Repressed Memories Truth Or Fiction - 1129 Words

Repressed Memories: Truth or Fiction Talia E. Shuman The University of Tampa Repressed Memories: Truth or Fiction When people think of memory repression, people think of child sexual abuse scandals, parental abuse, traumatic injuries, and post-traumatic stress disorder. Memory repression is thought by some to be a defense mechanism of the brain in the event of extreme distress. The memory of the event is pushed back into the corners of the unconscious, and is only recovered after a long period of time has passed. According to the American Psychological Association, both memory researchers and clinicians who work with trauma victims agree that memory can be forgotten and then remembered, and a ‘memory’ can be suggested and remembered as true (APA, n.d.). However, some believe this is not the case. Instead, they believe that these repressed memories are the result of over-eager therapists planting ideas in their clients’ heads. In a recent study, Harrsion Pope tried to find a case of memory repression in works of fiction and nonfiction prior to 1800, and didn’t fin d any cases which matched their definition of a repressed memory. They concluded from this that â€Å"the phenomenon is not a natural neurological function, but rather a ‘culture-bound’ syndrome rooted in the nineteenth century† (Pettus, 2008). Memory repression is an extremely controversial subject in the field of psychology. Further research into this topic could lead to better treatments for patientsShow MoreRelatedThe Moral Dilemma Of By Stephen Covey1180 Words   |  5 PagesGeneralising, all of our physical senses are stored as subconscious memories – the people, objects (even apparitions and the supernatural), etc. which may appear in our dreams are comprised of our knowledge of the external reality. Memory fragments are ubiquitous in all forms of cognitive processing – stored memories enable the brain to construct mental content. As a result, an individual’s perception will vary according to the memories and knowledge accumulated by the physical senses since birth, andRead MoreThe Three Faces Of Eve Essay1188 Words   |  5 PagesIntroduction This paper is intended to inform its reader about Multiple Personality Disorder and whether it is fact or fiction. This paper was intended to be contrived after watching the film â€Å"The Three Faces of Eve†, directed by Nunnally Johnson in 1957. The star of the film, Joanne Woodard, portrays the title character Eve White, who acts through the separate personalities of Eve White, Eve Black, and Jane. Despite the doctors in the film being able to explain Multiple Personality Disorder, theRead MoreOverview. Octavia Butler’S Kindred Focuses On The Perspective1731 Words   |  7 Pagesrights of slaves. Similarly, Sarah Eden Schiff’s â€Å"Recovering (from) the Double: Fiction as Historical Revision in Octavia E. 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Joseph Thomas SheridanRead MoreThe Traumitized Life of Holden1747 Words   |  7 Pageslousy childhood was like, and how my parents were occupied and all before they had me†¦but I don’t feel like going into it, if you want to know the truth† (Salinger 1). Holden provides the audience with Sigmund Freud’s theory of the unconscious mind that holds the variety of ordinary awareness and that keeps troubling or improper urges, impulses, memories and ideas. According to Sigmund Freud, a neurologist and psychiatrist, he interprets psychoanalytic literary criticism, as â€Å"The author’s own childhoodRead MoreMrs Dalloway Key Quotes1089 Words   |  5 Pagesthe characters who’s inner selves are exposed to view, however vain selfish or ignoble their thoughts may occasionally be†David Lodge, art of fiction â€Å"During her parties it was not what she did or said that one remembered but rather the extraordinary sense of her being there† Lucio P. Ruotolo â€Å"At her most interesting, she is a snobbish, vain, repressed lesbian who has dabbled in culture but for the most part of the novel she is only a shadow, poetically enshrined.† Paul Bailey, â€Å" Into the Waves Read More Repressed Personality and Sexual Subtleties in Robert Louis Stevenson Dr. Jekyll and Mr. Hyde1366 Words   |  6 PagesRepressed Personality and Sexual Subtleties in Dr. Jekyll and Mr. Hyde The Tragedies of repression In the reference book Victorian Britain: An Encyclopedia Stevenson is noted for saying that fiction should render the truths that make life significant (760). We see this most closely in his Jekyll/Hyde experiment when Jekyll explains why he invented his infamous potion. Jekyll says: I concealed my pleasures; and when I reached years of reflection...I stood already committed to a profoundRead MoreEssay on Character Analysis: Stew1979 Words   |  8 Pagesdislike. â€Å"Tiny, Smiling Daddy† is told in the third person limited point of view through the father, Stew. This point of view is vital to our understanding of events, in that the progression of the story evolves only through Stew’s recollection of memories giving a very limited perspective. Using this style of writing puts a lens, so to speak, on how the reader is going to read the story, there are no outside details from other