Working Together Story

It was a blustery Wednesday night; the sun was setting and darkness was descending on the public fields. A whistle blew and the boys playing football on the field all gathered round a small bald headed man called Kev Smith. Kev was the manager of a failing boys football team in the Greater Manchester U16'S 4th division. The team hadn't won a game for seven months and were last in the lowest league they could possibly be in. ‘Well done lads' said Kev with his harsh shrill voice, ‘ I have seen some promising things in training tonight and I'm sure if we keep training like that, we'll improve our skills and maybe not lose a game in the foreseeable future†¦ 12 ‘o' clock Sunday, next game†¦it's at home†¦. Be promt' he clapped his hands and the boy's departed, joking and messing about. Kev collected in the balls and poles and got into his car. On his way home, he put his team, (Oldham Fliers), into perspective- he realised his team was appalling. The goalkeeper only played there because he couldn't kick the ball. The defenders are rash and about as pacey as a slug, the midfield couldn't dribble or pass to save their life and the attackers had the flair and finishing of a bus. He laughed to himself, but in his heart he badly wanted his team to get a result one of these days, so they can experience triumph and taste victory. Sunday arrived- a cup game between Oldham fliers and second division leaders Rochdale boys. In the parks changing room, morale was low for Oldham. They're faded red plain shirts looked pathetic and their shorts of all colours looked shabby. ‘Now look lads, just because these lads have fancy kits and are in a higher league, doesn't mean we can't try as hard as them†¦all I want from you is 110 percent.' There was a uneasy pause and everyone looked at the floor ‘Here's today's team†¦ Twiggy, Goal, left Back, Dave Slowmann, right back, Joe Horsmann, centre backs, captain Si Horlock and Andy Fotheringham, midfield, Jason Frog, Jamie Stutterford, Lee Black and Andy Cheffsson an upfront we'll have Chris Gallagher and Paul Howmann.' The team were so unorganised they didn't even have any substitutes! ‘Come on lads lets give this all we've got and put it to them.' The unenthusiastic boys trudged out of the changing room onto the battlefield on which they were about to be conquered. The game ended 11-0 to Rochdale. Oldham played with no commitment and were frail at the best of times, things couldn't get much worse than this for the club. At half-time Kev tried his best to lift the players confidence and get them fired up for the game, but alls Kev could manage to do was warm them up by bringing them back into the changing room for the half-time break. The players ran around laboriously and panicked every time the ball came to one of them. The Oldham players strolled of the pitch and didn't look in the least surprised at the hammering. The clubs morale was also at an all time low and when a team are lacking confidence and morale it is visible by their performances. Kev said to his players while he was getting changed ‘If we want to win, we have to believe we're not beaten before we have even played the game.' Kev left and drove off, leaving the boys to change and talk alone. The silent boys than began to murmur amongst themselves until Andy Fotheringham made him self heard among the other boys, he said to them' Lets put in an extra special effort in training next week for Kev and play with some direction for a change, because we all want to, its†¦ it's†¦ just we don't believe we can, but I'm sure if we all tried and felt more confidence on the ball we could pull together and get a result. The boys started to murmur to each other more loudly and they all decided Andy was right and that they should all have some faith in themselves and try and pull off a result for Kev†¦ who gave up his time, week in, week out. Wednesday night arrived, and the team was warming up and running around the field before Kev arrived. When Kev pulled up at the pitch in his car he was astonished to see his lads doing something constructive instead of what they usually do before training which is throw mud at each other and try to trip each other over. Without saying anything to the boys Kev set up a drill and removed the equipment from the back of his car. The boys were far more accurate than usual when they did shooting practice and in the game at the end of training every single player ran around more and attempted more longer, harder passes and even some players thought up some neat moves and scored some excellent goals! Kev was surprised to say the least at his teams ‘confident' display. He thought to himself ‘what's brought this on?' Kev said ‘Home again on Sunday†¦ 1'o' clock. Lets put all our effort in training to good use in our game on Sunday†¦ all right lads?' Kev packed up the balls and cones and still couldn't believe his teams morale boost. Kev got in his car and drove off, leaving the pitch and hopefully the clubs slump behind him. ‘Same team as last week' said the sub-less once again manager. The words Kev said seemed to echo over the blank changing room walls, Today's fixture was against fellow strugglers in the league Salford all stars C team. ‘Lets show some confidence today lads and get this elusive result.' Without further ado the team left and were warming up on the pitch. It was amazing†¦ 0-0 at half time. Oldham hadn't conceded a goal and even looked dangerous! Every Salford attack was neatly broken down and despatched to a team-mate further up the pitch. Full-time came and Kev was numb from shock. It was the last minute, Lee black made a surging run and whipped in a hopeful looking cross which was rather awkwardly met by the head of Chris Gallagher, the ball skimmed of his head and looped over the advancing keeper and into an open net. The whistle blew and the boys stood still, they didn't know what to do, when it had sunk in they had scored they shouted and ran around pointlessly and even better the last touch the ball got from Chris' head was the final touch of the game and Oldham had ran out 1-0 victors! The disgraced Salford team plodded back in silence to their changing room. In the Oldham changing room the lads were making a hell of a noise chanting some English Anthems like ‘We're going to wembley' and ‘we are the champions' When Kev came in the boys fell silent. ‘For once, today we played as a team who believed in themselves and believe me lads, we played some very attractive football today, we should use this magnificent result as a building block for hopefully many more wins for the club†¦ so lets get ourselves in gear now and take this club into division 3!' said an ecstatic Kev. The boys all agreed with Kev and agreed they should all from now on work more together as a team. 5 years on Oldham Fliers are in division 3 and have attained a respectable league position, and have some talented young players†¦ and yes Kev is still there week in, week out.

