Workplace Violence in the Health Sector Together, Creating a Safe Work Environment
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A Comparative Analysis of Hate Crime Legislation
A Comparative Analysis of Hate Crime Legislation A Report to the Hate Crime Legislation Review James Chalmers and Fiona Leverick University of Glasgow, July 2017 i A Comparative Analysis of Hate Crime Legislation: A Report to the Hate Crime Legislation Review July 2017 CONTENTS INTRODUCTION ________________________________________________ 1 1. WHAT IS HATE CRIME? ________________________________________ 4 2. HATE CRIME LEGISLATION IN SCOTLAND __________________________ 7 3. JUSTIFICATIONS FOR PUNISHING HATE CRIME MORE SEVERELY ______ 23 4. MODELS OF HATE CRIME LEGISLATION __________________________ 40 5. CHOICE OF PROTECTED CHARACTERISTICS _______________________ 52 6. HATE SPEECH AND STIRRING UP OFFENCES _______________________ 68 7. HATE CRIME LEGISLATION IN SELECTED JURISDICTIONS _____________ 89 8. APPROACHES TAKEN IN OTHER JURISDICTIONS RELEVANT TO THE OFFENSIVE BEHAVIOUR AT FOOTBALL AND THREATENING COMMUNICATIONS (SCOTLAND) ACT 2012 ____________________________________________________ 134 ii INTRODUCTION In January 2017, the Scottish Government announced a review of hate crime legislation, chaired by Lord Bracadale.1 Lord Bracadale requested that, to assist the Review it its task, we produce a comparative report detailing principles underpinning hate crime legislation and approaches taken to hate crime in a range of jurisdictions. Work on this report commenced in late March 2017 and the final report was submitted to the Review in July 2017. Chapter 1 (What is Hate Crime?) explores what is meant by the term “hate crime”, noting that different definitions may properly be used for different purposes. It notes that the legislative response to hate crime can be characterised by the definition offered by Chakraborti and Garland: the creation of offences, or sentencing provisions, “which adhere to the principle that crimes motivated by hatred or prejudice towards particular features of the victim’s identity should be treated differently from ‘ordinary’ crimes”. -
Harassment and Victimisation Introduction
Harassment and victimisation Introduction Stockholm University is to be characterised by its excellent environment for work and study. All employees and students shall be treated equally and with respect. At Stockholm University we shall jointly safeguard our work and study environment. A good environment enables creative development and excellent outcomes for work and study. At Stockholm University, victimisation, harassment associated with discrimination on any grounds and sexual harassment are unacceptable and must not take place. Victimisation, harassment and sexual harassment all jeopardise the affected person's job satisfaction and chances of success in work or study. As soon as the university becomes aware that someone has been affected, action will be taken immediately. In this brochure, Stockholm University explains • the forms that victimisation, harassment and sexual harassment may take, • what you can do if you or someone else becomes subjected to such behaviour, • the university's responsibilities, • the sanctions faced by those subjecting a person to victimisation, harassment or sexual harassment. Astrid Söderbergh Widding Vice-Chancellor Production: Human Resources Office, Student Services, Council for Equal Opportunities and Equality, and Matador kommunikation. Illustrations: Jan Ed. Printing: Ark-Tryckaren, 2015. 3 What is victimisation? All organisations experience occasional differences of opinion, conflicts and difficulties in working together. However, these occasional conflicts are not considered victimisation or bullying. Victimisation is defined as recurrent reprehensible or negative actions directed against individuals and that may lead to the person experiencing it being marginalised. Examples include deliberate insults, demeaning treatment, ostracism, withholding of information, persecution or threats. Victimisation brings with it the risk that individuals as well as entire groups will be adversely affected, in both the short and long terms. -
Research Into Cyberbullying and Cyber Victimisation
