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Файл:English Writing for Law Enforcement Cadets. Учебное пособие для СПО
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To investigate and prevent environmental crimes Interpol initiates projects focusing on oil pollution, illegal discharge of hazardous wastes and illegal trafficking of
endangered flora and fauna. There are several working projects and operational resources established in cooperation with member countries.
Project Geiger initiative collects and analyses data on the theft of radiological
materials to identify methods and trends used by terrorists in the manufacture of socalled «dirty bombs», conventional explosives armed with radiological materials. The
goal of the Project on Bioterrorism is to enhance knowledge of the bio-terrorist
threat, oppose bio-weapons proliferation and develop police training programmes.
Project IWETS (Interpol Weapons and Electronic Tracking System) provides member countries with a communication and information-sharing tool which helps to enhance criminal and terrorism investigations related to firearms.
Text 2. Twenty-Seven Arrested as European Police Dismantle Large Drug
Smuggling Network
The Hague, the Netherlands 24 October 2020
An international drugs smuggling network responsible for trafficking large
quantities of illegal drugs into and out of Spain has been dismantled. Long-running
operation, led by Spain’s Guardia Civil in Navarra, was coordinated by Europol and
Eurojust, working in cooperation with French and Dutch law enforcement authorities.
For years, this organized criminal group from Navarra was the main importer of
speed (amphetamine sulphate) to Spain. They would receive consignments of cannabis, shipped in horse transporters, from another criminal group in Valencia. Once received, the drugs were concealed in cans and then transported by lorry to The Netherlands. On 30.01.2020 French Police apprehended a lorry, which contained over half
a tone of cannabis. This was to be exchanged for 200 kg of speed and sent back to the
criminals in Spain for further distribution.
The effective law enforcement cooperation demonstrated by this operation has
resulted in seizure of 675 kg of cannabis. Two individuals accompanying the drugs
through France were arrested and subsequently jailed in Spain. Spain’s Guardia Civil
carried out 25 house searches and seized 4,3 kg of speed plus ketamine, cocaine and
other illegal substances, discovered an indoor cannabis plantation and more than
100 cannabis plants. 27 arrests were made in Spain in Valencia, Madrid, La Rioja,
Zaragoza and Navarra. Those arrested were linked to three international drug trafficking organizations. Spanish Customs (AEAT) blocked 97 bank accounts, and seized
19 apartments, six companies and eight vehicles as part of a parallel moneylaundering investigation. As part of the investigation, links were discovered to another violent criminal group involved in contract killings and extortion.
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Two Europol specialists were present in Spain supporting the investigation and
assisting with the secure dismantling of outdoor and indoor cannabis plantations. Europol drugs experts facilitated the exchange and analysis of key criminal intelligence.
Text 3. United Nations Peacekeeping Forces
Peacekeeping is an activity that aims to create the conditions for lasting peace.
It is distinguished from both peace building and peacemaking. United Nations Peacekeeping Forces first used in 1948 to observe cease-fires in Kashmir and Palestine.
The use of international forces as a buffer between warring parties waiting for troop
withdrawals and negotiations was formalized in 1956 during the Suez Crisis between
Egypt, Israel, France, and the United Kingdom. Although peacekeeping missions
have taken many forms, they have in common the fact that they are designed to be
peaceful, that they involve troops from several countries, and that the troops serve
under the authority of the UN Security Council.
Peacekeepers monitor and observe peace processes in post-conflict areas and
assist ex-combatants in implementing the peace agreements they may have signed.
Such assistance comes in many forms, including confidence-building measures, power-sharing arrangements, electoral support, strengthening the rule of law, and economic and social development. Accordingly UN peacekeepers (often referred to as
Blue Beret because of their light blue berets or helmets) can include soldiers, police
officers, and civilian personnel.
The United Nations Charter gives the United Nations Security Council the
power and responsibility to take collective action to maintain international peace and
security. For this reason, the international community usually looks to the Security
Council to authorize peacekeeping operations. The UN Peacekeeping Forces were
awarded the 1988 Nobel Prize for Peace.
Most of these operations are established and implemented by the United Nations itself, with troops serving under UN operational control. In these cases, peacekeepers remain members of their respective armed forces, and do not constitute an
independent «UN army», as the UN does not have such a force.
