Police effectiveness Essay Example | Topics and Well Written Essays - 500 words

Police effectiveness - Essay Example eness obviously depends on the ability of law enforcement agencies to conform to the ideology, and meet the changing needs, of the society they protect, and to tackle the constant evolution in the character of crime. In democratic societies, policing policies have largely moved away from the rigidity of traditional policing. A policy which is popularly being adopted today is Community Oriented Policing and Problem Solving (COPPS). Community Oriented Policing acknowledges the right of the community to be involved in law enforcement. Prevention of crimes is by working in partnership with community members, and public and private non-governmental organizations, to identify and eliminate the underlying causal factors. There is the decentralization of authority and a personal approach from police officers, who are allotted permanent beats to become familiar members of the community. The focus is on shared responsibility of the police and the community through interactive community meetings, door to door calls and foot or bike patrols, fostering of mutual trust, and the formation of grassroots movements to monitor and report crimes. Community development projects, such as neighborhood clean-ups and combating drug usage, and problem solving, are prioritized. Officers are granted increased discretion and autonomy to deal with problems on a proactive, case-by-case basis, tailoring responses to particular local conditi ons. Rigid procedural responses are not favored. Community Oriented Policing â€Å"is cooperative, communicative and collaborative† (Summerfield, 2005). Problem Oriented Policing emphasizes preventive responses. It acknowledges that community problems may not be strictly criminal in nature and police discretion and locality-specific responses are more effective than arrest and prosecution. It favors a long term approach and a proactive police role. It involves (a) Scanning: identifying a recurring problem, its’ frequency and consequences. (b) Analysis:

