Police Ethics and Police Rights Write a response to the following prompt: Describe the vital role of police leaders, especially first-line supervisors, in preventing and addressing problems of patrol officer ethics.What are the specific rights that police officers possess, and what are the areas in which they have limitations placed on their behavior and activity according to court decisions and legislation? Do you think these limitations are necessary? Why or why not? Our discussion above, students response Week 3 Discussion 2 Yolanda The vital role of police leaders, in preventing and addressing problems of patrol officer ethics “is to be trusted to work within the law, officers should perform all duties no matter what ethnics group the citizens are, they should not let their personal feeling affect their work. A police officer should not use unnecessary force or violent, keep confidentially a secret unless noted by law, and do not engage in corruption or bribery” (Peak, Gaines, & Glensor, 2010). The first line supervisor is “to be a proactive training initiatives and models that will serve not only to instruct, but also to prevent misconduct. A departmental code of ethics should be devised that sets forth the integrity goals and responsibilities of each officer and the agency in general. Officers should be instructed in what is expected of them as street ambassadors and in how to properly exercise their authority, how to conduct themselves in public and in their private life, achieve a proper attitude in dealing with the public, speak to citizens and criminals, de-escalate confrontations, be aware of and sensitive to diverse cultural lifestyles in the multicultural community that they serve, problem solve, and recognize and resist temptations to abuse their authority. They should be taught that the public image and perception of the department's professionalism and integrity are directly linked to his or her actions as a street officer. Officers should recognize that they must become role models in the community and that they are indeed held to a higher standard of conduct and accountability” (Gentile, 2014). The specific rights that police officers possess and have limitations placed on their behavior and activity according to court decisions and legislation are,“ some observers have referred to illegal police behavior as a “slippery slope”: Officers trend on solid or legal grounds but at some point, slip beyond the acceptance into illegal or unacceptable behavior. This slippery slope serve as a point of analysis for the behavior addressed in this section, which discusses areas in which officers can get in trouble: (1) lying and deception, (2) acceptance of gratuities and corruption, (3) improper use of force, (4) verbal and psychological abuse, (5) violation of civil rights, and (6) improper sexual relationships" (Peak, Gaines, & Glensor, 2010).  I believe that these limitations are necessary because a law enforcement officer has been sworn in to protect its citizens and to not take advantage of their authority. References Gentile, J. (2014). Free Donuts and More: A Commentary on Police Misconduct and Corruption http:// www.steredavis.org/sol1art1.html. Peak, K., Gaines, L. & Glensor, R. (2010). Police supervision and management in an era of community policing (3rd ed.) Upper saddle, NJ: Pearson Education, Inc. ISBN: 9780135154663 Just need to tell the bad and good of the students response list references

According to child development specialists, one of the most accurate ways to learn about children is to observe them in daily activities” (Wortham, 2012, p. 117).  Among the many types of observation discussed in Chapter 5, anecdotal records, running records, time sampling, and event sampling are widely used in schools and centers across the nation.  For this discussion, you will begin to develop a plan for the observation types you will use in your written assignment this week, which involves the observation of an actual child.  Here is what you are asked to do: Choose either anecdotal or running records.  Describe the record type and explain its characteristics.  Discuss whether you will be observing social/emotional development, physical development, cognitive development, or language development (choose one), and what the purposes are for assessing that domain. Next, choose either time sampling or event sampling.  Describe the sampling method and tell what its characteristics are. Discuss whether you will be observing social/emotional development, physical development, cognitive development or language development (choose one that is a different domain from above) and what the purposes are for assessing that domain.  Determining the Observation Site For Weeks Three and Five of this course, you will be asked to complete an assessment as well as a developmental screening on a young child.  For this Learning Activity, you will find a child to work with for both of these assessments.  If you are currently working with children, you may request permission to work with a child in your class or center.  If you are not currently working with children, you may work with your own child, you may contact a friend or relative and request permission to observe their child, or you may choose one of the children from the table below.  Go to The Colorado Department of Education’s Results Matter Video Library and scroll down the list to find the titles of the videos for the child you choose.  Please make sure to watch all of the videos listed in the chart below for your chosen child.  Student to Observe Video(s) to Watch  Davana Davana and Sidney Painting Together Davana and Jozlynn at the Sand Table  Kyrill Kyrill and Kira at the Easel Kyrill and Dylan at the Water Table  Austin Austin and Sander at the Breakfast Table Austin and the Broken Bridge  Alicia Alicia in Several Activities You must ensure that you can observe and assess the child on multiple occasions. You will need a minimum of two different assessment times, three is preferable. You also must ensure that you are working with the same child for all required assessments during this course. For this activity, email your instructor with the following information: The child’s first name (do not use last names for confidentiality purposes) The age of the child The setting in which you will be observing the child (e.g. at home, a classroom setting, one of the videos etc.) Please read pages 141 to 142 in Determining the Observation Site for more guidelines on how to choose a setting.

Supporting Early Learning So far in this course you have learned about the various reasons and also some of the benefits for assessing young children.  Among those benefits discussed this week is the support of student learning in the various domains (cognitive, physical, etc.).  For this journal entry, visit the website “Early Learning: America’s Middle Class Promise Begins Early.”  After briefly researching early learning programs such as those listed on the website (e.g. Ready to Learn Television, The Title I Program, etc.), choose one (or two) that you feel is (are) beneficial for the age group of students with which you desire to work.  Reflect on why you would advocate for this early learning program and how it will specifically impact you in your work with children.    Journal Options: A written reflection. Create a Screenr.  If you choose this option, you will be able to record your screen and show the programs that are shared on the Early Learning: America’s Middle Class Promise Begins Early website that you feel are beneficial.  While showing the programs, you will be able to talk and record your reflection as to why you would use these programs. You can view directions for making a Screenr below.