the Principal's Sense of Efficacy Scale developed by Tschannen -Moran, et al. (2001) which was answered by the selected principals and faculty to determine the level of school head's sense of efficacy; and the Organizational Climate Descriptive Questionnaire for Elementary Schools (OCDQ-RE) developed by Hoy, Tarter, and Kottkamp (1991) was used to determine the climate among private schools in Iloilo City to be answered by both selected principals and faculty. The use of frequency, mean, standard deviation, the Independent sample t-test, One-way ANOVA, and Pearson-r were utilized for the data analyses. The study revealed that level of school head's sense of efficacy among private schools in Iloilo City is HIGH and the existing climate is OPEN and was attributed to the awareness of the principals of their responsibility and accountability to demonstrate school effectiveness and promote the schools shared values in creating a conducive climate. Likewise, there is a significant relationship between school head's sense of efficacy and school climate among private schools as affirmed by the results.

Law and his research interest areas include issues within education law such as racism in education, partnerships in education, governance of the education system and of educational institutions, fundamental human rights in education, legal aspects of human resources management in education and the protection of rights in education.

This study was to investigate the significant relationship between teachers’ perceptions towards Human Resource Management and School Climate. The study conducted 60 full-time teachers based on their perceptions to discover the research findings in 2018-2019 academic year. This study focused on three objectives were to: (1) identify the level of teachers’ perceptions towards human resource management, (2) identify the level of teachers’ perceptions towards school climate, and (3) determine the significant relationship between teachers’ perceptions towards human resource management and school climate at Myint-Mo Education Foundation (MEF). The two theories were Human Resource Management Theory by Lunenburg & Ornstein (2008), and School Climate Model by Hoy, Tarter & Kottkamp (1991). The research designed the quantitative method. The Means and Standard Deviations, and The Pearson Product Moment Correlation Coefficient were utilized to analyze the data for hypothesis testing by distrib...

Navorsers en Jan Alleman het 'n intense belangstelling in skoolgeweld. Beide wend hulle tot die media om inligting oor hierdie aktuele sosiale probleem te vind. Die werklikheid (nuus) wat deur die media voorgehou word, is egter nie 'n objektiewe werklikheid nie, maar 'n geïnterpreteerde werklikheid. Indien die media se beriggewing van skoolgeweld bevooroordeeld is, sal mediagebruikers se siening ook bevooroordeeld of skeefgetrek wees. Om vas te stel watter sieninge die media bewustelik en/of onbewustelik oor skoolgeweld in Suid-Afrika kon vestig, is my navorsing deur die volgende probleemvraag gerig: Watter boodskap dra die Sondagkoerant Rapportaan sy leserspubliek oor rakende skoolgeweld? In 'n soeke na 'n antwoord op die vraag is die doel van hierdie artikel om verslag te doen van 'n media-ontleding van 43 nuusberigte en redaksionele kommentare wat oor 'n tydperk van 18 jaar in Rapport verskyn het. Die datastel is met behulp van SA Media se databasis geïdentifiseer.'n Drievlak-ekosisteemmodel wat die kompleksiteit van skoolgeweld illustreer, het as teoretiese vertrekpunt vir hierdie studie gedien. Die volgende temas is met behulp van induktiewe kwalitatiewe inhoudontleding geïdentifiseer: (1) leerderslagoffers engeweldplegers staan sentraal in skoolgeweld; (2) die rol van ouers in skoolgeweld; (3) besonder dapper, toegewyde opvoeders versus onbekwame opvoeders, wat direk en indirek vir skoolgeweld verantwoordelik gehou kan word; (4) die wisselwerking tussen gemeenskapsfaktore en skoolgeweld; (5) skoolgeweld as 'n vergestalting van rassegeweld; (6) die "ons is nie so nie"-diskoers; (7) skoolgeweld is gewelddadig; en (8) die vreesdiskoers. Berigte oor skoolgeweld wat in Rapport verskyn het, toon 'n redelik volledige beeld van skoolgeweld in Suid-Afrika. Gebrek aan kontekstualisering en die beklemtoning van die sensasionele kan egter tot 'n skeefgetrekte siening van skoolgeweld en paniek onder lesers lei. Lesers en navorsers moet dus 'n kritiese ingesteldheid teenoor die media as inligtingsbron toon.

