Fostering Inclusivity Roles on Hate Crimes
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Fostering Inclusivity Roles on Hate Crimes
Inclusivity can mean different things to different people, but this definition of inclusivity sums it up quite nicely. Inclusivity is when individuals with different identities and backgrounds are welcomed in a group setting (e.g., company, office, meeting), they are valued members of the group. Not only does inclusion mean these team members feel like they belong, but they are also trusted and relied upon to contribute to the team.
Fostering Inclusivity Roles on Hate Crimes:
- Create a transparent and honest culture.
Difficult conversations are tough, especially in the workplace.
When you build a culture where feedback is valued, you’ll create an open line of communication between you and your team.
- Be an ally
Whether you’re a leader or an individual contributor, you can be an ally for your colleagues at work.
- Don’t interrupt:Take a step back and listen to your coworkers.
- Advocate for underrepresented individuals:Invite them to share their opinion and encourage them to take new opportunities.
- Change someone’s life significantly:Commit to making positive changes on your team.
- Acknowledge your unconscious bias
It’s often identified as any prejudice or assumptions that are made for or against an individual or group. Subtle biases can lead to exclusion. Leaders should ensure all of their team members have access to necessary training, personal development, and professional networks.
- Develop a remote work policy
Sometimes, remote work can be perceived as a privilege only for those with a specific amount of tenure or more experience. By creating a remote work policy and communicating your expectations clearly, your employees will be empowered to work remotely and see the benefits for themselves.
LAW ENFORCEMENT DUTIES ON HATE CRIME PREVENTION
Prioritize Hate Crimes
When a law enforcement agency publicly makes combating hate crimes a priority, it sends the message that discrimination and harassment will not be tolerated. This also ensures resources are devoted to the prevention and intervention of these crimes. Organizational change requires commitment, including changes in the agency management, organizational structure, personnel, and information systems. The entire agency should understand the importance of responding to hate crimes.
Invest in Training for Officers and Deputies
In addition to the training federal and state government’s mandate, many law enforcement agencies train new recruits and existing personnel on hate crimes and related topics to ensure responding law enforcement personnel know how to properly investigate and report hate crimes or incidents when they occur.
Create a Special Task Force on Hate Crimes
Many cities and regions operate hate crime task forces with members from various law enforcement agencies and community representatives. Task forces help coordinate hate crime law enforcement personnel, assist victims, and strengthen law enforcement-community partnerships.
Lynn Langton and Michael Planty, Hate Crime, 2003–2009 (U.S. Department of Justice, Office of Justice Programs, Bureau of Justice Statistics, 2011).
Shaw, Margaret, “Preventing Hate Crimes: International Strategies and Practice”, International Centre for the Prevention of Crime, April 2002.
Ibid, and “Strasbourg Court Sanctions Bulgaria for Failure to Bring Perpetrators of Racist Killing to Justice,” European Roma Rights Centre, (2007).
I need help on this I started a discusion but not sure how to cite my references on answering this post
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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