The French and Indian war Essay Example for Free

The French and Indian war Essay The French and Indian war which took place from 1754 to 1763 was fought between the French, American Indians and Great Britain. Contrary to what the title might imply the French and Indian war was not a battle fought between the French and Indian but a war fought against the British with the French and American Indians as allies. This war also goes by the name of the Seven Years’ War as it was part of the Seven Year’s war that also took place throughout Europe and Asia (Anderson, F. , 747). The main conflict over the start of the war was an expansion of territory, both New England, under British rule and New France, under French rule, wanted to expand their territory. The outcome of this war was highly important to the forming of the United States as France ceded all of its territory to the east of the Mississippi river including French Canada to the British, left Great Britain in so much debt it raised colonial taxes, and trained future military leaders that the conclusion of the French and Indian War lay the seeds for what would ultimately result in the American Revolution and the formation of the United States of America. This war is considered to be the last major war between, France, Great Britain the Native Americans. Unlike previous wars this siege began on American soil and moved its way into Europe. The Native Americans did fight on both sides but they are primarily considered to have allied with the French. It was during this war that many of the future leaders of the American Revolution, such as George Washington, would fight ironically for Great Britain. As most wars in this time period occurred over the acquisition of land or expansion of territory. Due to Britain’s strong Navy the British were able to colonize much of the Eastern Seaboard as they had superior ability to transport supplies as well as colonists. British claims to North American soil came from royal grants that had no definite boundaries towards the west (Asimov, I. , 174-175). The French additionally wanted to expand their territory and used Robert de LaSalle’s exploration to claim the Mississippi river and its surrounding basin for the French. This also would include what is known as the Ohio River Valley basin (Anderson, F. , 2005, 9-10). Both countries wanted to expand their hold over the land for the natural resources available including fur trading, fertile soil for farming, control of important fishing grounds and other trades that contributed to economic stimulus. The British colonists also feared the French’s influence on religion. British subjects were primarily protestant and the French were Roman Catholic and had many active Missions within North America. A French control of North America would provide a threat to the British colonist’s religious beliefs and like-wise the French feared the British rule as under British law Catholics were still persecuted. (Anderson, F. , 2005, 85) Though fighting in North American finished in 1760 the actual end of the war was not until 1763 with the signing of the Treaty of Paris and the Treaty of Hubertusburg. France lost all of its territory in North American East of the Mississippi river, including Canada, and retained two small islands off of Newfoundland. France regained the two Caribbean Islands of Martinique and Guadeloupe, previously occupied by the British. Spain gained Louisiana as compensation for losing Florida to the British as well as Cuba and Manila. There was also many other territorial shifts throughout Asia as British regained control of India and Sumatra as an example. The outcome of this was the key that set events into motion for the future formation of the United States of America. (Marston. , D. , 84) Great Britain was now in control of the majority of North America. But the war and resulting treaty had left enormous debts as France had traded French Canada for the Caribbean islands. The islands provided a large economic value as they were a large source of sugar and being small islands much easier to defend. Great Britain chose to pay off its debts from tax money collected from the colonies. The end of the French control in North America also influenced the start of the American Revolution as it united the colonists to focus on one enemy, namely the British instead of having to worry about additional conflict. The increase in taxes as well as the withdrawal of French rule in North American would prove fuel for increasing conflicts between the colonies and Great Britain and ultimately result in the American Revolution and the formation of the United States or America. (Anderson, F. , 2005, 242-250) It should also be noted that many of the American Revolutions military leaders participated in the French and Indian War. George Washington commanded troops at the first confrontation of the French and Indian war were he was sent to negotiate boundaries with the French at Fort Duquesne, currently Pittsburgh. A skirmish occurred in which a French officer was killed and added weight for the French to resist (Ellis, J. , 5). Additional Revolutionary war heroes served under the great general Edward Braddock during the French and Indian War,; Brigadier General and Adjutant General Horatio Gates, Captain Daniel Morgan of â€Å"Morgan’s Sharpshooters† rifle company, and Major General Charles Lee of the Continental Army to name but a few (Higginbotham, D). It is possible that without the French and Indian War the United States of America would not be what it is today. The French and Indian war directly resulted in partitioning North America in a way the resulted in what is known as eastern United States over one rule, the British. It resulted in an increase on taxes which is a direct precursor to the American Revolution as increased taxes stemmed various rebellious demonstrations most notably the Boston Tea Party. The French and Indian war removed a potential threat of the French from colonist’s minds, allowing them to completely focus on the British and experience in the army during the French and Indian war produced great revolutionary leaders like George Washington. Without the French and Indian war it is doubtful weather these events would have occurred which would have culminated in the formation of the United States of America. Without the French and Indian War George Washington might have just been a farmer and the United States might not have become independent. Who knows the United States under British rule might have resulted, only stretching to the Mississippi and another country might have formed, perhaps under Spanish rule to the West. Bibliography: Anderson, F., Crucible of War: The Seven Years War and the Fate of Empire in British North America, 1754-1766. New York: Knopf, 2000, page 747 Anderson, F. , The War that Made America, Viking Penguin, 2005, pages 9-10, Asimov. , I. , The Shaping of North America. , Houghton Mifflin Company, Boston, 1973, pages 174-175 Ellis, J. , His Excellency George Washington. New York: Vintage Books, A Division of Random House, Inc. , 2004, page 5 Higginbotham, D. Daniel Morgan: Revolutionary Rifleman. University of North Carolina Press, 1961 Marston, D. The French-Indian War 1754-1763. Osprey Publishing, 2002, page 84

