Criminal Law Essay Example | Topics and Well Written Essays - 750 words - 2

Criminal Law - Essay Example , or crime within the concerns of the office, the report was made intentionally knowing it was false, the defendant had an intention to obstruct, deceive, or hinder the police from preventing the crime or in favoring someone who was a part of the crime (Leo, 2009). In order to be found guilty under false statements or report to the police officer, the defendant must cover these elements; the most important being the intention. The defendant must be having the knowledge about the statement or report being false. In this case, the defendant was trying to save her husband from arrest but this would cause her severe consequences as she is charged for a criminal offence. The defendant can be charged fines or given a sentence for up to 10 years in jail depending upon the statement and the consequences that were bought because of that statement (Barrineau, 1987). Officer Jones then suspected an individual who partially fitted in the description provided by the victim. The description was given by a reasonable person who was of reasonably sound mind and injured. The officer believed her false statement which accounted to a reasonable suspicion against the individual. Reasonable suspicion is a standard of proof that allows police officers to suspect a person who fits in the description of a criminal. However the officer warned the individual twice to stop yet he didn’t, and furthermore asked him to keep his hands where the officer could see him, that he rejected too. Ignoring police officer’s orders, specifically the ones in uniform, is a crime and can subject to consequences (Leo, 2009). However, the individual refused to comply with the police orders and placed his hand in his pocket which gave the police officer a reasonable suspicion that he carried a weapon, even though he didn’t. On those grounds, the police officer shot his left shoulder in order to defend himself. There is no liability on the officer as he had reasonable grounds for suspicion, and there was

The James Bond Phenomenon Essay Example for Free

The James Bond Phenomenon Essay The James Bond series of movies is unarguably the most successful film franchise of all time. This is so due to countless of reasons. The spy in the black tuxedo who prefers his Martini shaken and not stirred and possesses a genuine taste for extremely beautiful women is the embodiment of a lot of elements. The book has thoroughly explored what needs to be explored in the mystique surrounding the world’s most famous British super spy. The book in general was not only convincing, but it was of utmost believability. There were times in my own reading that I found myself having a smirk on my face because of the way Mr. Lindner stroked the obvious facts that everyday people like us can see and yet totally ignore or be unaware of. The book wanders on the realism of James Bond and its counterpart on the superficial side, and that was in my opinion, the most sensible asset the book has to offer. The phenomenon which James Bond brought about to the world, according to the book, could never be discounted, for it defined the contemporary and yet timeless tale of a spy against the bad folks. For Mr. Lindner, James Bond changed the mindsets of people in varying ways and how the world in general was perceived by mankind. On the other hand, stated Lindner, â€Å"how the people viewed crime totally changed when the phenomenon of James Bond occurred. † Christopher Lindner not only focused on how James Bond literally changed the world, but focused equally and emphasized on the ways he did it. Not only in the way it penetrated culture but on how the Bond franchise became a sort of a tradition among moviegoers and aficionados. From the perspective of the book, James Bond thrives in the world of popular art, and yet embedded in a world of his own. Not only was the James Bond the motion picture franchise touched by the book, but on how it became so enduringly successful and how it managed to hold its own against time, the generations, and the changing of the tastes and preferences of the merciless critics, moviegoers and the viewing public in general. The evolution of the James Bond as portrayed by actors and Bond’s hard road to finality and success were stunningly described in Mr. Lindner’s fabulous work. Concurrently, he had managed to be the voice of the ordinary moviegoer in how he had stated the differences of the impact that Sean Connery, Roger Moore, Timothy Dalton and Pierce Brosnan had inflicted upon the tradition and at the same time being an avid showbiz insider in the way he elaborated all the negotiations and the processes in which the mere novel underwent en route to become a phenomenon. And moreover, not only the difference among the actors were thoroughly touched by Lindner, and their fortes, on how they captured the audience and most significantly, the figurative sense in which they wore the black tuxedo and their general appeal in the eyes of the world. Even though Lindner had tackled the personas of James Bond throughout the spy’s existence for almost half a century, he still managed to dig much, much deeper into the persona, the man with the most gentlemanly of manners, with the most cunning of ways, and those three sheer convincing eternal words that virtually every civilized individual on earth could recite. â€Å"Bond, James Bond. † No stone was left unturned in the book, no apparent detail about the world’s most famous spy was overlooked, and there no exaggerations, just plain and simple obviousness, a more elaborate and keen obviousness regarding the mystique, the thrill, the ways and the wave that James Bond infectiously swayed upon the world, yes, the whole world. Works Cited: Lindner, Christoph. The James Bond Phenomenon: A Critical Reader. Manchester: Manchester University Press, 2003.