characters that Gaitskill gives us to help us understand, it is only throughRead MoreAbstract Space : The Void1650 Words   |  7 Pagesthe image of Vertigo’s Carlotta Valdes that Hitchcock identifies, projects, and explores our deepest anxieties about scopophilia, voyeurism, exploitation, and reality, and in the process, exposes the dark aspects of our characters that are often repressed. That concept of multiple identities is the essence of Hitchcock’s cinema and the essence of the film. Paintings in Vertigo make sense of and illumi nate the moth-to-flame relationships Scottie has with the multiple, yet singular identities of MadeleineRead MoreWhen Memories Become Traumatic : A Reading of Jamila Hashmi’s Exile and Joginder Paul’s Dariyaon Pyas2325 Words   |  9 Pageswhich in return led to many heinous crimes. The moments of active malevolence and communal frenzy left an indelible mark on the minds of the people. These unforgettable moments were encapsulated in the form of Partition Literature. Memories of Partition though are often hurtful are well represented in art forms . As it has been argued that art better than any language can voice the unresolved burdens of the past . Literature as a form of art generally goes beyond the strictures of official

Benefits And Benefits Of Compensation - 913 Words

Compensation is how a company decides what is important to meet their company’s goals. There are three components when it comes to compensation. Direct, indirect, and nonfinancial are the three ways of letting the employees know the company’s values, while still letting the employees feel important. When many employees feel like they are part of the process of making the company a success, they are more likely to work harder. Companies need to be more strategic when it comes to setting up the operations of the company and the benefits they offer to their employees. The company will be more successful if they meet their strategic goals and reward the employees for their hard work. Many companies have used different compensation philosophy when designing their business. Maersk was originally set up as a family orientated business, yet as the company grew globally they realized they needed to change their philosophy to a strategic plan. Maersk’s new compensation phi losophy focused more on the needs of the company and also the employees’ performance. The company became more concerned with figuring out if the best worker was in the correct position to perform his or her job. Maersk industry wanted to make sure they had a diverse group of employees, so that if something went wrong they would have a variety of ideas to fix or solve a situation. Maersk was also concerned that when they took people in and trained them so successfully they would have a high turnover of employees ifShow MoreRelatedBenefits And Benefits Of Compensation Essay886 Words   |  4 PagesCompensation is output and the benefit that employee receives in the form of pay, wages and also same rewards like monetary exchange for the employee’s to increases the performance Holt, 1993). Compensation is the segment of transition between the employee and the owner that the outcomes employee contract. As the prospective of employee pay is the necessary of life. The paymen t receives from work done on the behalf of people getting the employment. From the employee prospective one of the most importantRead MoreCompensation And Benefits Of Compensation Essay1275 Words   |  6 PagesCompensation Benefit The compensation and benefits department is usually responsible for the  transparency in the compensation practices  in the organization and keeping the internal fairness of the total cash. The compensation and benefits has to supervise the development of new compensation components and keeping the general rules for the design of the compensation component. The compensation and benefits department is responsible for the personnel expenses budget of the organizationRead MoreCompensation and Benefits1695 Words   |  7 Pages | |Compensation and Benefits | |Human Resource Management Coures | | Employee compensation and benefits are critical factors in the new hire acceptance process andRead MoreCompensation And Benefits Of Compensation1791 Words   |  8 Pagestalk about compensation among organizations and employees in today’s work environment. Questions such as, what is the cost to the organization and what will be the organizations return on their compensation investment, are common among questions being asked among organizations. Because of all this, there has been a variety of different pay compensations put into place in the work force. The following paragraphs will talk about one company, Bumpbie, and how a strategic compensation plan, integratedRead MoreCompensation and Benefits1475 Words   |  6 PagesCompensation and Benefits Lisa Epps BUS303 Human Resources Due Date Ashford University There are many people that would choose their life career around the benefits and compensation they may receive. Compensation is known as human resources function that deals with every type of rewards that one may receive in return for performing organizational tasks.