Downloads & Free Reading Options - Results

The pre-accusation institute is currently facing an extraordinary problem. The imbalance with the lack of communication between the investigation and the prosecutor is very obvious. Beside the legal vacuum must be how long and how many pre-prosecutions do. Between norms and the relationship and communication between law enforcement officers in the prosecution institution, it can cause the value of justice and legal certainty to be harmed, so that justice seekers receive treatment that does not respect the values of human rights. Concrete step as an effort to restore the function of this pre-prosecution institution is to carry out reconstruction of this institution. The consequence is fixing positive rules as in the Criminal Procedure Code, which can be implemented in the establishment of the Criminal Procedure Code Bill.

Problem Statement: For individuals and organizations alike there has been a recent upsurge in significance of employees' perceptions toward their work and their job satisfaction. The concept of organizational justice has evolved to include almost all aspects of organizational life, particularly employees' attitudes toward work. While a significant amount of research has been performed on the relationship between organizational justice and job satisfaction, few studies have been conducted in the field of education. In this regard, this study may provide support to close this gap in the education area. Purpose of the Study: This study aims to determine the organizational justice perceptions of primary school teachers and the predictive value of those perceptions on the teachers' job satisfaction. Method: This study uses correlational survey to investigate the predictive value of organizational justice on teachers' job satisfaction. The predictive value of primary school teachers' perceptions of organizational justice on their job satisfaction is evaluated by means of two scales designed by the researcher. The population of this study consists of teachers working in public primary schools in the city of Samsun. The number of public primary schools and teachers was taken into account, and the technique of stratified sampling was used in the selection of the sample. "Organizational Justice" and "Job Satisfaction" scales were designed for teachers by the researcher. Bivariate correlation and multiple regression analyses were used in the data analysis. Findings: The correlation analyses suggest a positive and significant relationship between the organizational justice types and job satisfaction dimensions. In overall job satisfaction, the relative order of significance for the organizational justice types was interactional, procedural, and distributive. Interactional justice and procedural justice have significant predictive values on overall job satisfaction whereas distributive justice does not have a significant predictive value. Discussion and Results: In organizations such as schools, where interaction plays an important role, the principals should be even more sensitive to problems that may have a negative predictive value on the perceptions of justice and, for this reason they should take the necessary steps to prevent any such perceptions. As this study concludes, procedural and interactional justice types have a significant predictive value on teachers' job satisfaction. In this context, it is up to the managers to be more careful in the work relations. Forming relations and promoting cooperation and collaboration depend to a large extent on a positive and open school climate. In this sense, the establishment of such climate by the principals will have a positive predictive value on both the teachers' perception of justice and their job satisfaction.

The Justice Centre's Education Programs Coordinator, Luke Neilson, discusses the forthcoming second report on Digital ID, privacy, and surveillance, and how it will impact Canadians. Most importantly, Luke and producer Kevin Steel discuss how Canadians can navigate these technologies. Learn more at: https://www.jccf.ca/tech-and-the-charter/ Sign up for our mailing list on our website at www.jccf.ca

This article provides a description and evaluation of a service-learning juvenile justice course designed to broaden university students' attitudes toward diversity issues. Diversity service learning integrates academic learning with community service by providing students with opportunities to learn about social disparities associated with diverse communities. University students participated in service learning with at-risk or justice-involved youth from a predominantly low-income, minority community. The goals of the service-learning course were to broaden university students' multicultural attitudes and to enhance knowledge and skills. Using qualitative analysis, our goal attainment evaluation indicated success in the following areas: the majority of university students experienced a reduction of stereotypes, found learning about differences valuable, developed attitudes for addressing delinquency that were sensitive to the youths' experiences, learned to communicate and interact cross-culturally, and bonded with the service recipients. In some cases, however, the program appeared to reinforce students' stereotypes of the inner city.

Currently, there is little psychological research addressing how individuals perceive defensiveness in others, the consequences of those perceptions and how they may be addressed. Existing research on defensiveness has been limited by focusing on causes and consequences within the “defensive” person, rather than how individuals attribute defensiveness to others. Therefore, there is a need to assess defensiveness attributions from the perspective of the perceiver; what may elicit or exacerbate these attributions and their consequences in a restorative justice context. Attributions of defensiveness may impede the establishment of open dialogue, genuine accountability and the potential for healing and reconciliation between affected parties. Specifically, the present study will investigate whether victims attribute greater defensiveness to offenders who provide explanations for what happened within a victim-offender mediation. Moreover, this study will determine whether truth priming is effective in encouraging victims to appreciate the sense/meaning-making function of explanations, thus reducing defensiveness misattributions. The findings from this study will offer insight into the potential benefits of incorporating truth priming techniques and their practical application into current restorative justice proceedings.