Australasian Journal of Educational Technology 2007, 23(4), 435-454 Bullying in the new playground: Research into cyberbullying and cyber victimisation Qing Li University of Calgary This study examines the nature and extent of adolescents’ cyberbullying experiences, and explores the extent to which various factors, including bullying, culture, and gender, contribute to cyberbullying and cyber victimisation in junior high schools. In this study, one in three adolescents was a cyber victim, one in five was a cyberbully, and over half of the students had either experienced or heard about cyberbullying incidents. Close to half of the cyber victims had no idea who the predators were. Culture and engagement in traditional bullying were strong predictors not only for cyberbullying, but also for cyber victimisation. Gender also played a significant role, as males, compared to their female counterparts, were more likely to be cyberbullies. Cyberbullying and cyber victimisation School bullying has been widely recognised as a serious problem and it is particularly persistent and acute during junior high and middle school periods (National Center for Educational-Statistics, 1995). In the USA, “up to 15% of students … are frequently or severely harassed by their peers. … Only a slim majority of 4th through 12th graders … (55.2%) reported neither having been picked on nor picking on others” (Hoover & Olsen, 2001). Universally, bullying is reported as a significant problem in many countries of the world including European countries, North America, and Japan (Smith et al., 1999), suggesting that bullying may play a important role in adolescents’ life in many societies. More importantly, it is reported that in many cases of school shootings, the bully played a major role (Dedman, 2001; Markward, Cline & Markward, 2002). -
Victimisation from Physical Punishment and Intimate Partner Aggression in South Africa: the Role of Revictimisation
Victimisation from Physical Punishment and Intimate Partner Aggression in South Africa: The Role of Revictimisation Master’s Thesis in Peace, Mediation and Conflict Research Developmental Psychology Magret Tsoahae, 1901696 Supervisor: Karin Österman Faculty of Education and Welfare Studies Åbo Akademi University, Finland Spring 2021 Magret Tsoahae Abstract Aim: The aim of the study was to investigate victimisation from physical punishment during childhood, victimisation from an intimate partner as an adult, and psychological concomitants. Method: A questionnaire was completed by 190 females, 32 males, and three who did not state their sex. The respondents where from South Africa. The mean age was 40.0 years (SD 12.2) for females, and 29.7 years (SD 9.9) for males. Results: For females, victimisation from physical punishment correlated significantly with victimisation from intimate partner controlling behaviours. For females, but not for males, victimisation from physical punishment during childhood correlated positively with depression and anxiety later in life. For both females and males, a high significant correlation was found between victimisation from intimate partner physical aggression and controlling behaviours, intimate partner physical aggression also correlated significantly with depression and anxiety. For males, victimisation from controlling behaviours correlated significantly with anxiety. Respondents who had been victimised more than average from physical punishment scored significantly higher than others on victimisation from controlling behaviours, intimate partner physical aggression, depression, and anxiety. Conclusions: It was concluded that victimisation from intimate partner aggression was associated with previous victimisation from physical punishment during childhood and could therefore constitute a form of revictimisation. Key Words: Controlling behaviours by a partner, physical intimate partner aggression, physical punishment during childhood, depression, anxiety, South Africa. -
Online Hate Speech
