The Influence Of The Jeanne Clery Act - 1541 Words

Introduction In 1986, Jeanne Clery was 19 years old living on the campus of Lehigh University. Clery was tortured, raped, and murdered in her dormitory. Both she and her parents thought she was safe, unbeknownst to them, Lehigh University had a high statistic for violent crimes. People believed the history of crime would be a known fact about the university, however, there were no standards for reporting of campus crime events. After the murder of their daughter, Connie and Howard Clery took to Capitol Hill to lobby for change. This paper will discuss the background of the Jeanne Clery Act, how the act came to be, the perception of the act and how well it was received, as well as the impact it had on higher education. The Jeanne Clery Act†¦show more content†¦In addition, FERPA allows students the right to inspect their education records and pursue appropriate changes to their records (Miller, T. 2017). Also, established in 1992 was the Campus Sexual Assault Victim’s Bill of Rights. This detailed the basic rights afforded to sexual assault victims (Clery Center, n.d.). Ten years from the initial groundwork, in 1998, a provision was made that no longer made the outcomes of a student’s disciplinary case involving violence or non-forcible sex offenses protected from disclosure under federal laws concerning the privacy of students (Clery Center, n.d.). There was also an amendment made that eliminated loopholes in the policy. Eliminating loopholes, the amendment mandated daily security department logs of crime and expanded the requirements that included areas off-campus. Two years later, an amendment called the Campus Sex Crimes Prevention Act required appropriate law enforcement officials to add to the Annual Security Report a statement about how to find information about registered sex offenders in and around the area. In 2008, the Higher Education Opportunity Act widened the Clery Act scope. Emergency response and notification provisions were expanded, hate crimes categorization for reporting was broadened, there were safeguards for whistleblo wers implemented, and finally, the Department of Education is required to annually report on Clery Act compliance. Following a landmark decision, in 2013, the Violence Against WomenShow MoreRelatedSexual Assault Policy During The United States2221 Words   |  9 Pagesthrough the act of policy layering and have not significantly resolved the problem. This paper will discuss sexual assault policy from 1972 to 2013. Sexual assault has been addressed in six pieces of legislature. Two of the six policies are layered policies intended to amend failures in preceding policy. Current sexual assault policy exists in the form of Title IX of 1972, the Victims of Crime Act of 1984, the Jeanne Clery Act of 1990, the Campus SaVE Act of 2013, and the SAFER Act of 2013. OfRead MoreSexual Assault Policies2167 Words   |  9 Pages The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, or for short Clery Act is another law that is put in place to protect sexually assaulted victims. This act requires every college campus to divulge â€Å"statistics concerning the occurrence of certain criminal offenses reported to local law enforcement agencies or any official of the institution who is defined as a ‘Campus Security Authority’ (police). The Clery Act was passed in 1990. It was named Clery afterRead MoreCampus Crime : The Dark Side Of The Ivory Tower1456 Words   |  6 Pagesbook as the dark side of the ivory tower) did not pop up overnight. Instead, they argue that through a long and arduous process, four different activist groups were able to socially construct the problem as a proper and pertinent social issue, and influence legislation designed to curb campus crime, and hold those responsible, accountable for their action or inaction. Before exploring the process of constructing campus crime as a social issue, Sloan III and Fisher (2011) found it necessary to report