Preventing Limb Amputations Across Borders In Latin American

Preventing Limb Amputations Across Borders In Latin American The collaborative partnership was established to raise the awareness of diabetes. The project showed that with a collaborative partnership among countries would enable a stronger health care system. (Long, Rodriguez, Holtz. 2008) The five countries that participated were Bolivia, Ecuador, Peru, Columbia, Venezuela. The focus was on education, treatment, care of diabetes to improve reduction and prevention methods. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. What are the philosophical and practical pitfalls encountered? The philosophical and practical pitfalls were the implementation and prevention of foot amputations among health care professionals. The health care workers had local knowledge and it was difficult to implement new knowledge of diabetes care. 3. What is the most difficulty boundary to work across? The most difficult boundary to work across was foreign and local knowledge (Long, Rodriguez, Holtz. 2008). According to the World Bank Group, indigenous knowledge is the knowledge of a particular society, and foreign knowledge is short solutions into society (n.d). So in order to overcome this boundary the project has had to explain any foreign knowledge and implement it into local knowledge. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. World Bank Group, (n.d.), What is indigenous knowledge, revised from www.worldbank.org/afr/ik/basic.htm 4.  How was the projects action plan developed? The projects action plan was developed to reach many different individuals or organizations affected by diabetes. By reaching everyone involved, the project would be able to implement the plan so that everyone would have the same knowledge of the projects purpose. 5.  What was the projects priority? The EVA (Eja Vascular Andino) Project was implemented to inform health care providers and society about potential risks. The priority of the EVA was the abatement and prevention of amputations in diabetes patients in the Andean countries. 6.  What was the commitment of the five Andean countries? The commitment of the five Andean countries was the EVA project, Program for prevention, and early detection of the diabetic foot (Long, Rodriguez, Holtz. 2008). The five countries constructed all parts of the programs and followed up with the results. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 7.  What was the EVA project community-based initiative? The EVA project community-based initiative was to focus on only people with diabetes and health professionals. With the projects focus, they could implement education about diabetes and prevention methods to people with diabetes and health care professional. 8.  What was the geo-political goal of the Diabetes Intervention Project? The geo-political goal of the diabetes intervention project was to bring together the five Andean countries, and the IDF-SACA. By combining all of these regions within the project, the healthcare providers and people with diabetes can improve the health care system and prevention methods. The foot care knowledge will also be increased and will ensure better foot care to people with diabetes. 9.  What was the purpose of the Project? The purpose of the project was to bring more people with diabetes to get interventions (Long, Rodriguez, Holtz. 2008). Interventions include education on amputations of the foot in order to prevent foot injuries. Prevention methods such as annual checkups would be introduced to the healthcare professional and diabetic patients. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 10.  What were the objectives of the Project? The objectives of the project were to prevent complications and amputations of the foot of people with diabetes. Interventions and prevention was the main focus to achieve this objective with people who already had neurological and vascular complications. 11.  The Eje Vascular Andino Project (EVA) objectives guided a process to identify three objectives. What were those? The EVA guided a process to identify objectives of people with diabetes and foot complications. The first objective was to discover patients with diabetes that were most at risk for foot complications. The second objective was to educate about foot complications, promote early detection, and how to get proper treatment for any foot problems. Lastly, the third objective was to provide knowledge to people with diabetes about prevention of foot complications. 12.  What was the Problematic Situation addressed by the Project? The most problematic situation that the project addressed is the diabetic foot. The diabetic foot refers to all injuries of the lower body parts in diabetic patients. The biggest problem that occurs with the diabetic foot is lower extremity amputations (Long, Rodriguez, Holtz. 2008). Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 13.  What were the five basic steps for prevention? There are five basic steps to prevention according to IDFs International consensus of the diabetic foot. Diabetic patients must regularly check the foot and footwear used. Discover who is at risk the most and focus on those patients. Educating people with diabetes of any complications that may arise with a diabetic foot. Making sure adequate footwear is worn with people that have diabetes. Lastly, the treatment of the diabetic foot. 14.  What was the relevance of the project? The project was relevant due to many factors. One factor is the high percentage of diabetes mellitus in the five Andean countries. Physical ability and healthcare costs impact high costs to the patient and the health system is another factor relevant to the project. 15.  What was the intended outcome of the project? The intended outcome of the project was to promote prevention of amputations among patients with diabetes. With having more patients with diabetes receive treatment and education on prevention, injuries and amputations would be decreased dramatically. 16.  What was the challenge of the project? The biggest challenge the project faced was foot complications. With so many living with foot complications, one can assume the costs involved. The implementation of prevention awareness to those with diabetes is imperative to not just the patient, but the health system as a whole. 