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VIOLENCE PREVENTION POLICY at CSUMB
Violence is defined as "to use force so as to injure or damage." It is recognized as part of CSUMB policy that violence is as a result of emotional distress. Also that it is a rare occurrence which results from such extreme frustration so as to make the student break all the barriers of emotional control. Another reason cited as the instigator of violence is the undue use of liquor or other drugs. The recommended course of action in such a situation is to stay calm, and to seek help (through the Public Safety Department), to stay safe (to have some form of defense like furniture between the student and yourself), and in no circumstance to coerce or threaten the student.
Aggression is defined as "to commit the first act of hostility or offence." It is recognized that such behavior is observed in students when they perceive certain situations to be beyond their control and ability. Thus these emotions are misdirected and are centered towards the person who happens to be closest at hand. Thus the student aims to assert himself by demonstrating...
It is helpful to acknowledge their frustration, to rephrase and identify their fury, to invite the person to a serene place, to be clear and firm in the directives, and to allow them to release their pent-up frustration.
On the other hand, it does not help to ignore warnings, match shouts with shouts, demonstrating hostile behavior, threaten them to explain themselves, or to dare them.
There is also a program initiated by the Personal Growth and Counseling center for working with emotionally troubled individuals and to help them cope with unbridled emotions and to address their frustrations.4
CSUMB POLICY WEBSITE, http://policy.csumb.edu/site/x16011.xml#faculty
Student Disability Hand-book for Faculty, CSUMB, 2006
Handout for Academic Personnel, CSUMB, 2006
Working with Emotionally Troubled Student, CSUMB POLICY WEBSITE, http://policy.csumb.edu/site/x10066.xml
Student Disability Hand-book for Faculty, CSUMB, 2006
Handout for Academic Personnel, CSUMB, 2006
Working with Emotionally Troubled Student, CSUMB POLICY WEBSITE, http://policy.csumb.edu/site/x10066.xml
Title IX and its Impact on Collegiate Athletics Among the more influential pieces of federal legislation to spring forth from the heady days of America's civil rights movements is Title IX of the 1972 Education Amendments. This critical provision, officially found under Section 20 of the United States Code, states unequivocally that "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied
The Social issue Even if all colleges and universities correctly apply Title IX to give men and women equal opportunities, which may not be sufficient to meet Title IX's proportionality requirements. Title IX has only been in effect about 35 years; not sufficient to effect a cultural change for women and sports. Therefore, it is to be expected that women may not seek to participate in sports at the same level
S. Congress went ahead and passed the Civil Rights Restoration Act of 1988, furthermore recognized as the Grove City Bill, over a rejection by President Ronald Reagan (Priest, 2003). That rule abolished Grove City College v. Bell and then made the bill plainly obvious that if any part of a school makes the decision to accept federal aid, then every part of the school will then be subject to Title
To that extent, an attempt is made to get a balanced legal perspective by employing at least two bodies of legal expertise. Ann Weatherall, like Harrimon, will be utilized to gain a supporting and, or, contrasting social, environment, political and relationship perspective on gender equity. Weatherall approaches the issues by looking at several different facets of information than does Hariman. In this way, we get an expanded view of those
Ancient as Egypt Title IX of the Education Amendments of 1972, 20 U.S.C.S. § 1681-1688 law established in 1972 was a groundbreaking law prohibiting sex-based discrimination in much of education. 20 U.S.C.S. § 1681(a) states that "no person in the United States shall on the basis of sex be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving
Awareness of legal considerations and implications can help educators follow what the law requires and avoid legal entanglements (Imber & Van Geel, 2004). 4. How are legal issues and financial issues related in education? Legal issues are related to financial issues in education because if the school gets sued for a legal infraction committed by a staff member, then the school could end up in serious financial trouble. Schools have very