CRITICAL THINKING_THE GREY MATTERS

“Some people without brains do an awful lot of talking, don't you think?”  ―

   L. Frank Baum, The Wonderful Wizard of Oz

"We have become modern, but are we civilized?"

"...I am constrained to warn that we are nurturing generations of children who are allowed not to take responsibility for their actions. We are making too much room for non-thinkers, who take the easy, clever way out, once patronage, in any form, is available...”

His Excellency Professor George Maxwell Richards TC, CMTT, Ph.D,

President of the Republic of Trinidad and Tobago

Fiftieth Anniversary of Independence of Trinidad and Tobago.

I decided to pen my agreement with the sentiments expressed by President Richards. I am prompted to think likewise when I listen the quality of discourse (or lack of it) on issues of national interest, when broadcast journalists and "talk show" hosts draw hasty conclusions without the slightest effort of research and base dialogue is aired during prime time. This is where I call on students of tertiary education to take responsibility and be a positive example, think before speaking, verify before posting!

Critical thinking is a function of independent thought – what students are expected to achieve at the end of a (usually higher) level in education, it is also a process involved in any research activity. Each course outline provides a list of Programme Curriculum Competencies which can be used as key performance indicators to measure the extent to which learning objectives are being achieved: Knowledge, Effective Communication, Analytical Ability, Technological Expertise, Collaboration, Creativity, Professionalism, Diversity, Social and Global Responsibility and Entrepreneurship.

I refer specifically to: 

• Knowledge- A clear understanding of the principles and concepts of related theories and models of the particular discipline and the relationship to other disciplines through study, education and experience; 
• Effective Communication - The ability to accurately transfer thoughts and meaning through interpersonal skills using appropriate registers; 
• Analytical Ability - The ability to systematically gather relevant data and make appropriate deductions, inferences and connections with a view to judiciously solve problems.

I am certain that it isn't coincidental that these three competencies are listed foremost, they may be considered as pillars upon with the other competencies may be built. Critical Thinking may be viewed as the mortar that binds each building block, each competency. Therefore without critical thinking, the foundation of any argument is weak, often loaded with subjectivity, fallacies and biases. Critical thinking is the process by which concepts, facts and ideas are analysed, internalized and comprehended. While the extent and process of critical thinking varies depending on the field of study or project, almost all educational programs require students to utilize critical thinking skills. 

Thinking critically is a process that must be learned and continuously evaluated for its effectiveness in a given situation. Critical thinking is a field of study in itself. The technique consists of six elements: knowledge, comprehension, application, analysis, synthesis and evaluation, each element is important. The key to critical thinking is to develop an impersonal approach which looks at arguments and facts and which lays aside personal views and feelings. This is because academic discourse is based according to key principles which are described as follows: Northedge (2005):

• Debate: arguing different points of view.
• Scholarship: awareness of what else has been written, and citing it correctly.
• Argument: developing points in a logical sequence which leads to a conclusion.
• Criticism: looking at strengths and weaknesses.
• Analysis: taking the argument apart, as described above.
• Evidence: ensuring that the argument is backed by valid evidence.
• Objectivity: the writing should be detached and unemotional and without direct appeal to the reader.
• Precision: anything that does not assist the argument should be omitted.

It is important that as students and academic professionals we do not take what we hear or read at face value, let us use our faculties to weigh up the evidence, always consider the implications and conclusions of what we read, say and write!

http://www.caribbeanelections.com/knowledge/speeches/tt_speeches/tt_independence_addresses.asp

Developing critical thinking. (2012). Retrieved from http://www.emeraldgrouppublishing.com/learning/study_skills/skills/critical_thinking.htm

ACADEMIC ADVISEMENT_YOUR GPS FOR LEARNING

A lecturer recently pointed out his expectations of his students and described such expectations as being those of a "300 level" student. The question then arose as to the significance of course levels and the distinctions among them. This, combined with the many comments and questions regarding the timeline for completion of the Bachelors Program have prompted me to share my thoughts on the importance of academic advisement. It is an amateur attempt but I hope to sufficiently pique your interest to hold discussions and to engage advisors beyond just the requisite process of registration. Academic advisement is a familiar term but clearly, the facility is under-utilised.

