Supporting The Original Victim After A Wrongful Conviction...

Supporting the Original Victim After a Wrongful Conviction Decision Continual support to victims of crime is a necessary service in any just society; this support is especially needed in the event that a convicted offender is exonerated. In the United States when a crime is committed the state, not the victim, owns and prosecutes the case so historically the victims’ rights have been neglected. In the modern era victims’ rights are being improved during the trial and sentencing phases of the criminal justice process; however in the event of an exoneration the victim is routinely revictimized and this problem needs to be corrected. In the American criminal justice system wrongful convictions are not common; a study funded by the National Institute of Justice found that nationally 265 wrongful major crimes convictions occurred from 2004 to 2010, the yearly total of exonerations has remained relatively steady ranging from 35 to 54 per year (Irazola, Williamson, Stricker, Niedzwiecki. 2013, p 20). Compared to the hundreds of thousands of major crimes convictions that take place every year this is a small number; however wrongful convictions do take place, and when they do the original victim of a crime does not receive adequate support. The victim is often racked by guilt over having contributed to the incarceration of an innocent person. One crime victim participated in the NIJ study, but whose identity was withheld, said â€Å"I was a mess. I was absolutely hysterical [and]Show MoreRelatedPolice Corruption And Justice2796 Words   |  12 Pagesan attempted action or omission that are committed by police offic ers who misuse their official position in order for personal gain. â€Å"The Knapp commission report explicit attacks the term rotten apple theory of isolated individual corruption, supporting instead a concept that is called systemic corruption. The rotten apple theory claims that corruption involves only a few officers who are guilty of moral failure, while the organisational barrel remains sound. 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Here’s how to diagnose potential people problems before a deal is completed. 45 33 HBR CASE STUDY Why Didn’t We Know? Ralph Hasson A whistle-blower sues Galvatrens for wrongful termination. The lawsuit triggers a much larger discussion about the company’s system for uncovering misconduct. How should the company strengthen that system – and what roles should the board and management play? Commentators include Stephen R.Read MoreOverview of Hrm93778 Words   |  376 PagesHuman Resource Management (MGT501) VU MGT - 501 T his subject/course is designed to teach the basic principles of Human Resource Management (HRM) to diverse audience/students, including those who are studying this as a supporting subject for their bachelor degree program. This course is designed to provide you the foundations of HRM whether you intend to work in HRM or not, most of these elements will affect you at some point in your career. Either you will be working with some organizationsRead MoreHuman Resources Management150900 Words   |  604 PagesCHAPTER 1 Changing Nature of Human Resource Management After you have read this chapter, you should be able to: ââ€"  Identify four major HR challenges currently facing organizations and managers. List and define each of the seven major categories of HR activities. Identify the three different roles of HR management. Discuss the three dimensions associated with HR management as a strategic business contributor. Explain why HR professionals and operating managers must view HR management as anRead MoreFundamentals of Hrm263904 Words   |  1056 PagesReaches Out to Young Workers 76 HRM in a Global Environment 78 Summary 79 Linking Concepts to Practice: Discussion Questions 52 Developing Diagnostic and Analytical Skills 52 Case 2: Nine-to-Five No More 52 Working with a Team: Making a Layoff Decision 52 Learning an HRM Skill: HR Certification 53 Enhancing Your Communication Skills 54 PART 2 THE LEGAL AND ETHICAL CONTEXT OF HRM Chapter 3 Equal Employment Opportunity 56 Learning Outcomes 56 Introduction 58 Laws Affecting Discriminatory PracticesRead MoreDeveloping Management Skills404131 Words   |  1617 PagesSensitive Line 58 Understanding and Appreciating Individual Differences Important Areas of Self-Awareness 61 Emotional Intelligence 62 Values 65 Ethical Decision Making and Values 72 Cognitive Style 74 Attitudes Toward Change 76 Core Self-Evaluation 79 SKILL ANALYSIS 84 Cases Involving Self-Awareness 84 Communist Prison Camp 84 Computerized Exam 85 Decision Dilemmas 86 SKILL PRACTICE 89 Exercises for Improving Self-Awareness Through Self-Disclosure 89 Through the Looking Glass 89 Diagnosing ManagerialRead MoreMarketing Mistakes and Successes175322 Words   |  702 Pagesstudent interest, and may even inspire another generation of entrepreneurs. A fair number of the older cases have faced significant changes in the last few years, for better or for worse, and these we have captured to add to learning insights. After so many years of investigating mistakes, and more recently successes also, it might seem a challenge to keep these new editions fresh and interesting. The joy of the chase has made this an intriguing endeavor through the decades. Still, it is always