()1 Do to these rewards such as compensations; turn-over can be affected in the workforce. If an employee did not feel they valued at theRead MoreCompensation and Benefits2497 Words   |  10 Pagesto acknowledge the importance of compensation and benefit strategies used in organizations all around the world. Compensation and Benefits are used by different organisations globally to attract, motivate and retain their employees. This paper contains a case studies, summary and analysis of academic journals and books to understand the latest trends in compensation and benefits field. The three primary components which are used in designing a strategic compensation plan are listed. During the courseRead MoreBenefits And Benefits Of Employee Compensation1395 Words   |  6 PagesEmployee compensation is all forms of pay and rewards which are received by employees for completing their job duties as outlined by their employer. Compensation is classified two ways, direct and indirect compensati on. Direct compensation covers wages and salaries, bonuses, commissions and incentives. With indirect compensation, benefits are supplied by employers, and nonfinancial compensation includes recognition, rewarding jobs, and flexible work hours in order to accommodate each person’s ownRead MoreBenefits And Benefits Of Employee Compensation1054 Words   |  5 Pagesfantastic benefits. (Benefits.) One of the many topics that we discussed when we met with Joe Daggar, a senior manager at Paychex, was how the company meets the needs of employees in relation to employee compensation. Paychex has a set system where the company performs anonymous surveys to determine which kind of compensation packages employees are looking for. By using these surveys they constantly change and adapt to the needs of their employees. Investment opportunities was another featureRead MoreCompensation Benefits1892 Words   |  8 PagesCompensation Benefits BUS455 Final Exam This is an open book and open notes exam. You may use whatever materials you feel necessary. I strongly recommend that you refer to the text and Lecture Notes that you read. There are a total of sixty (60) points available on this exam. Multiple Choice 1) Which of the following is least likely to be used as a skill-based certification method? a. tests b. college degree c. peer review d. on-the-job demonstration 2) An inappropriate way to assessRead MoreCompensation and Benefits2496 Words   |  10 PagesCompensation and Benefits: Methods, Strategies and Performances LaTonya Hopes This paper is submitted in partial fulfillment of the requirements for Human Resource Administration BUS 5273-50 Texas Woman s University School of Management Dr. Derek Crews February 8, 2013 Table of Contents Abstract †¦Ã¢â‚¬ ¦....................................................................................................................... 3 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 Literature

Ptlls Assignment 1 free essay sample

Roles, responsibilities and relationships in lifelong learning 1.1.3 Explain own role and responsibilities in lifelong learning I see my role as a teacher of beauty therapy as facilitating my knowledge through learning and following the learning cycle. I usually start by trying to identify the learners needs by arranging and carrying out suitable assessments, carrying out interviews, identifying any barriers to learning and to help my learners achieve their chosen program, by using various teaching and learning approaches planning learning and taking individual needs into account. Although it is a lot more than that, it sometimes requires me to support my learners in other ways throughout their learning. It is to discuss the topic chosen and assess the various learning styles within the group and identify various teaching methods. A teacher I have also to make sure that all learners have a safe learning environment where they are able to build a trusting and honest relationship. The main responsibility of a teacher is to keep assessing and monitoring the learners continuously and adapt the structure and delivery of the course towards the student’s needs. Taking into account any learning barriers that the students may have. We have to keep in mind that the training cycle is a continuous cycle that can be entered at any stage. Reflection, evaluation and review are important because â€Å"only people who reflect on, and learn from, past success and failures are able to improve† (Petty, 1998) for both the teacher and the learner we need to realise from past mistakes and learn how to correct them. If we do not realize the mistake and learn how to correct it we may never know why we went wrong in the first place. As for the learner we would provide feedback on how to improve. For the teacher it is achieved through peer observations, student feedback and external moderation. 