International Journal of Signs and Semiotic Systems

Question: Discuss about the International Journal of Signs and Semiotic Systems? Answer: 1. The engineering discipline that I have chosen is Mechanical Engineering and I have selected Engineering technology management as my major. I have chosen Mechanical Engineering as my major, as I have always been interested in Mechanical Engineering. Moreover, with Mechanical Engineering, there is huge growth opportunity in my professional career through which I will be able to enhance my knowledge and skill. With the growth of industrial sectors, mechanical engineers will have more areas of professional expertise (Sroka 2015) and therefore, I will be able to extend my professional knowledge and increase my personal job satisfaction. 2. I want to attend American Society of Mechanical Engineers (ASME). This is because ASME provides the opportunity of career development with diverse engineering community that includes 130,000 members, corporate executives, academic leaders and several technical communities, which will help me gathering practical knowledge (Asme.org 2016). ASEME has ABET accredited engineering courses, one of which is Mechanical Engineering. 3. The consequences of obtaining degree from non-ABET is quite different from ABET degree because most of the MNCs want certain candidates who are qualified enough with holding ABET degree. ABET courses are more practical and assignment oriented, therefore candidates have very good knowledge of their profession which lacks in non-ABET degree (Abet.org 2016). Therefore, it can be said that if a degree is non-ABET approved, then a candidate may miss better opportunities for enhancing their professional career in future. So I have chosen ABET approved degree. 4. ASME has a wide range of student clubs, competitions and organizations surrounded by wide-range of technical communities. More than 130,000 organization members are associated with student clubs in ASME. Professional development and quality programs are carried through competitions (Asme.org 2016). 5. The average salary of Mechanical Engineer is below: Mechanical Design Engineer: $87,000 Senior Mechanical Engineer: $94,000 Plant Engineer: $82,000 Service Engineer in Electronic field: $45,000 The responsibilities are: Evaluation of electromechanical and mechanical system System capability and feasibility design Manufacturing process design Operational equipment maintenance and repair (Sroka 2015) 6. Top ranking Universities of Mechanical Engineering disciplines are: Georgia Institute of Technology California Institute of Technology Purdue University Northwestern University Princeton University University of Illinois at Urbana-Champaign University of California, Los Angeles Pennsylvania State University Pennsylvania State University (Sroka 2015) 7. ASME does not offer graduate school opportunities (Asme.org 2016). 8. The specific area that I would like to pursue is Aramco in Saudi Arabia. Saudi Aramco is the largest oil reserves in the world (Abdelrehim 2015) and therefore I would get the best possible knowledge of mechanical engineering, which will enhance my career. I would to work as the junior operation manager and will get the best idea of process engineering. 9. The University that I choose is American Society of Mechanical Engineers (ASME). I have chosen Mechanical Engineering. This is a graduate course and ASME provides it and the degree is ABET approved (Asme.org 2016). Therefore, I can say that the University that I have chosen has a graduate program tailored to Mechanical Engineering. Reference List Abdelrehim, N., 2015. Rethinking Oil Nationalism:.International Journal of Signs and Semiotic Systems, 4(2), pp.33-49. Abet.org, 2016.Why Accreditation Matters | ABET. [online] Available at: https://www.abet.org/accreditation/why-abet-accreditation-matters/. Asme.org, 2016.ABET Accreditation Board for Engineering and Technology. [online] Available at: https://www.asme.org/about-asme/get-involved/accreditation-board-for-engineering-and-technology. Sroka, Z., 2015. Engineering education vs. teacher training of academics.International Journal of Mechanical Engineering Education, 43(2), pp.94-101. Svsu.edu, 2016.SVSU. [online] Available at: https://www.svsu.edu.