Project Management for Large Assets

Question: In this course you are required to complete a weekly portfolio. A portfolio provides evidence of previous experience and presents a dynamic record of your growth and professional learning over the duration of this course. Your portfolio provides an account of your learning based on your prior and current learnings and your critical reflection. A portfolio is increasingly being used in Universities as a means of: Being able to tell much more about you than exam results; As a means of reflecting your development through the course; To reflect your attitude and values as well as your skills and knowledge. (Race 2010, p. 58) Timmins states that A portfolio is a cohesive account of work based learning that contains relevant evidence from practice and critical reflection on this evidence. Its primary purpose is to display achievement of professional competence or learning outcomes and knowledge development (Timmins 2008: p. 115). Youll find much more information about the use and application of portfolios on the Internet. However, it will need you to take some time to think through how you are going to complete the portfolio on a weekly basis. It is very easy to trivialise the portfolio and write nearly the same thing each week. But that wont gain you many marks. Instead you should try to focus on the topic and learning outcome for the week and your reflections regarding them. Task Your task is to write a weekly portfolio reflecting upon your learnings from the prior week. In your portfolio you will identify: The learning outcomes and module/topic of the course; A description of your experience, including reading samples or records; Your learning from your experiences; Answer: Weekly Portfolio Learning Reflection Particulars Description Learning experiences Topic of the Discussion- Project Management of Large assets 1. Assets are physical, human, financial or intangible. Project management of larger assets include system integrated manufacturing process, equipments and many others. The approach to the larger assets management has been specifically designed in this course to put one in the position to proactively manage and reduced the risks, while cost optimization activities and managing the performance improvement activities associated with each asset. By going through the underlying concepts, the practical implications and business benefits, this main elements of these assets are as follows: Leadership- The asset management objectives suppose to be tied with the strategies of the organization. It is not just about to provide all the important resources for the management of larger assets but I need to be dedicated one within the associated business. Planning: Planning for a good asset management policy by defining, designing, building and maintaining large assets, I can efficiently manage assets management information Support: Having the right support in place can help in defining the resources for accomplishing the objective of large asset project management. Furthermore, the management must identifying the changes and associated risks which impacts the achievement of the assets management objectives. Additionally, the operation needs to incorporate organizational performance monitoring process and outsource the management activities. Operation: Here the common feature should enable the direction, implementation and control of the entire asset management. Evaluation: Another common feature of the large asset management is to monitor and review the performance. Improvement: The pro-actively promote and continual improvements for ensuring the end results to the stakeholders is last element of the large asset management. Being participated in this course, I have learned how to define, build and maintain large assets of the organizations while associated with the key project process related to the identification, justification, and selection of projects. This content of the course is indeed useful for exploring the means by which assets can ensure its profitability. While undergoing the course module, I understand that organizations generally followed five processes to design the framework of project management. For instance, I would initiate a budget considering the market demand. The course gives me the idea that in the project planning process I need to know the organizational objectives for implementing an effective asset management policy. During the process of project execution, the operational effectiveness, the most vital part of the asset management is to identify the risks and thus early and appropriate decision needs to be taken by myself. Moreover, the evaluation of the project is another responsible part for plan, establish, implement and maintain the audit programs. 2. The things that owners of large assets needs to do are: i) Determination of assets to be monitored and evaluated on frequent basis. ii) Monitor and ensure that assets are in good considered and function properly. iii) Record the assets performances 3. The problem with assets is that they: a. improper operation: organizations may suffer from lack of understanding of inherent design capabilities of their larger assets b. ineffective risk management: default in identification of assets performance and ineffective management and control often create risks c. over or under maintenance: Maintenance is often considered as the expense of the business and thus results ineffective assets management system. References: Hastings, N.A.J., 2015. Asset Management Personnel. In Physical Asset Management (pp. 43-57). Springer International Publishing. Turner, R., 2016. Gower handbook of project management. Routledge.

