Why Bank Robberies Have Increased Since 1994 - 919 Words

I found an article that conducted a study to find why bank robberies have increased since 1994. The focus of the study was focused to the Chicago Police Department and the Chicago Office of the Federal Bureau of Investigations (FBI) where the use of statistics of bank robbers, interviewing bank robbers, and determining what kind of security measures and security equipment was been used, the gathering of the information was used to gain insight into bank robbery (Carrol Loch, (1997). The study first focused on basic information of bank robberies, by using records that the FBI kept when investing bank robbery scenes. This information was very helpful in determining the trends of bank robbers; the investigators gave suggestions to institutions on how to create better security measures. The investigator took all the FBI reports and placed them into a database for future reference (Carrol Loch, (1997). The investigator wanted to learn what motivated bank robbers so they interviewed offenders either in federal or local correctional institutes. They have currently interviewed five offenders, varying from robbers who passed notes to armed single robbers to a group or gang robberies. They found that robbers would avoid certain banks do to security systems; investigator also learned how offenders planned robberies. They found that all offenders interviewed would be deterred from robbing a bank if there were uniformed security present. The offenders were aware of the dye packs andShow MoreRelatedWhite Collar Street Crime Essay1198 Words   |  5 Pages(Merriam-Webster). There are many types of crime but the two this paper will focus on are street crime and white- collar crime. There is no definitive definition of street crime, but it is generally thought of as crime that occurs in public such as theft, robbery, car theft, arson, drug dealing, and vandalism. The term â€Å"white-coll ar crime† was first coined by Edwin Sutherland in 1939 in reference to crimes perpetrated by people in higher status occupations in relation to their professions (Barnett). AccordingRead MoreImmigration Of The United States1565 Words   |  7 PagesA native of Mexico, Gonzalez came to the United States using a visa, to visit family members and in 1994, police convicted Gonzalez of the abduction and rape of a Waukegan, Illinois woman. During his conviction his attorney, Vanessa Potkin, addressed that at twenty years old, Gonzalez spoke very little English, had no criminal record, and yet the police wanted to pin the crime on him. Twenty years later, DNA from the crime cleared him of both charges, and Gonzalez is now threatened with deportationRead More Crime Among Social Groups Essay3643 Words   |  15 PagesCrime Among Social Groups Why are crime rates higher among some social groups than the others? 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It was business as usual at Commerce University, Commerce Bank’s Cherry Hill, New Jersey training center, but it was also Halloween on a rainy day in 2002 and the employees were getting intoRead MoreEssay on The Rich Get Richer and the Poor Get Prison12486 Words   |  50 Pagesthe criminal justice system itself. Edwin Sutherland and Donald Cressey write in their widely used textbook Criminology that Numerous studies have shown that African-Americans are more likely to be arrested, indicted, convicted, and committed to an institution than are whites who commit the same offenses, and many other studies have shown that blacks have a poorer chance than whites to receive probation, a suspended sentence, parole, commutation of a death sentence, or pardon.3 Curiously enough,Read MoreThe Social Impact of Drug Abuse24406 Words   |  98 Pagesin particular the chain of d rug production, distribution and consumption. It also provides information on the economics of this chain, including statistics and comparative data by country and geographical area; on how changes in the global economy have affected these developments; and on the monitoring of drug abuse by various agencies. Part two discusses the social impact of drug abuse and its consequences for families, health, education, crime and employment. Part three covers the interaction between

Continuous Personal and Professional Development - 2181 Words

The following essay is a reflection on the role of the teacher in the life-long learning sector and evaluation of my role in it, and secondly the importance of engaging with continuous professional development and a comparison of theories and models of reflective practice and how they can be applied to my own personal development as a learner. The process I have adopted throughout my teaching is a five stage teacher/training cycle, that of identifying needs and planning, designing, assessing, evaluating and facilitating lessons (McGuigan: 2011), whether it is in conjunction with a scheme of work and its corresponding lesson plans, or whether the course and lessons are self-generated. This process allows teachers to handrail good practice†¦show more content†¦It is an excellent tool for eradicating the isolation some teachers may feel. Following on from the above is mentoring. Despite my relative inexperience in teaching in the lifelong learning sector, I work in an environment where I am now one of the more