Seminars
Writs and the Extradition Process
A writ refers to an official order given by an entity with judicial and administrative jurisdiction that can be interpreted as a court. The most common types of writs include subpoenas, prerogative writs and warrants although other forms of writs also exist. Writs originated from English Common law where they were presented in the form of a letter from the King. The writ acted as a summons for the hearing of cases in the royal courts. Plaintiffs that needed to have their cases heard at the royal courts also did so using writs. These writs were issued by the Chancery and the Exchequer (Baker, 2001). In the 21st century, most of the systems and procedures have been maintained with a few variations emerging.
Extradition is the official procedure whereby one country surrenders an individual suspected to have perpetrated a crime to another state. A habeas corpus is the writ that is used to call back a criminal that was convicted in another country to the federal court of his or her home country. The contents of habeas corpus form the main material for the review of the conditions of arrest and imprisonment. The review of habeas corpus forms part of the state’s collateral defense and does not act as a direct review material (McDonough, 2008). In the current global legal systems, the habeas corpus is used by the state to control federal prisoners that appeal against their detention.
Apart from this major use, habeas corpus is also used in military immigration cases, court proceedings in military settings. The writ can be used to determine preliminary matters in a case such as the grounds for detention and the denial of parole or bail. There are also certain grounds on which a state can defy a habeas corpus and refuse to extradite a criminal, for example, the United States may refuse to extradite a criminal if he faces capital punishment or torture (Sambei & Jones, 2005).
Identity Theft
Identity theft, identity fraud or impersonation, is classified as a national crime that involves an individual stealing someone’s identity and masquerading as that person in order to access personal advantages or benefits. Victims of identity theft may undergo various physical, financial and social consequences, as they are held accountable for the actions of the perpetrator of the identity theft (Hanel, 2011). Most cases of identity theft involve thieves who use false identities to gain access to bank accounts, security deposits and other forms of paperless money such as credit cards. Identity theft may range from an impostor hacking a social site account to an organized criminal who conducts illegal businesses under a false alias.
There are various types of identity theft for instance identity cloning which involves the criminal impersonating another individual. These types of crimes are frequent in social networking sites such as Facebook where posers lure or convince people into traps under the guise of other famous people. Concealment may continue indefinitely especially if the perpetrator had documents that enable him to pass everyday obstacles. Criminal identity theft occurs when a person identifies himself to the authorities as someone else. Other forms include synthetic identity theft, medical identity theft and child identity theft (Jasper, 2006).
Dealing with identity theft requires a two-fold approach: personal security and government policy. On the part of the individual, care must be taken to restrict dissemination of confidential information such as bank details and identification numbers. People should also investigate any claims made by institutions that demand any confidential information. Such scammers should also be reported to the police for further investigation (Grosso, 2001).
The Importance of Training in Police departments
The present state of criminal activity has transformed the police department into an elaborate career similar to medicine or law. The nature of police work in itself is extremely dangerous, risky and complicated (Charles, 2000). Being a police officer means that one is exposed to various risky situations, dangerous environments and difficult working conditions. The need for training among police officers is therefore, necessary to enable them handle these difficult situations. Law enforcers need certain skills and traits such as a sixth sense, keen eyesight for seeing details and an ability to remain calm in chaotic situations and control their weapons (Chaurasia, 2003).
Police training is important in that, the training includes an academy program that increases the quality of the skills that officers have. The academy has a curriculum that includes fitness regiments, study of local and state laws and other real-life situation exercises. The academy has an objective of producing competent police officers that can work on the streets. Officers also undergo field training that involves being assigned to a veteran officer or an FTO where the new officer is taught the systems at the police post such as the radio communication systems and handling traffic spots (Rostker et al, 2008). The rookies are also taught how to use specialized police gear such as handcuffs and firearms.
Training within the law enforcement groups is also crucial as it enables them to have proper communication and people skills. The training equips the police officers with the right way to handle public gatherings and one-on-one encounters. They are taught the best ways to handle large, irate crowds, a lost child or the suicidal person on a window ledge. Officers are trained in communicating with people from diverse cultures (Haberfeld et al, 2012). They learn how to make wise, quick and proper decisions while they are working. Training in the police force also develops special units that handle different emergencies in the society such as the bomb squads, anti narcotics and other specialized divisions.
References
Baker, J. H. (2001). The law’s two bodies: Some evidential problems in English legal history. Oxford: Oxford University Press.
Charles, M. T. (2000). Police training: Breaking all the rules: implementing the adult education model into police training. Springfield, Ill., U.S.A: C.C. Thomas Publisher
Chaurasia, M. K. (2003). Police training. New Delhi: Northern Book Centre
Grosso, R. J. D. (2001). Identity theft – how to avoid an identity crisis – Businesses can win the esteem of their employees and improve the bottom line by helping staff prevent or deal with identity theft. Security Management, 45, 12, 72
Haberfeld, M. R., Clarke, C. A., & Sheehan, D. L. (2012). Police organization and training: Innovations in research and practice. New York: Springer Science Business Media, LLC
Hanel, R. (2011). Identity theft. New York: Marshall Cavendish Benchmark.
Jasper, M. C. (2006). Identity theft and how to protect yourself. Dobbs Ferry, N.Y.: Oceana Publications
McDonough, J. (2008). Habeas corpus. Cambridge, U.K: Salt Publishing.
Rostker, B., & Rand Center on Quality Policing. (2008). Evaluation of the New York City Police Department firearm training and firearm-discharge review process. Santa Monica, CA: RAND.
Sambei, A., & Jones, J. R. W. D. (2005). Extradition law handbook. Oxford: Oxford University Press.
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