17.  Who were the key team members? There are several key team members who participated in the project. Representing each country is the PAHO/WHO, PAHO Washington, societies related to diabetes, people with diabetes, the five Andean countries and the IDF-SACA (Long, Rodriguez, Holtz. 2008). All of the participants played a key role in developing and implementing the project. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 18.  What were the protocols developed? The protocols developed were the clinical protocol and the project protocol. The EVA used the protocols already developed and introduced them into the Andean countries along with what was already happening within the countries. 19.  How was training provided? The training was provided by people trained with knowledge of diabetes of the EVA. A work shop was provided to each country so that the country may train the health care professionals (Long, Rodriguez, Holtz. 2008). It was very helpful to be trained by experts within the field when it came to training the health care professionals. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 20.  How were the training sites selected? Several factors helped select where the training sites would be located. First the amount of individuals with diabetes played a role in selecting the sites. The ministries of health of each country and the PAHO also had input about where the training sites would take place. Lastly, the five Andean countries chose how the training sites would be selected (Long, Rodriguez, Holtz. 2008). Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 21.  What facilities were targeted? The facilities that were targeted were the public and private facilities (Long, Rodriguez, Holtz. 2008). Both of these were targeted because in order for a patient to be treated properly for diabetes, they must work together to ensure adequate treatment. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 22.  How was information related to foot care transmitted? The information related to foot care was transmitted to the diabetic patients as they went to seek treatment. The health care workers were responsible of the education and training of patients on how to properly take care of the diabetic foot. 23.  Who was responsible for monitoring the implementation of the project in each respective country? In each of the countries, there is a head of the project. The head of the project was responsible of their country in the monitoring and implementation. (Long, Rodriguez, Holtz. 2008). Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 24.  What were the four components of the project? The four components of the project was delivery of care, education, promotion, and referral system. Delivery of care ensured that all diabetic patients received care. Education was ensured to all health care professionals about the diabetic foot and to make sure the patients are being educated by the health care professionals. Promotion of knowledge and how to care for one-self was shown to the patients. The referral system is the last of the components and it was implemented to ensure treatment and follow-up was received. 25.  What are the Current Status and Expected Outcome for the EVA Project? The current status is considerably lower than what the expected outcome is. The number of people receiving treatment is only 10% compared to the expected 90%. There is yet to have implementation of standards and protocols when it comes to treatment, expected outcome are that clinics have the use of the necessary tools to achieve diabetic protocol and technical capabilities. There is no promotions set in place for the diabetic patient, while they expect at least 90% of patients to know how to self help themselves. There are limited referral systems so far, when the project would like to have high standards of referral system in all health settings. 26.  How was the project implemented? In order to implement the project, the treatment protocol must be implemented, training of health care workers and patients and a referral system must be set in place. All of these must be successful in order for the project to work effectively. 27.  What were the parts of the projects evaluation? The evaluation process had four parts involved. First the implementation of treatments in all parts of the diabetic foot process. Training health care workers and people with diabetes was second and third part of the evaluation, and this process was very essential for the understanding of the disease. The last was the implementation of the referral system and counter referral system. All parts of the referral system are vital to ensure proper treatment of patients. 28.  What are the expected results? It is projected that there will be a minimum of ten care facilities in each of the five countries. A minimum of fifty people were trained in the three to four training sessions. Three hundred individuals are expected to attend per clinic, resulting in about three thousand patients in each country (Long, Rodriguez, Holtz. 2008). Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 29.  What conclusions are expected to be drawn for the study project? The conclusions expected are similar among the different countries. These include services provided, duties and rights, centralization of social services, coverage issues and domination of a powerful structure. Although all of the countries have differences, the EVA project tries to implement the plan so that it may be similar and easily implemented to all. 30.  What is the key to the EVA project? The key to the EVA project is the five Andean countries. The project may be able to focus on the differences in diabetes knowledge, laws, and treatments of the five Andean countries and help improve the quality of care of diabetic patients. 31.  How will the project be sustained? The project will be sustained by the cooperation of the Ministries of health, scientific societies, trained health workers and evaluations of the project. With the help of all of these, the program can ensure that it will sustained and improve the quality of care for people with diabetes. 32.  What is the Andean community? The Andean community is made up of five countries (Bolivia, Colombia, Ecuador, Peru and Venezuela. These countries combined are the organization that supports the people with diabetes.