1.14 Explain own role and responsibilities in identifying and meeting the needs of learners My main role as a teacher is to value all learners individually and equally. A tutor has a duty of car towards learners. We have to make communication easier among all students, and to encourage students to discuss the topic chosen, identify my student needs, assess various learning styles within the group and identify various teaching methods. I have also to make sure that all students have equal rights and safe learning environment where they are able to build a trusting and honest relationship. The main responsibility of a teacher is to keep reassessing and monitoring the students continuously to learn their changing needs. The structure and delivery of the course has to be changed according to student’s needs. The learner has the responsibility to tell their tutor of any additional support they need as a learner. This would be reflected in continual re assessment. To identify the needs of learners starting at the initial assessment stage I would conduct interviews with new applications and assess their subject knowledge and discover their learning style, to find if we have any students with dyslexia, for who we would change paper colour of paper for one that is more reader friendly for them â€Å"meeting needs by supporting students with dyslexia† (Wilson 2028.238). People with English as a second language or language barriers we would try to get an interpreter. I would assess their subject knowledge and also discover their learning style by using Fleming’s (1987) Aural, (talking, sing, talk out loud) Visual, (Pictures, movies and diagrams) or Kinaesthetic, (movement, experiments or hands on activities) definitions along with the Honey and Mumford’s (1986) of Activist, Theorist, Pragmatist, or Reflector. I would then decide on learning plans for my students. When deciding on the lesson plans for my learners I would include equality and diversity by making references from all cultures and making sure to comply with the Disability Discrimination Act (2005:4) I would use Maslow’s triangle of needs (1954) when developing the course to make sure that all the learners’ needs are met, I could also ask for feedback from my learners to ensure I have met their needs. There are five steps to the teacher training cycle 1. Identifying needs A teacher’s role is to arrange for suitable assessment for the students to ascertain their current skills and knowledge, to identify any barriers or challenges to learning to assess learning styles and to know the boundaries to work within. A Teacher is then responsible to plan the lessons in such a way that it meets all the students’ needs, ensuring that learners are on the right program and follow company policies and procedures. 2. Planning learning The role of a teacher is to take in to consideration the length of the course the sessions available and plan what will be taught and when and to prepare the teaching and learning syllabus and activities. The teacher has to be responsible for designing the scheme of work, lesson plans, obtaining up to date qualification handbooks, agree individual learning plans, carrying out risk assessments, write realistic aims. 3. Facilitating learning The role of a teacher is to make sure that tutorials are carried out and communicated effectively and appropriately with learners and that it conforms to professional codes of conduct, functional skills are completed, ground rules are established and all the requirements of awarding bodies are followed. They have to maintain a safe and supportive role in the learning environment and promote appropriate respect and behaviour. They have to be responsible to act professionally at all time and to be qualified and experienced enough to teach their subject. Complete registers and carry out admin work as required, deal with behaviour issues as they arise. 4. Assessing The role of a teacher is to assess the student’s progress continuously throughout the teaching sessions. To make sure each student gets involved and understands the lessons, they have to follow the awarding and external body requirements. The responsibilities of the teacher are to assess work within an agreed time period and to give feedback to learners, keep records of individual achievement. Use a variety of assessment methods. 5. Quality Assurance and Evaluation The role of a teacher is to evaluate how well the program was planned and delivered and then try to improve the teaching and learning process. The teacher’s responsibilities are to attend meetings, encourage student’s development and progression, encourage on-going feedback from learners, and help learners achieve their full potential. Lease with others, internal and external verifiers and take part in organisational quality assurance processes. As teachers we have to keep our learners motivated, as their keenness to learn will affect their learning and behaviour during sessions. Motivation can be intrinsic (comes from inside) they can be more effective in bringing about learning as they focus on the actual learning itself rather than what results from it or the context in which it is set. Some intrinsic learners are motivated and have a clear aim to achieve their individual potential, we need to maintain their motivation at that level. Extrinsic motivation is where motivation comes from outside an individual the motivation is external. Money or grades are rewards for these which provides satisfaction and pleasure that the task itself may not provide. So we have to be patient and persistent with our learners and build confidence through praise and keep the subject matter interesting. 