experienced. Mentoring has allowed me to share my ideas and watch others implement them. Their periodic return for advice reassures me that I am acting as a role model as well as helping new instructors acclimatise backed up with the confidence that they are not alone as the learn the curriculum, not to mention helping me improve as a mentor. The 7th role is as an institutional leader, a role which involves sitting on committees. For me this is by default as I am required to attend weekly and monthly conferences and analyse the information before passing it on to my department. This role allows me to be given the vision of my institution and along with how other people interpret it, informs me better on how my teaching and that of my peers is best directed to fulfill that vision. In the role as an ICT coach, I have been able to share thoughts with fellow teachers on how best to incorporate the wide range of I.T available as well as pamphlets and resources which may otherwise have been neglected. This is a two way process as when regular consultation is carried out, I was finding that new initiatives were being createdShow MoreRelatedThe Concept and Importance of Continuous Professional Development (Cpd)1724 Words   |  7 PagesThe concept and importance of continuous Professional Development (CPD) 1) Concept of CPD: CPD in other words known as Continuous Development, this is because the development of professional people increasing day by day and there is no end in 21st century. Due to Global competition the number of professionals increasing day by day, Clients is ever more aware of their rights and the levels of quality that they demand are continuously rising. Latest technology offers many advance and new methodsRead MoreThe Concept and Importance of Continuous Professional Development (Cpd)1732 Words   |  7 PagesThe concept and importance of continuous Professional Development (CPD) 1) Concept of CPD: CPD in other words known as Continuous Development, this is because the development of professional people increasing day by day and there is no end in 21st century. Due to Global competition the number of professionals increasing day by day, Clients is ever more aware of their rights and the levels of quality that they demand are continuously rising. Latest technology offers many advance and new methods ofRead MoreEssay about Early Childhood Education Field1117 Words   |  5 Pagesturned to the development of effective professional practice among early childhood educators (ECEs) as the predominant approach in securing better outcomes for children. ECEs have thus found themselves under increased pressure to develop professional practices through professional development which has been demonstrated to have a profound impact on children’s holistic development and their performance prospects in society. This essay will focus on the development of effective professional practi ce amongRead MoreProfessional Development And Continuous Learning999 Words   |  4 PagesPOLICY This Policy stems from the view that professional development and continuous learning are necessary to maintain the quality of the University staff and their continued readiness and ability to contribute effectively to the mission and goals of the University. Policy is not a firmly characterized idea but rather a profoundly adaptable one, utilized as a part of distinctive courses on diverse events. †¢ A particular choice or set of choices intended to complete such a strategy. 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The importance of this, will reflect on the need of the progression, implementation and support for the ability of facing constant increase of challenges in this sector. The issues resulting from healthcare sector are increasing and mutating constantly. Only the ability to adapt, understand and address will result in the beneficial practice/results toRead MoreUnit Of Competency : Certificate IIi1616 Words   |  7 Pages Assignment Assessment scale 1. I require considerable further development and experience in this area. 2. I require further development and experience in this area. 3. I have a sound level of skill in this area-and further development and experience would be available. 4. I am effective in this area. 5. I have a real strength in this area- and am able to coach and mentor others in this area. 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In his conclusion (Lambert, 2009) states that the development and subsequent implementation of a code of ethics is a critical part of establishing a value system within the commercial crime prevention discipline. He further goes on to say that, as a value system, the success of this endeavor lies not in whetherRead MoreReflective Essay : Reflective Practice Theoretical Essay1732 Words   |  7 PagesPractice Theoretical Essay Introduction(300) Rolfe (2011) state that reflection is a mental process which include thinking, feeling, imagining and learning about what was happening in the past and which could be considered as a personal experience. Reflection is a continuous debate on what might have happened differently and if this could affect differently the present and the future regarding the outcome if is positive or negative. Experience underpin the process of reflection. According to Nursing