Perceptions of African American Women Essay

It was amazing to know that Dr. Mae C. Jemison who happens to be the youngest of three children born to a middle class African American family, Charlie Jemison, a maintenance worker and his wife, Dorothy, a teacher. Dr. Mae C. Jemison was the first black woman astronaut to be in space in an era filled with segregation and racism, she is a Chemical engineer, scientist, physician, teacher and astronaut, she has a wide range of experience in technology, engineering, and medical research. In addition to her extensive background in science, she is well-versed in African and African-American Studies, speaks fluent Russian, Japanese, and Swahili, as well as English and is trained in dance and choreography. Dr. Mae C. Jamison was an inspiration to me, and probably to many African American women. She was full of resilience and determination especially to have reached and achieved success in an unusual field of endeavor for many African American women, I applaud her determination to make a difference among the African American women and blacks in Diaspora. After graduating from Morgan Park High School in 1973 at the age of 16, Dr. Mae Jemison earned a BS in Chemical Engineering from Stanford University, while also fulfilling the requirements for a BA in African-American Studies. After earning these degrees in 1977, she attended Cornell University and received a Doctor of Medicine degree in 1981. During medical school she traveled to Cuba, Kenya and Thailand, providing primary medical care to people living there. This is an indication of her humanitarian efforts and eagerness to reach out to the less privileged population. Having a desire to do more with her life, she enrolled in graduate classes in engineering and applied to NASA for admission to the astronaut program. She was turned down on her first application, maybe because she is a black woman, but she persevered and in 1987 was accepted on her second application. She became one of the fifteen candidates accepted from over 2,000 applicants. When Dr. Mae Jemison successfully completed her astronaut training program in August 1988, she became the fifth black astronaut and the first black female astronaut in NASA history. In completing her first space flight, Dr. Mae Jemison logged 190 hours, 30 minutes, 23 seconds in space, making her the first African-American woman in space. She says, â€Å"I had to learn very early not to limit myself due to others’ limited imaginations. I have learned these days never to limit anyone else due to my limited imagination. † This is an inspiration to other blacks in general who normally assume a second class citizen and believe that they will never do well or will be appreciated in whatever they do. This is a wake-up call, and manifestation of the saying â€Å"Determination is the mother of invention†. In 1993, Dr. Mae Jemison resigned from NASA and founded the Jemison Group, Inc. to research, develop and implement advanced technologies suited to the social, political, cultural and economic context of the individual, especially for the developing world. Current projects include: Alpha, (TM) a satellite based telecommunication system to improve health care in West Africa; and The Earth We Share, (TM) an international science camp for students ages 12 to 16, that utilizes an experiential curriculum. Among her current projects are several that focus on improving healthcare in Africa. She is also a professor of environmental studies at Dartmouth College. Dr. Mae Jamison made a name for herself and name for blacks in general; Her entrepreneurial spirit put her in the limelight and acts as a boost to determined black men and women in Diaspora. Ellen Johnson-Sirleaf. It was quite surprising to read about Ellen Johnson-Sirleaf, I know almost nothing about this â€Å"giant and queen of modern Africa† who is presently the current president of Liberia. According to what I have read so far about this â€Å"queen of Africa† she was born In Monrovia, the capital of Liberia on October 29, 1938. During this period, Liberians had no clue that the First female president of an African country had been born into their mist. Ellen Johnson-Sirleaf is a daughter to descendents of original colonists of Liberia (ex-African slaves from America, who promptly on arrival set about enslaving the indigenous people using the social system of their old American masters as a basis for their new society). These descendents are known in Liberia as Americo-Liberians. From what I read, I noticed that Ellen Johnson-Sirleaf was truly an intellectual power house, a charismatic leader and destined to make a change in Liberia and contribute her quota in Africa. From 1948 to 1955 Ellen Johnson studied accounts and economics at the College of West Africa in Monrovia. After marriage at the age of 17 to James Sirleaf, she travelled to America (in 1961) and continued her studies, achieving a degree from the University of Colorado. From 1969 to 1971 she read economics at Harvard, gaining a masters degree in public administration. Ellen Johnson-Sirleaf then returned to Liberia and began working in William Tolbert’s (True Whig Party) government. Ellen Johnson-Sirleaf also served as Minister of Finance from 1972 to 73, but left after a disagreement over public spending, this is an indication of her prudence and will power. As the 70s progressed, life under Liberia’s one-party state became more polarized to the benefit of the Americo-Liberian elite. On 12 April 1980 Master Sergeant Samuel Kayon Doe, a member of the indigenous Krahn ethnic group, seized power in a military coup. With the People’s Redemption Council now in power, Samuel Doe began a purge of government. Ellen Johnson-Sirleaf narrowly escaped – choosing exile in Kenya. From 1983 to 1985 she served as Director of Citibank in Nairobi. I will say that Ellen Johnson-Sirleaf had a lot of courage, because it was quite unusual for a woman to challenge a dictatorial incumbent president in Africa without being kidnapped, tortured or killed in the process, although She was later sentenced to ten years in prison. Ellen Johnson-Sirleaf spent just a short time incarcerated, before being allowed to leave the country once again as an exile. During the 1980s she served as Vice President of both the African Regional Office of Citibank, in Nairobi, and of (HSCB) Equator Bank, in Washington. Ellen Johnson-Sirleaf played an active role in the transitional government as the country prepared for the 2005 elections, and eventually stood for president against her rival the ex-international footballer, George Manneh Weah. Despite the elections being called fair and orderly, Weah repudiated the result, which gave a majority to Johnson-Sirleaf, Ellen Johnson-Sirleaf eventually became Liberia’s first elected female president, as well as the first elected female president in the continent Africa. . In 2005 She established a Truth and Reconciliation Commission with a mandate to â€Å"promote national peace, security, unity and reconciliation† by investigating more than 20 years of civil conflict in the country and in November 2007, she received the United States Presidential Medal of Freedom, the U.