The Lifespan Perspective For Social Work Practice Social Work Essay

The Lifespan Perspective For Social Work Practice Social Work Essay The field of developmental psychology is the scientific study of age-related changes in behaviour, thinking, emotion, and personality. (Bee and Boyd, 2002, p3). This assignment will concentrate on the early years area of the lifespan, which ranges from pre-birth to 3 years of age. During the early years, children start to develop physically as they begin to crawl, grasp and walk. Children also start to have self-determination as they begin to make choices themselves and they start to develop their vocabulary and have simple conversations with others. Additionally, children develop socially as they form attachments with their care giver and other important faces they recognise. In social work practice, it is important to understand that theories relating to lifespan development should not be used as a solid guide when viewing behaviour, as they do not take into account all aspects of an individuals life, such as environmental and social factors, and not everybody lives a text-book lif e. (Walker and Crawford, 2010). Theories are an attempt to explain something to give us an understanding and make sense of problems. (Thompson, 2000; page 20). When working with young children, it is important to understand the various stages of development so that we, as social workers can identify achievements being made; such as when a child takes their first step, or when they say their first word. Theories regarding lifespan development are based around normal development and can help social workers determine how much progress a child is making in terms of development. (Walker and Crawford, 2010). Social workers must make sure that when working with young children they take into account their race and culture, and what impact these might have on their development. They must also take a holistic approach when trying to gain an understanding of a child, so that not only can say learn what has happened during the childs life, they can also say why it happened and see the child as an individual. (Walker and Crawford, 2010). It is important to keep in mind that even a tiny baby is a person. Holistic development sees the child in the round, as a whole person physically, emotionally, intellectually, socially, morally, culturally and spirituality. (Meggitt, 2006; page 1). Following the death of Victoria Climbià ©, Lord Laming was required to update the arrangements for child safe guarding to prevent future tragedies occurring. The Children Act 2004, was a major reform and it brought along different policies to safeguard children, such as Every Child Matters: Change for Children. (DfES, 2004). Every Child Matters was also reformed in 2009, following the death of Peter Connelly. Also, framework for Birth to Three Matters (DfES, 2002), has been published to support professionals who work with young children and families and recognises the nature of human development. Within psychology, there are 5 different approaches that can be taken when looking at lifespan development. These 5 approaches are biological, humanistic, cognitive, behaviourist and psychodynamic. These psychological perspectives are backed up by various theories, but it is very important to remember that theories are not always true as they do not take into consideration environmental and social factors that could affect an individuals development. This does not mean that theories cannot be used to analyse behaviour and development within individuals, but it should be remembered that all theories do have criticisms when they are applied and used in social work practice. The first theory which is going to be looked at regarding early years development is Eriksons psychosocial stages of development. (Beckett and Taylor, 2010). The first stage of development is Trust versus Mistrust; this stage forms the foundation of trust a child has with their caregiver. The more consistent the care is that they receive the better trust that the child will have and they will become confident and will feel secure in their environment. However, if this stage is not completed successfully, then the child will not feel secure or confident, and may not have a lot of trust in their caregiver, which can result in a number of problems, such as anxiety and insecurities about others. (Erikson, 1995). The second stage of development is Autonomy versus Shame and Doubt; this stage shows a child starting to assert themselves and become independent, for example, picking what they want to watch, what toys they want to play with, or what they want to eat etc. Children need to be supported in this stage so that they know what they are doing is correct and become more confident in making their own decisions, otherwise if they are criticised too much, they might start to feel dependent upon others, and may doubt their ability to make their own choices. (Erikson, 1995). In social work practice, this theory could be used to investigate any underlying issues between a child and their parent. Erikson states that if a stage is not completed successfully, it is harder to complete following stages of development and achieve the positive outcomes. (Beckett and Taylor, 2010). This theory gives social workers an overview of how a child should be progressing and what their capabilities should be. However, this theory does not take into consideration children who have disabilities or who come from different ethnic backgrounds. A child with a certain disability may not be able to make their own choices from such a young age, no matter how simply they are, or children from different cultures will have different upbringings compared to children from other cultures. John Bowlby was a main psychologist who studied children. In particular he looked at attachment between a child and caregiver. He believed that relationships at a young age are vital because any failings in relationships in childhood would shape the development of a childs personality. He also believed that attachment is an innate act, and children want to form an attachment with their mothers and mothers want to be close to their children so that they can protect them. Prolonged separation from the mother is known as maternal deprivation, and this is a major cause of delinquent behaviour and mental health concerns. (Walker and Crawford, 2010). Social workers can use theory when in practice to see how a child responds to their mother or father. For example, if a child is in a care and has contact with his/her mother twice a week, the social worker should look to see who interacts with who first, who runs to who, what is the proximity like and body language etc. All of these