The tool is part of an online domestic violence safety planning course that has been offered since spring 2012. The resource is divided into five major sections: relationship factors (including status of relationship and child-related concerns); abuser factors (including violence in the current relationship, abuser history and weapons/firearms); victim safety factors; system factors and other considerations (if applicable).
After any stadium event, youshould convene an after-action meeting that includes representatives of thepolice and other involved organizations. This will allow you to exchangeinformation about what worked and what strategies should be modified. You canuse this meeting to develop an after-action report. The after-action reportshould include qualitative information gathered in the meeting, as well asquantitative measures of spectator violence-prevention outcomes. You shouldthen use this information to improve your local strategy for dealing withspectator violence in stadiums.
NIOSH-WPVHC-Violence Risk Assessment Tools
The following responses provide ideas for addressing yourparticular stadium spectator violence problem. These strategies are drawn froma variety of research studies, analyses of past spectator violence incidents,and police reports. Several of these responses may be applicable to yourcommunity's problem. It is critical that you tailor responses to localcircumstances, and that you can justify each response based on reliableanalysis of your local conditions. In most cases, an effective strategy willinvolve implementing several different responses. Law enforcement responsesalone are seldom effective in reducing or solving such a problem. Do not limityourself to considering what police alone can do: carefully consider whetherothers in your community share responsibility for the problem and can helppolice better respond to it. In some cases, you may need to shift theresponsibility to those who can implement more-effective responses. Forexample, it might be that redesigning sections of the stadium may be the mosteffective response. In such a circumstance, nonpolice public agencies andprivate organizations will have to do most of the work in carrying out theresponse. (For more detailed information on shifting and sharingresponsibility, see .)
Negatively, language can be used to ..
The SARA is used by criminal justice personnel in a number of areas across the country, including: Newfoundland and Labrador (Correctional Services), New Brunswick (Correctional and Probation Services), Ontario (police), Alberta (police, RCMP, I-TRAC), British Columbia (Correctional Services, Domestic Violence and Criminal Harassment, Vancouver Police Department) and the Yukon (Correctional and Probation Services, RCMP).
An Exhibition Explores How Photos Have Been Used To …
Dealing with conflict creatively is a vital part of peace education.
(Drawn from the national curriculum for England and Wales)
Reading and writing: past and present experiences of peace as seen from a variety of viewpoints; communication with other people-particularly those given authority to express opinions about present and future decisions for peace in societies at all levels.
Speaking and listening: working collaboratively with others to reach consensus, particularly over controversial and cross-cultural issues.
Processes of obtaining, analysing and evaluating evidence and making predictions develop social skills for peace and collaborative citizenship; learning about science in everyday life and how to treat living things and the environment with care and sensitivity require awareness of the ethics of science and social responsibility.
Historical knowledge and understanding can be used for explicit learning about experiences of war-making and peace-building in the past; historical skills of interpretation, enquiry and communication can all develop skills for relating learning from the past to planning the future.
Geographical skills of using and interpreting sources can help develop awareness of messages and meaning from different perspectives; learning about places can show how environment and economic factors affect social welfare in different ways in different parts of the world and so help understanding of how local, national and international conflicts may arise and may be resolved peacefully.
Communicating skills and knowledge of a modern foreign language can help young learners express feelings and areas of agreement or disagreement, particularly with first-language speakers, building international exchange and understanding; developing cultural awareness can increase appreciation of values in different societies.
In Art as in Design Technology investigating and making can be practised collaboratively in the classroom.
Religion & Violence // A Moment Symposium
The Risk of Sexual Violence Protocol (Stephen D. Hart, P. Randall Kropp and D. Richard Laws with Jessica Klaver, Caroline Logan and Kelly A. Watt) is a 22-item risk assessment tool associated with the risk of sexual violence, examining static, dynamic and manageability factors. The assessment is based on a foundation of effective assessment, case management and the required interventions to manage and reduce risk. It is used in cases of domestic violence, if deemed appropriate.