Promotion of Effective Communication †Workbook Essay

Question  1 Look at your company’s policies and procedures on completing records and maintaining effective communication, what is your role? Answer: I browsed and read my organisation’s policy regarding the service user’s rights and those legislations which promotes equality, diversity, and discrimination. a. Each service user has a right to information regarding their care service that does not discriminate on the basis of race or ethnic origin, creed, colour, religion, political affiliation, disability or impairments, marital status, parenthood, sexual gender or sexual orientation. b. Each service user has the right of access to their personal care records and to comment on them accordingly. Service users have the right to appoint an advocate to make their wishes and preferences known if they are unable to do so. c. Each service user has the right to be assured that no personal or confidential information concerning their affairs will be disclosed to a third party without their express permission. d. Each service user has the right to communicate using their preferred methods of communication and language. When completing records and reports look through your staff hand book or induction pack you were given at work and explain any rules and regulations or policies you need to follow when completing records and reports at work some of which might include: †¢ Records should be completed as soon as possible after the event †¢ Details should be accurate †¢ Details should be relevant †¢ Details should be legible †¢ Details should clearly indicate if it is a fact, opinion or hearsay. Opinions are acceptable as long as it is clearly stated as such. †¢ Always record as little as possible but detailed and as much as necessary. 2, 3, 10, 11 Describe ways that you provide support to individuals to communicate their needs. How might your communication alter with different individuals ? What aids might be used to support effective communication ? Answer: To support individuals and key people to communicate their needs you will need to: a. Arrange the individual’s environment to facilitate effective communication and promote understanding. This can be done by ensuring privacy going into a quiet room, if the area is noisy because of the volume of a radio or television it needs to be reduced. Poor lighting in the room needs to be changed and some more that you can think of. b. As a care worker you need to check that the individual have the appropriate support to communicate their views. This could be making sure the individual who uses glasses and an hearing aid is supported by making sure the glasses is at client’s reach or that hearing aids is switched on and working properly. c. Appropriate styles and methods of communication should be used with respect to the individual. Such as: Active listening – showing be gestures that you are listening, sitting or standing half turned away gives the message that you are not listening. Responding appropriately – nodding your head.  Good body language and maintaining eye contact – Leaning forwards can be used effectively when you want to emphasize your interest or support. The methods that can be used to communicate effectively are: a. Support equality and diversity †¢ This can be done by using appropriate language that the service user understands also using the appropriate register of language, for instance not using phrases that could be referred to as jargon. Another method is to use the appropriate way of speaking within a speech community. For instance communicating with young people may mean using their style of language e.g. what’s up with you, hello mate. †¢ Provision of communication aids and use of non-verbal communication if service user has hearing or vision impairments or learning and physical disabilities. b. Are effective when dealing with, and challenging discrimination †¢ Working with key people demands that you communicate in a language that they understand and also using simple words. For example the use of clinical words that is not commonly understood would not be necessary if you know they are not familiar with them. †¢ Sometimes we come across people who cannot understand us for one reason or the other instead of ignoring them it would be helpful to source a skilled interpreter but we still need to make effort to communicate with the person by learning some of the ways of communication or a few useful words from their language. The methods to support individuals to communicate are: Ensure environment is suitable (lighting, noise background) Provide interpreter if necessaryAllow sufficient time for individuals to understand the content of communication. Use relevant aids for communication (e.g. cards, symbols, hearing aids, large print) Provide advocate to speak for a service user Ensure written material is in suitable formats or language. Specific aids that may be used to support effective communication : Aided communication is communication supported or replaced by materials or equipment. There are simple materials or equipment used everyday such as a pen and paper to write messages, alphabet charts, pictures or symbols or photographs. Communication aids can be categorized into 3 broad groups: Symbolic Aids This is commonly the use of signs and symbols, it requires individuals to undertake a form of training on the correct forming of signs used and types of symbols: †¢ British Sign Language – used as a communication aid for individual with hearing loss. †¢ Makaton – used as an aid to support speech and not intended to replace it. †¢ Picture Exchange communication systems (PEC) – This aid helps individuals