According to Erskine H. Cash, Professor Emeritus of Animal Science, Department of Dairy and Animal Science (Penn State University), "the primary purpose of academic advising is to provide effective guidance so that students can maximize the educational opportunities available...and make critical decisions regarding education, career, and life goals". Professor Cash further suggested that advisement requires mutual interest and effort, that the success of academic advising depends on the ability of the adviser and advisee to recognize the nature of the academic advising process, address specific components of academic advising and together be responsible in the advising process. The underlined phrase indicates that the decision making processes involved in choosing courses and programs is equally the responsibility of the student.

The Georgia State University Student Advisement Center outlined the responsibilities of both parties in their Academic Advising Syllabus. I took liberty to highlight some of the points.

Advisor Responsibilities – What to Expect

You can expect your advisor to:

• Understand and effectively communicate the core curriculum and University policies and procedures.
• Guide and support you in the development of semester course schedules.
• Provide you with information about and strategies for utilizing available campus resources and services.
• Monitor and accurately document your progress toward meeting your goals.
• Maintain confidentiality.
• Be accessible to you via office hours, email, and telephone.
• Assist you in gaining responsibility for your educational choices and achievements.

Advisee Responsibilities – What to Expect

As an advisee, you are ultimately responsible for your educational success:

• Schedule regular appointments or make regular contact with your advisor during each semester; cancel and/or reschedule in a timely manner.
• Be proactive in your approach to developing and implementing an educational plan.
• Come prepared to each advisement meeting with questions and discussion points.
• Become knowledgeable about University policies and procedures.
• Accept responsibility for your decisions.
• Read your GSU email and other important communications on a regular basis.
• Make use of campus services and resources to enhance your personal and academic success.

Part of being a successful student is putting time and energy into planning. Academic advisors play a critical role in directing your academic path and can make a significant difference in your college experience. If applied creatively academic advising relationships can provide learning experiences that prove valuable to students during the college years and beyond.
 

http://dus.psu.edu/cfe/role1.htm -
http://www.york.cuny.edu/academics/advisement
http://www.gsu.edu/advisement/academic_guides.html

CORE SKILLS IN COMMUNICATION_IT'S "LIKE" THIS!

Recently, whilst stuck in traffic, I observed two individuals having a conversation. I didn't hear anything but I'm certain that I captured the essence of the story. I could tell from the protagonist's indignant expression and intermittent clutching at her bosom that someone had done her wrong. I watched with fascination how hands and facial contortions could illustrate a plethora of emotions, from incensed, to irate, to shock, to disappointment. The victim then sealed the fate of her offender as she swore with a kiss of crossed fingers. I suspected that it wasn't going to be anytime soon as she slowly counted all ten fingers but still, judgement was certain. Her listener was also pained, possibly from being persistently poked. Eventually she stealthily evaded further abuse by offering seats for two on a nearby bench, she then placed some parcels in free space between them so that inadvertently, those parcels became a shield from any further attacks. What theatre! Trinidadians are born raconteurs.


We are sensual and visual people. Observe during any exchange, how we gesticulate to give directions and to punctuate our sentences, how we grasp each other to engage the necessary attention - and that grasp could vary in force, it depends on how juicy the story is or how important the point. We demand attention with phrases like, "you see me!" "hear this", "you listening?" "you follow?" Ent? There is a tendency to switch to colloquial phrases and gesticulate when we become exasperated. These idiosyncrasies make us "Trinis" and  proud of who we are but there is a time a place for everything. In the classroom and the boardroom, on the podium and on stage we need to be articulate and express ourselves more fluently.
 

Given the permutations of language, brought on by online social media, quality academic discourse requires increased effort and constant vigilance. Mobile communication is all about instant messaging, sentences are blunt and brief with words being spelt numerically. The challenges of fluent thought and expression are manifested when the audience goes beyond the "facebook friend" or "twitter" follower to an interview panel or a lecturer during mid-terms or finals. Even more critical is the lack of quality in print and broadcast media; just listen to the banal commentary and reporting that have become the norm, interviewing skills are deficient and insightful discussion is now an endangered specie.

