Recent orders
Proposal-for-Public-Safety
Gender, Crime and Justice
Question 3: Amendments to the VAWA
Policy for Public Safety Regarding VAWA (Essay #1)
The purpose of this paper is to present a draft policy to the Public Safety department regarding new requirements set forth in the Violence Against Women Act. The topics that will be discussed in the duration of this paper will involve policy suggestions regarding violence against women, the measures that should be taken to avoid this violence, the actions that should take place if a situations arises where violence against women is an issue, and the policy that should be followed regarding a battering situation that takes place on campus, or involving two students.
According to Mallicoat, 18% of women had been raped in their lives in 2007 (Mallicoat 82). This startling statistic should emphasize the importance of awareness and prevention of violence against women. To aid in the prevention of domestic violence, dating violence, sexual assault and stalking and promote awareness about the crimes that take place against women, the University will provide informational pamphlets to the students, both female and male, with a list of warning signs that may be present in an abusive relationship and statistics about violence against women. The warning signs may come from the Handbook for Survivors of Domestic Violence (SafeHouse Center). Self-defense classes will be offered for free to students and funded by the University for any male or female student who is concerned with protecting themselves against violence. An annual awareness day will take place on campus, with seminars and guest speakers who will inform the students about abusive relationships, date rape, sexual assault, stalking and other violence-related problems that women are facing. A course will be added to the course list, by the registrar, specifically about violence against women and preventative measures, to educate and inform students about the issue of violence against women.
A counseling center on-campus will link to a 24-7 hotline, where victims may call and talk to a professional if an act of violence is committed against them. Any reports of violence that are made with the on-campus police should be forwarded to the city police station. Offenders should immediately be brought to the police for questioning. If the accused is living in an on-campus housing unit, the campus police should detained him quickly and meet with a city police officer to have the suspect questioned. A report will be made with the on-campus police department about the events that took place, if the act was committed on the grounds of the University. A thorough investigation should be conducted involving the situation. When the police in charge of the investigation have either acquitted or convicted the suspect, the University will punish the batterer in an appropriate fashion.
There will be a board of Public Safety officers and on-campus police officers who follow the protocol for each case of violent crime on campus. This board should be called the Board of Decisions for VAWA interests. Punishment for batterers will have several levels, depending on the severity of the crime, the evidence found, the conclusion of the city police department, the results of a threat assessment of the batterer and the opinions and deductions from the Board of Decisions for VAWA interests. These punishments may dictate that batterer is not allowed within a certain distance of the classes and housing of the victim, the batterer may face a temporary suspension from the University, anywhere from 1 semester to 4, expulsion from the University, or limits to the involvement they can have on campus. They may lose memberships to fraternities, clubs, on-campus employment, or even scholarships that they were granted by the University. The batterers may be limited to taking online courses only, and may be disallowed from the campus. If they do not follow these orders, more severe punishments will be handed out, such as expulsion. The importance of these punishments is that violent crimes against women will be lessened on campus by showing students that these crimes are not acceptable to the University.
Any person on campus that is accused of a violent crime against women- with the definition of violent crimes against women encompassing stalking, rape, date rape, any level of sexual assault, domestic abuse and dating violence- should be subjected to a form of probation by the University. That person should be required to report to the Counseling and Psychological Services at the University and complete a set number of counseling sessions. The amount of sessions will be decided by the Board of Decisions for VAWA interests. If the suspect is found to be innocent of the crime, he will not have to attend anymore counseling sessions. If he is found to be guilty of the crime, and is allowed to continue attending the University, he should be required to attend counseling sessions indefinitely until he is finished at the University.
Victims of stalking, dating violence, domestic violence and sexual assault should be informed of a wide-variety of resources on campus to ensure that they are taken care of and supported on the journey to recovery. There should be support groups set up several times a week for victims, and a peer facilitator should be available to run the meetings. Victims should be a top priority in the Counseling and Psychological Services office, and they should be encouraged to attend regular appointments. Victims should be given a copy of the Handbook for Survivors of Domestic Violence that is distributed by the SafeHouse Center. Since sexual harassment and assault have a negative psychological impact on women (Mallicoat 227), victims should have ample resources to get counseling support on campus to minimize the long-term psychological effects that they may suffer after a violent situation.
All of these recommendations for the policy changes on campus should improve conditions for victims of violent crimes, make students more prepared and aware of sexual assault, deter crime by showing the students that behavior that is violent toward women is not acceptable on the campus and properly punish those who break the law by committing acts of violence against women.
Proposal; if it wasn’t for sports, will student-athletes be in school
Proposal; if it wasn’t for sports, will student-athletes be in school?
Student’s name
Instructor
Department of affiliation
Course
Date
Overview
Athletes are a significant part of the schooling system. This is because a school should always form a person physically, cognitively as well as emotionally. However, the question arises if athletes could be in school if it were not for the sports. This is always challenging to find the right answer. This is because few people are interested in this type of research. In this research, I will look into the athletes’ issue and provide information about if they could be in school if it were not for the sports. This research will discuss the athletes’ willingness to study, the role of scholarships in learning institutions for the athletes, their performance in schools, their focus, i.e., either studies or athletics, etc.