to be independent as they able to exchange a picture for what they want from a compiled album of pictures. †¢ Deaf – Blind manual alphabets – Slightly modified version of the BSL. Finger- spelling alphabet is used. Technical Aids †¢ Talking microwaves – usually for individuals with sight loss †¢ Computers – which read out the text on the screen. †¢ Light writer – this is a portable device into which the individual types in what they would want to say. Human Aids †¢ Interpreter – is a person who supports the communication between two people who do not have the same language. This also includes the sign language. †¢ Translator – is a person who changes the written word into an easier format for the individual to read. This could be into Braille or symbols. †¢ Advocate – This is someone who speaks on behalf of an individual when they are not able to do so. 4, 5, 19 In relation to the promotion of effective communication, give examples of what you do to maintain the following laws and guidelines: a) Data Protection Act b) Access to Health Records Act c) The General Social Care Council Code of Conduct d) Standard 37 National Minimum Standards for Care Homes e) Caldicott Report Answer: a) To maintain Data Protection Act it is necessary to complete the records as soon as possible after the event and always record as little as possible but detailed and as much as necessary; to make sure that the details are accurate, relevant and legible and that they clearly indicate if it’s a fact, opinion or hearsay. Another important thing is that opinions are acceptable as long as it is clearly stated as such. The information shared by the individuals must be confidential to ensure data protection. In case that the information suggests that the client is under risk, the consent of the individual needs to be obtained before passing the information to an appropriate member of the staff, and even when the consent is not given it becomes important to report. b) To maintain the Access to Health Records Act I have to make sure that the records are accurate, legibly written, shareable so that the information can be used to provide individuals with the support and care required. The  members of a care team are fully informed of new developments and changes in a client’s care plan and the evidence of the actions taken in specific circumstances are available if the need arises. I can access information and records about an individual by: talking to the service user, accessing previous records after permission has been sought from the appropriate person, talking to colleagues who know the individual, to family members or to other professionals c) To maintain The General Social Care Council Code of Conduct, as a social care worker, I must establish and ensure the confidence of service users and carers. This includes: communicating in an appropriate, open, accurate and straightforward way; respecting confidential information and clearly explaining agency policies about confidentiality to service users and carers. I must be accountable for the quality of my work, I have to maintain clear and accurate records required by procedures established for my work. 6,7 Where can you find out about an individuals communication and language needs, information about communication and language skills to improve your practice ? Answer: I can find out about an individuals communication and language needs by asking my manager or the service user, discussing with other care workers who know the individual, talking to family members, to a speech therapist or other professionals for advice, exploring the internet or consulting a library for more information. In order to improve my practice, I can find out about information, communication and language skills by asking my supervisor or manager, or colleagues who have confronted with similar cases. I can also consult the case notes of the individual, or relevant documents provided by the organization that will help me learn how to communicate effectively – for example the induction manuals, search for information via the internet or specialist organizations for the particular condition, attend relevant training courses to communication, supervision and appraisal sessions. 9  What factors may affect communication skills, abilities and behaviour of an individual ? How may they react as a result of these factors? Answer: Factors that can affect communication skills, abilities and behaviour of an individual are: – Physical Impairments – visual and hearing – Language barriers – accents, different language – Cognitive or sensory impairments – learning difficulties, memory loss, – Illness – dementia, stroke – Environmental problems – poor lighting, noisy environments If this happens, the individual in question becomes withdrawn from others around them, isolated from others. This may affect his self-esteem and self-confidence negatively. That individual may also become confused, angry and frustrated. 12  If you were trying to have a conversation with an individual how would you arrange the environment and position yourself to communicate effectively? Answer: First of all, I have to make sure that there isn’t any background noise that could make the communication difficult. Then, another important step to achieve effective communication with individuals is arranging the environment to aid communication. Here are some factors that can hinder or disturb good communication: – Poor lighting, because individuals with poor sight are unable to see you – Background noise from the radio, other individuals, TV and so on – Obstacles between me, the care worker, and the individual, for example furniture and household items – Insufficient distance to keep appropriate space within me and the individual to avoid encroaching or invading on their personal space 13, 14  Describe some conflicts that might occur as a result of communication difficulties. How would you deal with these conflicts? Answer: Some of the conflicts that might occur as a result of communication difficulties are: individuals can become frustrated and isolated when the  communication between themselves and their workers is encountering problems. These problems or dilemmas are sometimes the result of: – a difference in the language spoken by the service user and the worker – the service user has visual impairments or hearing difficulties – the individual might have a physical illness or disability – either physical