Investigative Plan Essay Example | Topics and Well Written Essays - 750 words

Investigative Plan - Essay Example First there is a need for data collection.  The importance of this is to  acquire  accurate information to  give  valid information. Understanding the data collected will  keep  investigation  focused. Data may be corrected using  several  methods including  interview  and surveys then drawing of charts, tables and graphs to name but few. The data must be  put  in context thus making information  abundantly  clear  (Bachman  and  Schutt, 2007). All information regarding the  case  needs to be identified. This can be  case  number, investigator, and entry  date  amongst other information. The sources of allegation need to be put in place. These include the complainant’s information may it  be  contact details, location and any other  relevant  information. Case identification is paramount, alleged victims, how the crime was reported  and all useful allegation information. All information given relating to the accused should be gathered. Any information given relating to the  robbery is put  down in a chronological order to assist in tracing the perpetrators. An investigator must be able to  know  the  purpose  of the investigation. In this case, we need to  arrest  daytime robbers. Purpose of the investigation must be put down in writing. A summary of the interview done should be presented. This entails the  interviewer  names, witnesses, location, the  date  conducted and others. An investigator must be able to  assess  and  know  if the information collected is  credible  or not. Each  interview  done must be summarized and conclusions drawn. All evidence gathered should be listed down including all details such as dates, location, and  evidence  type  and also  information  of the person giving the evidence. After all these investigative steps are done, recommendations should always be given. Actions to be taken must be put down and possible methods to be applied to  curb  the vice. Surveillance

Comparative Education Research: Approaches and Methods

Comparative Education Research: Approaches and Methods Comparative Education:Â  Some Reflections As we started discussing deep topics in our class, I came to analyze the need for comparative education in research and the practical use of it in schools. How do different cultures and countries deal with educational policy, issues, and curriculum? Can policy be borrowed and implemented the same way in a completely different context? Is educational research essential for policy making? We know that people in different cultures and nations behave different in many aspects. Is it unknown what aspects of humanity can be considered homogenous, therefore the questions of comparison and the need to sample data from a wide variety of nations and cultures becomes crucial. People in different cultures learn to learn differently, so if one wants to establish a proposition with a specific group of children, this is where an experiment should be performed with a different group of children from another culture and compare the results. There must always be compared data, since comparison now ent ers into the study of human behavior at this point (Farrell, 1979). If we want to take this position as valid, there is a need now for cross-national research, however, one must understand a single country first before comparing it to a second one. How can we compare the United States to New Zealand, if we do not provide an adequate explanation or research for the United States first? Comparative data can also explain single country findings and it is fundamental for the consequent comparisons of two countries. Now, who is to perform this job? A need for people engaged in educational research involving comparison arises since it would bring expertise from different fields into the field of comparative education. The term comparativist was created for this type of research, although, there is no concrete and specific field that must be acquired to be a comparativist. Researchers contribute their multi-disciplinary origins in different fields to inform their approaches and enrich the field of comparative education. Some requirements are needed though: intimate and expert knowledge of another society and its historical development, an acquired foreign language, they must be generalist scholars, well-traveled, and they must work within broader parameters, to have a wider perspective. Considerable knowledge of systems and different approaches and disciplines are necessary qualifications to be a comparativist and engage in studying education (Phillips, 2014). What is it that comparativists are trying to compare? It is simple to state that these researchers want to study education, but what is education? As Bereday (1964) says, education is nothing else than an aspect of life, education includes the training of the body and the training of the intellect, it is something greater and deeper than physical and intellectual training, and a moral influence as well. Education is not a matter of schools and book-learning only, so in order to study foreign systems of education, our attention should not only be focused on the classrooms, teachers, and students only, we should go outside into the streets and homes of people, and engage into the intangible, spiritual force that holds the school system. Comparativists should remember that the things outside the schools matter even more than the things inside of schools, and govern and interpret the things inside. Once that is done, the work of foreign systems of education will result in our being better fitted to study and understand our own (Bereday, 1964). However, not only comparativists can engage in studying comparative education. Any person who has worked in education before has some wise words to say, therefore it would be dangerous to just have the words of the specialist alone. We can all contribute to the field of education. What are some practical ways to engage on comparative education as a teacher or school administrator? An experienced teacher can learn significantly by visiting another school and watch another teacher at work. A very good way to improve this learning is if groups of experienced teachers could be sent abroad to see and to judge other systems of education. This way they would return home and inform thei r schools if what is been currently done is been executed correctly or needs improvement. Travel is important for educational researchers as well. Travel is one of the characteristics that most unites the work of contemporary comparative and international education researchers. The movement of educational policies, pedagogies, and curricula is much of what comparativists study as researchers and often engage in as practitioners (Sobe, 2002). This travel would create a view from the outside which is relevant for the social sciences, and also have the inside perspective that is already acquired and implemented. As Sobe states, these two components (the outside and the inside) should work in concert, integrally and mutually constituting one another to improve the study of comparative education. In conclusion, a wide approach and perspectives of research should be taken into account in comparative education. One approach adds to another and would consequently enrich the systems of education. Comparative studies should not become trapped in one single tradition and we should explore the outside world to benefit ours. Consequently, we should also compare objects that are more than the observable. More than just the sex, color, and school attendance of pupils, but also the factors of social status and other sources of social power and prestige in societies where observable traces are not important (Farrel, 1979). If somehow we can unite these ideas of the inside, outside, and external factors, comparativists and educators would create an effective system of comparative research and improve our systems of education. REFERENCES Bereday, G. Z. F. (1964). Sir Michael Sadlers Study of foreign systems of education. Comparative Education Review, 307-314. Farrell, J., P. (1979). The necessity of comparisons in the study of education: The salience of science and the problem of comparability. Comparative Education Review, 23(1). 3-16. Phillips, D. (2014). Comparatography, history and policy quotation: some reflections. Comparative Education, 50(1), 73-83. Sobe, N. W. (2002). Travel, social science and the making of nations in early 19th century comparative education. (141-166).

