Benefits of Non Verbal Communication Essay Example for Free

Benefits of Non Verbal Communication Essay Non verbal communication is defined as certain ways that a person communicates his thoughts and meanings without actually saying anything. These are the subtle clues that can help an investigating officer uncover a truth while questioning a suspect or witness or can lead him to more questions that will aid the investigating team. Programs such as CSI have shown us how police officers and crime scene investigators utilize contradicting, complementing, substituting, accenting, or regulating verbal messages. An investigating officer will benefit immensely from being familiar with these methods because of the way a crime scene is most often chaotic and witnesses who are being questioned are dealing with fear of being implicated in the case or perhaps, trying to cover their own involvement in the case. A sample of a contradicting non verbal communication that he can look out for has to do with the way a witness recalls the events as it transpired in a certain case. When a witness is looking down while relating the events transpired, that witness is most likely creating a memory. A person recalling a memory usually looks upward when trying to remember events, places, and situations. Under such circumstances, he should take notes and make sure to verify all the events by interviewing other people who might attest to the validity of the statements previously made. He may also consider the tone of voice of a person being interrogated. When a person is trying to hide a truth, there is a certain intonation and nervousness in the voice that usually causes it to raise in tone by a pitch or so. The officer must make sure to gain the trust and confidence of the witness or accused prior to questioning to keep the person off guard in order to get the most truthful answers out of them. A parole officer on the other hand must be highly observant and familiar with the psychological profile of his parolee that could indicate his behavior during certain situations in order to easily recognize the signs being displayed by the parolee when he comes in for his weekly reports. While meeting with the parolee, he should observe his complementing and accenting behavior. Particularly the first time the person enters the room. Does he shake your hand? Does he make eye contact? Does he seem nervous and on the edge? All of these could add up to a specific non verbal message that will give one an insight into the real score behind what the parolee wants to portray as truth. He should then react accordingly by enticing the person to become more open and share more information with him. In the event that the parolee begins to display accenting behavior such as hitting the table or throwing something, he must be prepared to restrain the person and try to snap him out of his mood. The one non verbal communication that both an investigating and parole officer must be quick to realize are the regulating non verbal communication tools. Such actions could be a simple look of question, a hint of despair in the eyes, or the wringing of hands of the person spoken to. Once recognized, he must be prepared to follow up on the subtle messages either by asking follow up questions or reassuring the person that the officer is in charge and everything is under control. People say that there is no such thing as the perfect crime. I have to agree with that statement because any officer who is familiar and highly observant when it comes to non verbal communication cues will easily be able to follow up on subtle clues not included in the physical evidence present at a crime scene or parole interview.

The Blah of Blah :: essays papers

The Blah of Blah The 6-pounder field gun was a lightweight, mobile piece that was a favorite of the field artillery in the first half of the nineteenth century. Rapid changes in technology and design had largely superseded it by the beginning of the American Civil War, but when superior weaponry was not available, some 6-pounders saw action. NOTE: While some of the guns illustrated here may have played little or no part in the Civil War, they are included here because photos of them have been published nowhere else. 6-pounder iron field gun, Model of 1819. Total length, 71.6 inches; weight, 742 pounds; total production, approximately 100 by Fort Pitt Foundry; known survivors, 30. Known as a "Walking Stick" for its slimness, this is the first identified model with full rimbases. It pioneered simplicity of design that was not to be fully accepted for another forty years. Its 10-inch diameter reinforce, combined with the unreliable cast iron of that period, proved notoriously fragile. 6-pounder iro n field gun, Pattern of 1827. Total length, 57 inches; weight, 780 pounds; total production, 98 by Fort Pitt Foundry; known survivors, 7. A stubbier version of the Model of 1819. 6-pounder iron field gun, Model of 1834. Total length, 60.5 inches; weight, 835 pounds; total production, 134 by Columbia and Fort Pitt Foundries; known survivors, 16. The guns of this pattern were the last fieldpieces made by either foundry. 6-pounder bronze field gun, Model of 1835. Total length, 65.6 inches; weight, 740 pounds; total production, 57 by Cyrus Alger and N.P. Ames; known survivors, 19. This slimmer version of the later Model of 1841 represents the return to bronze as the preferred material for fieldpieces. 6-pounder iron field gun, Model of 1836. Total length, 65.6 inches; weight, 785 pounds; total production, 13 by Alger; known survivors, 3. Identical in design to the bronze Model of 1835 above. 6-pounder bronze field gun, Model of 1838. Total length, 59.3 inches; weight, 690 pounds; total production, 96 by Cyrus Alger and N.P. Ames; known survivors, 29. A shorter version of the bronze Model of 1835 above with the same Registry Number series continuing from it for both foundries. Markings on bronze Models of 1835 and 1838 fieldpieces. Unlike the markings on earlier and later cannon, the Registry Number, weight and inspectors' initials are located on the upper breech.