1.2.1 Explain the boundaries between the teaching role and other professional roles Professional boundaries are safeguards for both learners and teachers, it is important not to overstep these; I have my personal boundaries that I must not cross with students such as not getting too personal and socializing. As a teacher we have to be professional and honest, confidentiality is a must, and be observant, never step over boundaries by becoming too personal with students. Boundaries exist not only with students but also with colleagues, superiors and outside agencies. â€Å"Professionalism in the classroom requires us to maintain appropriate standards and fulfil our responsibilities to learners, institutions and colleagues† (M Francis a Gould 2nd 2013) Some of the boundaries I have encountered in relation to teaching are Classroom size, lack of seating, heating or lack of it, Faulty and broken equipment such as computers etc. Deadlines and targets and Demands from managers, too much paper work, not getting all information before the students arrive are all boundaries that I have encountered in the classroom. You come across boundaries to teaching throughout the teaching cycle, but we have to remember that we are not counsellors, GP’s or best friends and we have to know when to refer situations. Such as if I suspected a student is suffering abuse or bulling we are legally bound to pass on any information that reveals harm or risk to the appropriate authorities, by alerting my superiors or managers to what I have noticed and allow those trained to handle the situation. 1.3.1 Explain own responsibilities in maintaining a safe and supportive learning As a teacher in the beauty industry we have to follow codes of practice and organisation policies and procedures as set out by HABIA. These are all set out on the website www.habia.org where students can download the codes of practice and also the Health and Safety Policy. Although as teachers we also have the Institute for learning IFL code of practice to follow which include:- Health and Safety at work Act (1976) Risk Assessments Child Protection Guidelines Disability Discrimination Act (1995 and onwards) Copyright guidelines. Data Protection Inclusion of every student Duty of care towards students and in loco parentis for younger students We have to ensure that all current legislative requirements are met and that records of risk assessments and training attended such as health and safety training are kept and updated regularly. A list of helpful contact should be given to students at the start of all courses. All aspects of the learning environment should be appropriate, accessible and safe for the subject that is being taught. Students need to know that they are safe when they are with you and not in any danger. Resources should not cause harm, desks should be in an appropriate layout, heating lighting and ventilation should be adequate. Students should feel safe to express their opinions without being ridiculed. They should also know that you will make their time in the learning environment supportive and productive. Supporting them by giving appropriate advice or if you cannot help them referring your students to others. You should have a clear aim and convey how your students will be supported towards achievement. You should also demonstrate inclusion and challenge any inappropriate or antisocial behaviour, ensuring your students have a break and access to refreshment areas and toilets will help them feel comfortable in the learning environment. â€Å"Learners need to feel safe and valued before they can fulfil their potential for learning† ( Wallace, 2011:96). 2.3.2 Summarise ways to establish ground rules with learners to promote respect for others Ground rules are boundaries, rules and conditions within which students can safely work and learn, if students are following ground rules students would promote respect for others, they are standards of what you can and cannot do and give an idea of expectation. You can have imposed and negotiable ground rules, some that can be broken and some that cannot. Ground rules can be established during your first class session.† When establishing ground rules, you need to have an idea of what needs to be imposed and what could be negotiated† (Gravells, A). I would start my first session with an Ice breaker to break down the initial barriers with inclusion of all students. Then I could either state some common ground rules that I have chosen or have a group discussion or have the class broken in to groups to brainstorm their own rules with the class then voting on the most appropriate rules. Some ideas of ground rules are:- No Smoking, Mobiles on silent, No antisocial behaviour, no offensive language , respect everyone’s beliefs cultures and values, Learn through fun, Work together, Participate, Be punctual, Respect others, treat others as you wish to be treated, be on time Having ground rules helps my students feel comfortable. Keeping them on the wall so that they are visible will remind students of what is and is not acceptable and help to maintain the rules. Word count 2064.