Mr. Max Kelad Essays - Films, Trio, , Term Papers

Mr. Max Kelad MR. KNOW- ALL The story takes place just after the war on a liner that is on it's way from Sanfrancisko to Yokohama. From the very first lines of the story we can see that the narrator doesn't like the main hero of the story - Max Kelad that can be proved by the following quotation: When I was told the name of my companion my heart sank. It suggested closed portholes and the night air rigidly excluded. We can see that the narrator of the story likes Englishmen very much and that's way he says that he wouldn't be so unhappy about his fellow mate if his name would be Smith or Braun. By this we can understand that Maugham is a patriot - he likes only his countrymen. But the narrator makes a mistake thinking that Max Kelad is not an Englishman - indeed he is. As we get to know Mr. Max Kelad we find out that he is boastful because as soon as he met the storyteller and gave him a drink he told him that he can get everything. Max Kelad said : If you have any friends on board, you tell them you've got a pal who's got all the liquier in the world. Max Kelad is also very talkative and familiar that can be proved by the fact that he didn't say Mr. before the narrator's name. But Mr. Max Kelad didn't do it because he was impolite, but because he wanted the storyteller to fell comfortably. A question has probably come up to you why does the name of the story is Mr. Know-all?. This nick name contrived the men which were on the liner. It is because Mr. Max Kelad knew everything. He knew how to do tricks with cards, when the storyteller wanted to go downstairs, he said that everything was ready. The quotation says : he conducted the auctions, collected money for prizes at the sports, and arranged the funny dress ball. He was everywhere and always. From this we may think that he was an energetic man, but it never came up to Mr. Kelad's mind that he disturbed anybody. He was convinced that everybody is happy to meet him. * From this we can come to a conclusion that Mr. Kelad was in very high thoughts about himself. The quotation says : You might have kicked him downstairs and slammed the door in his face without the suspicion dawning on him that he was not a welcome visitor. But even then he couldn't understand that you didn't want to see him. As the story goes on, the author introduces us with another characters - Mr. Ramsay and his wife. Between Mr. Rampsay and Mr. Kelada forms up an external conflict because Mr. Kelada considers the pearls around Mr. Rampsay's wife's neck real, but Mr. Rampsay artificial and they decide to bet. Next follows a story element - complication because as sonn as Mr. Know-all looks at the neckles he sees that it is real , but as soon as he looks at Mrs. Rampsay he says the opposite. And in such a way the author hooks our curosity because we want to find out why did Mr. Kelada does so. He was about to speak. Suddenly he caught sight of Mrs. Rampsay's face. It was so white that she looked as though she were about to faint. She was staring at him with wide and terrified eyes. Mr. Kelada was making over himself. So far Mr. Know-all had shown himself as a bad character but in the end we see that he has changed because he escaped Mrs. Rampsay by saying that the pearls were artificial. The thing that would have happened if Mr. Kelada hadn't helped Mrs. Rampsay is explained in the following sentence said by Mr. Know-All : If I had a pretty wife I shouldn't let her spend a year in NY! From this sentence we can see that Mr. Kelada was a real Mr. Known-All, because he knew how to act in situations like that. The main idea - you can't get to know a person in a short time period, not from the first impression, you