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Roscommon Rose essays

Roscommon Rose essays When I was told Id be representing Dublin at the International Millennium Queen of Roscommon Contest I was so proud and delighted. All sorts of things were running through my head. I was quite nervous about meeting the other girls and absolutely petrified about standing on stage in front of hundreds of people as I had never done anything like this before but I was really excited as well. On the Wednesday before the contest my mum and two sisters and I got prepared to hit the road to Roscommon. We had been invited to the Millennium banquet which was being held in the Abbey Hotel. We stayed in a lovely guesthouse and the lady there made me feel really important by telling me how delighted she was to have a Rose staying in her house. When we arrived at the hotel at 8pm we were greeted there by the Dublin branch of the Roscommon Mens Association. The press Arrived and proceeded to take what seemed like hundreds of photos. After that I was approached by a young fashionably bald man who interviewed me for Boston television what an experience. I tried to pretend this was an everyday occurance, otherwise I would have lost my nerve. The banquet was great and we sat at a table full of dignitaries, all lovely people including two bishops from Roscommon. We had a lovely meal and then members of Committees from all over the world were presented with various prizes. We were all delighted that Michael and Attracta Fitzmaurice were included in this presentation as Michael is a trojan worker and has dedicated a lot of his spare time to the Association. I spotted some of the other Roses in the distance but knew Id be introduced properly the following day. On Thursday we travelled from Roscommon town to Castlerea. I was very nervous about meeting the other girls as I didnt know what to expect at all. I arrived at Mrs. Morgans house (the house where all the Roses were stayi...

Law Essay - Criminal Law Example | Topics and Well Written Essays - 2250 words

Law - Criminal Law - Essay Example Therefore in respect of the facts at hand unless a case beyond reasonable is made in respect of John he would be deemed to be innocent. (Woolmington v. DPP)1 (Oremond et al, 2011) On the basis of the above discussion it is important to bear in mind that criminal liability would accrue if the offence is proved beyond reasonable doubt and the burden of proof vests with the prosecution. An important principle that is also laid down is that the actus reus and mens rea of the offence must coincide, however the courts have adopted a broad approach in respect of the same. (Clarkson et al, 2010) In respect of proving an offence the requirement is that of actus reus, mens rea and the absence of any defence (Lord Diplock in R v Miller). There has been an important requirement that actus reus and mens rea need to coincide, however it is pertinent to mention that the said requirement has been interpreted broadly. (Fagan v. Commissioner of Police)2. A situation where it was found that the actus r eus and mens rea had coincided was that the conduct of the defendant created a situation of danger (R v. Miller)3. (Oremond et al, 2011) The actus reus of an offence is usually satisfied when a positive act is committed. There has often been the requirement that the act that has been committed must be voluntary, as was defined by Lord Denning that ‘No act is punishable if it is done involuntarily, and an involuntary act in this context...means an act which is done by the muscles without any control by the mind such as spasm, a reflex action or a convulsion; or an act done by a person who is not conscious of what he is doing such as an act done whilst suffering from concussion or whilst sleepwalking...’ (Bratty v Attorney General for Northern Ireland)4 . Thus the act of the defendant must therefore be voluntary and a wilful movement of body. (Simester et al 2009), The second element is that of mens rea which deals with the state of mind of the accused. The criteria for m ens rea has been developed and is ongoing for a number of years and the cases that were decided upon took into consideration the intention, subjective recklessness, objective recklessness, lacuna etc. (Simester et al 2009), As far as mens is concerned the current situation is that of Woollin5 and R v. G which has been attained after refining of the original test for intention. Thus the test is that there must either be direct intent that is the defendant had intended a result by committing the particular act; or oblique intent that is the result may have been that which was a virtually certain consequence of the act. (Oremond et al, 2011) The issue in respect of the liability that requires an evaluation is that whether in respect of the facts at hand there is an element of causation which would break the chain of causation. The test of causation first deals with factual issues that is would the harm have occurred but for the action of the defendant, this is what is known as the â₠¬Ëœbut for’ test (R v. White)6. It is evident by the facts that the act of John had led to the harm and so the ‘but for’ test proves the fact that the harm was in fact caused by John. The second issue requires determination of legal causation that is whether the acts of John were the substantial and the operating cause

Reputation and talent Essay Example | Topics and Well Written Essays - 500 words

Reputation and talent - Essay Example The negative media coverage creates bad publicity and inadequate talent development. Reputation and talent management ensures solutions to these labor challenges. As a potential Human Resource manager for the company, I have developed strategies that ensure effective and efficient management of talent and reputation in the company. Implementation of the strategies will be discussed during the meeting with the CEO of Foxconn, Terry Guo. Talent management is significant in ensuring superior results, through employing, advancing and retaining effective talent. Corporate reputation means the general estimation of the organization by stakeholders, according to previous performance. Many companies view their reputation as the most significant asset. Reputation is very significant for knowledge-based corporations, handling information technology products, like Foxconn. The paper analyzes the recommendations of improving talent and reputation of the company. Superior talent management at Foxconn entails several issues. The staffs should understand the present and future strategic goals of the company. The understanding ensures proper realization of the goals. The company uses a highly effective recruitment and staff advancement processes. This ensures entry of competent individuals in the organization. Staff advancement opportunities include adequate promotion and training opportunities. The factors driving talent management at Foxconn are also very important. Better talent ensures superior performance of the company; hence increase in customer base and profitability. Talent enhances value creation at Foxconn. Value creation ensures production of superior technology products that exceeds customer expectations. Talent management is appropriate for companies in the increasingly complex and changing global market environment. The staffs should be trained on