privatization :: essays research papers

The social impact of privatization has been an appendage rather than being built into the design of public sector reform programs and particular measures from start to finish. The objectives and the process of privatization has to be rethought because democracy requires the fullest participation of all people in American society, not just those deemed to live in the â€Å"public sector†. What is happening is not only increasing fear of the poor, but also the privatization of public space, which is given an added push by government cut-backs. Public streets are moved indoors into malls and become private preserves. Parks and streets in gated communities are barred to anyone who does not live there. User fees are charged for the use of other parks and public facilities so that, in practice, they become the property of those who can afford the fees. Privatization of the home sector begins with high fences, heavy gates and barred windows, then proceeds to the hiring of private police to patrol the neighborhood. When that still does not produce the attitude of security, the next step is gated communities: whole subdivisions, entire condominium developments, or apartment complexes protected from the outside world by armed guards or electronic security. Ironically, the gates only provide an illusion of security, as the authors of â€Å"Fortress America† demonstrate both through the testimony of interviewees and by demonstrating the penetrability of gates by sneaking through them. Moreover, while residents idealize the gates as a means of creating community, they find that gates can actually promote divisiveness, as residents argue about gate policy and homeowner's association policies. More ominously, Blakely and Snyder argue that gates lead to increasing polarization, us-vs-them attitude of citizens, leaving cities deprived. Among the deprived and polarized are children. They are usually denied a variety of culture as many gated communitites tend not to be richly diverse in class or ethnic standing. This deficiency of being raised surrounded by diversity can play a key role in the increase of feelings of apathy toward those of different ethnic or social background; and in extreme cases, can lead to school violence. Young people who grow up together in the streets and in the poorer neighborhoods are more likely than others to develop attitudes based on respect, and on the pleasure of being together. Gated communitites have a tendency to become inward-looking, withdrawing into itself, combined with a rude, exclusive and stigmatizing attitude with regard to particular groups or individuals who are perceived as threats; or increased social control by one population group over another.

Frankenstein vs Planet of the Apes

Frankenstein VS Planet of the Apes: A Frightful Showdown Humans as a species like to experiment with the world around them and push the limits of any known law. As a result, the human race is constantly toying with the everlasting puzzle: What is life and how can it be manipulated? Through many realistic fiction stories—such as Mary Shelley’s Frankenstein and Rise of the Planet of the Apes—the general public is able to take a look into how far the human mind wants to go.Both stories use technology as a vehicle to enhancing human life and end up with horrible endings. Though these tales share a common theme, they diverge in plot lines by exploring different ways that technology can affect life as usual. By examining these tales one will notice the difference of experiments, consequences, and relationships. The first major difference is the means of experimentation between the two protagonists. In Frankenstein, Victor uses a mysterious â€Å"spark of life† t o bring his creation alive in order to fulfill his own ambitions.In Rise of the Planet of the Apes, the protagonist’s motivation for experimenting on life is for the greater good from the get go. By these plots being different, the audience can see how even though scientists can have totally separate ideas and reasoning the end game is usually the same. However, this was not the only difference between the cautionary narratives. The other key thing that made these stories different was the endings. In the film, the experiments wreak havoc on the city just so that they could get to safety.In the novel, the creation causes destruction for the sole purpose of tormenting its creator. The apes reach their destination and though they leave a wake of terror in their path are generally safe and complacent, while the protagonist quietly mourns losing his friend. On the other hand, Victor loses his life in the hunt for the creation and the monster commits suicide leaving no trace of an y the events that took place. These two differences are what make each tale unique. The film and novel have one commonality: they warn humans of the dangers that can be self-inflicted.Each story results in suffering, loss, and destruction caused by the creations. They try and convey the message that manipulating life can be a volatile process and should be handled with the utmost care. Though one lead character lives while the other main character dies, they both reach a point where they realize the power and seriousness of their actions therefore teaching the reader/ viewer. Watching/ reading these interesting narratives can leave a person more cautious of their actions and decisions.Overall, the book and film differed in a variety of ways, ways such as plot line and end results. However the overall theme of the power of technology in human lives remained dominant in both tales. One is a film with wonderful visual effects and the other is an aged book that still retains the vividne ss of its day. They are both striking entertainment and could be interchangeable for instilling a sense of power and responsibly in reckless youth. There were few things that could be tweaked and more informative tales should be made revolving around this universal subject.