disability or learning disability. There are many ways to solve the conflicts that might occur. It depends on the nature of the problem. For example, for: †¢ Language differences: If there are conflicts due to language differences, then an interpreter will be appropriate for any serious discussions or communications. Efforts should be made to learn a few important words to communicate with the individual or teach the individual some words in the workers language if they are willing to facilitate communication. Non verbal communication will be an effective method in solving this kind of conflict. †¢ Hearing difficulties: Individual with hearing difficulties need to be assisted to ensure their hearing aids are working and fitted properly. It would be necessary that a worker will assist the individual to clean the equipment, change the batteries when appropriate. Workers will also need to give the client the appropriate space and communication pace that would make communication effective. If the need arises words can be written down for clarity. The use of signs and telecommunication services such as type talk service are very useful. †¢ Visual difficulties: Individual with visual difficulties need to be provided with glasses or contact lenses so they can observe non verbal communication. This will prevent misunderstandings during communication with people. †¢ Physical disabilities: Communications with individuals in this category will be according to the type of physical disability or illness. If the illness has affected the individual’s ability to speak and understand, for instance a stroke then the use of short, simple sentences, gestures, writing and drawing or using flash cards, the use of closed questions which only need â€Å"yes† or â€Å"no† should be useful. †¢ Some illness do not affect the client’s understanding, so there is no need to speak slowly but will need to be patient to receive a response as the client might have difficulty with their speech e.g. stroke. †¢ Learning disabilities: The method of communication will depend on the level of the disability. I will need to communicate at the pace and space suitable for the client. Physical contacts are of an advantage to be used along with  verbal communication. †¢ Cultural differences: People have different cultural backgrounds, therefore it is necessary to find out from the individuals their communication preferences or alternatively check their care plan records o r ask people such as their family, friends, colleagues or key people who have worked with them. 15, 16  When communicating difficult, sensitive or complex messages, how might your style of communication alter? What type of environment would be most appropriate for this sort of communication ? Answer: Communicating with individuals who are distressed or upset due to bereavement this could be sensitive, complex or difficult. In this situation, I will ask if the person would want to discuss any concerns with me or maybe another person of their choice. I can use non verbal communication while been a good listener such as making good eye contact with the individual as she talks, which will depict that I’m willing to listen. If the client is displaying a behaviour that dictates that they are able to put others or themselves at risk, then I might need to involve the attention of appropriate members of the care team. For this sort of communication, the environment must be comfortable and appropriate. I would come across times when I need to discuss matters with individuals that are referred to as sensitive issues. If an individual needs to discuss his personal needs with me, I have to ensure that he feels comfortable and encouraged to communicate these issues. On the other hand, I might want to discuss with the service user about their changing needs such as diet, incontinence, mobility and so on. Communicating bad news, like a bereavement of a spouse or close person to the individual will also require certain communication skills. The things that should take into account are: †¢ Remember individuals have a right to their privacy, therefore the immediate environment should be arranged to ensure privacy. For example a client’s bedroom or apartament should be free from visitors at the time. †¢ Individual’s preferred method of communication should be made available. †¢ Communication should be made at the pace of the individual, giving enough time for both of us to understand the content of the communication. †¢ Observe and respond appropriately to reactions fromà ‚  individuals. 17  Who do you need to gain permission from to access records and why ? Answer: I need to gain permission of my manager or client to access records. Accessing information will help me to improve my practice and also my responsibility. Within the organization there should be relevant documents to access information or if I work with individuals in their own home the care plan should contain useful information. 18  Define the following words: a) Fact b) Opinion c) Judgement Why is it important that you aware of the difference of these words when reporting and recording information about individuals ? Answer: a) A fact is a true statement that cannot be disputed, knowledge or information based on real occurrences; something demonstrated to exist or known to have existed. b) An opinion is a personal belief or judgment that is not founded on proof or certainty- it is the result of emotion or interpretation of facts, a subjective statement or thought about an issue or topic. An opinion may be supported by an argument, although people may draw opposing opinions from the same set of facts. c) A judgement is a cognitive process of reaching a decision or drawing conclusions. Judgments are also personal and developed from experience; they differ from person to person. For example, if a client is dying and all the symptoms and signs show the evidence, reports and records should show these facts. On the other hand if the client only refused to talk, people might have different opinions and judgments to explain the reason. Records and reports will need to be verified to deduce the correct and most suitable reason. It is important to aware of the difference of these words when reporting and recording information about individuals because I have the responsabiliy to provide seamless services for individuals, and this thing can be done only if the  information is correct, precise.