The Duty of Obligation Essays

The Duty of Obligation Essays The Duty of Obligation Paper The Duty of Obligation Paper Essay Topic: Second Treatise of Government In this paper I will show the circumstances under which parents have a stronger obligation to care for their children, in accordance with Locke’s concept of tacit consent. I will also describe the certain conditions in which children should obey their parents using the idea of Rawls’ fair play. When a couple decides to have a child they are agreeing to be responsible for the life they bring into the world. According to Locke, the conditions for tacit consent begin with being aware of the situation and the consequences. Secondly, there must be a period of consideration available. Thirdly, the consequences of not accepting cannot be detrimental. Therefore, when a couple has sex knowing that they run the risk of pregnancy, they are aware of the situation. When a couple finds out that the woman is pregnant and they talk about possible outcomes, this suffices a consideration period and provides a reasonable way to express objections. For the third requisite the couple only has two options. They can choose to have the baby or they can choose to have an abortion. The option they choose depends on which outcome would be most detrimental to them personally. For example, a 13 year-old girl who gets pregnant might feel that being pregnant could jeopardize her life in a social or educational aspect. She may feel it is more detrimental than another person who is in the same situation but does not believe in abortion. Locke would suggest the best decision would be the most moral one. Thus, let us assume the couple has the child but cannot provide for it. Imagine that they were young, did not have a steady income and had no place to live so they gave the child up for adoption. Locke would argue that this is the most moral alternative for the couple. The child has a right from the parents to receive the basic means to survive: Conjugal society is made by a voluntary compact between man and woman; and though it consist chiefly in such a communion and right in one another’s bodies as is necessary to its chief end, procreation: yet it draws with it mutual support and assistance, and a communion of interests too, as necessary not only to unite their care and affection, but also necessary to their common offspring, who have a right to be nourished and maintained by them, till they are able to provide for themselves. (Locke, 37) In the Second Treatise of Government Locke describes that a child has the right to be nourished and maintained by its parents until the child is able to tend for itself. If children have the right to be cared for by their parents, then the parents must be obligated to provide the necessary essentials for living. I think Locke would agree that if a couple could not offer their offspring the care and nourishment needed to survive, that finding someone who could would be the best solution in this case. If parents have an obligation to care for their children, do children therefore have an obligation to obey their parents? Under Rawls’ principle of fair play, children have an obligation to obey their parents if the circumstance meets certain stipulations. First, a mutually beneficial and just scheme of social cooperation must be present. Cooperation comes through some type of cost, or effort. Finally, the advantages that succumb can only be obtained if all, or nearly all cooperate. However, if the majority participates, benefits can still be obtained without cooperation. Let us imagine a situation in which a drug addict mother is raising a child alone. Suppose she has no job and is on welfare. One month she blows her entire check buying drugs and has no money to pay the rent. She tells her 11 year-old son to go out and sell drugs to try to get money to pay the bills. Her son disobeys her because he does not want to be a drug dealer and end up an addict like his mother. Rawls would assert that the son does not have an obligation to obey his mother. According to the principle of fair play, in this situation there is no scheme of social cooperation and there is no mutual benefits. Rawls would also argue that the child does not have a prima facie obligation to obey his mother: I shall assume, as requiring no argument, that there is, at least in a society such as ours, a moral obligation to obey the law, although it may, of course, be overridden in certain cases by other more stringent obligations. I shall assume that this obligation must rest on some general moral principle; that is, it must depend on some principle of justice or upon some principle of social utility or the common good, and the like. (Rawls, 144) If the child were to obey his mother he would be violating his own morals and the justice system. He disobeys his mother out of personal belief and the respect for the law. I will now describe a scenario in which Rawls would agree that the child has an obligation to obey his or her parents. Suppose two other children (teenagers) grow up in the same neighborhood as the drug addict mother and 11 year-old son from the previous example. In this example the mother works all day long in order to barely pay the bills and put food on the table. She tries to make sure that her children stay off the streets and helps them with their homework. The mother tells the children that they need to get after school jobs to help with the bills. Only one child obeys. This example complies with the requirements of the principle of fair play. Rawls would argue that in this instance, the units of the family are cooperative in the sense that the mother works extremely hard to provide the best environment she can for her children. The majority of the family cooperates and sacrifices to ensure the security of a place to call home. This example also shows how one can benefit from the situation by not cooperating. The teenager who did not get a job benefits from the hard work of the mother and sibling. The teenager who does not actively participate in contributing still benefits from having a roof over above their head, food, and electricity. Suppose we combine the two examples I have just described and form a third example in which a mother who works just as hard as the mother in example two but the children, despite the mothers good intentions, rebel and fall into dealing drugs and the life of crime. Let us suppose that in this scenario the teenagers are dealing drugs in the house and have no respect for their mother who earns an honest living to provide for them. In example one I explained how parents are obligated to care for their children through tacit consent. Locke stated that children have the right to be nourished and maintained by their parents until they are old enough to provide for themselves. It is illogical to think that in a situation such as this that a parent is responsible for paying the rent, providing nourishment, and showing affection to children who do not even respect the rules of the household. Is a parent still obligated to their children if their children’s actions jeopardize their moral beliefs, violate their parental authority, and place the family in danger? Perhaps what Locke means is that the parent must try to provide for their children. If the intention of the parent is to look after the welfare of their child even if the child disobeys the parent, the parent is still obliging to the rules of tacit consent. The parent still wishes to help and care for her children but if by doing so she is putting herself in severe danger she must take drastic measures. Locke strives for the good of the whole, â€Å"no one ought to harm another in his life, health, liberty, or possessions†(Locke, 32). This idea that Locke applies to the Law of Nature can be applied to this example. Locke would likely argue that the mother should not have to subject herself to a dangerous atmosphere. Yet, she still is obligated to be concerned for welfare of her children despite their lifestyle and even if she cannot help them. In conclusion, a parent’s obligation to a child is stronger than a child’s obligation to a parent. The reason is because under tacit consent a parent agrees to take care of the child. Even if the child does not obey the parent when he should, the parent is still bound to see to his well-being. However, if the parent does not fulfill the obligations to the welfare of the child, the child does not have to obey the parent. To decide if a child has to obey his parents the situation or demand must be applied to the principle of fair play.

