One penny stamps. A popular explanation of the statute requiring a stamp duty of one penny on receipts and orders for money,

Mode of access: Internet.

Ley de contribuciones ; y, Reglamento para la administración de la renta de papel sellado y timbres.

Mode of access: Internet.

Nuevo decreto reglamentario de 20 de julio de 1902 referente al uso del papel sellado y timbres de transacciones y cigarillos /

Mode of access: Internet.

Actos legislativos y ejecutivos sobre timbre nacional, papel sellado y aduanas,

Mode of access: Internet.

Ley de timbres, vigente desde el 10. de enero de 1905. Edición arreglada por el Ministerio de Hacienda, de acuerdo con los Decretos legislativos de 21, 17 y 19 de octubre de 1899, 1903, y 1904 respectivamente.

Mode of access: Internet.

Ley y decreto reglamentario de timbres y papel sellado para los ejercicios económicos ...

Description based on: 1919-1920 y 1920-1921.

A history of taxation and taxes in England from the earliest times to the present day,

Includes bibliographical references.

Resm-i damga kanunu : 25 Zilhicce 1323 tarihli Damga kanununda muharrer rüsumun tezyidi ... kararname.

Mode of access: Internet.

Taxes on knowledge : debate in the House of Commons, on the l5th June, 1832, on Mr. Edward Lytton Bulwer's motion "For a select committee to consider the propriety of establishing a cheap postage on newspapers and other publications" : with a comment in the form of notes, and the article from the "Examiner" newspaper, of Sunday, 17th June, 1832.

Goldsmiths'-Kress no. 27723.

History of the taxes on knowledge; their origin and repeal.

History of newspaper stamp taxes in England.

Legitimidad del régimen de estampillas departamentales en Colombia

Análisis de la dinámica legitimadora de la Corte Constitucional en el tributo de estampillas, considerado desde la jurisdicción departamental, en el Estado colombiano.

Are Malaysian Teachers Ready to Assume the Duties of Reporting Child Abuse and Neglect?

Mandatory child abuse and neglect reporting laws apply to teachers in many countries of the world. However, such laws have not yet been introduced for teachers in Malaysia, and there is debate about whether the laws should be extended to teachers at all. This paper aimed to investigate the level of support among teachers to assume mandatory reporting duties and to identify factors determining this support in Malaysia. A total of 668 teachers from 14 randomly selected public primary schools completed an anonymous self-administered questionnaire. Results showed that 44.4 per cent of the respondents supported legislation requiring teachers to report child abuse. Teachers of Indian ethnicity, those with a shorter duration of service in teaching (< 5 years), the availability of knowledgeable and supportive school staff and a higher level of commitment to reporting were significant factors affecting teachers' support for mandatory reporting. This study provides important insights into factors influencing teachers' support for the introduction of mandatory reporting legislation for teachers in Malaysia. Teachers do not unanimously support these laws and there is a lack of clarity about what such laws will mean for teachers. The data highlight the need for specific training programmes to raise teachers' awareness, build their confidence and enhance their willingness to report child abuse.

Elementary teachers’ knowledge of legislative and policy duties for reporting child sexual abuse

This study examined elementary school teachers’ knowledge of their legislative and policy-based reporting duties with respect to child sexual abuse. Data were collected from 470 elementary school teachers from urban and rural government and nongovernment schools in 3 Australian states, which at the time of the study had 3 different legislative reporting duties for teachers. Teachers completed the 8-part Teacher Reporting Questionnaire (TRQ). Multinomial logistic regression analysis was used to determine factors associated with (a) teachers’ legislation knowledge and (b) teachers’ policy knowledge. Teachers with higher levels of knowledge had a combination of pre- and in-service training about child sexual abuse and more positive attitudes toward reporting, held administration positions in their school, and had reported child sexual abuse at least once during their teaching career. They were also more likely to work in the state with the strongest legislative reporting duty, which had been in place the longest.