The Development of a Responsibility Education Program with a Student Handbook of Rules, Rights and Responsibilities for Intermediate Students

The development of a Responsibility Education program with a Handbook of Student Rules, Rights and Responsibilities for intermediate students was the object of this field study. The approach used in the development of this Handbook of Student Rules, Rights and Responsibilities was the utilization of information gathered in visits to responsibility education programs throughout the state of Illinois conferences with initiators of responsibility education programs in other states, Illinois Office of Education materials, group discussions with intermediate students a study of Glasser behavior management theories and techniques, local and state directives on students\u27 rights and responsibilities and the personal observations of this writer. A planned program including teaching of school rules, in-service training and planning for teachers, parent education and leadership involvement by building administrators is essential to the program and the development of a Handbook of Student Rules, Rights and Responsibilities. Learning to live within the constraints of the school society is as important a preparation for life later on in a larger society as is knowledge of the multiplication tables. Clear expectations and carefully laid out consequences for misbehavior both maintain school discipline and teach children about the limits of socially acceptable behavior. Therefore, effective student discipline results from establishing uniform, practical school policies and encouraging the understanding and involvement of the students, parents and staff. Schools should create an image of an orderly rule-governed institution. Rules should be simple enough to be understood and followed by all students. Correction of any problems should be uniform under such policies. Effective programs should include a plan for teaching school rules to students, in-service training for teachers and administration and parent education about the program. This field study is an attempt to initiate a positive approach to discipline in the intermediate grades by utilizing the Handbook of Student Rules, Rights and Responsibilities

Human Rights in the Age of Platforms

Scholars from across law and internet and media studies examine the human rights implications of today's platform society. Today such companies as Apple, Facebook, Google, Microsoft, and Twitter play an increasingly important role in how users form and express opinions, encounter information, debate, disagree, mobilize, and maintain their privacy. What are the human rights implications of an online domain managed by privately owned platforms? According to the Guiding Principles on Business and Human Rights, adopted by the UN Human Right Council in 2011, businesses have a responsibility to respect human rights and to carry out human rights due diligence. But this goal is dependent on the willingness of states to encode such norms into business regulations and of companies to comply. In this volume, contributors from across law and internet and media studies examine the state of human rights in today's platform society. The contributors consider the “datafication” of society, including the economic model of data extraction and the conceptualization of privacy. They examine online advertising, content moderation, corporate storytelling around human rights, and other platform practices. Finally, they discuss the relationship between human rights law and private actors, addressing such issues as private companies' human rights responsibilities and content regulation. Contributors Anja Bechmann, Fernando Bermejo, Agnès Callamard, Mikkel Flyverbom, Rikke Frank Jørgensen, Molly K. Land, Tarlach McGonagle, Jens-Erik Mai, Joris van Hoboken, Glen Whelan, Jillian C. York, Shoshana Zuboff, Ethan Zuckerman Open access edition published with generous support from Knowledge Unlatched and the Danish Council for Independent Research

Corporate Social Responsibility for Social Network Site Providers: Advancing Children’s Rights by Creating and Implementing a Corporate Social Agenda

This contribution considers how evolving insights into Corporate Social Responsibility (CSR) and its interplay with human rights can provide a framework for devising strategies that benefit both social network site providers and children and young people in their daily engagement with these networks. Back in 1953, Howard Bowen (1953, p. 6) defined ‘the social responsibilities of the businessman’ as “the obligations of businessmen to pursue those policies, to make those decisions, or to follow those lines of action which are desirable in terms of the objectives and values of our society”. More than half a century later, in 2011, the European Commission adopted “A renewed EU strategy 2011-14 for Corporate Social Responsibility”. In this strategy is it emphasised that human rights are an increasingly significant element in CSR and that companies should implement “a process to integrate social, environmental, ethical, human rights and consumer concerns into their business operations and core strategy in close collaboration with their stakeholders, with the aim of: maximising the creation of shared value for their owners/shareholders and for their other stakeholders and society at large; and identifying, preventing and mitigating their possible adverse impacts” (European Commission, 2011c, p. 6). More specifically, the 2013 UN “Children’s rights and business principles” require businesses not only to prevent harm but also to take steps to safeguard children’s interests, for instance by ensuring that products and services are safe and aiming to support children’s rights through them. For social network site providers this could for instance entail the (further) development of reporting mechanisms with a fast and supportive follow-up, the provision of clear and age-appropriate information in a transparent manner through innovatively designed Terms of Use and privacy policies (Wauters, Lievens and Valcke, 2014) or the implementation of participatory strategies to involve young users in the improvement and identification of elements that should be included in the CSR strategy. Against this background, this contribution will analyse (1) traditional incentives for businesses to adopt corporate social agendas (such as moral obligations, sustainability, license to operate, reputation, and shared value), (2) recent discourse concerning CSR at United Nations and European Union level and (3) current CSR practices in the ICT sector. This will result in a proposal for the identification of key requirements of CSR strategies for social network site providers that are tailored to their specific features and advance the rights of a significant proportion of their current and future users

