2,511 research outputs found
Judicial Power—The Inherent Power of the Courts to Compel Funding for Their Own Needs—In re Juvenile Director, 87 Wn. 2d 232, 552 P.2d 163 (1976)
In 1975, the superior court of Lincoln County, Washington, proposed that the salary of its director of juvenile services be raised by $125 per month.\u27 The Lincoln County Board of Commissioners rejected the increase and refused to honor the subsequent order to pay it. At the show cause hearing before the Lincoln County superior court, the trial judge held that because the superior court had authority to appoint the director, it also had the inherent power to agree with him on compensation. Consequently, R.C.W. § 13.04.040, granting to the board the power to determine the director\u27s salary, was held to be an unconstitutional infringement on the court\u27s power to appoint. On appeal by the board of county commissioners, the Washington Supreme Court did not agree that the statute was unconstitutional. The court, however, did agree unanimously with the general proposition that, under certain circumstances, the judiciary is empowered to set salaries of court personnel under the doctrine of inherent powers. Five of the eight members of the court who participated in the decision declared that this power should be used only when the court could show by clear, cogent, and convincing proof that the salary increase was reasonably necessary. Because that standard had not been met by the Lincoln County superior court, the decision was reversed
The Three Parts of Babylon : Teaching a Historicist Interpretation of the Leopardlike, Lamblike and Scarlet Beasts (Rev 13 and 16:19 as Reflected in Rev 17) Based upon the Douglas Waterhouse Construct
Problem. In the field of religious education, a need exists for a broad teaching strategy through which the biblical three parts of Babylon (Rev 16:19) and the visual imagery of apocalyptic Babylon (Rev 13 and 17) might be taught effectively within the historicist tradition. This study was designed to present a teaching strategy based upon the historicist apocalyptic three-part construct developed principally by Douglas Waterhouse.
The Theoretical Organizing Principle of Geographic Relationships. The concept that helped guide and bring together this study was the understanding that Rev 17 is based on personification which were well known in the contemporaries of John the Revelator. In this sense, Rev 17 was viewed as a unified picture which encompassed a universal worldview. Each symbol had its own unique contextual interrelationships with one another. Only then, was it seen that geographical relationships were critical. Three geographical relationships were identified by the study. Together with Babylon’s role in history, these geographic relationships serve as a “key which unlock a biblically rooted teaching strategy for correctly explaining Babylon as an apocalyptic symbol.
Pedagogical Theses. The three geographic relationships function as the hermeneutical foundation of the broad teaching strategy. They are biblically and historically rooted within the historicist school of interpretation: and they provide a systematic and logical pedagogical procedure for teaching the three parts of Babylon within the historicist tradition.
Conclusions. A teaching strategy on apocalyptic Babylon within the historicist tradition was developed. The three major parts of Babylon dominating Rev 13 within a historical setting are biblically represented by the Leopardlike Beast, the Lamblike Beast, and the Sea underneath the Leopardlike Beast. Within the plague setting in Rev 17, the previous three iconographic images have the following corresponding identities, though under alternate guises: the Harlot/Woman/City imageries, the Daughter Cities, and the Scarlet Beast. Further, questions in teaching the Scarlet Beast imagery were resolved according to the Waterhouse construct. The life span of the Scarlet Beast with its seven heads was seen existing during the seven last plagues (Rev 17:1). Subsequently, the seven heads of the Scarlet Beast could not be identified with past historical political powers, nor with the seven heads of the Leopardlike Beast. Further, this study concluded that the Harlot of Rev 17:3 was not sitting upon the Leopardlike Beast (as is generally assumed)
Final Report from the Primary phase: pre-school, school and family influences on children’s development during Key Stage 2 (7-11)
The Effective Pre-school and Primary Education project (EPPE 3-11) is Europe’s largest longitudinal study, which uses multi-level modelling to investigate the effects of pre-school and primary education on pupils’ developmental outcomes.
This report explores individual, family and home learning environment (HLE) influences on pupils’ developmental outcomes at age 11. The educational influences of primary school are also investigated, showing how the academic effectiveness of each primary school is related to pupils’ outcomes.
Also covered are the associations between pupils’ outcomes and their self-perceptions and views of school at age 10, as well as the impact of other factors such as pupil mobility, season of birth and out of school learning activities
Influences on children’s development and progress in Key Stage 2: social/behavioural outcomes in Year 6
These reports forms part of a set of two reports that examine key influences on children’s Maths, English and social behavioural outcomes (self-regulation, pro-social behaviour, hyperactivity and anti-social behaviour) in Year 6 and on their progress across Key Stage 2. The sister report describes the results of analyses on children’s social/behavioural outcomes (ref: DCSF-RR049).
The report is from the effective pre-school and primary education 3 to 11 project (EPPE 3 to 11) which is longitudinal study using multi-level modelling investigating the effects of home background, pre-school and primary education on pupils’ attainment and social / behavioural development.
Around 3,000 children were recruited from 141 pre-school settings in 6 English LEAs at the age of 3+ between 1996 and 1999. The study followed these children through pre-school and into more than 900 primary schools in 100 local authorities
Influences on pupils' self-perceptions in primary school: enjoyment of school,anxiety and isolation, and self-image in year 5
This report presents the results of analyses of pupils’ self-perceptions in primary school. It
is part of the longitudinal Effective Pre-school and Primary Education 3-11 (EPPE 3-11)
research project funded by the Department for Children, Schools and Families (DCSF).