The United Nations is not the only organization to implement peacekeeping
missions. Non-UN peacekeeping forces include the NATO mission in Kosovo (with
United Nations authorization) and the Multinational Force and Observers on the Sinai
Peninsula.
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3. APPLYING FOR A JOB
Resumes, curriculum vitae (CV) and cover letters are very important in the
job application process. This unit explains the process of producing effective job application materials. To be successful, you should: a) analyze the situation, b) plan the
content, c) present it in an appropriate form, d) perform effectively at an interview.
3.1. ANALYZING THE SITUATION
Exercise 27. Read the text and answer the questions below. Consult the English-Russian dictionary.
To write effective job application materials, one must understand his goals, audience, the field in which he is applying for work, his own strengths and the needs of
his employers.
Understand Your Goals. Your goals are to get an interview and to provide
topics for discussion at that interview. If you present your strengths and experiences
convincingly in the letter, resume or CV, prospective employers will ask to interview
you. To be convincing, you must explain what you can do for the reader, showing
how your strengths fill the reader’s needs.
The letter and resume also provide topics for discussion at an interview. It is
not uncommon for an interviewer to say something like «You say in your resume that
you served as a patrol officer. Would you explain to us what you did?».
Understand Your Audience. Your audience could be any of a number of people in an organization — from the personnel manager to a division manager, one person or a committee. Whoever they are, they will approach the letter and resume with
a limited amount of time and will expect to see evidence of your skills and professional attitude.
The Reader's Time. Employers read letters, resumes and CV quickly. A manager might have 100 resumes and letters to review. On the initial reading the manager
will spend only 30 seconds to 3 minutes on each application, quickly sorting them into «yes» and «no» piles.
Skill Expectations. Managers want to know how the applicant will satisfy the
service needs. They look for evidence of special aptitudes, skills, contributions to
jobs, and achievements in the field. Suppose, for instance, that there was placed an ad
specifying that applicants need «experience in working at detention center». Applications that show evidence of that experience will go into the «yes» pile.
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Professional Expectations. Managers read to see if you write clearly, handle
details, and act professionally. Clean, neat documents written in clear, correct English
on high-quality paper demonstrate all three of these skills.
Assess Your Field. You need to find out what law enforcement professionals
actually do in your field so that you can assess your strengths and decide how you
may fill an employer's needs. Answer the following questions:
1. What are the basic activities in this field?
2. What skills do you need to perform them?
3. What are the basic working conditions, salary ranges, and long-range out-
looks for the areas in which I am interested?
Assess Your Strengths. To analyze your strengths, review all your work experience (part-time, internship, full-time), your college courses, and your extracurricular
activities to determine what activities have provided specific background in your
field.
Prepare this analysis carefully. Talk to other people about yourself. List every
skill and strength you can think of; don't exclude any experiences because they seem
trivial. Seek qualifications that distinguish you from your competitors. Here are some
questions to help you analyze yourself:
What work experience have you had that is related to your field? What were
your job responsibilities? What law enforcement strategic operations were you involved in? What weapon or forensic equipment did you use? What have your
achievements been?
What special aptitudes and skills do you have? Do you know advanced methods and means of investigation? What are your computer abilities?
What special activities have you completed in your major field? List processes,
weapon, and investigative techniques which you have dealt with.
What honors and awards have you received? Do you have any special college
achievements?
What is your grade point average?
What was your minor? What sequence of useful courses have you completed?
Some courses, might have given you knowledge or skills that your competitors do not
possess.
Are you willing to relocate?
Are you a member of a professional organization? What projects have you participated in as a member?
Can you communicate in a second language?
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Do you have military experience? While in the military, did you attend
a school that applies to your major field? If so, identify the school.
Assess the Needs of Employers. To promote your strengths, study the needs
of your potential employers. You can use library or Internet resources to find helpful
information. Read annual reports and company brochures. Consult the persons who
have experience of service there. Learn the career opportunities, training and development programs, and benefits it offers.
Answer the questions:
What are the job application materials?
What makes the job application process successful?
What are the goals of producing resumes, C.Vs and cover letters?
What do employers expect to see in the application papers?
How can a person assess the field, he is applying for?
Is it possible to analyze yourself? How?
What is the best way to assess the needs of employers?
3.2. PLANNING AND WRITING A RESUME
Exercise 28. Read the text and answer the questions below. Consult the English-Russian dictionary.