Workplace bullying is a serious issue among teachers in South Africa, with detrimental effects on their physical and mental health, job satisfaction, and overall wellbeing. This article examines the legal remedies available to teachers who are victims of workplace bullying. These remedies include delictual liability, vicarious liability, constitutional claims, dispute resolution mechanisms, constructive dismissal, criminal law, and civil law, each of which provides a different avenue for teachers to seek legal redress. These approaches include compensation for damages, protection of their constitutional rights, and criminal charges against the person(s) accused of bullying. However, barriers such as lack of legal literacy, fear of retaliation, and cost and time constraints, may prevent teachers from accessing legal support. To address these barriers, teachers need adequate legal support and resources. This process includes legal aid services and training programmes on constitutional...

Researchers have noted the importance of equity-based approaches to social and emotional learning (SEL), which emphasize the role of school environment, including adult beliefs, in student well-being. This article builds on this work by examining 129 teachers' perceptions of efficacy in SEL. While participants worked in urban schools, were selected from national fellowship programs, and had similar years of experience and preparation, survey data found that teachers in one program reported higher levels of efficacy in SEL. Interviews and observations with a purposeful sample of these teachers found that despite common challenges with exclusionary discipline practices and limited resources, efficacious teachers described a "social justice learning community," geared for teachers of color, that enhanced their capacities to enact SEL in their schools. Discussion includes the need for critical professional development opportunities in SEL that are race-conscious, context-specific, and asset-based, as well as opportunities for teachers from historically marginalized groups to form specialized learning communities.

Researchers have noted the importance of equity-based approaches to social and emotional learning (SEL), which emphasize the role of school environment, including adult beliefs, in student well-being. This article builds on this work by examining 129 teachers' perceptions of efficacy in SEL. While participants worked in urban schools, were selected from national fellowship programs, and had similar years of experience and preparation, survey data found that teachers in one program reported higher levels of efficacy in SEL. Interviews and observations with a purposeful sample of these teachers found that despite common challenges with exclusionary discipline practices and limited resources, efficacious teachers described a "social justice learning community," geared for teachers of color, that enhanced their capacities to enact SEL in their schools. Discussion includes the need for critical professional development opportunities in SEL that are race-conscious, context-specific, and asset-based, as well as opportunities for teachers from historically marginalized groups to form specialized learning communities.

This report was produced under U.S. Department of Education Contract No. EDPEP-11-O-0089/Task Order 25 with the American Institutes for Research. Michael Fong and Erica Lee served as the contracting officer's representatives. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. For the reader's convenience, this publication contains information about and from outside organizations, including hyperlinks and URLs. Inclusion of such information does not constitute an endorsement by the U.S. Department of Education.

This report was produced under U.S. Department of Education Contract No. EDPEP-11-O-0089/Task Order 25 with the American Institutes for Research. Michael Fong and Erica Lee served as the contracting officer's representatives. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. For the reader's convenience, this publication contains information about and from outside organizations, including hyperlinks and URLs. Inclusion of such information does not constitute an endorsement by the U.S. Department of Education.

During the past decade, the schoolchildren faced many disasters and emergencies originating from natural and man-made sources. The safety of schoolchildren rests with school management and teachers. This study aimed to assess teachers' awareness with regard to disaster prevention and health, safety, security, and environment (HSSE) policies at primary schools in Pakistan. In addition, it explores the suitability of teachers to perform as emergency handlers in the absence of school nurses and resource officers (SROs). The study involved a qualitative study, based on open-ended interviews from a sample of 25 school teachers. Methodology triangulation was applied to reduce bias. Results revealed that the majority of teachers do not know about national policies related to school safety and security. Most of the teachers had been assigned additional roles as safety officers at the school, though they lack relevant training. Moreover, neither safety nor security aspects are incorporated into national educational policy. This study was the first study on Pakistani teachers' roles as emergency first responders. With the highest rate of attacks on educational institutions globally, the region still lacks a coherent policy structure. The study found numerous inconsistencies in public policies. It seeks to contribute to the literature to better understand the educational safety environment at both the ground and policy levels.