The focus of this report is pupils’ self-perceptions in Year 5 (age 10) in four key areas:
‘Enjoyment of school’; ‘Academic self-image’; ‘Behavioural self-image’ and ‘Anxiety and
Isolation’. Reports on pupils’ cognitive and social/behavioural development at this age
have been published separately (Sammons et al., 2007a; 2007b).
The original EPPE sample was recruited to the study at age 3 years plus and monitored to
the end of Key Stage 1 (Year 2) in primary school. An additional ‘home’ sample of
children (who had not attended a pre-school setting) was recruited when the pre-school
sample started primary school. The EPPE 3-11 extension is following up the sample to
the end of primary school (age 11 years plus). In addition to exploring pre-school
influences, EPPE 3-11 research identifies the influence of primary school on a range of
pupils’ educational outcomes, as well as investigating any continuing pre-school effects.
EPPE 3-11 involves the collection and analysis of a range of data about pupils’
development, child, family and home learning environment (HLE) characteristics and the
characteristics of the schools attended. Additional value added measures of primary
school academic effectiveness have been derived from independent statistical analyses of
National data sets conducted for all primary schools in England (Melhuish et al., 2006) as
part of the study. These have been incorporated into the EPPE 3-11 child database to
provide indicators of the academic effectiveness of primary schools attended which
complement the measures on pre-school settings. Thus, it is possible to explore both preschool and primary school influences on pupils’ outcomes in Year 5.
Questionnaires were administered to children asking their views about school and
classroom life. These provided measures of pupils’ self-perceptions in Year 2 and again
in Year 5 in terms of ‘Enjoyment of school’, ‘Anxiety and Isolation’ and ‘Academic selfimage’ and ‘Behavioural self-image’. A range of statistical methods have been used to
investigate results for 2520 pupils for whom at least one self-perception outcome measure
was collected in Year 5
Pre-school experience and Key Stage 2 performance in English and Mathematics
This report considers children\u27s educational attainment in English and mathematics at the end of primary school (age 11). Children\u27s educational attainment in English and mathematics was derived from their national Key Stage 2 assessments. The analyses have considered the child\u27s level of Key Stage 2 attainment in terms of the effects of child, family, home environment and preschool experience variables as well as the child\u27s ability at the start of primary school
Influences on children’s attainment and progress in Key Stage 2: cognitive outcomes in Year 6
These reports forms part of a set of two reports that examine key influences on children’s Maths, English and social behavioural outcomes (self-regulation, pro-social behaviour, hyperactivity and anti-social behaviour) in Year 6 and on their progress across Key Stage 2. The sister report describes the results of analyses on children’s social/behavioural outcomes (ref: DCSF-RR049).
The report is from the effective pre-school and primary education 3 to 11 project (EPPE 3 to 11) which is longitudinal study using multi-level modelling investigating the effects of home background, pre-school and primary education on pupils’ attainment and social / behavioural development.
Around 3,000 children were recruited from 141 pre-school settings in 6 English LEAs at the age of 3+ between 1996 and 1999. The study followed these children through pre-school and into more than 900 primary schools in 100 local authorities
Exploring pupils' views of primary school in Year 5
A range of information about pupils’ self-perceptions and views of their primary school
were collected as part of the Effective Provision of Pre-school and Primary Education
(EPPE 3-11) Project. The EPPE 3-11 study is funded by the Department for Children,
Schools and Families (DCSF) and has followed children’s development from pre-school
through to the end of primary school and explored evidence of educational influences in
pre-school and primary school, as well as the impact of child, family and home learning
environment (HLE) characteristics as predictors of pupils’ outcomes (attainment,
social/behavioural development and self-perceptions). In Year 5 the ‘All About Me and My
School’ questionnaire included information about pupils’ views of their primary school. A
range of statistical methods has been used to investigate results for 2528 pupils for whom
at least one pupils’ views of primary school outcome measure was collected in Year 5
What makes a successful transition from primary to secondary school?
This report presents the findings of a sub-study on transitions undertaken as part of the
Effective Pre-school, Primary and Secondary Education 3-14 (EPPSE 3-14 project) a
major longitudinal study investigating the influence of pre-school, primary and secondary
school on children’s cognitive and social/behavioural development in England. The
transitions sub-study of more than 500 children and families sheds light on current
transition practices and highlights what helps and hinders a successful transition. It
takes into account the influence of child and family background characteristics such as
socio-economic status (SES) and gender. It suggests how the transition experience
could be improved to enhance the smooth continuity between primary and secondary
school.
By adopting a mixed methods approach, the study investigated the issues related to
transition for four distinctive groups: Local Authorities, children, parents and schools.
Officers in six Local Authorities were asked about the way transition was dealt with in
their Authority. Children in their first term at secondary school completed a
questionnaire on their thoughts and experiences of transition, and the study also sought
their parents’ opinions in order to illustrate the whole family’s experience.
Finally, there were twelve case studies selected from the respondents of the
questionnaire because of their positive experiences of transition. These involved
interviews with the children and their primary and secondary teachers. This provided
further details of the systems in place that support the transition processes between
school phases.
The sample was drawn from children and families in the wider EPPSE project. 1190
children from the EPPSE sample made a transition at the end of the 2005-06 academic
year. Responses were received from 550 children (a 46% response rate) and 569
parents (a 48% response rate) from across England drawn from 6 Local Authorities
(Shire County, Inner London borough, Midlands/Metropolitan region, East Anglia area,
and two authorities in the North East). Children were recruited to the case studies using
stratified selection to get a balanced mix by region, gender, socio-economic status (SES)
and ethnicity. A wide range of data, already available from the main EPPSE study was
used to complement the analyses
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