Enhancing Key Digital Literacy Skills: Information Privacy, Information Security, and Copyright/Intellectual Property

Key Messages Background Knowledge and skills in the areas of information security, information privacy, and copyright/intellectual property rights and protection are of key importance for organizational and individual success in an evolving society and labour market in which information is a core resource. Organizations require skilled and knowledgeable professionals who understand risks and responsibilities related to the management of information privacy, information security, and copyright/intellectual property. Professionals with this expertise can assist organizations to ensure that they and their employees meet requirements for the privacy and security of information in their care and control, and in order to ensure that neither the organization nor its employees contravene copyright provisions in their use of information. Failure to meet any of these responsibilities can expose the organization to reputational harm, legal action and/or financial loss. Context Inadequate or inappropriate information management practices of individual employees are at the root of organizational vulnerabilities with respect to information privacy, information security, and information ownership issues. Users demonstrate inadequate skills and knowledge coupled with inappropriate practices in these areas, and similar gaps at the organizational level are also widely documented. National and international regulatory frameworks governing information privacy, information security, and copyright/intellectual property are complex and in constant flux, placing additional burden on organizations to keep abreast of relevant regulatory and legal responsibilities. Governance and risk management related to information privacy, security, and ownership are critical to many job categories, including the emerging areas of information and knowledge management. There is an increasing need for skilled and knowledgeable individuals to fill organizational roles related to information management, with particular growth in these areas within the past 10 years. Our analysis of current job postings in Ontario supports the demand for skills and knowledge in these areas. Key Competencies We have developed a set of key competencies across a range of areas that responds to these needs by providing a blueprint for the training of information managers prepared for leadership and strategic positions. These competencies are identified in the full report. Competency areas include: conceptual foundations risk assessment tools and techniques for threat responses communications contract negotiation and compliance evaluation and assessment human resources management organizational knowledge management planning; policy awareness and compliance policy development project managemen

Exploring the right to be forgotten in a digital world

The General Data Protection Regulation (GDPR) in Europe regulates erasure obligations. This grew out of the test case that derives from the case Google Spain SL, Google Inc v Agencia Española de Protección de Datos, Mario Costeja González (2014). This codified the right to erasure obligations. Personal data must be erased immediately where the data is no longer required for their original purpose, or where consent has been withdrawn. This includes where the data subject has objected and there are no legitimate grounds for the processing. The data subject moves from a passive role in the past to now being an active subject. Their will has a strong impact on the processing of his/her data. It is especially important, when it comes to the fundamental rights of data subjects that rights are clearly defined by the Regulations. The main reason for pursuing these provisions is to protect data subjects in a society where information technology has become a huge part of everyday life. This article seeks to explain the rights of the individual citizen and the responsibilities of organisations. The article also explains the difficulties in applying these principle

Exploring the right to be forgotten in a digital world

The General Data Protection Regulation (GDPR) in Europe regulates erasure obligations. This grew out of the test case that derives from the case Google Spain SL, Google Inc v Agencia Española de Protección de Datos, Mario Costeja González (2014). This codified the right to erasure obligations. Personal data must be erased immediately where the data is no longer required for their original purpose, or where consent has been withdrawn. This includes where the data subject has objected and there are no legitimate grounds for the processing. The data subject moves from a passive role in the past to now being an active subject. Their will has a strong impact on the processing of his/her data. It is especially important, when it comes to the fundamental rights of data subjects that rights are clearly defined by the Regulations. The main reason for pursuing these provisions is to protect data subjects in a society where information technology has become a huge part of everyday life. This article seeks to explain the rights of the individual citizen and the responsibilities of organisations. The article also explains the difficulties in applying these principle