Vrouemishandeling bied 'n groot uitdaging vir maatskaplike werkers. In Suid-Afrika word na berekening elke 6 ure 'n vrou vermoor deur haar lewensmaat, die hoogste voorkomssyfer ter wêreld. Navorsing toon 'n verband tussen vrouemishandeling en alkohol- en dwelmmisbruik. Vanuit die ekologiese perspektief word die sosiale omgewing van 'n persoon as onlosmaaklik deel van haar beskou en dit is dus 'n geskikte teoretiese uitgangspunt vir hierdie studie. 'n Kwalitatiewe studie is gedoen, en etiese klaring is daarvoor verkry. Die doel van die studie was om vroue se ervaring rondom intieme geweld te ondersoek, asook die moontlike rol wat alkohol- en dwelmmisbruik speel in gewelddadige verhoudings. Die studie was beskrywend en verkennend van aard en 20 vroue is daarvoor geïdentifiseer, deur middel van doelbewuste en sneeubal-steekproefneming. Data is ingesamel deur middel van semi-gestruktureerde onderhoude. Tydens verwerking van die data is vyf temas geïdentifiseer, n...

DHS is pleased to announce the final award allocations for the FY 2007 UASI NSGP. The FY 2007 UASI NSGP provides funding support for target hardening activities to nonprofit organizations that are at high risk of international terrorist attack. While this funding is provided specifically to high-risk nonprofit organizations via the State Administrative Agency (SAA), the program seeks to integrate nonprofit preparedness activities with broader State and local preparedness efforts. It is also designed to promote coordination and collaboration in emergency preparedness activities among public and private community representatives, State and local government agencies, and Citizen Corps Councils. Eligible nonprofit organization applicants submitted funding requests through their SAA. Applications were reviewed through a two-phase process, in which each State vetted their respective applications and submitted them for Federal review and approval. The results of this two-phase review proce...

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This report was produced under U.S. Department of Education Contract No. EDPEP-11-O-0089/Task Order 25 with the American Institutes for Research. Michael Fong and Erica Lee served as the contracting officer's representatives. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. For the reader's convenience, this publication contains information about and from outside organizations, including hyperlinks and URLs. Inclusion of such information does not constitute an endorsement by the U.S. Department of Education.

Despite more than a decade of research on bottom-up school change, the principal/ superintendent relationship continues to be studied primarily as a traditional flow of power from the top down. There is little research that considers the proposition that power vested in principals can be exercised upwardly within the school district hierarchy in the form of independence from and influence on the superintendent. Given the lack of research on these phenomena, it is not surprising that we could find no studies that explore the effects of hierarchical independence and influence on school climate. The present study investigates both. Two schools form the basis of this comparative case study. The schools were chosen based on scores obtained through the OCDQ and TAI instruments. The first school is selected for its high scores on both instruments and the second school is selected based on average scores on the OCDQ and the TAI. Both schools are in the same school district and a brief descr...

South Africa has both a shortage and an urgent need for qualified people with technical and mechanical skills. In order to meet this need, the teaching of technical subjects at public schools should be promoted and improved. A key aspect of teaching technical subjects in schools is to ensure the safety of all learners in technical workshops. The theory of Geborgenheit (safety, wellness, wellbeing) in education entails the notion that effective teaching and learning is enhanced if the places of learning are safe and secure. School workshops should be secure and safe spaces for learners in order for effective teaching and learning to occur. Although the state may be held liable if harm is caused in a negligent or culpable manner to a person in a school workshop, such incidents have negative effects on learners and educators alikeas well. This study reports on the findings of mixed method research, which involved quantitative data collection among 220 technical schools as well as quali...

This uncredited chapter (appendix) in the Electromagnetic Defense Task Force (EDTF) 2.0 2019 Report outlines the pragmatic issues, challenges, concerns, and opportunities of electromagnetic spectrum and EMP mitigation of the electric grid on a state level.