Don't get me wrong, I love our dialect and pattern of speech, I love drama, in the true sense of the word. I am simply pointing to a need to improve on our oral and written skills so that we can present ourselves professionally when required. To use the tag line "I's a Trini" in order to justify slip-shod performance is suggestive of the fact that it is all we are capable of, "no way, Jose, I ain't taking dat!"

MAKING CRIME PAY_IT ALL MAKES CENTS

Part II

Money Laundering ‐ the offence includes concealing, disguising, transferring, receiving, bringing into or removing from T&T money or other property knowing or suspecting that the money or other property was obtained from a specified offence. This definition can be found in section 43 of the Proceeds of Crime Act - 55 of 2000 (as amended). The Proceeds of Crime Act (POCA) represents a powerful opportunity to substantially disrupt and deter criminality. For all intents and purposes the POCA is utilitarian in the approach to crime and punishment. The nature of utilitarianism is such that one ought to act so as to produce the best consequences possible. According to the utilitarian theories of punishment, utilitarian justifications are consequential in nature. For many years, law enforcement has been targeting major drug dealers – attacking both supply and demand but predominantly the former – and yet those criminals’ methods of operating remains a challenge.  

Cash is absolutely central to illegal drugs activity therefore, protecting cash has become almost as important as concealing the illegal commodity being smuggled. In this regard, while it is important to tackle the top-level criminals, it can also be highly effective to target those lower down the pecking order since they are both more accessible to general law enforcement agencies and the impact of disruption or detection can be more visible to both the criminal fraternity and the wider community. At all levels successful criminals who are seen to be living lives of relative luxury, act as dysfunctional role models for their peers and juniors. Thus preventing overt criminals from living off the proceeds of crime can deter impressionable young people from entering or expanding their involvement in criminality.  The pursuit and recovery of the proceeds of crime can make a significant contribution to crime reduction and to the creation of a safe and just society.

The questions about the justification of punishment (general justification, title and severity) are addressed by appeal to the utility (value) of the consequences of an action. According to this theory, a system of punishment is justified only by its consequences. The good consequences of punishment are usually said to be the promotion of utility (happiness/pleasure/desire satisfaction) through the reduction in crime, therefore the justification will only work for systems where reducing behavior classified as criminal will promote utility. Systems of punishment are usually claimed to reduce crime by three means:

• Deterrence (either special or general) - the reduction in crime as a result of making crime too costly to the would-be criminal—“pricing” crime too high. The individual deterred may still desire to commit the crime in question but will not do so given the likelihood and severity of punishment. 
• Incapacitation: the removal of the opportunity or ability of the potential criminal to commit criminal acts (sometimes only of a certain sort). 
• Rehabilitation (Reform): Rehabilitation takes place when the character of the person being punished is altered so that he or she no longer desires to commit the sort of act for which he or she was punished.

In order to correlate and apply the principles of utilitarianism to the proceeds of crime at least three key public interest factors would be pertinent:

• The importance of making it more difficult for criminals to legitimise their ill-gotten gains;
• The importance of deterring professional launderers;
• The importance of protecting the integrity of financial institutions domestically and internationally.

Money laundering facilitates crime by rendering it profitable; it provides domestic and transnational organised crime with a cash flow to perpetrate further crimes and threatens the financial system and its institutions, both domestic and international. There is now a dire need to enact responsive anti-money laundering legislation in Trinidad and Tobago. This effort should result in a strengthening of existing financial regulatory systems and increase investor’s confidence, two important precursors to economic reform and global investment activities.