Criminal Procedure Essay

â€Å"One may well ask: How can you advocate breaking some laws and obeying others? The answer lies in the fact that there are two types of laws: just and unjust. I would be the first to advocate obeying just laws. One has not only a legal but, a moral responsibility to obey just laws. Conversely, one has a moral responsibility to disobey unjust laws.† – Martin Luther King, Jr. Imagine a perfect society, where the population had a standard set of rules and followed them. In that perfect society, everyone knew the rules down to a specific science hence, they knew how to obey said rules. Unfortunately in our time, we do not have a perfect society. Our civilization has lost the knowledge of their rights unless either; a.) laws were broken by an individual or b.) the individual is studying or examining criminal law. Either way, our society unknowingly forfeits their rights in certain situations. On the other hand, there are law enforcement officers who have sworn to uphold these rights to obtain their position. Some do not know themselves, when they have crossed the line of duty or violated a right. It is up to us to break down and identify the validity and righteousness of the â€Å"Officer Smith & The Gold Pontiac† situation we are presented with. Reasonable suspicion is â€Å"a standard used in criminal procedure, more relaxed than probable cause, that can justify less-intrusive searches. A reasonable suspicion exists when a reasonable person under the circumstances, would, based upon specific and articulable facts, suspect that a crime has been committed (Reasonable Suspicion, Cornell Law School Library [2013]).† Officer Smith pulled over a gold, older model Pontiac because she noticed tape on what she suspected to be broken. One might wonder why Officer Smith pulled the Pontiac over. In most states, the driver is held accountable for faulty equipment of their vehicle. Unless the tape is red, reflective and transparent, an officer has every right to pull the driver over and issue a ticket. In my own experience, it is highly likely for a police officer to pull someone over if there was an obstruction of a head or taillight. I myself have been pulled over for something similar in which I received a warning or ticket. On her way to the driver’s window, Officer Smith remembers the description of a vehicle that was recently involved in a roadside killing of another police officer. That description fit with the Pontiac she had just pulled over. Officer Smith proceeds to ask the driver to get out of the vehicle so she may conduct a quick pat down for weapons. According to the Fourth Amendment, a justifiable search begins with reasonable suspicion. In this case, Officer Smith asks the driver to endure a â€Å"stop and frisk†. This means, the officer had the right to ask for a quick pat down of the driver’s outer clothing in search of a weapon(s). In my belief, the driver’s rights were not violated and valid based on the officer’s request for a stop and frisk. Nothing illegal has happened between the two. â€Å"If, during the pat down for weapons, the officer feels a weapon on the individual, the officer then has probable cause to conduct a complete search.† (Roberson, Wallace & Stuckey, 2007; p.83) In our example, a weapon was not felt or found on the driver. Furthermore, Officer Smith has now conducted what’s known as a â€Å"Terry Stop†. What is the difference between a Terry Stop and the Stop and Frisk you ask? There isn’t any significant difference. Prior to â€Å"Terry Vs. Ohio† (1968), a stop and frisk protected against illegitimate search and seizure. Where as after, it is come to be known as; constitutional according to circumstances where a reasonably suspicious officer has a valid concern for societies or his/her safety. After the Terry Stop, Officer Smith directed the driver to have a seat in the vehicle and asks for their driver license and registration. I would think that this procedure is pretty standard in identifying who the driver is and maybe writing out a ticket for the taillight tape. The driver had other plans and speeds away from Officer Smith without giving requested information. It is to my knowledge that Officer Smith has mor e than reasonable suspicion now. She has probable cause to believe that the driver was in fact, the killer from the incident she’d heard about. With probable cause, Officer Smith proceeds to chase the Pontiac. The chase ends when the driver of the Pontiac hits a telephone pole. You may stop to ask me; â€Å"What is the difference between probable cause and reasonable suspicion?† From my understanding of the two, probable cause is grounds for a warrant or for an arrest. Reasonable suspicion is not but, it may be grounds to further investigate or for a police officer to detain a person or vehicle for further investigation (Florida State University Law Review, Summer (2006), Vol. 33, Issue 4, 1239-1248). I’m compelled to agree with officer Smith in this instance. The driver demonstrated reckless behavior, presenting exigent circumstances for Officer Smith to give chase to this vehicle. According to The Cornell Law Library, an exigent circumstance is â€Å"a circumstance that requires an immediate response. It occurs when police officers believe they have probable cause and there is no time to obtain a warrant. (Exigent Circumstance), Cornell Law School Library [2013])† Being that the chase ended with a severe crash, Officer Smith did respond immediately to the situation. Furthermore, our scenario goes on to explain that Officer Smith feared that the car might catch on fire from the leaking gas tank. She pulls out the driver from the vehicle and goes back to get her purse for identification. It is then that Officer Smith sees that the glove box has popped open and in it was a firearm with documents on top of it. We are asked to think about if the firearm was in plain view and if it was legally obtained? Since I am just a Criminal Justice student, I