actions will allow the social worker to determine whether something is wrong. If the mother runs to her child, why is the child not running to her mother? Does the child not feel attached? Has something happened which needs to be looked into? However, Bowlbys theory does not take into account fathers being the attachment figure as they may be a single parent. Also, social workers need to work in a non-discriminatory manner and remember that in some families, such as Asian families, within a household it is not just the immediate family who live there, it is also the wider family. A member of the wider family could be the main caregiver, so this needs to be taken into consideration when starting to work with a child from this type of family. (Walker and Crawford, 2010). Mary Ainsworth adapted Bowlbys attachment theory by carrying out her own experiment on children and their caregiver so that different attachment styles between a child and the caregiver could be observed. The Strange Situation recognised four different attachment types; secure, anxious-avoidant, anxious-ambivalent and disorganised attachment. (Ainsworth et all., 1978). The experiment took place in a small room with a one way mirror so that the child could easily be observed. Throughout the experiment, the child would be left with their caregiver for some time before a stranger entered and the caregiver leaves, and then the child would be left completely alone for a short period of time before the stranger and caregiver return and so forth. The attachment type that the child would have would be dependent on their reactions to the events that happened in the experiment upset, crying, anxious, scared, happy, distressed etc.). For example, a child who has an ambivalent-attachment would have shown no signs of distress when their caregiver left the room, but they would have avoided the stranger when they entered the room. When the caregiver returns after leaving the child alone with the stranger, the child would approach them, but may also push them away to show that they are upset. (Simply Psychology, 2008). In social work, this theory could be used to view the attachment between a child and their caregiver. Positive attachment could result in intervention not being needed by social workers. However, negative attachment could prove that earlier intervention is needed as there is an underlying reason as to why the child is not forming an attachment with their caregiver. This theory should be used very carefully in practice as some children are more independent than others, and it does not take into account cultural differences and disabilities. For example, children who have Autism Spectrum Disorder (ASD), especially on the higher end of the autistic spectrum, find it very difficult to display feelings and show affection. This does not mean that they have not formed an attachment with their caregiver, they are more than able to, but it is how they display their attachment type which can make them appear unattached. During the mid-1980s, researchers started to observe children with ASD in the Strange Situation. Results show that 50% of the children formed a secure attachment with their caregiver. Despite this figure being low compared to children who do not have ASD, it is very impressive and proves that children with ASD can form attachments. However, when it came to the part where the caregiver returned to their child, the children acted differently compared to other children. For example, they did not initiate contact or appear to be happy. (Oppenheim et al., 2008). The knowledge of development and attachment theories is important in social work, as these theories will help a social worker carry out assessments on a family with young children. When carrying out an assessment, it has to be done under the Common Assessment Framework, which aims to identify the following; how well the parents or carers can support their childs developmental needs, and how they respond and meet their needs; and what impact does the environment and the wider family have on a childs development. (DfES, 2006). John Bowlbys attachment theory gives an overview of the different attachment types and it allows social workers to assess and judge the quality of a relationship, and this can help as the social worker will know when to intervene, and if necessary, remove a child from a family unit. (Walker and Crawford, 2010). Under section 17 of the Children Act 1989, local authorities have a responsibility to safeguard and promote the safety and welfare of children who are in need. (Legislation.Gov, 2012). When working with children in need, a social worker will need to carry out an assessment under the Framework for the Assessment of Children in Need. (Department of Health, 2000). Tied within this assessment, is another assessment regarding the developmental needs of a child. It covers several areas of development; health, education, identity, family and social relations, emotional and behavioural development and self-care skills. According to Parker and Bradley, children need to reach these developmental needs to achieve a healthy adulthood. (Parker and Bradley, 2007). By using anti-discriminatory and anti-oppressive practice in social work, it allows social workers to challenge their own beliefs and values while considering others. The Every Child Matters: Change for Children policy has 5 outcomes which are considered to be the most important to children and young people; be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well-being. The policy wants children and young people to be safe from bullying and discrimination. (Crawford, 2006; page 16). With regards to lifespan development theories; anti-discriminatory practice and anti-oppressive practice are used in social work because these theories can be applied to all cultural and class backgrounds. The majority of the theories were based around white middle-classed children and parents when experiments were carried out, but by no means does this mean that they cannot be applied to different cultures. In conclusion, if knowledge of lifespan development and various theories are used correctly and appropriately in social work practice, then this could give social workers a clear indication of when a child is not developing at the usual rate, and intervention can take place at the earliest possible moment, to ensure that the safety and welfare of the child is met. The advantages and disadvantages of viewing behaviour through lifespan perspectives seem to weigh each other out in relation to social practice, however, it should be remembered that the studies are theories, and are not based on solid facts, so they should only be used in practice as guidance. Word Count: 2,175