Assignment 1

Can sit unsupported on floor for a period of 10-15 minutes. Is able to lean forward to pick up an object while maintaining balance. Can rotate body to look sideways and reach out to grasp a suspended object or to pick up a toy from the floor. Demonstrates energetic movements of entire body while in cot, pram or bath. Is able to advance across the floor by using rolling or squirming movements. Makes attempts to crawl and is occasionally successful. Has the ability to strand by using surrounding objects as support to achieve an upright position. But is unable to lower themselves back to the floor in a controlled fashion. When supported in a standing position, can take steps using alternative feet. Demonstrates a visual awareness of people, objects and events which occur in the environment. When offered an object, they will reach out to grab it. Handles objects eagerly and inquisitively, using hands to manipulate them for examination. Pokes at small objects with index finger and uses same finger to point at objects which are out of reach. Can pick up small objects between finger and thumb in a crude ‘pincer’ hold. Can release a held object by dropping it, but is unable to set it down in a controlled manner. Correctly follows the direction of fallen objects, including those falling out of sight. Observes actions of adjacent adults, children and animals with interest for period of a few minutes. Become steady on their feet and display more controlled movements. Can carry an object such as a toy whilst walking. Can climb onto a large chair and turn to sit on it. Kneel without any support and squat to pick up an object. Begin to run steadily but cannot avoid objects. Begin to walk upstairs using a railing, putting two feet on each step. Point to objects that they recognise. Build a small tower using 3-4 blocks. Hold their own spoon when feeding themselves. Hold a pencil with their whole hand or between the thumb and the first two fingers, known as primitive tripod grasp. Can thread large beads onto lace. walks or run by self up and down steps. can stand ,walk and hop. Skilfully climbs trees. Rides a trike expertly . Able to cross arms and legs. Able to throw, catch, Bounce and kick a ball. Dance to music Able to walk on a fine line Able to stand alone on 1 foot for about 1o seconds Can stretch touch toes without moving knees. Can grip strongly with both hands. Able to hop a short distance using both feet. Jump from objects with confidence Able to run and jump avoiding objects Hop with good balance and using both feet and kick a football Able to throw and catch with accuracy Use a two wheeled bicycle with or without stabilisers Skip alternating feet Build towers with blocks high and straight Hold a pencil, write numbers or letters, write their own name May start writing simple stories Walk along bean using arms for balance Use apparatus with skill Increased stamina Use colours naturalistic (green for grass/blue for sky Draw people with features Use a large needle to sew Can ride a 2 wheeled bike quite easily Can skip, hop and run quite confidently Begin to change in appearance and experience puberty Have more control in writing Become more detailed in drawing Growth accelerates Puberty Boys voice changes Girls breast grow Appetites increase Skin may become more oily, causing problems such as acne. Emotional, Social, Behavioural and Moral Newborn– 6 months 9 months –15mts 18 Months – 3 Years 4 – 5 Years 6 – 7 Years 8 – 12 Years 13 to 19 Years New born till 1 month:- Cuddling Shows pleasure at feeding 1-3 months:- Smiles at familiar adult Forces on adult face when being feed Starting to show emotions Take pleasure in sucking Looks in direction when someone is speaking 3-6 months:- Gets pleasure from familiar routine e. g. bedtime bath time Forces on parent/carer giver when feeding Shows enjoyment when cradled Smiles at everyone in their surrounding Stay awake for pro-longed periods At this age 70% sleep through the night 6-9months:- Copies other people emotions Starts finger foods Becomes upset when parent/carer leaves room Becomes shy around strangers Begin to share toys 9-12months:- Likes to chew/suck on objects Drinks from cup with a lid Takes pleasure in making noise with toys Gets pleasure from pointing at what they want Enjoys solitary play Likes familiar adult to be close by ( make strange) Gets pleasure from music and rhyme Know what they want when feeding and at bed time May want a comforter when unsettled

