The Concept of Substantial Proportionality in Title IX Athletics Cases

I. Introduction In the past several years, four federal court decisions interpreting Title IX 1 have sent tremors through the collegiate athletic establishment. 2 In all of these cases, the courts found the universities to have failed to provide effec- tive accommodation for the athletic interests and abilities of their women students, as required by the regulations issued pursuant to Title IX. 3 Al- though the regulations state that such accommodation is only one of the factors to be considered in determining compliance with Title IX, it was because of deficiencies in this area that courts found the institutions in viola- tion of the statute. In particular, courts asserted that the universities did not provide participation opportunities to women and men in numbers substan- tially proportionate to their respective enrollments. Unfortunately, the courts failed to supply guidance as to the precise meaning of substantially propor- tionate. This Article suggests a statistical framework for such guidance. II. Statutory Background A. The Title IX Statute and Regulations Title IX of the Education Amendments of 1972 requires that institutions not discriminate on the basis of sex in their athletics programs, including intercollegiate athletics. 4 When Congress originally enacted Title IX, it pro- vided that the Department of Health, Education, and Welfare issue regula- tions that would assist educational institutions in complying with the stat- ute. 5 After the Title IX regulations were promulgated, the Office for Civil Rights (OCR) of the Department of Education issued a Policy Interpretation Manual ..

Enforcement of pollution regulations in a declining industry

An examination of the effect of EPA enforcement activity as it relates to company plant-closing decisions and company compliance decisions in the U.S. steel industry, finding fewer enforcement actions taken toward plants with an already high probability of closing.Steel industry and trade ; Pollution

Mary Gray to James Meredith (Undated)

https://egrove.olemiss.edu/mercorr_pro/1731/thumbnail.jp

Reading: Why?

The question in the title is open to some variety in interpretation. Among the options are the following: Why should we read? Why do we read? It is to this latter question that this article is addressed

Activist Modernisms: Human Rights and Anti-Totalitarianism in Mid-Twentieth Century Literature

The period after World War II saw the emergence of a new discourse of human rights, with the signing of the 1948 Universal Declaration of Human Rights. In the postwar period and throughout the twentieth century, human rights would often be vieas a set of self-evident, monolithic, and timeless values that had merely reached their full realization after the horrors of the war. This study examines a body of literature from the 1930s and 40s, the wartime moment just before the foundation of the twentieth century universal rights ideology, to explore the process by which theories of human rights are formed from among a multiplicity of possible human rights philosophies. The texts in this study - from the work of wartime journalists Rebecca West and Martha Gellhorn, to the anti-fascist spy novels of Eric Ambler, and the writing of communist dissidents like Arthur Koestler – respond to the rise of fascism and totalitarianism and the mass displacements and genocide that occur as a consequence. These writers create narratives to understand and contend with the historical ruptures of their time. These narratives theorize human rights by providing differing answers to the underlying questions of those rights, including the ultimate authorities in which rights are grounded and the ideal kinds of community for nurturing rights. Using the strategies of narrative and fiction to create compelling visions of the proper shape of human society, these authors variously defend rights based in the nation-state or a universal worldview. Creating rather than inheriting human rights ideals, these texts from the dawn of the era of human rights reveal the ways in which human rights are always historically situated, always imagined and negotiated, rather than being eternal truths that need only to be revealed

Religious atheism in contemporary western thought: a Christian problem and a Buddhist perspective

The thesis is divided into two parts, the first presenting the material and undertaking general interpretation, and the second engaging in more specific interpretation, analysis and development of themes. Both of these parts are in turn divided into two sections, and the thesis as a whole is begun with an introduction and ended with a brief conclusion. The Introduction describes the preliminary difficulties of the subject and.sets the tone in which the thesis will be developed. The conclusion represents a summary of the subject based upon the development within the body of the thesis and includes a personal evaluation of the present contribution and significance of Christian atheism.The first part of the thesis constituting a little over half of its length, looks at atheism in Christianity in the first section and in Buddhism in the second section. The Christian section begins with a long but crucial chapter on the general atheistic position of each of the ten persons whom we are considering to be Christian atheists. This is followed by three chapters in which sub-topics which emerge naturally as the major concerns of the Christian atheists, are surveyed. The final chapter of this section is designed to categorise the thought of each of the Christian atheists and their relationships to each other. With the exception of this latter chapter, we have attempted to draw all of the material for this section from the writings of the Christian atheists themselves.The second section of Part I attempts to do for Buddhism what the first section does for Christian atheism. It begins with a brief introductory chapter and proceeds with a chapter on general Theravada Buddhism based primarily on the Suttas, and a chapter on the more specific Theravada theories based primarily on the Abhidharma, Finally, there is a chapter on Mahayana teaching developed largely from Madhyamikan teaching and a chapter summarising both the Theravada and Mahayana systems in terms which are especially meaningful when undertaking a study of modern Christian atheism. Materials cited in this section are from Buddhism or from the works of students of Buddhism,The second part of the thesis begins with a section in which the Christian atheists are individually considered, especially in light of Buddhist thought. Here they are treated singly but in the course of five chapters organised so as to keep those most like each other together. Effort is made to outline all the major similarities and dissimilarities with Buddhism and some of the minor ones, as they appear to the author of this thesis. This kind of activity appears not to have been undertaken elsewhere and consequently citations are primarily to works used in the first part of the thesis.The second section of Part II—the final section of the thesis sketches the overall structure of Christian atheism with reference to Buddhist structure where applicable. This section draws from contemporary reactions to all kinds of atheism or developments relevant to it, and thus intends to set the matter of Christian atheism within the context of modern theology and theological discussion. It does this by considering in turn the primary differences between the Christian atheists and Christian orthodoxy, the characteristic methodology or modes of thought which Christian atheists tend to display, the general outlines in which the "sacred" can be identified within their thought, and their relationship to a changing orthodoxy taking Post-Vatican II Roman Catholicism as an example.The thesis as a whole attempts to describe a plane on which it is meaningful to speak of Christian atheism and to seek an atheistic form of religiousness which is both characteristically Christian and cognisant of the development of atheism within Buddhism, It assumes that future development in the West of-this form of religiousness will be most fruitful if it is able to understand its own Christian roots and the profound possibilities of atheism as exemplified by Buddhism

Field Based Teacher Education Promise or Problem

One of the most widely advocated recommendations for improving the teaching of methods courses is to put them in an elementary school setting. This should help to ensure that practice is related to theory. Although this is very desirable some questions arise concerning the organization and implementation of such a program

Reading: What is it? What\u27s Required?

What is the task of the reader who is immersed in the act of reading? The importance of understanding this task has been recognized and given increased emphasis in recent years. For those engaged in the preparation of reading teachers, it has become apparent that they must help these future teachers to see that their choice of materials and teaching procedures should stem from an understanding of the task faced by the reader. To obtain an indication of whether or not future teachers did recognize the importance of basing their choice of procedures and materials on their view of the reading task, a study was conducted with a group of preservice elementary education majors

Is the Influence of Psycholinguistic Research Evident in Preservice Teachers\u27 Views of the Reading Process?

The overall aim of this investigation was to attempt to determine whether the psycholinguistic view of the reading process was being reflected in the views of preservice teachers