A large representative sample of middle schools was targeted for systematic study. The schools were categorized into three clusters (high, middle, and low performing schools). Participants were asked to complete an adapted version of the Hoy and Sabo (1998) OHI-RM (Organizational Health InventoryRevised Middle) instrument. Statistically significant differences were documented across the three categories. The findings provide support for the view that structural instructional problems may create educational inequities that lead to academic achievement disparities.

In the United States, more than 70 million students are enrolled in public elementary and secondary (K-12) schools or degree-granting postsecondary institutions. School and campus safety and security for these students encompasses many issues, including violence prevention and response, school climate, and the physical and mental health of the school community. Students’ safety and security while in school is an area of concern for the federal government and state and local governments, as well as school districts, institutions of higher education, students’ families, and Members of Congress. 
Congress has responded to school safety and security concerns with hearings and legislation creating new programs and mandating data collection efforts and reports. The focus of congressional efforts to support school safety has expanded over the years, from tracking and responding to individual incidents to promoting safe, positive school learning environments and providing students and school personnel the tools and resources to respond to crises when they arise.  State and local governments oversee K-12 education in public schools. Colleges and universities are a mix of public, private nonprofit, and private for-profit entities with varying governance structures. The federal government’s main avenue for supporting schools in general and school and campus safety specifically is through grant programs.
This report provides an overview of grant programs at the U.S. Department of Education (ED), U.S. Department of Justice (DOJ), U.S. Department of Homeland Security (DHS), and U.S. Department of Health and Human Services (HHS) that provide direct or indirect funding for school and campus safety and security initiatives. The report also provides an overview of programs and initiatives administered by these departments that support school safety and security efforts in other ways, such as through data collection and reporting and technical assistance.

Paper highlights legal understanding of quid pro quo sexual harassment in schools. Quid pro quo sexual harassment implies abuse of authority or position to gain something sexual. A duty of care rests on teachers, Schools Governing Bodies and the Department of Education to provide and maintain safe schools that are free from all forms of victimisation and abuse. However, there seems to be an abuse of power by all those who are supposedly to protect learners in schools. Paper used an abuse of organisational power theory and conceptualisation framework as a lens used in analysing various forms of victimisation and abuse with an effort to provide a better understanding of behaviour that amounts to abuse. Paper concludes with guidelines for handling harassment and bullying in the school contexts.

When students feel connected to or have strong bonds to their schools, they are more likely to experience academic success. They stay in school longer and attend school regularly (Centers for Disease Control and Prevention [CDC], 2009b). Yet only about 50% of the youth in schools report feeling connected to or engaged in school (Blum, 2005). Given that school bonding and alienation are opposite sides of the same coin, a significant number of students may be experiencing alienation from school (Schulz & Rubel, 2011). School bonding, or students' connectedness to their school, is linked to health, social, and educational outcomes for youth (Blum, 2005; CDC, 2009b). Moreover, school bonding is one of the developmental assets that increase students' ability to overcome life's challenges and meet academic success (Benson, 2002; Scales, 2005). The resiliency literature identifies developmental assets as protective factors that are precursors to resiliency in youth (Benard, 1991, 2004; Benson, 2002; Bryan, 2005). Three external developmental assets (caring school climate, safety, and school boundaries or rules) and two internal developmental assets (school engagement and bonding to school) are consistently mentioned in the school bonding and connectedness literature (

The present study aimed to investigate and compare school principals' and teachers' perceptions regarding online risk behaviours in school-aged children, examining simultaneously the predictive role of their perceived self-efficacy in their perceptions under study. The participants were 237 principals and 295 teachers, mainly from Central Macedonia and Attica, who completed a self-reported online questionnaire. According to the findings, participants declared awareness of students' online risk behaviours. However, compared to teachers, principals to a greater extent felt confident to manage this issue and support school community involvement in the prevention of/intervention in it. Furthermore, principals' selfefficacy in promoting students' learning/ethical behaviours in school and teachers' self-efficacy in managing students' behavioural problems inside a classroom predicted positively their perceptions under study. The findings indicate the necessity of applying differentiated related training programmes for principals and teachers, highlighting simultaneously the importance of their perceived self-efficacy in how they approach the issue studied.