Joseph Stalin: Did his Rule Benefit Russian Society and the Russian People? :: Joseph Stalin Essays

Joseph Stalin: Did his Rule Benefit Russian Society and the Russian People?   Ã‚  Ã‚  Ã‚  Ã‚  In this paper I plan to prove that even though Stalin made improvements in the Russian industrial system, his rule did not benefit Russian society and the Russian people. In order to accomplish this, several questions must be asked. How did Stalin affect Russia's industrial power? How did Stalin try to change Russia's agricultural system? What changes did Stalin make in society? What were Stalin's purges, and who did they effect?   Ã‚  Ã‚  Ã‚  Ã‚  Joseph Vissarionovich Djugashvili was born on December 21, 1879, on the southern slopes of the Caucasus mountains, in the town of Gori. His mother, Ekaterina was the daughter of a peasant who married at fifteen and who lost her first three children at birth. Vissarion, his father, was a self-employed shoemaker who had a violent temper (Marrin 6-7).   Ã‚  Ã‚  Ã‚  Ã‚  Young Djugashvili was small and wiry and had a deeply pitted face from a small pox attack that nearly killed him. He also had blood poisoning in his left arm that was probably caused by Vissarion's beating fists. The arm would stiffen at the elbow joint and wither, making it lame and useless for the rest of his life (Lewis 8; Marrin 8).   Ã‚  Ã‚  Ã‚  Ã‚  He was dedicated to only one person, his mother, and her only ambition was for her son to become a priest and to bless her with his own hands. But, this dream was crushed when Joseph was expelled from Tiflis Theological Seminary for reading "forbidden books" such as Marx and Lenin (Lewis 8; Marrin 20).   Ã‚  Ã‚  Ã‚  Ã‚  After his expulsion from Tiflis school, Joseph became a revolutionary. He organized strikes and demonstrations at factories and also found ways to gather money for Lenin and the Bolshevik party. He was banished to Siberia six times between the years 1903 and 1917. Each time, he escaped easily, except the last, when he was released because of the February revolution (Lewis 19; Marrin 24). After the death of his first wife, Ekaterina Svanidze, Joseph became more cold and tough. He gave the child that his wife bore him to her parents and even chose a new name for himself, Stalin, the Man of Steel (Marrin 26).   Ã‚  Ã‚  Ã‚  Ã‚  Then came the October Revolution and the rise of Lenin and the Bolsheviks. Stalin became general secretary of the Bolshevik party's Central Committee. He was also the commissar of the Workers' and Peasants' Inspectorate and the commissar of nationalities (McKay 927; Treadgold 205). After Lenin's, death Stalin gained power by allying himself with the moderates to fight off his rival, Leon Trotsky, who was a radical and another member of the Central