Currently, there is little psychological research addressing how individuals perceive defensiveness in others, the consequences of those perceptions and how they may be addressed. Existing research on defensiveness has been limited by focusing on causes and consequences within the “defensive” person, rather than how individuals attribute defensiveness to others. Therefore, there is a need to assess defensiveness attributions from the perspective of the perceiver; what may elicit or exacerbate these attributions and their consequences in a restorative justice context. Attributions of defensiveness may impede the establishment of open dialogue, genuine accountability and the potential for healing and reconciliation between affected parties. Specifically, the present study will investigate whether victims attribute greater defensiveness to offenders who provide explanations for what happened within a victim-offender mediation. Moreover, this study will determine whether truth priming is effective in encouraging victims to appreciate the sense/meaning-making function of explanations, thus reducing defensiveness misattributions. The findings from this study will offer insight into the potential benefits of incorporating truth priming techniques and their practical application into current restorative justice proceedings.

58 p. ; cm

In this report, we present the results of a thought experiment in which we estimated the potential costs and benefits to society of achieving equality in educational attainment and related workforce outcomes by race/ethnicity, class, and gender. We conducted this thought experiment to clarify the role that education can play in reducing inequality. While education has significant value that cannot be measured in monetary terms, we focused in our analysis on monetary outcomes such as earnings, tax revenue, and effects on GDP, along with secondary effects on incarceration costs, public health expenditures, and other public programs, using a stepwise analysis to simulate what would happen if various income, racial or ethnic, and gender equity gaps were closed. We first measured the effect of closing attainment gaps by earnings and race within the population so that low-income adults (those without earnings and those in the bottom 40 percent of earnings) matched the educational attainment of adults in the top 60 percent of earnings, and so that adults from underrepresented racial and ethnic groups matched the educational attainment of White adults. We then examined the marginal gains that would be possible if, in addition to closing attainment gaps, we were able to eliminate federal student loan debt for new completers of college credentials. After exploring the gains that could be possible based on increases in attainment and elimination of student debt for low-income additional credential holders, we conducted a stepwise analysis to estimate the earnings gaps that would remain between White men and other race/gender groups at various equity thresholds. For example, we estimated the wealth gaps that would remain after accounting for new potential cumulative savings (accrued as a result of closing earnings gaps), with the constraint that only 55 percent of wealth on average currently comes from self-generated earnings. By focusing on savings as a first step to accumulating wealth, we were able to analyze wealth at the individual level and build a proxy link between education, earnings, and overall wealth accumulation. We found that simply equalizing attainment by earnings and race/ethnicity would result in 30.5 million more people earning a college credential (a certificate or an associate's degree or above), bringing the total share of Americans with a college credential to 63 percent. We found that reaching this target would have an initial cumulative cost of at least $3.97 trillion, but would create annual benefits to society of more than $956 billion in increased tax revenue, increased GDP, reduced public health expenses, reduced criminal justice expenditures, and reduced reliance on public support programs. The personal benefits of these gains translate to $1.03 trillion in additional annual earnings, corresponding with a $3.17 trillion increase in potential cumulative savings over the course of workers' remaining careers. If we were able to equalize attainment without creating additional debt for new low-income completers, the increase in potential cumulative savings would rise even higher, to $3.76 trillion. It's tempting but inaccurate to interpret these numbers as suggesting that the investment we describe here would pay off in slightly more than four years. Our thought experiment assumes that all costs and benefits are realized immediately, but the harsh reality is that neither costs nor benefits would occur instantaneously. In fact, constraints related to capacity, readiness, and efficiency suggest that even in the best-case scenario--in which substantial systemic reforms allowed more low-income students and students from underrepresented racial/ethnic backgrounds to enroll and succeed in the postsecondary education system--it would take at least 34 years just to fill the gaps at various levels of educational attainment. In this scenario, annual benefits would begin to exceed annual costs after more than nine years and would continue to grow until the annual public benefit reached the maximum of $956 billion annually. Even after equalizing attainment, gaps in earnings and wealth could still take generations to close due to unrelenting inequalities in the workforce, the role of intergenerational transmission in maintaining wealth gaps, and deep structural inequalities maintained over hundreds of years though discriminatory policy and practice. Substantial sustained investment will be required for postsecondary education to realize its full potential to contribute to the public good. [For the executive summary, see ED612642.]