would have to say affirmative to both. I say that in full confidence because it is legal for an officer to enter a vehicle at the scene of an accident to assist without an issued search warrant. Without rummaging through the vehicles co ntents, the officer sees a weapon or narcotics. Even with the use of a flashlight, it is still considered legal. Just because something is hidden behind darkness, doesn’t mean it wouldn’t be seen during daylight, right? The other permissible circumstance regarding the plain view doctrine is, if the officer moves him or herself around to take a look. The object in plain view (without a thorough search) can be seized and is admissible evidence in court. The fact that the gun was seen through the documentation clearly shows that it was in plain view and didn’t have to be searched for. Officer Smith goes on to find the driver’s purse. In an attempt to locate the driver’s identification, she finds a baggie of Marijuana in the driver’s purse. Although I do not believe that this will uphold as evidence in this case, it may present the driver with another set of charges against her. Perhaps the driver may get charged with possession of an illegal substance? However, I really feel that Officer Smith did not have the right to search for anything other than the drivers license, even though she did find the Marijuana in the purse. In my studies it would be considered â€Å"Fruit of the Poisonous Tree†. Although Officer Smith was legally allowed to enter the vehicle without a search warrant and assist in identifying the driver, I believe that the retrieval of the cannabis will not be permissible in court for the reasons I’ve stated above. Our scenario also goes on to state that it was later found that this vehicle was not the vehicle involved in the death of the officer. It also states that it was determined that the taillight was not in fact broken. One might question or argue at this point, whether the entire scenario is justifiable or necessary? From my point of view it was entirely correct. The officer had a valid reason to pull the car over. She had reasonable suspicion for a Terry Stop. Her reasonable suspicion then turned to probable cause when the driver fled the sight without presenting the officer with what she’d asked for. The officer then acted within a responsible manner to help the driver out of the crashed vehicle. After all, law enforcement is there to â€Å"protect and serve† our community. The firearm was in plain sight of the officer while she tried to locate the driver’s identification. Nothing except the search and seizure of the contents of the purse violated the rights of the driver; nor incriminated the police officer. It is in my belief that Officer Smith could’ve called for backup or help once she found the scene of the accident. She could’ve taken the purse out of the vehicle and even seized the gun. However, she had time to obtain a warrant to search the purse. In instances like we have just gone through, it is interesting to see just how knowledgeable each player is with their rights and responsibilities. We see these cases often in the news and some do not even make it to trial because either a right was violated or a piece of evidence was gathered with some mistake made in obtaining it. â€Å"Don’t interfere with anything in the Constitution. That must be maintained, for it is the only safeguard of our liberties.†- President Abraham Lincoln References Exigent Circumstance [Def.1], In Legal Information Institute, Cornell Univeristy Law School Libarary. Retrieved February 13, 2013, from http://www.law.cornell.edu/wex/exigent_circumstances Plain View Doctrine [Def.1], In Legal Information Institute, Cornell University Law School Library. Retrieved February 15, 2013, from http://www.law.cornell.edu/wex/plain_view_doctrine Reasonable Suspicion [Def.1]. In Legal Information Institute, Cornell University Law School Library. Retrieved February 13, 2013, from http://www.law.cornell.edu/wex/reasonable_suspicion Stuckey, G., Roberson, C., & Wallace, H., (2006). Procedures in the Justice System (8th Edition). Upper Saddle River, NJ: Pearson/Prentice Hall. Florida State University Law Review, Summer (2006), Vol. 33, Issue 4, 1239-1248, Retrieved February 14, 2013, from http://www.heinonline.org.lib.kaplan.edu/HOL/Page?handle=hein.journals/flsulr33&div=61

Difference Between The Two States Of The Community Surrounding Education

Facilitating and increasing possibilities in education remains to be a focal concern among states as it serves as an instrument for development and growth. This is why many states spend a large amount of income and resources for enhancing education to meet the demands of the population in general and the current trends in today’s society. Though there may be similarities in the overall objective, governments apply different e and varied strategies to make such effort a possibility.This can be seen if the educational system of the United States and Saudi Arabia be compared accordingly. Upon close observation, one can see there are striking similarities and differences between the two. They are similar â€Å"in terms of government spending on education, freedom to choose the school where they will attend to, and education for people with special needs, while differ in terms of attitude towards education, literacy rate, religion in school, gender roles, grading scales, and stage s of education† (Stevenson, 2008, p. 1).One major difference between the two states revolves around the attitudes and views of the community surrounding education. Compared to the United States wherein students are expected to attend class in a mandatory manner, Saudi Arabia does not impose such standards on students and remains to be open on individuals who seek to learn (Stalinsky, 2008). This in turn makes the system in United States strict and accountable towards creating educational policies. Another major difference is the statistics and numbers present as far as literacy rate is concerned.The United States educational system boasts of a 99% literacy rate for both men and women and continuously seeks new methods and mechanisms to solidify growth. On the other hand, Saudi Arabia fairs relatively lower than its counterpart and only provide 84. 