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“Barriers to learning”

As a part of the president’s initiative to remove “barriers to learning” at a regional Midwestern university, an analysis of student services operations was conducted. The analysis revealed that the barriers deemed most important by students were those that would delay or prevent them from registering for classes. These barriers fell into three areas:

  1. Resolving issues relating to fines accrued over the previous terms (e.g., library, parking, late fees)
  2. Completing forms accurately and meeting processing deadlines for financial aid in time to enroll in classes
  3. Acquiring appropriate advice so that they enrolled in the right classes (avoiding the problems associated with drops and adds)
    As a result of this analysis, the university decided to create a new position called customer service specialist (CSS). The job description is presented here:
    Classification Specification Supersedes:
    New Classification Title: Student Service Specialist
    Grade: PT08
    General Summary
    Supervise, support, monitor, and assist with the continuous improvement of the work unit’s customer service functions and related operational activities. Ensure quality student service, both in person and over the telephone. These activities require a working knowledge of the work unit’s program policies, procedures, and regulations and an understanding of other departments and systems that interface with the work unit’s activities.
    Essential Duties
    Personally provide and ensure that student support staff provide positive student service practices throughout the work unit, including greeting departmental students in person or over the telephone, identifying their needs, obtaining necessary and appropriate information, and processing customer requests in a manner that will best meet the needs of the student.
    • Monitor staff and ensure that students perceive staff as treating them with courtesy, respect, tact, and a sincere desire to meet their needs.
    • Provide mediation and resolution to student complaints and requests within delegated authority limits and consistent with departmental policies.
    • Communicate to students the departmental policies and procedures related to their needs, and provide students with the appropriate forms and instructions.
    • Design and implement systems to ensure that forms turned in by students are the correct forms for their service request and that they are complete and as accurate as possible

Sample Solution

ver, we can also argue that the war can never be the last resort, given there is always a way to try to avoid it, like sanctions or appeasement, showing Vittola’s theory is flawed. Fourthly, Vittola questions upon whose authority can demand a declaration of war, where he implies any commonwealth can go to war, but more importantly, “the prince” where he has “the natural order” according to Augustine, and all authority is given to him. This is further supported by Aristotle’s Politics ((1996), Page 28): ‘a king is the natural superior of his subjects.’ However, he does later emphasise to put all faith in the prince is wrong and has consequences; a thorough examination of the cause of war is required along with the willingness to negotiate rival party (Begby et al (2006b), Page 312& 318). This is supported by the actions of Hitler are deemed unjustly. Also, in today’s world, wars are no longer fought only by states but also non-state actors like Al-Queda and ISIS, showing Vittola’s normative claim on authority is outdated. This is further supported by Frowe’s claim that the leader needs to represent the people’s interests, under legitimate authority, which links on to the fourth condition: Public declaration of war. Agreed with many, there must be an official announcement on a declaration of war (Frowe (2011), Page 59-60&63). Finally, the most controversial condition is that wars should have a reasonable chance of success. As Vittola reiterated, the aim of war is to establish peace and security; securing the public good. If this can’t be achieved, Frowe argues it would be better to surrender to the enemy. This can be justified because the costs of war would have been bigger (Frowe (2011), Page 56-7). Consequently, jus ad bellum comprises several conditions but most importantly: just cause and proportionality. This gives people a guide whether it’s lawful to enter a war or not. However, this is only one part of the theory of the just war. Nevertheless, it can be seen above that jus ad bellum can be debated throughout, showing that there is no definitive theory of a just war, as it is normatively theorised. Jus in bello The second section begins deciphering jus in bello or what actions can we classify as permissible in just wars (Begby et al (2006b), Page 323). First, it is never just to intentionally kill innocent people in wars, supported by Vittola’s first proposition. This is widely accepted as ‘all people have a right not to be killed’ and if a soldier does, they have violated that right and lost their right. This is further supported by “non-combatant immunity” (Frowe (2011), Page 151), which leads to the question of combatant qualification mentioned later in the essay. This is corroborated by the bombing of Nagasaki and Hiroshima, ending the Second World War, where millions were intently killed, just to secure the aim of war. However, sometimes civilians are acci
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