In 2004 South Africa embarked on a mission of reforming its higher education system, merging and incorporating small universities into larger institutions, and renaming all higher education institutions university. The democratic country's universities and technikons, which were incorporated with others and thus no longer exist, will be mentioned…

Teachers in Chicago and Atlanta share their experiences in coping with the problems of maintaining discipline and preventing violence. (Author)

New Jersey's Vineland High School North faced many behavioral and vandalism problems during its first year of operation (1976-77) and adopted a program to improve this situation during its second year. This effort involved adoption and thorough dissemination of student rules, a series of parent orientation meetings, a new community information…

A program for reducing school vandalism must combine supervision by staff, constructive punishment for those involved in vandalism, and the development of student and staff pride in the school through extensive involvement of students. (MJL)

Public schools that use punitive approaches toward student discipline can unwittingly promote violence and other antisocial behavior. This article reviews constructive and preventive methods to reduce school violence and vandalism. Various strategies are presented and discussed. (Contains 62 references.) (Author)

A nationwide survey was undertaken to obtain copies of written policies outlining the responses made by school districts to vandalism and violence. Lists fourteen of the most used items appearing in the school district policies and elaborates on two areas needing more development. (Author/RK)

Measures taken by a Catholic high school decreased both vandalism occurring during school hours and vandalism occurring when the school was unoccupied. Among tactics used were increased monitoring by teachers, greater emphasis on the value of respect for others and for property, and installation of an extensive alarm system. (MJL)

Describes public school responses to crime and student delinquency in terms of behavioral expectations. The authors conclude that school discipline policies are often based more on the fear of violence, disruptive behavior, and unpredictable situations than on actual incidents. (AM)

New Jersey's state board of education formed a task force in 1978 to conduct a six-month study of the effectiveness of various strategies for reducing violence and vandalism in the schools. The forty-seven recommendations developed by the task force were of three types: those designed to improve state-level capabilities (areas addressed included…

Campus vandalism has become extremely costly for colleges and universities. Most vandalism occurs on weekends and during special events and is committed by both students and outsiders. Its results affect the entire campus community, either immediately or in increased costs. Successful preventive measures include penalties, police patrols, and good…

One high school's implementation of policies that alleviated the "symptoms" of chronic smoking and some use of drugs and alcohol on school property, chronic truancy from selected classes, and chronic schedule changes is summarized, and efforts toward a lasting resolution of underlying problems in the areas of curriculum and instruction are…

Forty-two chief school officers from state departments of education provided information for this study. A table shows the kinds of activities in use in each state, including student codes, community training, surveys of school staff and students, task force reports, and legislation requiring monitoring of violence and vandalism. (PB)

In its successful program to prevent and control violence, vandalism and misbehavior by students on school buses, the Salem (Oregon) school administration utilizes a four-step reporting and followup process. Should an incident occur, the first step is mailing of a misconduct notice to parents. This notice is followed by a warning letter. If…

Research focused on the number and kind of assaults and criminal incidents; the extent and costs of vandalism; the number and type of security personnel and equipment; the incidence and causes of suspensions and expulsions; alternatives to suspensions and expulsions employed; and local perceptions of remedies for these problems. (Author/EB)

Points out tension-breeding factors that underlie school racial unrest; suggests ways for school security officers to define their role; and lists some features of a crisis contingency plan. (Subscription $14.00 yearly, 2639 S. La Cienega Blvd., Los Angeles, CA 90034.) (MLF)