Moving Peer Review Transparency From Process to Praxis

Scholarly publications often work to provide transparency of peer-review processes, posting policy information to their websites as suggested by the Committee on Publication Ethics’ (COPE) Principles of Transparency and Best Practice in Publishing. Yet this falls short in providing peer-review transparency. Using examples from an interview-based qualitative study, this article argues that scholarly publications should move from peer-review process transparency to a praxis of transparency in peer review. Praxis infers that values inform practices. Scholarly publications should therefore use clear communication practices in all matters of business, and bolster transparency efforts, delineating rights and responsibilities of all players in peer review. Moreover, the scholarly publishing community should offer improved and society-led referee and editor training, rather than leaving the commercial publishing industry to fill the gap which results in peer review as a service to industry’s needs – turning an efficient profit – and not the scholarly community’s needs for human-to-human discourse

Citizen Control Over Records Held by Third Parties

The United States has become an information society. Government at every level and private industry have been collecting and using more personal information about individuals in the last several years than ever before. The Congress has been aware of this trend, and of the potencia1 for misuse of the information so collected; it has enacted several laws that protect the personal privacy of individuals, and respect the confidentiality of the information maintained about individuals by third parties. In this report, several privacy laws are summarized, and key provisions of each are compared, in order to make individual citizens aware of their rights , responsibilities and remedies under the law

Experiences of Education for Democratic Citizenship in Italian Schools in Recent Years: Research Lines. In: INVALSI–CIDREE. Building Democracy in Europe Through Citizenship: EducationEuropean Year of Citizenship Through Education: General Assembly 2005 CIDREE, Frascati 17th November 2005

The research assumes the definition of Education for Citizenship proposed by the Council of Europe: “is a set of practices and principles that aim to make young people and adults better equipped to participate actively in democratic life by assuming and exercising their rights and responsibilities in society” . The main questions of the research are borrowed from the area ‘Curriculum Teaching and Learning’ of the ‘Tool for quality assurance of EDC in schools’ : - Is there evidence of an adequate place for EDC in the school’s goals, policies and curriculum plans? - Is there evidence of students and teachers acquiring understanding of EDC and applying EDC principles to their everyday practice in schools and classrooms? - Are the design and practice of assessment within the school consonant with EDC? The information/data-base is –mainly- the on-line documentation of schools (good) practices, collected by National Institute for the Documentation of Innovation and Research in Education and by other organizations. Evidences. In italian schools, according to the examinated documents, EDC seems to be - an educational principle firmly sustained - a teaching content relevant in specific educational activities - carried on already from nursery schools; developed by the whole school within compulsory education; mainly an initiative of one or few teachers in secondary school, added to social studies classes - developed thanks to the “meeting and melting” of different interests: - from inside (specific problems or care) - from external institutions (ministerial or international, mainly european) - from external organizations and groups (local authorities, non-profit organizations, lobbies) - focused on the development of an active, participate, overnational citizenship that leads to a social and political status more than a legal one - crosscurricolar and interdisciplinary activity in nursery and primary schools; while in secondary schools it often moves from one specific subject to the others (pluridisciplinary approach) - carried on by active teachers working together and with experts and militants from outside the school too. - Developed through active teaching/learning strategies including discussions, teamworks, workshops, researchs and scientific, literary and artistic productions (monographs, exhibitions, shows, multimedia), simulations and fieldworks - aimed to the dissemination, implementation and sharing of values and awareness, information and knowledge of citizenship; the practice of skills and competences is focused on specific activities or on daily life - evaluated more by qualitative appreciations on the experience, its contents and values, than using structured and formal instruments - concluding, it’s more a teaching/learning topic than a daily school practice Suggestions. The report suggests that EDC is a complex, multilevel and integrated action strategy within the school and in interaction with society. So, starting from daily school practice and rules, EDC should be developed throught crosscurricolar activity and as social and civics studies subject and with specific projects, together. Concluding, the author proposes a plan of action-researches aimed to develop EDC practice in italian schools, using the strategy and methodology suggested by the Council of Europe in the quoted ‘Tool for quality assurance of EDC in schools’. That is a bottom-up approach and not only a top-down one