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This involves creating the opportunity, space and time needed to think about practice and the appropriate action emerging from a reflective thinking process. We argue that being a ‘thoughtful agent’ alls requires a deeper understanding of self and of the nature of personal engagement with ongoing reflective activity. This approach enables restrictions to question the ‘paradigms in which one is operating’ (Peters and Vandenberg, 2011 : 63) and to be responsive to the need for change and quality improvement in relation to the specific needs of spellbinder, families and settings. We will write a custom essay sample on BE Reading or any similar topic only for you Order Now Consequently, it requires an understanding of what we mean by being a reflective practitioner, including understanding the terminology we use and the interpretation we apply throughout this chapter. Table 4. 1 explains how we use the terminology that surrounds reflective practice in this chapter. Reflective practice has been identified by educators as beneficial for quality improvement (Arises and Chon, 1978; Bout et al. , 1985; Brookfield, 1987; Broadband and McGill, 2007). It has been described as a generic term for ‘those intellectual and affective activities in which individuals engage to explore their experiences in order to lee ad to new understandings and appreciation’ (Bout et al. , 1985: 19). In addition, reflection has the capacity to create ‘alternative and more productive ways of organizing the workplace’ (Brookfield, 1987: 14). Together these two statements indicate that examining our actions and activities, both at a cognitive and an emotional level, can help restrictions to think and learn from experience in order to improve practice. Such reflective activity can also be creative, offering different, new and more effective ways of organizing things, whether applied when working with children or colleagues or to the way we organism the environment. Expressed simply, the core principles Of reflective practice involve reflective thinking and learning, which are used to inform decisions and actions in practice, and by implication, improve quality. A number of ‘models’ have evolved to support reflective thinking and practice. Many of these, such as Kola’s (1984) model of experiential learning, Ghee and Ghee’s (1998) ‘reflection-on-practice’ and Brookfield (1995) ‘lenses’, have the clear purpose of supporting critical thinking about experience and using what is learnt from this process 60 to inform future actions. In addition Ghee (2011: 28) draws on the work of Bandmaster (1991 ) and asks us to see reflection as a mainstreaming process that includes the satisfaction of four personal needs of purpose, value, efficacy and self-worth’. However, while many recognize the role of self- reflection and the influence of a range of personal ‘drivers’, they do not serially encourage practitioners to understand, take ownership or utilities the unique nature Of their reflective activity. Ownership draws on a range Of personal factors, such as heritage, disposition, skills and understanding. A deeper level of engagement with reflective activity also requires understanding and appreciation of personal potential. Self-awareness can support reflective practice that is personally meaningful and therefore more likely TA produce the energy and drive necessary to make significant differences in terms of quality. This perspective includes recognition and acceptance of unique ways of being reflective and how this is supported by an individual’s specific professional qualities. Such an approach values different ways of engaging with reflective activity and professes no single model or particular professional context. It also supports the development of reflexive practitioners who question ‘taken for granted beliefs’ and develop an ‘understanding that knowledge is contestable’ (Peters and Vanderbilt, 201 1: 63). Peters and Vanderbilt argue that such reflexivity supports a focus on ‘doing the right things rather than doing things right’, a key principle hat we believe underpins the process of improving quality. An individual’s reflective activity often takes place within dynamic and changeable socio- cultural context, which shapes the processes, responses and individuals involved. While the core values and principles of an individual al may remain constant and be articulated and understood as a basis for reflective activity, there are many ways of responding to issues according TA context. Developing as a reflective practitioner means being someone who is able to act in ways that make a qualitative difference and it requires an understanding of the current socio-cultural context and how this affects the nature Of professional responses. Brotherliness’s (1986) ecological model may help us to explore this concept of socio-cultural influence on reflective identity and practice. According to Frontbencher an individual’s development is affected by a series of environmental influences: the ‘mortises’ of family, school, or neighborhood; the ‘ecosystem’ of a town, local policy, or economic influences; and the ‘Microsystems’ of cultural influences, national policy, or pervading ideology. A practitioner’s reflective reactive may likewise be influenced by colleagues, peers, managers and parents at a setting; who