Measuring trends in online hate speech victimisation Summary of findings and exposure, and attitudes • Overall, 15% of New Zealand adults reported having been personally targeted in New Zealand with online hate speech in the last 12 months. Prepared by Dr. Edgar Pacheco & Neil Melhuish • Compared to our 2018 survey, this result is What is this about? higher by 4 percentage points. On 15 March 2019 a devastating terrorist attack • Over one third of personal experiences of against the Al-Noor Mosque and the Linwood online hate speech occurred after the Christchurch attacks. Islamic Centre in Christchurch killed 51 people and injured 49, some seriously. In addition to • Half of Muslim respondents said they were the tragic loss of life, the attack generated one personally targeted with online hate in the last 12 months. Prevalence was also more of the most significant online safety challenges common among Hindus. New Zealand has experienced. In the immediate aftermath a text reportedly written by • Similar to 2018, people with disabilities and the attacker that included racist and identifiying as non-heterosexuals were also targeted at higher rates. discriminatory language and a livestream video of the attack went viral and continued to • About 3 in 10 adult New Zealanders say reverberate across the internet. they have seen or encountered online hate speech content that targeted someone About 46 minutes after the attack began, else. Netsafe received its first call from the public • Nearly 7 in 10 New Zealand adults think about this content being accessible online. It that online hate speech is spreading. went onto receive just under 600 enquiries and • Over 8 in 10 adults believe that social complaints in the days following. -
Teachers' Perceptions of Homophobic Victimisation Among Learners Within Independent Secondary Schools
Teachers’ Perceptions of Homophobic Victimisation among Learners within Independent Secondary Schools A research report submitted in partial fulfilment of the requirements for the degree of Masters in Education (Educational Psychology) in the Humanities Faculty, University of the Witwatersrand, Johannesburg. Hendrik Petrus Mostert 0207843W Supervisor: Dr. Charmaine Gordon Department of Psychology School of Human and Community Development University of the Witwatersrand DECLARATION I declare that this research report is my own, unaided work. It is being submitted for the degree of Masters in Education (Educational Psychology) in the Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg. It has not been submitted before for any degree or examination at any other university. Signed: ____________________________ Hendrik Petrus Mostert Date: ______________________________ i TABLE OF CONTENTS DECLARATION .......................................................................................................................................... i TABLE OF CONTENTS ............................................................................................................................... ii LIST OF TABLES ........................................................................................................................................ v LIST OF FIGURES .................................................................................................................................... -
Pilot of a Diversity Leadership Competency Course for Graduate Students in Healthcare Administration
Developing Diversity Leadership Competencies 273 ARTICLES Pilot of a Diversity Leadership Competency Course for Graduate Students in Healthcare Administration Valerie Myers, PhD Abstract Health services administrators need a range of competencies to manage diverse workers and serve diverse patients. This article describes cutting edge research used to create the theoretical foundation for a competency- based approach to diversity management education in the health services administration curriculum. Detailed implementation steps of the course pilot are provided, including pedagogical methods and outcome evalua- tions, which are largely absent from the diversity management education literature. Recommendations for refinement and replication of the class are also discussed. Introduction Sweeping demographic shifts are underway; the implications for patient care and the healthcare workforce are well documented (Gordon, 2009; Dreachslin, 2007; Myers & Dreachslin, 2007; Dreachslin & Myers, 2007; U.S. Census Bureau, 2004). In recognition of demographic trends, healthcare governing bodies have modified their expectations and requirements. The American College of Healthcare Executives (ACHE) asserts that diversity management is both an ethical and business imperative; Culturally and Linguistically Appropriate Standards (CLAS) (Department of Health and Human Services, 2001) and the Baldrige National Quality Program (2008) Please address correspondence to: Valerie L. Myers, PhD, Assistant Professor, University of Michigan, Health Management & Policy, -