Effects of the Issue on Early Childhood Education Essay

This study examines the effects of Tulsa, Oklahoma’s early childhood education programs on social-emotional outcomes at kindergarten entry. As such, it extends our prior work demonstrating substantial positive impacts of the Tulsa pre-K and Head Start programs on cognitive development, including pre-reading skills, pre-writing skills, and pre-math skills (Gormley, Phillips, & Gayer, 2008). We focus on children who were enrolled in either the Tulsa Public Schools (TPS) pre-K program or the Community Action Project (CAP) of Tulsa County Head Start program during the year prior to kindergarten. Oklahoma’s pre-K program has received national attention because, as one of a handful of programs with universal eligibility, it reaches a higher percentage of fouryear-olds (68%) than any other program in the nation (Barnett al. al. , 2007). It also offers atypically high quality preschool education (Phillips, Gormley, & Lowenstein, in press), perhaps in part because Oklahoma requires a lead teacher with a B. A. degree who is early-childhood-certified in every classroom and pays these teachers regular school system wages. In Tulsa, the CAP Head Start program follows the same guidelines. As a result, this investigation may be seen as offering a â€Å"best case scenario† look at the potential contribution of high-quality school-based pre-K and Head Start programs to children’s social-emotional development. Social-emotional Development Young children’s social-emotional development captures a broad swath of specific outcomes, ranging from the ability to identify and understand one’s own and others’ feelings, establish and sustain relationships with both peers and adults, and regulate one’s behavior, emotions, and thoughts (National Scientific Council on the Developing Child, 2005). The importance of these foundational capacities has been welldocumented. Having behavior problems in early childhood, for example, is associated with low peer acceptance, maladaptive teacher-child relationships, and anti-social disorders and delinquency in middle childhood and adolescence (Brody et al. , 2003; Ladd & Burgess, 1999; Nagin & Tremblay, 2001; Shaw, Owens, Giovannelli, & Winslow, 2001; White, Moffitt, Earls, Robins, & Silva, 1990). Early childhood behavior that is more internalizing in nature, such as fearfulness or behavioral inhibition, is also associated with the development of serious anxiety problems in middle childhood and beyond (Tincas, Benga & Fox, 2006; Fox et al. , 2005; Schwartz, Wright, Shin, Kagan, & Rauch, 2003). The emergence of emotional and behavioral problems in children is much more likely under conditions of adversity, with poverty and low social-economic status having been studied extensively in this context. Deep and prolonged poverty, perhaps especially during the early childhood years (Duncan, Yeung, Brooks-Gunn, & Smith, 1998), has been found repeatedly to predict emotional and behavioral problems in children, even after accounting for parent and family characteristics (Bradley & Corwyn, 2002; Dodge, Pettit, & Bates, 1994; Duncan, Brooks-Gunn, & Klebanov, 1994; McLoyd, 1998; Ripke & Huston, 2005). The effects of poverty appear to be more pronounced for externalizing behavior problems (e. g. , aggression, defiance) than for internalizing behavior problems (e. g. , social withdrawal, depression) (Bradley & Corwyn, 2002; Brooks-Gunn & Duncan, 1997).