7% for men and 70. 8% for women (Stevenson, 2008, p. 1). This is why the country is resolved towards establishing numerous framewor ks to help alleviate the increasing number of illiterate in the region. Curriculum content and facilitation is another difference between Saudi Arabia and American education.America offers its curriculum in a diversified manner and caters to different areas such as Physical and Social Sciences. Contrary to this, teaching Islam has been the focal point of Saudi Arabia’s educational system. It derives from the Sharia (Islamic Law) and the Quran as the basis for teaching (Ministry of Education, 2004). Equally men who have been trained under this can provide â€Å"religious secondary education with focus primarily on Islamic and Arabic Studies† (Stevenson, 2008, p. 3).Lastly, the scope of education is also another component that differentiates between the two states. In the United States, the curriculum is equally administered and facilitated both males and females. On the other hand, for Saudi Arabia, â€Å"education is divided into three separately administered systems: general education for boys, education for girls and traditional Islamic education for boys† (Stevenson, 2008, p. 3). Though there has been a move within the government to expand the scope of instruction for women, this practice continues to be prevalent in Saudi Arabia’s society.To conclude, though both the United States and Saudi Arabia are committed towards creating available education for everyone, they have different ways of applying such principle. These differences can be rooted to various cultural beliefs and practices that continue to shape how people think in two states. In the end, despite these differences, it can be argued that each one is committed in providing the necessary avenues to increase proficiency and develop schemes to make its citizens competent and ready to address the challenges of the 21st century.

Why the Early Middle Ages are often referred to as the Dark Ages Essay

Why the Early Middle Ages are often referred to as the Dark Ages - Essay Example In spiritual terms Dark Ages were a period of birth of a new type of personality, a new mentality, both individual and collective. In times when the collection of earthly treasures became impossible, people, following the precepts of Christ, began to collect the treasures of heaven. The Christian religion was gave the support for people and helped not to lose heart and humbly endure all the trials, which he met. Hunger, barbarian attacks, diseases - it seemed that Christian God was testing people in order to prepare believers for promised in the Gospel, "the millennial kingdom of Christ." Philosophers were analyzing not the nature of man - a transient phenomenon, but the divine nature. Theology, which flourished in the High Middle Ages, took its beginning in the monasteries of the Dark Ages. All knowledge about the world of medieval man was based on the knowledge of God.During the Dark Ages the decline of common knowledge took place, and existed science survived only in monasteries, as only Church succeed in preserving of ancient and Biblical writings. So it was assumed, that no-one was literate properly. But not everything was as worse as it seems to be, and in the 19th century a number of sources were found, which proved the existence of culture development. As the Church was powerful, it did its best to promote learning and literacy. In addition, European people were adopting and transforming such legacy of the Roman Empire as Roman law, administrative and taxation practices, literature, trade and economy and so on.

Education of Professionals in the Light of the Changing Nature of Essay - 1

Education of Professionals in the Light of the Changing Nature of Professional Practice - Essay Example The concept of a profession is a developing one and is not stationary. So, the definition should not be static defining just a few people as professionals. The expansion in the definition should indeed be made considering the criteria like core values and knowledge which will be discussed later on in this essay. This expansion is important because people involved in newly emerging professions like packing and transporting are also considered as professionals (Downie, 1990) There is so much importance in the practice of professionals that the quality of a professional is dependent on the practice of how one exercises his or her duties following the ethical codes and must have sufficient concern for the society. For example, often the new technological developments by professionals are double-edged(Mike W..Martin, Roland Schinzinger, 2005). The advent of nuclear power has increased our power capability, but at the same time, it has posed atomic bomb threat. – briefly explain what you mean and try to give an example. This, in turn, can be managed by means of good training and education on ethical behavior and also attaining proper education should be viewed in all aspects and not just in attending courses or a mere qualification. Governments, politicians and social activists take an active part in improving the quality of professionals’ practice (Becher, 1993). On the other hand, there are also objections from some communities over their value to their society, the way in which their projects increase the value of the society. Some projects may degrade the society very much, for example, the nuclear tests. – such as?. So, the process of building such quality in educating professionals requires a careful analysis and the work should proceed from the grass root level so that a solid foundation is laid in professional ethics helping all through their career.