School communities are supposed to be safe places for children where they can build healthy and positive relationships; protected places where children not only gain knowledge, but also learn about themselves. However, research indicates an increase in violent behaviour within school communities. The serious nature of violence in South African schools is evident in reports of physical and sexual abuse, gang-related activities and children bringing and using weapons at schools. The violence is not limited to violence between children but also involves interschool rivalries where gang conflicts have become part of the problem. Despite the measures taken by the DoE, violence in schools is still escalating and educators in some schools can spend more time on solving issues relating to violence than being involved in the process of effective teaching. Consequently violence in schools might become a threat to the provision of effective education for children. Current South African researc...

A school is a microcosm of society and as such reflects the rights and responsibilities, which exist in society generally. There are two additional factors, which impact significantly on any consideration of rights and responsibilities within the school environment. The first is that a child is compelled to attend school. Though the ability of a child to chose which school to attend is a feature of New Zealand’s education system, in reality within the public school sector that choice exists in theory only. Secondly, there is an imbalance of power in relationships within the school environment. The student is in a weaker position to those in authority - teachers, principals and administrators. These factors, it is suggested, necessitate an even greater emphasis on the rights of the student and corresponding responsibilities of those in authority. There is an increasing public awareness of the incidence of sexual harassment and abuse within schools. This is accompanied by the understa...

responsible for academic outcomes as well as the personal development and well-being of pupils (see, for example, Haahr, Nielsen, Hansen, & Jakobsen, 2005; OECD, 2009). Studies on the evidence of the relationship between school climate and academic outcomes will be discussed in more detail in the 'teaching and learning' section.

The purpose of this note is to investigate: the courts' approach to victim harm, prevailing judicial perceptions of the harm caused by sexual offences against children, as well as behavioural research findings of the harm caused by these offences.

A school is a microcosm of society and as such reflects the rights and responsibilities, which exist in society generally. There are two additional factors, which impact significantly on any consideration of rights and responsibilities within the school environment. The first is that a child is compelled to attend school. Though the ability of a child to chose which school to attend is a feature of New Zealand’s education system, in reality within the public school sector that choice exists in theory only. Secondly, there is an imbalance of power in relationships within the school environment. The student is in a weaker position to those in authority - teachers, principals and administrators. These factors, it is suggested, necessitate an even greater emphasis on the rights of the student and corresponding responsibilities of those in authority. There is an increasing public awareness of the incidence of sexual harassment and abuse within schools. This is accompanied by the understa...

Makrososiale faktore, geslagsrolsosialisering en verhoudingsfaktore veroorsaak gesinsgeweld. Sekere elemente van die struktuur-proses-reaksie-en aangeleerde hulpeloosheidsteorieë kan dit verklaar. Die beregting van bogenoemde fokus op primêre, sekondêre en tersiêre voorkomingsaksies. Die dinamika waarop gefokus word met betrekking tot gesinsgeweld sluit in aspekte soos: die snellerfaktore, konfrontasie, die praktiese misdaadinsident en uiteindelik die herstelde ekwillibrium. Al die faktore (oorsake, verklarings, voorkoming en dinamika) lei uiteindelik tot die stadium waar waar verduidelik word hoe gesinsgeweld gestabilliseer word.

In the light of the matter reported by Samodien (2012) where a father intends to sue the Department of Education for damages incurred by his child who was raped at school, this article focuses on the duty of educators and schools to take measures to prevent and deal with sexual harassment and violence in schools. Sexual harassment and violence is conceptualised by drawing from definitions of sexual harassment and violence as well as those pertaining to sexual offenses. The duties of schools, school governing bodies, school principals and educators are outlined within the parameters of the Bill of Rights, education-specific legislation and policy as well as common law. The possibility of civil remedies for victims who have been subjected to sexual harassment and violence at school is investigated. Five requirements for delictual liability (damage, an act, unlawfulness, fault and causation) are used to demonstrate how the criteria for awarding damages may be met when learners approach the courts for civil remedies.