in turn may be influenced by local quality improvement policy, REFLECTIVE PRACTICE 15 THE KEY TO QUALITY IMPROVEMENT 61 risk awareness, and economic status; and overall this is influenced by central government policy and perhaps the perceived ‘culture’ of the type of setting. Therefore practitioners may subtly shift in perceived identity and consequent reflective responses according to the social and environmental situation in which they find themselves. The ability to engage positively and constructively thin a changing professional landscape is supported by an individual’s understanding of both that landscape and what is possible within a particular situation in terms of their personal responses and qualities. Just as external socio-cultural spheres influence responses, the reflective activity by an individual may influence future qua a lit y improvement in others because the practitioner is an ‘active’ agent within their professional context. Recognizing and valuing the impact of this agency may offer an opportunity for reflective practice to be a ‘means of empowerment, leading to change at the individual ND societal level’ (Cable and Miller, 2008: 173). Developing a strong sense of one’s own identity as a reflective practitioner can have a significant impact on both individual and collective confidence to engage in reflective activity as a means of improving quality. Reflective practice as a ‘way of being’ Understanding reflective practice as a ;way of being’ that is owned and experienced by a practitioner encourages the development of an individual as a ‘reflective professional practitioner rather than as a technician’ (Moss, 2008: xiii). This allows for the identification of different ways of engaging within a recess. A ‘technician’ may go through’ the motions of making changes in practice by following a prescribed model of reflective practice. However, it IS essential for a ‘reflective professional practitioner’ to emotionally and intellectually ‘own’ the process (Moss, 2008: xiii). Ownership means acknowledging that reflective practice can include the use of deeply embedded intuitive ‘reflex responses’ and ‘ways Of knowing’ (Atkinson and Clayton, 2000: 2). Atkinson and Clayton argue that we should value ‘other forms of reflection’ that do not focus solely on reason and articulation; rather, unconscious insight draws on the whole of what has been known’; the enormity and complexity of which cannot always be articulated (2000: 5). Encouraging practitioners to use their full range of personal resources within reflective activity is essential. It is possible that compliance with a prescribed ‘model’ limits reflective potential by indicating one preferred way of proceeding towards 62 reflection, or even towards quality improvement. We would suggest that without alternatives, such reliance on an external ‘expert’ model may leave practitioners feeling De-skilled and disemboweled. Recognition of reflective practice as unique to individuals celebrates difference, recognizes personal development and is therefore inclusive. Enabling practitioners to utilities their full range of personal resources within reflective activity requires a critical view of what is involved. There is a view that intuitive forms of knowledge and ‘ways of knowing’ have been unjustly ignored in our rational technical world (Atkinson and Clayton, 2000). For Atkinson and Clayton intuitive and ‘tacit’ forms of knowledge in practice are of equal value and should be equally validated and respected. They even argue that there are times when we can ‘think too much’ in rationalizing processes when we should rely on a more instinctive way of being. This suggests that there is a form of professional reflection that is much more intuitive and instinctive and relies on the inner resources of a practitioner. We see this as important in the context of developing early years practice, which requires an understanding of many complex issues. Kernel and Sheep (2010) suggest that reflective intuition should be respected as a ‘way of knowing’ that is particularly useful in dealing with complexity. Intuitive reflective practice respects and releases inner qualities and understandings, which inform actions taken to improve quality in practice. Many models of reflective practice represent what seems to be a relatively simple process. Investigation into the nature of a practitioner’s ‘real life’ participation in reflective practice reveals a complex array of professional qualities applied and synthesized in different ways at different times according to the situation. Understanding the coming together of the individual al and context offers a way of understanding reflective activity from a deeply arsenal perspective. Through a process of making ‘human sense’ (Donaldson, 1987) of one’s own reflective activity, practitioners Gin evaluate the ways and extent to which they make changes for the better in all aspects of life. Personalized reflective activity that becomes a positive experience and rewards aspects of self is more likely to become a disposition or ‘habitat mind’ (Arnold, 2003), owned by the individual. Practitioners who understand the nature of their own engagement in reflective practice are more likely to be . Emotionally as well as intellectually involved in the process. How to cite BE Reading, Papers