The word resume comes from French resume, which means to summarize.
Your resume is a one-page (sometimes two-page) document that summarizes your
skills, experiences, and qualifications for a position in your field. You must plan it
carefully, selecting the most relevant information and choosing a readable format.
Decide what information to include and in which format — chronological (in reverse
chronological order) or functional (stressing skills and expertise) — to present that
information.
Information to Include in a Resume
The information to include is that which fills the employer's needs. Most employers expect the following information to appear on applicants' resumes:
Personal information: name, address, phone number.
WILLIAM C. O’TOOLE
45299 Research Place
Ashburn, Virginia 20147
(703) 554-6251
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Summary: (summarize your background and most valuable attributes. Using
concrete examples, explain to potential employers precisely what you will be able to
do for them. Describe your unique gifts and strengths. Write this section last, as it is
often the most difficult to write). Study the example:
I have extensive knowledge and experience in overseeing training academy operations, staff management and development, and in managing budgets and facilities.
I believe in creating a work environment where employees feel challenged by and
appreciated for the work they perform. For me, the keys to providing quality leadership and training involve effective communication, fairness, integrity, and professionalism. I have shown, through past performance, that I am capable of displaying
these attributes at a high level.
Educational information: (date of graduation, name of college, major, degree).
1997–1999 The Johns Hopkins University, Police Executive Leadership Program, Master of Science.
1978–1981 University of Maryland, Bachelor of Science.
Work history: (dates of employment, titles of jobs held, employing companies, duties, a career objective);
1995–1998 Lieutenant/Deputy Commander, Silver Spring District.
Directed all operations of patrol shifts in both a traditional and non-traditional
policing environment.
Researched, drafted, submitted, and coordinated the first Maryland Hot Spot
Communities Initiative, a multi-agency, three-year, comprehensive public-safety
strategy and grant initiative for Downtown Silver Spring, with an annual budget in
excess of $100,000.
1993–1995 Sergeant/Supervisor of the Central Business District and the Piney
Branch Initiative.
Researched, developed, and implemented a model for «beat team» deployment
of patrol officers in the Central Business District and the Piney Branch areas of Silver
Spring. Co-chaired the Panhandling Initiative Work Group, which successfully lobbied the County Council to enact legislation to deal with aggressive panhandling. Developed and implemented a comprehensive plan to address public safety issues related to public intoxication, homelessness, and the negative impact of the day laborer
problem in the Silver Spring District.
Achievements: (awards and honors, special aptitudes and skills, achievements
at work).
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Recipient of two Extraordinary Performance Awards, a Departmental Commendation, two Chief’s Awards, and four Community Awards.
Honor graduate of the Maryland Police and Correctional Training Academy.
Honor graduate of the United States Army Military Police School
The Chronological Resume
Traditionally, the information required on a resume has usually been arranged
in chronological order, emphasizing job duties. Because employers are accustomed to
this order, they know where to find information they need and can focus easily on
your positions and accomplishments. The chronological resume has the following
sections: personal data, career objective, summary (optional), educational history,
work history.
Personal Data. The personal data consist of name, address, telephone number
(always found at the top of the page), place to contact for credentials, willingness to
relocate, and honors and activities (usually found at the bottom of the page).
List your current address and phone number. Tell employers how to acquire
credentials and letters of reference. Give the appropriate address and phone numbers
for it or indicate that you can provide names upon request.
Federal regulations specify that you do not need to mention your birth date,
height, weight, health, or marital status. You can give information on hobbies and interests.
Career Objective. The career objective states the type of position you are seeking. A well-written objective reads like this: «Detective Position in Frauds Bureau»
or «Position of an Investigator in International Criminal Investigation Department».
Summary. The summary, an optional section, emphasizes essential points for
your reader. In effect it is a mini resume. List key items of professional experience,
credentials, one or two accomplishments, and one or two skills. If you don't have
room for the summary in the resume, consider putting it into your accompanying letter (Study the example below).
Summary
Gained extensive experience in law enforcement
Worked for UN Mission
Wrote tests for Mission Recruitment
Education. The education section includes pertinent information about your
degree. List your college or university, the years you attended it, and your major, minor, concentration, and grade point average (if good). If you attended more than one
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school, present them in reverse chronological order, the most recent at the top. You
can also list relevant courses (many employers like to see technical writing in the
list), honors and awards, extracurricular activities. You do not need to include your
high school (Study the example below).