We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a problematic context of educational enabling can develop when notions of nurturing are not balanced with consistent disciplinary consequences. In-depth interviews were conducted with eight school staff, teachers, and a student at a social justice urban school. Observational data and institutional documents were also analyzed, and three main themes emerged revealing the tension between nurturing and enabling: (a) sentimentalist standards, (b) perceptions of authority as oppressive, and (c) contradictions in social justice values. We discuss implications for school policy, multicultural education, and school leadership.

The aim of this study is to analyse the effects of principals' instructional leadership on the teachers' perceptions of their self-efficacy. Mixed method, in which quantitative and qualitative techniques are employed together, was used in order to analyse the data obtained. The sample for quantitative analysis included 435 teachers working in schools in Şahinbey Province and study group for qualitative analysis included 24 teachers working in these schools. For the quantitative data, regression and correlation analysis were done; for the quantitative data, descriptive and content analysis were done. Data were obtained using Instructional Leadership Behaviours Scale (Hallinger, 2011) and Teachers' Self-Efficacy Perception Scale (Tschannen-Moran ve Woolfolk Hoy, 2001). According to the result of the study, there is a significant medium level relationship between principals' instructional behaviours and teachers' self-efficacy. In addition, instructional leadership behaviours displayed by principals contribute positively to teachers' motivation and task focality, the development of learners' ability to learn, and the self-evaluation skills of the teachers about themselves and students.

South Africa has both a shortage and an urgent need for qualified people with technical and mechanical skills. In order to meet this need, the teaching of technical subjects at public schools should be promoted and improved. A key aspect of teaching technical subjects in schools is to ensure the safety of all learners in technical workshops. The theory of Geborgenheit (safety, wellness, wellbeing) in education entails the notion that effective teaching and learning is enhanced if the places of learning are safe and secure. School workshops should be secure and safe spaces for learners in order for effective teaching and learning to occur. Although the state may be held liable if harm is caused in a negligent or culpable manner to a person in a school workshop, such incidents have negative effects on learners and educators alikeas well. This study reports on the findings of mixed method research, which involved quantitative data collection among 220 technical schools as well as quali...

GOAL: To report on the construction of the process mapping of a highly complex Surgical Center Unit, as well as to know the suppliers and customers of this unit, listing possibilities for improvement. Method: This is an experience report from the elaboration of the Process Map of the studied Unit. For the construction of this mapping, systematic meetings were held with professionals from this ­study scenario (18 meetings, in a period of time corresponding to 05 months), using the flowchart tool for the construction of the process map. After this step, opportunities for improvement were listed, which were classified for further appropriate treatment, considering the Institution's Strategic Master Plan (PDE). Due to the autonomy inherent to this methodology, the researchers have the support of local management, and the study, at this stage, was not submitted to the Ethics and Research Committee (CEP). Results: The processes of the Surgical Center Unit were mapped, making it possible, at the end, to know the Unit's main suppliers and customers, as well as the actors involved in each process. The process documents, list of regulations and list of improvements were listed. From the latter, a work schedule emerged covering all the proposals for improvements and their respective people in charge. Conclusion: The process mapping methodology, as it was applied in the documentation of the activities developed in the Surgical Center Unit, allowed the work group to objectively visualize the dynamics and the interrelationship that exists between them, which allowed an evaluation, even if of a preliminary nature, of the points that would need further studies with a view to their improvement. These analyzes resulted in a list of improvement opportunities to be addressed by management in due course.

Background: Researchers for data hiding using the various encrypting techniques to improve the security of transmission of confidential information through an unsecured channel have been carried out. Methods: In this paper, a new higher recognition Least Significant Bit (LSB) audio data concealment is suggested in this framework. This technique is used to embed the hidden audio into cover audio of the same size. Results: The altered speech file appears as the original carrier file after embedding the secret message. This model strengthens hiding capability and audio quality. Conclusion: The strategy outperforms similar studies by enhancing hiding capability up to 30% and preserving stego audio transparency with the SNR value at 72.2 and SDG at 4.8.