Police Use of S.A.R.A. to Combat Community Crime Essay Example

Police Use of S.A.R.A. to Combat Community Crime Essay One of the biggest challenges to the creation and maintenance of efficient and safe communities is the persistence of crime. Though abolishment of crime in its entirety is an unrealistic goal, police forces and criminologists are constantly working to better control the causes, and thus, minimize the effects of criminal acts. Prior to the late 1970’s, police action consisted mainly of a system of patrolling, crime response, and follow-up, but researchers found this implementation of police forces was too limited to prove effective. Realization of these limitations prompted the institution of a new approach to community law enforcement, termed problem-oriented policing (POP). POP empowers each officer to evaluate the source of crimes within his patrol area and to work to subdue the problem at its source.One of the most commonly used methods for such problem solving is the S.A.R.A. model. This acronym refers to the four sequential stages of Scanning, Analysis, Response, and Asse ssment with regards to any criminal problem. â€Å"This is a useful check on the natural tendency to jump straight to a final response, while skimping on definition of the problem and analysis and forgetting to assess their impact on the problem† (Clarke). The first step in this method, scanning, involves identification of the root cause of a problem. A problem is defined as a group of two or more incidents, similar in aspect, causing danger or harm. This stage involves identifying problems and their consequences, prioritizing such problems, and developing broad goals with regards to these confirmed troubles.The next step in the S.A.R.A. model is the analysis phase; this portion is the heart of problem solving. In order to fully understand the effects of any particular crime on a community, a complete and thorough analysis must be performed. This provides further details to the objectives described in the scanning phase. A critical point to note during this phase of problem s olving is the need to be objective. Analysis of crimes cannot be tainted with one person’s feelings or beliefs, as this can skew further progress of the method. Research and data collection are critical here, as each problem faces its own set of unique challenges. Although some amount of insight can be gained from other successes in relation to similar problems, each analysis must be tailored to the unique requirements of the problem and the community.After performing a thorough analysis of an incident, a response needs to be developed. Work done during the analysis phase will dictate what type of response is warranted. The response phase allows law enforcement to work closely with the victims of crime and the community. Through Community-Oriented Policing (COP) and POP, officers can work to reduce crime and give leverage to the people, who are usually the first points of contact when a problem occurs. Programs such as a neighborhood watch assist police forces in the response phase of the S.A.R.A. method. Assessing the options for community and police-based interventions for crime is done during this important step. While it is sometimes important for police to look at the actions and interventions of other communities with similar criminal problems, they are often required to think up new ways to combat crime within the context of their own communities and figure out how best to utilize the intervention resources available to them.The final stage of the S.A.R.A. method is assessment. This step is vital not only for determining the effectiveness of the response plan implemented, but also for providing qualitative and quantitative data to aid in the evaluation of and the response to further criminal problems within the community. This step allows police to adapt their methods of response for changes within the community instead of simply responding in the same way to a crime regardless of their circumstances and resources.Particularly for recurring crime s, police find that using the analysis part of S.A.R.A. in conjunction with other methods of analysis helps them to pinpoint the root of such problems. The crime triangle (POV, which is illustrated in Figure 1) can also be a tool to aid enforcement agencies in incident response. By identifying the Place, Offender and Victim clearly, an intervention can be staged to remove the offender from the triangle. This model is based on the assumption that a crime or problem occurs when an offender comes into contact with a victim in a particular place without appropriate supervision or control. Once the POV model for a problem has been identified, law enforcement agencies can impose the appropriate supervision to diffuse a situation in progress, or even sometimes prevent a crime from taking place. A place should be controlled by a manager responsible for keeping his building protected and calling in other parties for aid when needed. An offender can often be controlled by police, security, or other types of law enforcement, referred to as a handler. Finally, a victim should be looked after by a guardian to ensure his protection.Figure 1Our communities’ need for a closer working relationship between the people and law enforcement dictates the need for methods such as S.A.R.A.. Before the advent of the police cruiser, officers would patrol the neighborhood on foot, giving them the opportunity to talk to the other members of the community and provide them with a better understanding of community needs. As Toch (1991) explained, â€Å"by staying in their cars, patrol officers lost contact with residents of their beats who were neither offenders nor victims. Their knowledge of community problems became more and more limited† (2). Communities need to work together with their police force, not against them, and in knowing them and communicating with them face-to-face, this is more easily achieved.The demand for community policing stems largely from larger social and economic issues, such as poverty, racial strife, overburdened social services, and a growing sense of neglect among the inner-city poor. It presumes effective crime control requires a partnership between police and the public. (Holman 162)When citizens of a town only see