Education
B.S. University of Wisconsin-Stout, School of Law, 1997.
Major — Criminal Law
Key courses — Criminal Law, Crime Detection, Criminal Investigation
Work Experience. The work experience section includes the positions you have
held that are relevant to your field of interest. List your jobs in reverse chronological
order — the most recent first. In some cases you might alter the arrangement to reflect the importance of the experience. List all full-time jobs and relevant part-time
jobs — as far back as the summer after your senior year in high school. You do not
need to include every part-time job, just important ones (but be prepared to give
complete names and dates).
Each work experience entry should have four items: job title, job description,
name of company, and dates of employment. These four items can be arranged in
a number of ways. However, the job description is the most important part of the entry. Describe your duties, the projects you worked on, and the equipment you used.
Choose the details according to your sense of what the reader needs.
Write the job description in the past tense, using «action» words such as man-
aged and developed. Try to create pictures in the readers’ mind. Arrange the items in
the description in order of importance. Put the important skills first.
Order of Entries on the Page. In the chronological resume, the top of any section is the most visible position, so you should put the most important information
there. Place your name, address, and career objective at the top of the page. In general, the education section comes next, followed by the work section. However, if you
have had a relevant internship or full-time experience, put the work section first.
The Functional Resume
This kind of resume presents the applicant to the employer in the same way the
employer looks at the applicant: in terms of relevant skills. This style allows candidates whose work experience is not relevant to their job area to stress their skills. If
employers cannot easily relate skills to specific jobs, however, functional resumes
can produce a negative response. The functional resume has these sections: personal
data, objective, summary (optional), skills, education, work.
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Standard Sections. Treat the following sections the same as in the chronological resume.
1. Personal data — include your name and address and the address of your
placement service.
2. Objective — tell your immediate occupational goal.
3. Summary — mention your best professional experience, credentials accom-
plishments, or skills.
4. Education — list your university, major, date of graduation, minors.
Drafting your resume includes generating, revising and finishing it. Experiment
with content and format choices. Ask a knowledgeable person to review your drafts
for the choice of words and emphasis. Pay close attention to the finishing stage in
which you check consistency of presentation and spelling. The resume must be easy
to read. Employers are looking for essential information, and they must be able to
find it on the first reading.
Answer the questions:
What is the idea of a resume?
Are there different kinds of a resume?
What information should be included into chronological and functional resumes?
Where should the most important information be placed?
What are the stages of a resume writing process?
Exercise 29. Study the example of a chronological resume.
Ronald J. Reinstein
3277 Fairway 6
Macedon, New York 14502
315-986-7242
OBJECTIVE: To obtain employment in the State of New York Insurance
Department: Frauds Bureau.
PROFESSIONAL EXPERIENCE:
October 1989–2010 Rochester Police Department
185 Exchange Street
Rochester, New York 14614
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2002–2010 — Central Investigation Unit (IMPACT) — Primary responsibility includes investigation of child exploitation and child abuse.
1998–2002 — Central Investigation Unit (Homicide Investigation Section) —
Responsible for investigation of all police shootings, homicides, and cases where
death appears imminent.
1995–1998 — General Investigation Unit — Assigned to general investiga-
tion duties.
1989–1995 — Rochester Police Department — responsible for carrying out
all the duties assigned to a Uniformed Police Officer.
September 1994–1998 Eastern Monroe Career Center
41 O’Connor Road
Fairport, New York 14450
Criminal Justice Instructor — Instructed AP courses to juniors and seniors
high school students, including Constitutional Law through police investigations.
Successful completion of courses resulted in 16 College credits.
October 1983–1989 Jamestown Police Department
201 East Second Street
Jamestown, New York 14701
Patrol Officer, Command Desk Supervisor, Detective Bureau — Primary
responsibility consists of enforcement of state and local laws. Additional duties included SWAT team member, Police Academy Instructor, In-Service Training Coordinator, Spokesman on Sex Crimes.
July 1982–1983 Randolph Police Department
1 Town Street
Randolph New York 14772
Patrolman — Responsible for enforcement of all State and local laws.
September 1979–1982 Erie County Sheriff’s Department
10 Delaware Avenue
Buffalo, New York 14202
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