Role of haraam Practices on behavior and performance of employees Case Study

Role of haraam Practices on behavior and performance of employees - Case Study Example She started to come late, misbehave with other employees and take long lunch breaks. Maryam was a lady who work on time and respond fast to the work. However, after four years of her job, she started getting late to her job. When anyone asks the reason, she gave a standard answer that there is a family problem. She was  a  single mother having two babies. Her seniors think that there might be any problem relating to family. However, she continued her habit of getting late after getting warned by the seniors. The observation about her drinking habit was realized at that time although no one had seen Maryam while drinking (Zia-ur-Rehman & Rashid, 2012). The other employees noticed the change in the behavior of Maryam. She started to shout at juniors,  misbehaved with seniors had noticed that her behavior had changed due to her drinking habits. Haleema, who was senior of Maryam,  had started to find out the problem so that the solution would become possible. She inspected about her attitude and realized that there is a problem of drinking with her (Zia-ur-Rehman & Rashid, 2012). It was noticed by Haleema that Maryam started to take much time for lunch breaks. She even sleeps after coming back from a long break. Haleema asked Maryam that if there is some problem she can share it with her. She was kind to Maryam but she was also aware of the organization (Zia-ur-Rehman & Rashid, 2012). Maryam attitude was not beneficial for the organization. The seniors did not like to fire her from the job. However, consistent negative attitude lead the seniors to fire Maryam from her job. Haleema and her boss fired Maryam from job without contacting employee assistance program (EAP), which is concerned with all the job problems. 1. Haleema can not terminate Maryam without running into legal problems because Maryam is the employee of the organization for last four years, and nobody have seen her doing haraam practices with his or her eyes. . Haleema should

Technological Disasters Annotated Bibliography Example | Topics and Well Written Essays - 1000 words

Technological Disasters - Annotated Bibliography Example 2. In the article Cyberbullying: Intervention and Prevention Strategies by (Feinberg, 2011), the author outlines the various prevention strategies of cyberbullying. These interventions are mainly aimed at protecting children and teenagers, since they are the ones mostly affected by electronic bullying. The article also illustrates the various types of cyberbullying. Bullying has severe social, psychological, and physical effects. Feinberg (2011) cites emotional harm as a significant impact of cyberbullying. The cyberbullying victims suffer from post-traumatic stress disorder (PTSD) due to the trauma associated with bullying threats. 3. Donegan studies the history, law, and prevention of bullying. The author illustrates that most teens make frequent access to the Internet, including chatting, downloading music, searching for school assignment, and communicating with friends. As the teens move through the highly competitive education system, they may start to bully or be bullied. Lawmakers continue to wrestle with the issue of cyberbullying. As of June 2010, about 43 states in the United Statea had bullying prevention laws (Donegan, 2012) 4. Little or no warning precedes events that are associated with technological hazards. None of the victims of cyberbullying are prepared to be bullied. Patchin (2006) illustrates the emotional and psychological impacts of cyberbullying. The victims often exhibit symptoms of depression. Depression can be a sign of trauma. Also, the victims of cyberbullying fear to go school, and experience dysphoric feelings of humiliation and loneliness. As a consequence, they often suffer from trauma. Continuing exposure to cyberbullying makes them to suffer from post-traumatic stress disorder. 5. In the book Female crime victims: Reality reconsidered by Burgess-Proctor, Patchin, and Hinduja (2009),