A heroic Act

It began to rain as he pitched the last mound of soil onto the boy's grave. He let the shovel slip from his hands and fall on the earth beneath his boots. Picking up the boy's bag which he had found with a clay jar that had been smashed into pieces near the boy, he looked at the contents and stared at them for a while, remembering what had occurred which seemed only moments ago†¦The boy’s name was Kaj. He was an orphan. His parents died at the hands of some forest bandits while delivering baby wolf skins to the Pronteran Marketplace. His father used to hunt for their meals, now only he was left to do the job for himself and his little sister, Chala.A small bag hung across the skinny lad’s shoulder as he walked across the forest clearing. He knelt by the river and opened his bag. A look of sadness showed on his face as he looked at what he would be bringing home for supper, a few small carrots he had found in a rabbit’s hole, some herbs he gathered from plant s, and an apple.He took out the only other item in the bag, a clay jar. He filled up the jar with water from the pool before bending down to take a drink himself. Carrying the jar in one hand while slipping the bag across the other hand’s shoulder, Kaj stood up and proceeded on his way. Preoccupied with his burden both on his hands and in his heart, the boy failed to notice a thin, dry piece of wood that was lying on his path.CRACK!The sound of the branch breaking beneath his bare foot was more audible than what would have been normal. It was a terrifying shout that commanded ancient powers into reality. As the old forest saying went, â€Å"It is bad luck to step on dead branches†.â€Å"The boy is not a match for you, as you are not one for me.† The knight’s voice was calm and stern, â€Å"Come on, I’ve been itching for a fight.†A burst of steam came out of each of the horned figure’s huge, ringed nostrils. With eyes of livid anger it raised its sight above the figure of the frightened child and looked straight in the eyes of the armored warrior on top of a heavily feathered PecoPeco.â€Å"You will die today, insolent meatling!† It growled ferociously, slapping the form of Kaj away with the back of its massive left hand to make room as he slowly walked towards Blueberry.As the distance between them shortened, the minorous charged at the knight. Blueberry stood defiant as the huge creature lunged at him with its great hammer. In a rush of anger and fury, the hammer smashed against the side of the knight, drawing a brief smile from the creature’s face which almost instantly changed to a look of fear and disbelief as it saw Blueberry’s great steel shield holding the blow of it’s hammer without so much as a dent.The sudden shock of the minorous prevented it from seeing its opponents other hand pierce a frost-tipped spear through the armor of its hide and passed its brutish heart. The knig ht’s weapon continued its assault, pushing through every sinew until its tip emerged from the creature’s back, burying the entire arm of its wielder with its shaft deep in minorous flesh.With the minorous hanging lifeless at the length of his ice pike, Blueberry withdrew his weapon from the creature, letting the brute fall heavily on the bloodstained grass. Pandora sat down at her master’s whim, as the knight’s free hand reached for the ring between the dead creature’s nostrils and pulled it out.Blueberry looked at the dull silvered piece of jewelry for an instant before throwing it at the direction of the still prostrate form of the boy.â€Å"You can stand up now. You might want to sell that thing in Prontera.† he called out.