"Justice of the Peace. Jurisdiction. Replevin. Value of Property. Time. People's Second Bank v. Sanderson, 123 N. W. 873 (S. Dak.)" is an article from The Yale Law Journal, Volume 19 . View more articles from The Yale Law Journal . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-784896

The Postsecondary Value Commission proposes a framework for how institutions and the bodies that govern them can ensure that Black, Latinx, Indigenous, and underrepresented Asian American and Pacific Islander (AAPI) individuals, individuals from low-income backgrounds, and women have equitable opportunities to achieve economic mobility. This report outlines ways in which institutions might measure their own roles as educators of change agents, as equitable employers, and as engaged community members. [For related reports, see ED612730, ED612649, and ED612653.]

63rd Congress. 1st Session Document No. 131

Independent Tocologist Practices ( PMB ) that carry out health services to the public are still found many who violate the rules and regulations, namely Tocologists who do not have permission, facilities and infrastructures that do not meet the Requirement and sometimes in PMB carry out services of outside authority. In competency, there were also Tocologists who Practices even though their Education are below Diploma or none. In accordance with the Regulation of the Ministry of Health no. 1464 / Ministry of Health / Per / X / 2010 and Regulation of the Ministry of Health No. mor 28 Year 2017 on approval and implementation of the practice of Tocologistry, Tocologists are allowed to provide services Practice Independent Tocologists when He or She are educated at least in Diploma III on Tocologistry. The paradigm used is the constructivism paradigm with a method of empirical juridical approaches. The nature of research is explanatory, that is research by examining several sources of law regarding legislation. For Tocologists in PMB with the reality in the field. The method used is the legislative approach and social legal research. data Technique collection, the research literature and field research. The data collection tool used in this study was by means of Documents, Questionnaires and Interviews in a non-Random Purposive technique Sampling. The new theory in this paper is the Theory of Integrated Health Services in Independent Tocologists with Fair Practices. In Conclusion, things to be reconstructed, among others: Article 18 and Article 36 Regulation of the Ministry of Health No. 28 of 2017 and addition of paragraphs in Article 30 of Law No. 36 of 2009, Minister of Health Regulation No. 97 of 2014 accompanied by reasons for reconstruction.

This article discloses importance of  acquittal verdict and its significance in social life. An acquittal is the epitome of rare and noble manifestations of justice. The acquittal of the defendant is the highest degree of self-criticism of state power, a model of the official apology of the sovereign to the innocent person. In other words, compensation for that the person was subject to criminal prosecution

The metadata below describe the original scanning. Follow the "All Files: HTTP" link in the "View the book" box to the left to find XML files that contain more metadata about the original images and the derived formats (OCR results, PDF etc.). See also the What is the directory structure for the texts? FAQ for information about file content and naming conventions.

Many Americans would agree that all people should have equal educational opportunity and equal pay for equal work. And yet, inequality in postsecondary education access, college completion, and post-college outcomes such as wages stubbornly persists, along with the impression that achieving equal outcomes would be too expensive and would take too much time to accomplish. A thought experiment that the authors conducted in partnership with the Postsecondary Value Commission demonstrates that equality in postsecondary education would have considerable value to society. While equalizing educational attainment would be costly and time-intensive, balancing the costs with the potential societal benefits shows that an investment in postsecondary equality is money well spent. The top-line finding of the analysis is that equalizing postsecondary educational attainment by economic status and race/ethnicity would require an initial public investment of $3.97 trillion. The fiscal case for the societal value of economic and racial/ethnic justice in postsecondary education is even stronger today than it was before COVID-19 devastated American life. As higher education is forced to rethink its business model, it has the opportunity to more fully realize the potential of educational equity and recommit to enhancing the public good. Racial and economic justice need to be central goals, not secondary concerns or politically correct conceits unsupported by action, as postsecondary institutions reinvent themselves for the current era. [For the full report, see ED612641.]

Tytuł nagłówkowy. ; Streszczenie w języku polskim. ; artykul w: Annales Universitatis Mariae Curie-Skłodowska. Sectio G, Ius Vol. 45 (1998), strony 149-174 ; tytul rownolegly: Sprawiedliwość jako naczelna wartość prawa