the police on the occasion when an incident occurs, this leads to a disillusionment of the community towards their law enforcement agencies.Even skeptics of COP, POP, and S.A.R.A. have come to see their value, particularly due to the less social nature of current police patrols. As Bobinsky realized, after an initial rejection of community-oriented methods of problem solving, â€Å"this incident-oriented policing model placed an impressive array of resources at officers disposal to locate offenders, but made little attempt to reduce actual crime numbers† (1994). This phenomenon is well illustrated by the Greek myth of the nine-headed hydra. Hercules would cut off one head only to have two more grow back i n its place. To defeat the monster, Hercules had to enlist the aid of his nephew, with whom he was able to complete the task by cauterizing the hydra’s wounds and preventing regrowth. Similarly, through the use of S.A.R.A., officers in the field are able to work with the community to complete the steps of the model more effectively and eliminate the source of the crimes, not only the individual incidents as they occur. S.A.R.A. allows for law enforcement to be geared more towards pro-active measures, rather than reactive.Officers of the law, both old and new need to be trained properly to implement the S.A.R.A. model with maximum effectiveness. An issue with training is that many people tend to resist change when they are accustomed to performing their duties a certain way. To find out who is the most qualified candidate for training one can use the S.A.R.A. method to determine which officers, or districts need further education in using this method to aid in their duties. Sc an the officers, find out which ones have close ties to the community or have backgrounds in methodologies such as this. Analyze the candidates to determine their specific current needs and future needs. Respond by training the candidates in the appropriate methods and techniques. Finally, assess the results either by crime statistics, or community polling surveys.In the absence of effective training (and supervision), it is easy for police to fall back on familiar ways of dealing with whatever problem is at hand. It is also easier not to make mistakes that way, which is important if there are few positive rewards for doing good community-oriented work. (Skogan 31)Officers trained in using the S.A.R.A. method need the proper tools to fully be effective in utilizing the model. One such tool is the Geographic Information System (GIS). The GIS is a central database of geographic locations that can be used to pinpoint crime locations and buildings associated with crimes for trend analys is. A specific GIS system developed by the New York City Police Department is called CompStat. This tool is used to identify crime ridden areas accurately and allows for a more rapid response due to the availability of data firsthand. New York City developed Compstat to compromise between precincts and Headquarters in terms of dictating operations.Precinct commanders are in a far better position than Headquarters executives to appreciate and meet the particular needs of their communities and to direct the efforts of the 200 to 400 officers they manage. They are also in a better position than beat officers to understand and harmonize the agencys policies with the social dynamics operating within their geographic compass. (NYPD, 2007)S.A.R.A. Analysis not only requires the proper tools, but also a full understanding of what characteristics of a criminal problem are most valuable to focus on. Since each step of the S.A.R.A. method builds on the previous step, it is vital for police to ensure that they are asking the right questions and gathering the right data at each phase. Officers need to determine if there are any current solutions to a problem and if so, why they have failed to work so far. Detailed answers to the questions: who, what, when, where and why are essential to develop at this step. The essence of S.A.R.A. is to focus on the root problem and asking these questions helps to narrow one’s focus. The details of the time, situation, location, and motive are crucial to the decisions of the criminal and thus equally important to the police dealing with the crime. For example, car thieves are more likely to avoid parking lots with strong lighting, closed-circuit television (CCTV) cameras and full-time attendants than ones without these forms of security (Ratcliffe).Once a thorough analysis is completed it is time to implement an effective response. Responding to problems identified and analyzed during the first two steps of the S.A.R.A. method can yield both positive and negative reactions from the community. A good example of a conflicted reaction to a problem response is the use of video surveillance. Cameras installed in problem areas allow for the guardians to monitor the situation. Although this may prove handy to officers, many in the community view cameras as an intrusion into their personal lives. â€Å"Since innovative ideas may surface through unique viewpoints, it is at this point that having a broad spectrum of personalities in the work group is an asset† (cj.msu.edu). Oftentimes, having a variety of viewpoints within a S.A.R.A. workgroup can provide an insight for police as to what the community’s reaction to their actions might be, so they can adjust them accordingly.In conclusion, S.A.R.A. acts as a very effective model for law enforcement agencies incorporating a problem and community oriented style of policing. Although it is certainly not a cure for all the ailments that society faces, it does allow for a straightforward and structured means of attacking a problem as its source. According to an abstract from the National Criminal Justice Reference Service, findings from a study on the impact of policing on social disorder â€Å"show that two community policing strategiesdoor-to-door visits and storefront officeswere significantly associated with lower levels of social disorder† (njcjrs.gov). Though some methods of the data collection which is important to S.A.R.A., such as video surveillance, may meet with mixed reactions from members of the community, overall, this model aims to bring the police force and the community together in an effort to reduce crime.