Competency Standard Essay

I maintain being professional on a daily basis by doing the following. Letting all families in my care know we have a confidentiality policy. That we implement each and every day discussing only the info we need to with appropriate staff members. Children and their family’s info will only be discussed if we feel abuse or neglect is present. Then we are required to inform the proper authorities. I demonstrate being professional by following my job expectations entailed for my position when I was hired. I always have a positive attitude with my children and families and co-workers daily. I arrive on time and am prepared to start my day promptly. I dress appropriately for my day making sure I have clothes presentable but can engage in messy activities to. I use good judgment when making decisions for the children in my care. I will be an advocate for each child I have by meeting their educational and emotional and physical needs daily. Each child will be treated as an individual. I will also provide a quality educational program to all children in my care to support success for them. If a child shows signs of developmentally delay I will work with the family and any agencies to ensure a bright future for them. I will also take advantage of any opportunities offered to me to continue my own education and growth. Keeping updated on any new laws and regulations plus new teachings and always striving to learn more will make me the best teacher I can be. I chose to become an early childhood professional because. When I got out of high school I needed a job to pay my bills naturally. But the main reason was because I loved being around children and at the time I didn’t have any of my own yet and there were none in my family either. So I thought what a great way to spend the day and get paid was to spend time with other people’s kids. In the being it was really hard though. It was not all play time there were rules and regulations to follow. Daily planning to ensure the kids stayed busy and engaged at all times. Lots of hand washing and potty training but even after all that I learned that first week. I still couldn’t stay away. And found my calling and after 14 yrs this is still the best thing that I ever did besides having my own child who is now 8 yrs old. The most important professional traits I possess to me are. I am reliable and I enjoy working with children and I always stay positive no matter what.

Ethics and Professional Code of Conduct essay

Ethics and Professional Code of Conduct essay Ethics and Professional Code of Conduct essay Ethics and Professional Code of Conduct essayEthics and integrity are crucial for a police chief or county sheriff. The term â€Å"police ethics† can be defined as a code of values that affects conduct, behavior and decision making of police officers. Police officers should be aware of the significance of ethical behavior. The term â€Å"integrity† can be defined as a set of beliefs that contribute to the effectiveness of the agency’s operations based on the application of professional and personal ethics. In fact, integrity is a vital quality of a police officer because it includes the following concepts: honesty, morality, honor, responsibility and dedication to one’s mission. Integrity is reflected in the formal Code of Ethics. There are three major reasons that can be used to explain the importance of ethics and integrity for a police chief or county sheriff. First of all, ethics and integrity make police personnel act more confident, legally and hones tly. The Code of ethics says that all police personnel should not only act honestly, but also â€Å"be honest in thought† (Barker, 2011, p. 29). Second, ethics and integrity are important for a police chief or county sheriff because any police officer should be exemplary in obeying the established law, rules and regulations. According to researchers, â€Å"integrity is just too important to being a professional law enforcement officer that it cannot be compromised in either the officer’s personal or professional life†(Barker, 2011, p. 29). This fact means a police chief or county sheriff should serve role models, demonstrating ethical behavior and decision making. Third, ethics and integrity help police officers to promote community policing, maintaining the public trust through contact and collaboration between the police and community members.Explain how ethics, morality, and law are different, highlighting the primary focus of law enforcement officers.Ethics, morality, and law are different; therefore, law enforcement officers should be well-prepared to act ethically in different situations, following the established rules, laws and regulations and applying morality. The primary focus of law enforcement officers is to demonstrate ethical behavior, applying law and morality to different situations. Although ethics has direct relation to morality and laws, there are certain differences between these concepts (Banks, 2011). A law enforcement officer should be aware of these differences in order to make correct decisions.Recommend two (2) ways a police chief or county sheriff should use ethics and the code of conduct in decision making.As the credibility of police officers is affected by their compliance with the established laws and with standard behaviors aimed at promoting public order and safety in the community, police officer should be responsible for their conduct and decision making. Ethics and the code of conduct may help police of ficers to make the proper decisions (Banks, 2011). Two ways a police chief or county sheriff should use ethics and the code of conduct in decision making include written policies and unwritten policies. Written policies refer to the adopted documents, such as Police Code of Conduct. Unwritten policies include personal values and moral rules. A police chief or county sheriff should realize that police violence is unethical (Banks, 2011). Moreover, police unethical behavior may lead to racism and violation of human rights. Thus, police officers should use ethics and the code of conduct in decision making in order to perform their duties in a proper way, applying core values and mission statement.