The Nobody Manifesto the Nobody Movement
The Nobody Manifesto The Nobody Movement Robert Fuller concluded Somebodies and Nobodies with The Nobody Manifesto. Since there is now a Nobody Movement afoot, it seems like the time is ripe to reissue the manifesto! The Nobody Manifesto Who are the nobodies? Those with less power. At the moment. Who are the somebodies? Those with more power. At the moment. Power is signified by rank. Rank in a particular setting. Somebodies hold higher rank than nobodies. In that setting. For that moment. A somebody in one setting can be a nobody in another, and vice versa. A somebody now might be a nobody a moment later, and vice versa. Abuse of the power inherent in rank is rankism. When somebodies use the power of their position in one setting to exercise power in another, that‟s rankism. When somebodies use the power of their position to put a permanent hold on their power, that, too, is rankism. Dignity is innate, nonnegotiable, and inviolate. No person‟s dignity is any less worthy of respect, any less sacred than anyone else‟s. Equal dignity requires equal opportunity. Rankism is an indefensible abridgment of the dignity of nobodies, and a stain on the honor of somebodies. As once and future nobodies, we‟re all potential victims of rankism. As would-be somebodies, we‟re all potential perpetrators. Securing equal dignity means overcoming rankism. Who are the nobodies? They are Everyman, Everywoman, Everychild. Each of us in our secret dreams of becoming someone new, something more. The nobodies are us. Therein lies our power. -
Judgment As Approved by the Court
Case No: C/2001/1336 Neutral Citation Number: [2002] EWCA Civ 567 IN THE SUPREME COURT OF JUDICATURE COURT OF APPEAL (CIVIL DIVISION) ON APPEAL FROM THE IMMIGRATION APPEAL TRIBUNAL Royal Courts of Justice Strand, London, WC2A 2LL Friday 26th April 2002 Before: LORD JUSTICE AULD LORD JUSTICE WALLER and LADY JUSTICE ARDEN - - - - - - - - - - - - - - - - - - - - - Between: SECRETARY OF STATE FOR THE HOME Appellant DEPARTMENT - and - SKENDERAJ Respondent - - - - - - - - - - - - - - - - - - - - - (Transcript of the Handed Down Judgment of Smith Bernal Reporting Limited, 190 Fleet Street London EC4A 2AG Tel No: 020 7421 4040, Fax No: 020 7831 8838 Official Shorthand Writers to the Court) - - - - - - - - - - - - - - - - - - - - - Stephen Vokes (instructed by Nelsons) for the Appellant Eleanor Grey (instructed by The Treasury Solicitors) for the Respondent - - - - - - - - - - - - - - - - - - - - - Judgment As Approved by the Court Crown Copyright © Lord Justice Auld: 1. This appeal concerns the definition of refugee in Article 1(A) of the Geneva Convention of 28th July 1951 in its application to non-state persecution. In particular, it is concerned, in the context of Albanian blood feuds, with the definition and consequence of membership of a “particular social group” and the availability and sufficiency of protection when it is not sought. The material words of Article 1A are that: “ … the term ’refugee’ shall apply to any person who:… owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; … ” 2. Hasan Skederaj, a citizen of Albania, appeals against the decision of the Immigration Appeal Tribunal declining to uphold the determination of an adjudicator that he should be granted asylum. -
Somebodies, Nobodies, and the Politics of Dignity
An Excerpt From All Rise: Somebodies, Nobodies, and the Politics of Dignity by Robert W. Fuller Published by Berrett-Koehler Publishers CONTENTS Introduction: What Is Rankism? 1 A Once and Future Nobody 1 The Abuse of Rank 2 Recognizing Rankism 3 Power Matters 5 The Dignitarian Perspective 9 Organization of this Book 10 Chapter 1: What’s at Stake 13 Seeing Rankism Everywhere 13 Lethal Consequences 15 A Way Out? 19 Chapter 2: Dignity and Recognition 21 Dignity: A Universal Human Right 22 Indignity and Malrecognition 24 What Would a Dignity Movement Look Like? 28 Stages of the Movement 30 A Dignitarian Business Model 32 Chapter 3: Models of Dignity 35 We Are Model Builders 35 Models Are Everywhere 36 viii all rise Models Evolve 38 Models Are Commonplace 43 Modeling Our Uses of Power 44 An Example from Higher Education: A Template for Remodeling Institutions 47 Chapter 4: Dignity in the Workplace 51 Ten Ways to Combat Rankism in the Workplace 52 When the Boss Is a Bully 65 Academia and Civil Service 70 An Example from the World of Dance 73 Chapter 5: Dignity in Education 75 Kids Are People, Too 75 Learning with Dignity 77 Antibullying Projects 80 One-Upmanship and Elitism in Academia 84 Educating a Population of Model Builders 88 Demystifying Enlightenment—Jefferson Redux 89 Chapter 6: Rankism Can Be Harmful to Your Health 93 The Evolving Doctor-Patient Relationship 93 Rankism Among Health Professionals 94 The Health Benefits of Recognition 95 Dignity: A Centerpiece of Health Care 98 Chapter 7: The Social Contract in a Dignitarian Society -
