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Elections: Georgia Ethics in Government Act: Amend the Georgia Ethics in Government Act so as to Provide for the Comprehensive Revision of Provisions Regarding Ethics and Conflicts of Interest; Provide for and Change Certain Definitions; Change Certain Provisions Relative to Declaration of Policy; Provide for the Timely Issuance of Advisory Opinions by the State Ethics Commission and other Matters Relative to Advisory Opinions; Change Provisions Relating to the State Ethics Commission Including Its Administrative Attachment to the Secretary of State's Office; Change Provisions Relating to Mailing Complaints; Provide for Rule Making with Regard to Technical Defects and the Time Frame for Correction of Technical Defects in Financial Disclosure Statements; Change Certain Provisions Regarding Connected Organizations; Create Certain Restrictions on Receipt or Award of State Contracts; Change Certain Provisions Regarding Contributions Made to Candidates and the Location where Certain Reports Are Filed; Change Certain Provisions Relating to Contributions of Expenditures Other Than Through Candidates or Campaign Committees and Disclosure of Extensions of Credit; Change Certain Provisions Relating to Disposition of Campaign Contributions; Change Certain Provisions Regarding Electronic Filing of Reports; Change Certain Provisions Relating to Acceptance of Campaign Contributions During Legislative Sessions; Change Certain Provisions Relating to Filing of Financial Disclosure Statements; Change Provisions Relating to Filing by Mail; Change Certain Provisions Relating to Lobbyist Registration; Change Provisions Relating to Lobbyist Disclosure Reports, the Contents Thereof, and the Definition of Lobbyist; Create Provisions Relating to a Lobbyist's Eligibility for Certain Appointments and Ability to Serve as a Public Employee; Create Conflict of Interest Provisions Relating to Gifts; Provide Restrictions for Lobbyists Relating to Contingency Agreements; Provide for Restrictions for Lobbyists Relating to Presence on the Floor of the House and Senate; Provide for Candidates for the General Assembly Who File a Declaration of Intent to Accept Campaign Contributions to Receive and Choose to Sign a Pledge to Engage in Ethical Campaigning; Provide for Actions for Slander and Libel and the Commission's Authority Over This Activity; Correct Cross-References; Provide for Criminal Penalties; Change Provisions Relative to Appearances Before the Board of Pardons and Paroles by Members of the General Assembly or State Elected or Appointed Officials; Change Certain Provisions Relating to Complaints or Information Regarding Fraud, Waste, and Abuse in State Programs and Operations; Change Certain Provisions Relating to the Code of Ethics for Board Members, Commissions, and Authorities; Change Provisions Relating to a Board, Commission, or Authority's Authority to Enact Rules and Regulations; Provide for Restrictions on Activities for Persons Who Were Members, Employees, or Appointees of the Legislative, Executive, or Judicial Branch or Other Agencies or Authorities of the State; Provide for Penalties; Provide for Restrictions on the Governor's Appointment Power under Certain Circumstances; Provide for an Effective Date; repeal Conflicting Laws; and for other PurposesHad it passed, SB 517 would have revised the Georgia Ethics in Government Act to provide provisions governing campaign contributions, lobbyist registration, gifts from lobbyists, disclosure of lobbyists' income, legislators' ability to influence the State Board of Pardons and Paroles, and minimum waiting periods before a government employee can register as a lobbyist.
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IF NOTHING CHANGES, NOTHING CHANGES: An ethnomethodological study that examines the processes of enduring change. The study reveals the displays of position of education change-agents about galvanizing a discourse of evidence-receptive English literacy prEnglish literacy teaching is contested terrain both internationally and in Australia. Most Western nations are currently working to improve standards of literacy because of empirical research into two foundational components of English literacy namely, reading and writing. Functional competence to read and to write in English results from competent teaching activity. This thesis investigates what changes to teaching displays of positions, knowledge, and action - or praxis - are required to overcome these aspects of illiteracy. To research this problem, the writer designed a theoretical model in the form of a cycle. The cycle demonstrates the enactment of beliefs and knowledge as displays of position. The most accessible form of that action is talk in conversation. Talk becomes the study. The words chosen for conversation become the data for analysis. The theory underpinning the cycle further proposes that words selected in talk carry discourses. The term chosen by the writer to describe this action, whereby talk brings dormant discourses to life, is galvanization. Of prime interest to the research were discourses of English literacy teaching. Seven selected senior educators, who act as curriculum change agents at the level of senior principal, academic or system leader, were each engaged in semi-structured interviews. Membership Categorization Analysis of the transcripts showed that the interviewees displayed positions that English literacy teachers were professionally oriented yet ambiguously led, child-centred and collaborative. Revealed in the data also was their displays of position that English literacy teachers are formed in a test-averse culture and left often to carry the blame for policy failure. A consistently accomplished category was deficient teacher. It relates significantly to a test-averse category. An additional accomplishment was the category evidence-receptive teacher. A second analytic pass of the data used Critical Discourse Analysis to reveal accomplished discourses of evidence. The analysis revealed that the galvanization of child-centred discourses repels discourses of evidence. This finding confirms the claim in the reviewed literature that English literacy praxis is contested terrain. Reconceptualized professional development strategies that generate changed praxis are proposed. The writer used the cycle to identify the most productive site to stage recommended auto-ethnographic studies by teachers in a coached and mentored environment. The cycle demonstrates just how preferred models of professional development should succeed. A well-resourced action research approach around a re-engineered discourse of classroom-generated evidence concludes the recommendations. Herein lies the remedy to allegations of failure of the moral obligations of English literacy teachers. Indicated is policy change that incorporates this research in new initiatives in teacher formation and continuous professional learning. The policy advocates the central positioning of a galvanized discourse of teacher designed evidence. The research has unfolded a carefully detailed model that will assist future professional development initiatives. The model draws attention to the crucial role of displays of positions for the process of galvanizing discourses. Because of this research, change agents might now avoid taking for granted crucial adult learning processes in the construction of new meaning driven or thwarted by displays of positions. The theorized cycle offers clear guidance to leaders during the planning and execution stages of continuous professional learning.