Equality of Access to California Public University Education Essay

Equality of Access to California Public University Education - Essay Example From the report it is clear that poverty and disadvantages is affected by the education system, offering rich and poor schools with bleak differences in learning atmospheres and physical surroundings. Deprived environs characteristically house run-down schools with poor conditions and less money whereas rich neighborhoods house newer and safer schools offering best learning atmospheres. In addition, the lower-quality urban schools are likely to be attended by ethnic minority students. Attempts to enhance this inequality are only the first step in attaining equality even with millions of dollars spent in federal programs.This essay stresses that  the inequities of access to quality schools and attainment of children in public universities, in California, have been a source of debate and millions of dollars in programs for many years trying to attain equity for all students.  It is argued by critics of American public education that California in incapable of educating students eff iciently, partially due to the highly bureaucratic nature of its governance structure. Layers of rules burdened by paperwork and regulation are attached to most federal government funding hence; federal programs become hard to change or implement. Funds and responsibility are shuffled around to various bodies by this institutionalized problem of extreme bureaucracy, and shifts the accountability of academic achievement onto guardians, teachers, students, and administrators in the case of education.

Self determination, Yugoslavia Czechoslovakia Essay

Self determination, Yugoslavia Czechoslovakia - Essay Example That these unitary states would be destroyed following the fall of the Berlin Wall and the demise of the Soviet Union was perhaps not as important as the manner by which these nation-states disintegrated. The process in Yugoslavia was extraordinarily violent, and notions of national self-determination and territorial sovereignty led to substantial conflict and bloodshed; on the other hand, the process of state disintegration in Czechoslovakia was much more moderate and civil, leading one commentator to characterize this period of Czech history as the period of the "Velvet Revolution to the Velvet Divorce" (Bakke, 2002: 92). This essay will argue that these differences were the result of different approaches to minority rights, different demographic realities which made a more peaceful secession much more difficult in Yugoslavia, and certain ingrained philosophies regarding the legitimacy of national self-determination. As a preliminary matter, before examining how Czechoslovakia and Yugoslavia viewed secession, it is necessary to examine the common understanding of the terms used. The fundamental problem, as noted by Bakke, is that "The principle of national self-determination is as ambiguous as the nation concept itself. ... This ambiguity is particularly illustrative in the instant case; it is illustrative because some people view national self-determination as a civic nation encompassing a variety of ethnic and cultural groups whereas other people have interpreted national self-determination as the right of groups with distinct cultural and ethnic characteristics to have their own autonomous state. As history has demonstrated, the Czech people generally subscribed to the civic notion before relenting and recognizing the cultural and ethnic aspects of national self-determination; Yugoslavia, on the other hand, was torn by a stubborn Serbian adherence to the Roman natio interpretation. The Serbians held steadfast to the civic notion, demanding the preservation of the multiethnic unitary state, whereas Croatia and other regions relied on the cultural ethnic interpretation of national self-determination. A reconciliation of these ambiguous interpretations was resolved peacefully in Czechoslovakia, but unre conciled in Yugoslavia. One simply cannot engage in a comparative analysis of these two formerly unitary nation-states without understanding the role which ethnicity played. Following the First World War and decolonization, national self-determination tended to represent freedom and political and economic independence; later, however, as these newly formed unitary states evolved, people with their own unique cultural and ethnic characteristics often sought to incorporate notions of cultural sovereignty and territorial integrity into their articulation of national self-determination. Indeed, as stated by Hannum, Ethnic wars of secession highlight the inherent tension between "self-determination" and