Contributory factors to learner discipline problems: A multivariate approach. Hitherto, researchers in the field of the various causal or contributory factors of learner discipline problems in schools tended to approach each of those factors in isolation. This article reported on research regarding the theoretically justifiable notion of the confluence of the various factors that culminate in learner discipline problems at school. Grade 9 learners as well as their educators completed questionnaires in which they had to indicate on a semantic differential scale the extent to which they thought each of the 36 possible causes played a role in the incidence of learner discipline problems in their school. Routine factor analysis revealed that seven factors contributed to learner misbehaviour in their particular school, namely social problems in society, the influence of parents on the behaviour of their children, the authority of the educator, democratic participation in school governance, the nature of school structures, and also physical and psychological disabilities.

In 1999, the Department of Education announced the Tirisano-plan for enabling the development of a fully-functioning education and training system in South frica. As a result of this plan the Safe Schools Project was launched in 2000 to create safe disciplined learning environments that i?½celebrate innocence and value human dignityi?½. Subsequently, the Regulations for Safety Measures at Public Schools, were published in the Government Gazette No. 22754 of 12 October 2001 and the Amendment Regulations for Safety Measures at Public Schools on 10 November 2006. The Safe Schools Project focussed on the development of policies on school safety, the management of drug usage in schools and a national sexual harassment policy. This article examines documents such as acts, government notices, policies, national and international case law to understand concepts such as i?½a disciplined schooli?½ and i?½safety and security of learnersi?½. Furthermore, the article provides an understanding of...

In 1999, the Department of Education announced the Tirisano-plan for enabling the development of a fully-functioning education and training system in South Africa. As a result of this plan the Safe Schools Project was launched in 2000 to create safe disciplined learning ...

Internationally, the debate on business and human rights has evolved within the last decade, with more efforts being made to address the issue of what role corporations play in the human rights domain. The latest international effort to address the issue was the adoption of the Guiding Principles on Business and Human Rights: Implementing the United Nations "Protect, Respect and Remedy Framework" by the United Nations Human Rights Council in 2011. In brief, the Guiding Principles observe that the state must protect human rights, that businesses must respect human rights, and that there should be effective remedies for human rights violations. Locally, the Constitutional Court of South Africa ruled that mineworkers who are eligible to get compensation under the Occupational Diseases in Mines and Works Act had a common law right to sue the employer for injuries sustained at work. This was despite the fact that legislation was put in place to replace the common law liability of an employer for injuries or death sustained at work. On a broader scale, the Guiding Principles then formed the yardstick for the determination of whether there are adequate and effective remedies for human rights violations in the South African mining industry. The investigation essentially leads to the conclusion that the South African state has not fallen short of its duty to protect and to provide sufficient remedies for businessrelated human rights violations in the mining industry. The forums are in place and there is legislation that also provides for compensation as remedies for either injuries or death at work. Some issues of concern are the accessibility of the structures in place to address human rights violations, the disparity between compensation provided for in different legislation, and the lack of a more proactive approach by the Human Rights Commission.

When students feel connected to or have strong bonds to their schools, they are more likely to experience academic success. They stay in school longer and attend school regularly (Centers for Disease Control and Prevention [CDC], 2009b). Yet only about 50% of the youth in schools report feeling connected to or engaged in school (Blum, 2005). Given that school bonding and alienation are opposite sides of the same coin, a significant number of students may be experiencing alienation from school (Schulz & Rubel, 2011). School bonding, or students' connectedness to their school, is linked to health, social, and educational outcomes for youth (Blum, 2005; CDC, 2009b). Moreover, school bonding is one of the developmental assets that increase students' ability to overcome life's challenges and meet academic success (Benson, 2002; Scales, 2005). The resiliency literature identifies developmental assets as protective factors that are precursors to resiliency in youth (Benard, 1991, 2004; Benson, 2002; Bryan, 2005). Three external developmental assets (caring school climate, safety, and school boundaries or rules) and two internal developmental assets (school engagement and bonding to school) are consistently mentioned in the school bonding and connectedness literature (

The purpose of this note is to investigate: the courts' approach to victim harm, prevailing judicial perceptions of the harm caused by sexual offences against children, as well as behavioural research findings of the harm caused by these offences.