The Limitations of Reason Exposed in Crime and Punishment :: Crime Punishment Essays

The Limitations of Reason Exposed in Crime and Punishment    Dostoevsky's   Crime and Punishment illustrates an important idea. The idea is that "reason," that grand and uniquely human power, is limited in reach and scope.   Social critic Friedrich August von Hayek commented once that, ". it may be that the most difficult task for human reason is to comprehend its own limitations. It is essential for the growth of reason that as individuals we should bow to forces and obey principles we cannot hopefully to understand, yet on which the advance and even the preservation of civilization may depend." Such limitations imply that on life's most important questions - particularly those of a moral or ethical nature -- reason alone can produce chilling consequences. Without adequate or any moral illumination, reason alone, when pushed to its limits, can produce consequences which stand dramatically opposed to those moral demands. Dostoevsky's   narrative is directed as a specific critique of Russian manifestations of purely rational political theories current in the 1860's in his homeland. But the challenge he poses has meaning for us at the end of the 20th century.    Dostoevsky's parable focuses on a particular brand of 19th century Russian ideology, as it begins to crystallize in the mind of a young idealist. But the modeling procedure Dostoevsky uses in teasing out the contradictions of Raskolnikov's unguided application of a morally bankrupt theory, could equally well be applied to contemporary thinking around several important and equally bankrupt modern ideas - ideas harshly criticized by thinkers such as Hayek.    Without direction - the source of which is ultimately beyond rational understanding - in the domain of the meta-rational -- reason-as-reason will, sooner or later, run aground. Directed reason on the other hand provides an orientation - an orientation that gives purpose and direction to inquiry -- by allowing us to select from an infinite range of possibilities the right path - the "right" reason.   Problems emerged for Raskolnikov then, and for us now when we deny the need to recognize, acknowledge and bow to external guidance.   The rational and the meta-rational must operate symbiotically: one pointing the way, the other uncovering the Truth.      Raskolnikov rationalized murder. We are appalled. Why? Each of us will attempt to answer in a different way. Fundamentally though I think that most of our answers boil down to the same idea.