How International Human Rights Can Best Realize the Needs of Persons
digitalcommons.nyls.edu Faculty Scholarship Articles & Chapters 2018 'The ainP I Rise Above': How International Human Rights Can Best Realize the Needs of Persons with Trauma-Related Mental Disabilities Mehgan Gallagher New York Law School, [email protected] Michael L. Perlin New York Law School, [email protected] Follow this and additional works at: https://digitalcommons.nyls.edu/fac_articles_chapters Part of the Human Rights Law Commons, Jurisprudence Commons, and the Law and Psychology Commons Recommended Citation Gallagher, Mehgan and Perlin, Michael L., "'The ainP I Rise Above': How International Human Rights Can Best Realize the Needs of Persons with Trauma-Related Mental Disabilities" (2018). Articles & Chapters. 1131. https://digitalcommons.nyls.edu/fac_articles_chapters/1131 This Article is brought to you for free and open access by the Faculty Scholarship at DigitalCommons@NYLS. It has been accepted for inclusion in Articles & Chapters by an authorized administrator of DigitalCommons@NYLS. "THE PAIN I RISE ABOVE": HOW INTERNATIONAL HUMAN RIGHTS CAN BEST REALIZE THE NEEDS OF PERSONS WITH TRAUMA-RELATED MENTAL DISABILITIES Mehgan Gallagher* & Michael L. Perlin" I. INTRODUCTION ................................... ...... 272 .... ... ... ... ... II. WHAT IS TRAUMA? .... ... ... .... ... ... 276 III. INTERNATIONAL HUMAN RIGHTS LAW AND TRAUMA ................ 278 A. Convention on the Rights ofPersons with Disabilities(CRPD) ..................... ...... 278 B. InternationalCovenant on Civil and Political Rights (ICCPR) ......................... ..... 285 C. The Declarationon the Rights ofMentally Retarded Persons (MR Declaration) .......................... 285 D. Principlesfor the Protection ofPersons with Mental Illness and the Improvement ofMental Health Care (MI Principles)........................... 286 E. U.N. Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (CA T)............................ 287 F. WHO InternationalClassification ofFunctioning, Disability and Health (ICF)............. -
Handbook on Justice for Victims Was Developed in Response to That Resolution
This Handbook was prepared by a group of experts from more than 40 countries at a series of meetings supported by the Office for Victims of Crime in the United States Department of Justice and the Ministry of Justice in the Netherlands. The document was developed in cooperation with the United Nations Office at Vienna, Centre for International Crime Prevention, Office for Drug Control and Crime Prevention, and its publication was generously funded by the Office for Victims of Crime, United States Department of Justice. Foreword Crime takes an enormous physical, financial and emotional toll on its victims. On 29 November 1985, the General Assembly of the United Nations adopted the Declaration of Basic Principles of Justice for Victims of Crime and Abuse of Power (General Assembly resolution 40/34, annex) based on the conviction that victims should be treated with compassion and respect for their dignity and that they are entitled to prompt redress for the harm that they have suffered, through access to the criminal justice system, reparation and services to assist their recovery. The Declaration recommends measures to be taken on behalf of victims of crime at the international, regional and national levels to improve access to justice and fair treatment, restitution, compensation and assistance. It also outlines the main steps to be taken to prevent victimization linked to abuse of power and to provide remedies for the victims. In May 1996, the United Nations Commission on Crime Prevention and Criminal Justice, at its fifth session, adopted a resolution to develop a manual or manuals on the use and application of the Declaration (Economic and Social Council resolution 1996/14).