Therefore, this discussion will determine if athletes could be in school if it were not for the sports they participate in. this is important because it helps us understand how to instill the learning desire in them. It also helps us to know how to handle them after we know where their focus is.
My research will be library-based. Therefore I will focus on books, journals, and other reliable internet sources to prepare my research paper.
Research
The athletes have always been an outstanding part of the school system, which encourages the teachers and other stakeholders to have them close. They always try to help them and make their performance better. However, despite all the efforts, their performance is still abysmal, and if compared to the other students, they are not good performers. With this at hand, they are also excellent for outdoor activities, and everyone praises them for their excellent skills when it comes to racing and other outdoor activities. Therefore this means they have to stay in school because they make a name for the school, and they also do well to the school. However, most of them do not wish or remain in school. Most athletes are in school because of the benefits they get in school, and therefore, if they were not benefitting in any way from the school, they may have considered quitting.
Therefore this relationship between athletes and the schools may seem mutual to some extent. This is because the school needs the athletes, and the athletes need the school. Some of the reasons why the athletes always stay are that some of them are under scholarship, and they only got the scholarship because of their athletic skills. Therefore they have to stay in the school they are put into until they finish their studies. Most of the schools like making the right name for themselves, and therefore it does not matter if an athlete doesn’t know how to study as long as he or she is excellent in the field, they will take him or her into their school and make sure the school is associated with him or her. This brings in a different perspective of the performance of the athletes. It can be said that the school, in most times, is not concerned about the performance but rather the presence of the athlete.
Apart from these renowned athletes, other athletes within the school keep on struggling with studies and sports. Therefore, it is essential to differentiate these two groups of athletes, what is expected of them, and how they can improve their grades. Even though they are useful in other fields, studies are essential. A school should form an all-rounded person.
References
Rishe, P. J. (2003). A reexamination of how athletic success impacts graduation rates: Comparing student‐athletes to all other undergraduates. American Journal of Economics and Sociology, 62(2), 407-427.
Maloney, M. T., & McCormick, R. E. (1993). An examination of the role that intercollegiate athletic participation plays in academic achievement: Athletes’ feats in the classroom. Journal of Human Resources, 555-570.
The Government Should Not Take Stronger Steps to Verify Foreign Degrees
The Government Should Not Take Stronger Steps to Verify Foreign Degrees
Author’s name
Institutional Affiliation
Table of Contents
TOC o “1-3” h z u The Government Should Not Take Stronger Steps to Verify Foreign Degrees PAGEREF _Toc323619240 h 3Introduction PAGEREF _Toc323619241 h 3Thesis Statement PAGEREF _Toc323619242 h 4The Need to Verify Foreign Degrees PAGEREF _Toc323619243 h 4Policies of University Admissions PAGEREF _Toc323619244 h 5Deception and Fraud PAGEREF _Toc323619245 h 5Government Intervention in Verification of Foreign Degrees PAGEREF _Toc323619246 h 6References PAGEREF _Toc323619247 h 8
The Government Should Not Take Stronger Steps to Verify Foreign DegreesIntroductionAcademic qualifications are an indispensable part of all professional credentials and personality of an intellectual. Although academic qualifications do not fundamentally signify competence and ability, qualifications still instill their holder with a definite measure of value and could direct decisive recruitment as well as selection processes. Nevertheless, for qualifications to expressively serve this principle, their authenticity requires being verified.
Assessing and verification of international qualifications has always been an accomplishment that, more and more, concerns universities that endeavor to act internationally. Bearers of foreign qualifications have many a time found that their scholarly credentials were basically not acknowledged for evaluation by several admissions officers. However, there has been in recent times a transformation in this regard particularly in North America, Europe, Australia and New Zealand in addition to a number of countries in the Middle East owing to the adoption of the Lisbon Convention (Hacker & Sommers, 2011).
The Lisbon Convention is the initial European legal act to require that every person has a right to a just assessment of their foreign academic credentials. The Lisbon Convention transformed the perspective from the necessity to seek a full equivalence of foreign qualifications to acceptance if no significant disparities are evident. While recognition in regard to the Lisbon Convention is founded on mutual trust in addition to provision of information among the higher education systems of countries that are parties to it, the character of Lisbon Convention may as well be practiced in a wide-ranging global perspective. Meanwhile the Convention aspires at breaking restrictions for intercontinental student mobility, and hence, academic qualifications have grown into a worldwide currency (Jeffrey, 2006). This paper posits to explore why government ought to assume stronger steps in verifying foreign degrees.
Thesis StatementGovernments should take easier steps to verify foreign degrees for three major reasons which are time, reputation, and money.