How Bias Influences Critical Thinking

How Bias Influences Critical Thinking – Week 1 A recent decision that I had to make that involved both critical thinking and a bias was while I was at work. I am in charge of the back office, and often have to deal with patients ordering materials when they come in for their exams, and then not wanting to pay for them, or not understanding their insurance benefits. In some instances this leads to mistakes being made on the offices end, and the patient is either not charged enough or over charged.Either way, when the patient comes to pick up their order they are not pleased with the office and I am left to make a quick decision, but still put some critical thinking into it. The biased that is involved in this decision is the loss aversion, I am usually not looking to gain anything from the situation, but prevent or reduce my losses. The particular situation, a patient ordered a year supply of contacts, was only charged for half the supply though. When they came to pick it up, t he mistake had been caught and the additional charges were applied to their account.They were told multiple times that they had paid in full for the amount discussed, and was aggravated when they now had a balance. In an effort to keep the patient happy, and returning to the office for their supplies in the future, I had to make a quick yet rational decision to reduce the price of the product; covering our cost only, leaving no profit to be made. This made the patient happy, and they remain a loyal patient. My critical thinking was defiantly affected by biased, and I was trying to reduce my losses, rather than focus on making a profit. Chapter 1. Critical Thinking, Pg 14.

Expectations

Finally, the blade deepens and hits just right, the scar of what the doubtful and painful knife has left me insecure and filled with emptiness. The sparks of love I had was weak and burning low, it soon became a weapon that only caused me harm. This body soon became an empty vessel searching for a purpose in this constant non-fiction world. Tick tock, tick tock, the clock goes, teachers writing riddles on the board, speaking of a foreign language that I cannot comprehend. Various noises filled the classroom, speaking of gibberish as I sit in this isolated bubble of my own. Surviving in this vessel, searching for a purpose- no, but rather waiting to be re-wired and commanded day by day. I love the languages subjects so I am pretty good at it, but I hate maths and sciences, hence I am bad at it. With no further comments I scanned through the whiteboard, but everyday I worry on how people kept instructing me how to grow as a person; giving me options on what's right and wrong, but in the end, the things that I will choose will forever be false.Everyday, I noticed to have a work that is always incomplete; I stare at the blank piece of paper reflecting about my life. With not much personality as an individual, hence I do not find it as an inconvenience to survive in this school. As time continued to pass by, I realized that I'm currently stuck in a never ending cycle of hypnotism, staggering through the same hallways each day, and soon it feels as though everything is on repeat. In class again, questions and answers that are not even needed in my daily life, being drilled into my mind, as I flipped through the textbook, which contains no specific answer. â€Å"How are your grades?† you asked with a smile.I shrugged, â€Å"The same, I guess.†Piercing me with your eyes, reminding me of the â€Å"future† I will soon have. If my tears were colours, then my pillow would be painted with rainbows. Thus in the morning, I would wake up with dark rings around my eyes, taunting me every time I look at myreflection. I would try and cover it up so that they would be a shade lighter, but I know they can never completely disappear. Staggering through the same hallways, towards an empty seat, one far from the sunlight, but rays still reached, blinded me and left me a daze, as if it is trying to question me; â€Å"What were you expecting in life?† â€Å"What are your dreams?†Searching frantically for an answer in that textbook, I can't breathe, I'm choking and it hurts. The stares that they give, beating down my confidence and pride all over again, I tried to find an answer, but its all the same; still an empty white paper, reflecting about my accomplishment in life. â€Å"I can do this†¦Ã¢â‚¬ I keep repeating those words in my mind, as I stare at that incomplete work, reminding me about â€Å"responsibilities†, â€Å"success†, â€Å"achievements†, â€Å"grades†, and so on, and every time I climb back up, your words kept knocking down my stance, chaining me down, to expectations, that I cannot achieve. Expectations and dreams, which are so heavy chaining me, more than gravity ever will. â€Å"I've tried†¦I'm tired†¦It hurts†¦Ã¢â‚¬ Ã¢â‚¬ When will you ever grow up?† But let me ask, what is the meaning of â€Å"growing up† in the first place? If this is what's it feels like, then I just want to stop. The path they build for me is dictated to be perfect and filled with beautiful lies. Feeding me with expectations, rewiring my senses, choking me with perfection. I cannot breathe, I feel nauseous. My body cannot sustain it. Staggering to a mirror, I see the rings under my eyes, as a constant reminder the about those disappointing glares I noticed:†Ah†¦ they are getting darker.†