Research Review on Accuracy of Memory

Research Review on Accuracy of Memory Meghan Amber-Rose Turnbull Explain and evaluate what research has taught us about why our memories are not always accurate. Memory[p1] is a mechanism whereby the brain stores and retrieves information to be used in everyday life. Psychologists have come to understand the existence of memory, as we do not continuously re-learn information every time it is of need. This is what lead psychologist’s to develop three key processes in memory. These are encoding, storage and retrieval. Encoding processes take in information from the outside world using the senses. Each piece of information is given a unique code to enable it to be entered into the memory system. Storage processes use this coded information to enable the memory system to retain information. This coded information is stored as internal representations which come in varying forms such as words, faces, sounds etc. Retrieval processes enable access to the stored information and come in two forms, recognition and recall. Recognition matches coded information which is stored to what is being perceived in the outside world whereas recall (brings information that is stored to your attention.) involves searching memory stores. Recall is what helps you to remember where you last placed an object such as your wallet. These three memory processes work together, therefore, how well and how much information is encoded then determines how much is stored and retrieved (Brace, 2007, pp113-114). This essay will now explain and evaluate what research has taught us about why our memories are not always accurate. One possible reason for memory inaccuracy is the presence of neuropsychological impairment or accidental brain damage. Localization of function is a theoretical method that believes particular areas of the brain play a key role in functions such as memory. When studying this, psychologists use brain scanning technology such as positron emission tomography (PET) and functional magnetic resonance imaging (fMRI). Patients are asked to complete certain mental tasks during a scan. The scans can then pick up brain activity and pin point which part of the brain is not functioning correctly. This can enable psychologists to understand why or how their memory may not be accurate and help in patient’s recovery. Unfortunately for some, the damage may be too severe and incurable. This can be seen in patients suffering from Alzheimer’s and dementia. (Brace and Roth, 2007, pp144-145[p2]) Research conducted by (Martin) Conway and colleagues looked at how well students retained information, over a 12 year period, after completing a cognitive psychology course. The experiment tested for general overall knowledge of what was studied and they found that names were forgotten rather than principals and statistics. This is possibly due to less information being coded to a name than that of principals and statistics when information was originally taken in[p3]. This could be seen as a limitation as important information can be forgotten due to a fault in one of the key processes (in this case at encoding). Their study also found a significant strength as after 4 years the participant’s memories stabilized and what they were still able to recite at this point would potentially stay in their memory for life, meaning the participants know the information rather than remember it. (Brace and Roth, 2007, pp118) Other researchers that focused on the accuracy of memory were Loftus and Palmer (1974). They looked at the effect that leading questions can have on memory. They did this by conducting an experiment whereby participants were shown video clips of car accidents. Each participant was then asked a variation of the question â€Å"about how fast were the cars going when they hit each other?† with the verb ‘hit’ being changed each time for a more violent verb such as smashed, collided and bumped. The participant’s estimates of speed were much higher when asked how fast a car was going when it ‘smashed’ into the other car. It seems that the more violent verb convinced the participants that the cars in that clip were going faster when they were all the same speed. In a similar second experiment, one third were asked â€Å"About how fast the cars were going when they smashed into each other?†, one third were asked how fast they were going when the y ‘hit’ and a control group were not asked a question. After seven days all participants were then asked the question â€Å"did you see any broken glass?† Out of the participants that had been asked the more violent leading question using the word ‘smashed’, 32 per cent admitted to seeing broken glass, even though there had been no broken glass shown on the video clip. An advantage of the research conducted by Loftus and Palmer (1974), is that it gained a lot of knowledge into the misinformation effect. This means information that is given to a person after an event takes place can actually override (or merge with) the memory that they originally have due to the memory not being encoded properly[p4]. Yet, this can also be seen as a disadvantage as If memory can be influenced this easily using only leading questions, it could be used to effect witness testimonies and people can be made to remember events that they did not actually witness. (Brace, 200 7, pp133-134) There is also much to be said about the accuracy of autobiographical memories, which are episodes that an individual can remember from their life. This includes past experiences and biographical information. From this, Brown and Kulik (1977) devised the flashbulb memory. Flashbulb memories are formed when certain conditions, such as surprising and emotionally arousing events, are met and create detailed and