The Need to Verify Foreign Degrees People all over the globe are assessed against the academic merits that they hold, not only in the process of applying for a studies but also I the process of applying for a career or a permit for residence. As in several nations, educational achievements establish the support, benefits, employment and wealth the bearer is entitled to. These academic documents grant the holder right of entry to privileges that might be withheld from persons who do not possess such documents. On the other hand, the most important disparity between proper currency and scholastic credentials is that whereas the former is heavily protected against deception, the latter frequently lacks that protection (Public Service Commission, 2009). Consequently, producing forgery has developed into a multi-billion industry. On the contrary, International evaluation of credential as well as fraud detection is intricate. Customarily, those nations and universities that are popular targets amongst foreign students are liable to demand the most scrupulous procedures for admittance (Foreign Credentials Referral Office, 2011). Meanwhile, several countries particularly in the Scandinavia have by tradition had an extremely hassle-free approach in relation to procedures for admittance with hardly any security features. On the other hand, in current times the position towards admission of international student has began to change and a number of countries have established centralized admittance procedures.
As numerous centralized units are established and universities create their own admittance systems, the amount of international candidates continues to increase and numerous universities are under pressure to sustain the pace. Besides, not all can be achieved in the centralized units or even not all universities have the opportunity to link with such centralized units (Public Service Commission of Canada, 2010).
Policies of University AdmissionsThe admissions policies reflect the aspirations and values of any educational institution around the world. Assessment of qualification is a component of all university’s admittance policy, which is required to serve the function of recruiting the finest scholar for the institution as well as the pertinent programme. The implementation of the admittance policy necessitates meticulous knowledge on prospective applicants’ credentials and capacity to apply it in a manner that international candidates would be treated uniformly (Pruss, 2009). In order to circumvent anybody from abusing the system, it is vital that universities declare the procedure online and clearly affirm whether a prospective candidate requires applying expressly to the university or through an agent.
Deception and FraudOn account of the easy access to first-class laser printers as well as stamps that are on sale online, forging documents is becoming increasingly uncomplicated than ever before. Regrettably, universities as well as other authorities that issue educational credentials have not sustained the pace. Hence, no matter how excellent the original documents may be, the counterfeits can be nearly identical. The number of phony universities and counterfeit degrees is increasing speedily, making the boundary between fraud and legally established procedure extremely thin. Therefore, those who desire abuse the system are capable of doing it comparatively easily. Internet provides an ideal platform where courses and institutions can be set up and degree certificates sold. Degree mills that appear online as institutions that offer distance learning programs may appear as legitimate universities, since they have persuasive URL endings like .edu. These illegitimate institutions often maintain to be certified by dubious accreditation agencies, making it increasingly complicated to ascertain their authenticity (Gollin, 2008).
Government Intervention in Verification of Foreign DegreesOwning to the intricacy of detecting fraud, governments should take easier steps to verify foreign degrees for three major reasons which are time, reputation, and money. This would be the most appropriate and effective way to eliminate fraud. Conventionally it has been the liability of the officers responsible of student admissions to identify fraud by examining whether the educational credentials contain discrepancies or errors. Taking into consideration the myriad quantity of admittance documents that universities should deal with yearly, it is impracticable to inspect every document meticulously (Jeffrey, 2006).
However, government intervention in verification of foreign degrees is usually met with resistance owing to the fact that the value attached to academic credential denotes the difference between success and mediocrity in the life of an individual. This results in the high financial stakes in the counterfeit industry. Factors such as lack of adequate financing in order to deal with the predicament are evident in many arts of the world. The verification of foreign degrees should be integrated as an obligatory and fundamental step in the recruitment as well as selection process of all government departments as the starting point. Appointment ought to be approved when the qualifications are confirmed. The verification of foreign degrees appears to pose challenges to many government departments hence; the matter requires to be dealt with at policy levels. The verification of foreign degrees entails various interconnected processes as well as systems, and necessitates liaison with peripheral institutions. An appraisal of the progress in this regard, consequently, necessitates a technique that takes cognizance of the diverse elements and actors that form components of the foreign degree verification process (Steltenpohl, 2004).
ReferencesForeign Credentials Referral Office. (2011). The Progress Report 2009. Retrieved from www.credentials.gc.ca
Gollin, G. (2008). Online Vendors & Irregular University Diplomas: Buying PhDs. from Non-existent Universities. San Francisco: Jossey-Bass.
Hacker, D. & Sommers, N. (2011). A Writer’s Reference. Boston, MA: Bedford/St.Martins.
Jeffrey, R. (2006). Utilization of Immigrant Skill in Canada: Research on Implications of Human Capital, International Migration & Integration Journal 2. pp. 34-38.
Pruss, A. (2009). Advancement & Challenges of Immigrants in the Labor market. New Brunswick NJ: Rutgers University Press.
Public Service Commission. (2009). The Verification of Qualifications in Public Service. Pretoria.
Public Service Commission of Canada. (2010). Verification of Educational Credentials: Exploring the Public Service Commission of Canada. Ottawa: Public Service Commission of Canada.
Steltenpohl, S. (2004). Orientation to College: A Reader. Boston, MA: Cengage Learning.