Hearts and Minds Essay

Movies and documentaries have a way of touching the lives of many. For the most part, they are geared towards the exhibition of truths that are hidden from other people. The documentary, â€Å"Hearts and Minds†, mirrored the numerous difficulties experienced by the Vietnamese in the hands of the American soldiers. The harsh realities shown by the American soldiers towards the Vietnamese was quite difficult to believe, for we all know how the Americans would care for any other individual. Directed by Peter Davis, the documentary showed different clips that prove the harsh attitude towards people at that time. Even the speech of former President Lyndon Johnson was shown in the said documentary. To give people a great feel of the said timeline, much of the most famous details during that particular time were shown. The type of music, clothes, and even some old archives were shown. In this manner, it would become easier for the audiences to understand what was being explained to them. I admire the montage feeling provided by the documentary. Together with the voice over, watching the documentary was like watching any other historical how. However, what sets it apart from the rest were the heartbreaking realities exhibited. I could not help but wonder as to how people were treated unfairly and how other people could bear causing pain to others. One of the scenes that caught my attention was the funeral of a soldier. Surrounding the coffin were grieving people, including the family and friends. However, for some reason, one grieving lady was stopped from following the coffin being laid to rest. This particular scene was contrasted with a clip showing the interview of the general who led the Vietnam War. Furthermore, there were several other interviews included in the documentary. Although I am not of Vietnamese, origin I was heartbroken by the difficulties experienced at that time. For the longest time, they experienced pain, both physical and emotional, while they struggled to raise their families accordingly. A particular scene exemplified the hardships endured by the Vietnamese during that particular time. The scene showed how the prisoners of the war were sitting restless and not paying attention to what their employer had in mind. I felt pity with the condition these people experienced, toppled by the excessive torture and inhumane humiliations provided by the American soldiers. After watching the documentary, one could not help but question what has been taught in class during our younger days. I was surprised at how the outcome of this war has been, including the participation that the American soldiers portrayed. However, due to the extensive information provided, some critics may also form their own conclusion as to how the said war was used as propaganda. On the other hand, it would be expected that some people would opt to be biased towards the Vietnamese and consider them to be victims of the American occupation. Regardless of everything that has been said, I believe that we all have our own perceptions towards things. Personally, I believe that the goal of this film was to show the other side of history that not everyone was aware of. In this manner, I would be able to form my own beliefs as to how people would be able to learn from these hurtful experiences. It is useless for us to keep on living in the past—we should all move forward in helping make a different in this lifetime. I must say that I recommend this film to everyone, especially those who are currently studying about the history of the United States.

An Introduction to the Beatles essays

An Introduction to the Beatles essays My experience with the Beatles has likely been very different than that of most people, especially avid Beatles enthusiasts I have met this semester. John, Paul, George, and Ringo first arrived in the United States on February 7, 1964. Since the moment they landed at JFK Airport, they began feeling the love from fans eagerly awaiting their arrival. The stage was set for Beatle-mania to take hold in the U.S., and it sure did. The Beatles were embraced by the entire country, and the rest is history. Just five years prior to the bands arrival in New York City, however, communist dictator Fidel Castro overthrew Fulgencio Batistas administration and took power in Cuba. He established the first communist regime in the Western hemisphere, and under his rule thousands of Cubans were removed from their homes and held as political prisoners for speaking out against his oppressive system. My grandparents were among these oppressed citizens, and right around the time that the Beatles arrived i n New York, my grandparents left Cuba and fled to the United States. They knew nothing of the Beatles, and they barely spoke English as it was. By the time they were able to establish themselves in the United States and have kids, it was the 70s. As a result, my parents were more influenced by artists of the 80s like Madonna and Prince while they were growing up. Of course they had heard of the Beatles, but the British band was for the most part before their time. In turn, the Beatles also had very little influence in my life, and I didnt even hear about them until I was in high school. By the time I started my freshman year at the University of Florida, I was well aware of the fact that the Beatles were one of the greatest and most influential bands in history. I just didnt understand why. I had listened to a few of their songs here and there, but I couldnt see what made them so great and so famo...