stable memories. Brown and Kulik (1977) used insider viewpoints in their research and found that memories of events, such as the assassination of John F Kennedy and Martin Luther King, were highly detailed and much more accurate than other memories. A limitation to this area of research is that it depends solely on personal circumstance. What an individual finds, surprising, arousing and important will determine how well they will remember an event. For instance, the assassination of Martin Luther King registered a higher number of flashbulb memories with black North Americans tha n white North Americans. This means the accounts of white North Americans were less accurate (of the event) than the accounts of black North Americans. However, their research also showed a significant strength in memory recall as flashbulb memories store such a detailed and vivid account of what happened. When asked, participants could remember who they were with, where they were and exactly what they were doing when they learned of the surprising event. (Brace, 2007, pp140[p5]) Collective memories also play a part in how accurate recollections of past events can be. Jean Piaget (1960) spoke of his own experience of collective memory. Piaget was able to describe in detail an instance when a man tried to kidnap him as a child. Subsequently, at the age of fifteen Paiget’s nanny wrote to his family to admit that she had made the story up and the attempted kidnapping never took place. Fifty years on, Piaget could still remember the scratches the man had left on the face of his nanny during the supposed event. Paiget’s collective memory of the kidnapping is possibly due to family repeatedly discussing in detail what happened. Over a period of time, Piaget came to believe that he had witnessed this kidnapping and formed memories of what happened based on what others had told him. (An advantage of this is that) Piaget was able to recall this particular memory in so much detail after fifty years, showing that the information had been told was encoded and stored perfectly and thus was able to be retrieved. This instance shows how memory is not always accurate, as Piaget describes his memory of the kidnapping as being witnessed first-hand. Essentially, his memory of the event was fabricated from information he had been told by family members. (Brace, 2007, pp143[p6]) Research has shown that there are many factors that can affect the accuracy of our memory[p7]. However, these factors are dependent on individual and personal circumstance. The research of Conway (1991) stated that memory inaccuracies were due to a fault in one of the key processes. For instance, if there isn’t enough information taken in and coded it makes it highly difficult for the information to be retrieved in any detail. Piaget (1960) and Loftus and Palmer (1974) both focused on the effect that other people can have on influencing the memory of an individual (. Meaning) illustrating that others can make you believe you have witnessed a situation just by talking about it often enough or using leading questions and persuasive language . The research of Brown and Kulik (1977) concentrated more on personal circumstance. They found that how accurate a person’s memory is of a situation depends on how interesting, surprising or emotionally stimulating they, as a person, find the event. What also must be taken into consideration is the possibility of brain damage and neuropsychological impairment; this can affect the accuracy of memory as the part of the brain that is responsible for memory recall may be damaged in some way. To conclude, the research mentioned in this essay has given a vast pool of knowledge into why our memories are not always accurate. References Brace, N. and Roth, I. (2007) ‘Memory: structures, processes and skills’ In D. Miell, A. Phoenix, K. Thomas (Eds.), Mapping Psychology, Chapter 8 (2nd ed, pp. 113–145). Milton Keynes: The Open University. Brown, R. and Kulik, J. (1977) ‘Flashbulb memories’, Cognition, vol.5, pp.73-99[p8]. Conway, M.A., Cohen, G.M. and Stanhope, N. (1991) ‘On the very long-term retention of knowledge acquired through formal education: twelve years of cognitive psychology’, Journal of experimental psychology: General, vol.120, pp.395-409. Loftus, E.F. and Palmer, J.C. (1974) ‘Reconstruction of automobile destruction: an example of the interaction between language and memory’, Journal of Verbal Learning and Verbal Behaviour, vol.13, pp.585-9. Piaget, J. (1960) Play, Dreams and Imitation in Childhood, New York, Norton [p1]A good introduction in terms of explaining what is involved in memory and the issue, but you need to state precisely how you plan to organise the essay. [p2]Note that individuals may also vary in memory function due to brain differences. [p3]This is a good point – names do not have a specific meaning nor do they relate to the person (except in some cultures) so are easily forgotten. [p4]In fact there is debate about the cause of the misinformation effect which could also be due to not attending at encoding, due to fear or misattributing the source of information so it is thought to be real (as with Piaget’s story and Crombag’s study of memories of an air crash.). [p5]You might have commented that some psychologists question how accurate flashbulb memories are. [p6]Like the memory of Loftus and Palmer’s participants – their memory was â€Å"reconstructed†. [p7]This conclusion is well focused on the evaluative part of the question – and summarises your points well. You might also have considered methodological issues. [p8]Don’t simply add references from the end of the chapter unless you have read them first hand. If you have read ABOUT them in the course book – you need only cite them in the main body of the essay.