1,721,843 research outputs found
Does Sexual Harassment Require Proof of Psychological Injury? An Analysis of Harris v. Forklift Systems
Get PDFThis article previews the Supreme Court case Harris v. Forklift Systems, Inc., 510 U.S. 17 (1993). The author expected the Court to address whether, under Title VII the Civil Rights Act of 1965, a plaintiff is required to prove that he or she suffered psychological injury as a result of sexual harassment in the workplace in order to prove a hostile-environment
Harris, V, [No Service Number]
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/390619Surname: HARRIS. Given Name(s) or Initials: V. Military Service Number or Last Known Location: [No Registration Number]. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 51778.215388
Item: [2016.0049.22912] "Harris, V, [No Service Number]
Harris v. Forklift Systems, Inc. Victory or Defeat?
Get PDFThis Casenote analyzes the significance and potential effects of the decision in Harris v. Forklift Systems, Inc., a Supreme Court case decided in November 1993. This case promulgates a framework for analysis of hostile environment sexual harassment claims arising under Title VII of the Civil Rights Act of 1964. The author sets forth the historical backdrop of the case, as well as exploring and comparing the effect of the decision in general with the decision\u27s effect in the Ninth Circuit in particular. The author concludes that the Harris case potentially reduces women\u27s chances of winning sexual harassment claims in the Ninth Circuit, thus an interpretation is recommended which would universally further the purposes of Title VII, while not limiting women\u27s claims in the Ninth Circuit
The Harris v. Taylor Phoenix
Get PDFOne of the most remarkable aspects of Harris v. Taylor, a decision which has been described as revolting to common sense and, somewhat more diplomatically, as unfortunate \u27 is the fact that it has taken sixty-four years for the question raised therein to come before the Court of Appeal again. In the intervening years, it has suffered, somewhat unjustly, critical attacks resulting from misapprehension as to what happened and what was decided in that case.
Harris v. Taylor is a classic example of a case properly decided but for the wrong reasons. The plaintiff, domiciled in the Isle of Man, brought an action there against the defendant, an English-man, domiciled in England, for loss of consortium of his wife and for criminal conversation with her, occurring both in the Isle of Man and in England. The defendant, through his advocate, made a limited appearance for the purposes of setting aside the writ of summons served upon him in England and to set aside the order which had allowed service outside the territorial jurisdiction of the Isle of Man
Strategy use of bilingual learners: a research agenda
No full textOne in eight of children growing up in Britain comes from an ethnic minority background. The educational achievement of these children is a key concern (see Gillborn and Gipps, 1996; DfES 2003). Bilingual learning is one of the avenues through which progress can be made. Many ethnic minority families are bilingual and children have the potential to develop both their languages and literacies for the purpose of enhancing learning (Cummins, 1996) There is also increasing recognition in the National Literacy Strategy (DfES 2002) and the Primary National Strategy (2003) of the benefits to be gained when children use home languages alongside English in the mainstream classroom.The long-term effects of bilingual learning have been demonstrated by research in the USA (Thomas and Collier, 2002) and in the rather different context of Welsh bilingual education (Williams et al, 1996). Several small-scale research projects in England in the 1980s also showed good results (Fitzpatrick 1987; Jupp, 1990), and the process of bilingual learning now needs to be examined in more depth. Findings from studies so far indicate particular aspects of the learning process that may be enhanced by working bilingually: conceptual transfer, translation and interpretation, linking new materials to familiar words, and increasing knowledge of how language works.During the 1990s, three strands of research developed with respect to Bilingualism and Learning strategies. Firstly, the value of bilingual instruction was underlined by studies which showed that bilingualism facilitated the acquisition of a third language (Swain and Lapkin 1991, Cenoz and Valencia 1994, Sanz 2000). Variables such as motivation, IQ, age, exposure, gender, sociocultural background were considered in the light of bilingualism and learning. Secondly, the issue of the advantages of bilingualism has also been evident from Language Learning Strategy research itself; from a deficit model of bilinguals to investigating the ‘enabling, rather than the disabling attributes of mainstream populations’ (Jiminez et al. 1995) Thirdly, a number of studies have explored the cultural influences on the use of learning strategies (Politzer and McGroarty 1985, Parry 1991, Oxford 1996). What is missing is a study which connects the use of strategies to learning a third language (L3) by a particular bilingual cultural group.The paper examines the role of the transfer of learning strategies in contributing to bilingual learners’ success in L3. It will address the theoretical issues in terms of both social and psychological reasons for transfer. The cultural background and psychotypology of individual learners will be used to illustrate issues in the interaction between proficiency in English, attainment levels, attitudes to language learning, self-efficacy and personality. We shall explore the extent to which such bilinguals have a wider range of strategies than monolinguals. We shall also explore the extent to which transfer is dependent on skill area. The aim of the paper is to focus on what we know about this research area and to offer both a theoretical and practical synthesis of existing understanding on the relationship between language learning strategies, bilinguals and the learning of a third language. The paper uses examples collected in pilot studies carried out in bilingual classrooms. It will conclude by listing the major research questions arising and sketch the type of methodological approach necessary to answer them.<br/
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Harris v. McRae: Whatever Happened to the Roe v. Wade Abortion Right?
Get PDFThe controversial Roe v. Wade decision purportedly removed the abortion controversy from the political arena and set constitutional standards by which questions on the issue could be resolved. The enactment of the Hyde Amendment, a bill which generally forbids the use of Medicaid funds for abortions, was a recent political response to the abortion controversy. However, in the recent case of Harris v. McRae, the Supreme Court upheld the constitutionality of the Hyde Amendment and thus injected the abortion controversy back into the political arena. The author exhaustively examines the abortion controversy from the time of the Roe decision up to the enactment of the Hyde Amendment, the various arguments and corresponding levels of review by which the Supreme Court upheld the Hyde Amendment and the drastic consequences that Harris v. McRae will pose for indigent women and the Supreme Court\u27s two-tiered approach for Equal Protection Clause analysis. The author concludes that this case represents not only a retreat from the Roe decision, but also the sanction of a law that effectively violates the Due Process and Equal Protection Clauses of the fifth amendment
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