MAKING CRIME PAY_SETTING THE STAGE

Today, August 21, 2012 the Miscellaneous Provisions (Financial Intelligence Unit of Trinidad and Tobago and Anti-Terrorism) Bill, 2012 is being debated in the Senate, the Bill was passed unanimously in the House of Representatives on Friday last. There are key areas of this bill to be addressed regarding anti money laundering and the combating of terrorism financing. The debate is significant since Trinidad and Tobago is earmarked for assessment by the Financial Action Task Force later this month. In a statement issued on June 22, the FATF noted that on February of 2010, Trinidad and Tobago announced its commitment to work with both the FATF and the CFATF in order to address pertinent anti-money laundering and counter-terrorism financing strategic deficiencies. The FATF noted that since February of this year, Trinidad and Tobago demonstrated progress in improving its anti money laundering and combating of terrorism financing regime.

The Financial Action Task Force (FATF) is an inter-governmental body established in 1989 by the Ministers of its Member jurisdictions.  Their objectives include, setting standards and promoting effective implementation of legal, regulatory and operational measures for combating money laundering, terrorist financing and other related threats to the integrity of the international financial system.  The FATF has developed a series of Recommendations that are recognised as the international standard for combating of money laundering and the financing of terrorism and proliferation of weapons of mass destruction.  They form the basis for a co-ordinated response to these threats to the integrity of the financial system and help ensure a level playing field.  First issued in 1990, the FATF Recommendations were revised in 1996, 2001, 2003 and most recently in 2012 to ensure that they remain up to date and relevant, and they are intended to be of universal application.

Trinidad and Tobago is a founding member of the Caribbean Financial Action Task Force (CFATF), an inter-governmental organization established with the primary objective of developing and implementing effective anti-money laundering and terrorist financing systems among its members. As a CFATF member, Trinidad and Tobago is legally bound by the objectives set out in the Organization’s Memorandum of Understanding, as such it is important that Trinidad and Tobago, via its legislative and law enforcement framework, must feverishly seek to continously improve the country’s capacity to adhere to the Financial Action Task Force (FATF) 40 Recommendations and 9 Special Recommendations against the Financing of Terrorism.

Money Laundering is the process of taking the proceeds of criminal activity and making them appear legal. It allows criminals to transform illegally obtained proceeds into seemingly legitimate funds. Money laundering is a threat to national security. It facilitates the narcotics, arms and ammunition trade, terrorists and any other persons engaged in incidental, instrumental and systemic levels of corruption as well as criminals working towards the expansion of their criminal enterprises. Keep in mind that criminals and criminality are generally fuelled by profit, criminal activity and the parallel networks then grow and expand.  Money laundering has devastating social, economic and political consequences, it intubates corruption and accounts for many of the social and economic problems being experienced  nationally and regionally.

End of Part 1.

http://www.fatf-gafi.org/pages/aboutus/

COLLEGE OR UNIVERSITY - TO WHAT DEGREE?

I stumbled upon some information which I feel compelled to share with my fellow students. I hope that it will be useful in shaping career decisions, will stimulate discussion and encourage further enquiry regarding the future for Criminal Justice in Trinidad and Tobago. My research was prompted by a news post on the school website: "COSTAATT to become a National University". For the investigative mind the shadow is as important as the object so I hit the keys.What is the difference between a college and a university? The following is a summary of my findings:

In some jurisdictions the terms are used interchangeably but there are some  distinctions that should be noted. Among such distinctions, that a university can confer its own degrees, beginning with the Bachelors, all the way to Doctorate. A college usually relies on an external university or higher learning institution to confer its degree - notwithstanding that there are colleges that have conferred their own degrees - but not without being validated by an affiliate or external educational institute or university. Another noteworthy difference is that a university maintains research requirements for its instructors and a university is a more research-focused institution. The other areas of distinction are; accreditation, the types of programs and courses, the size of the institutions, learning styles and instructors.

This research made for interesting reading and has triggered some key questions about COSTAATT's future, particularly regarding its role of professional development and the fulfilling of its mission: "To be the premier educational institution in providing high-quality, affordable and accessible educational programmes serving the needs of business, industry and the diverse campus communities and facilitating the personal and professional development of its students, faculty and staff". In this regard, COSTAATT has tons of homework in so far as assessing its performance thus far, not an indictment on its quality of education specifically, but that university status is serious business, one that requires quality management in every department. Since there was nothing in the news article to indicate how the transition from college to university should take place, I dare say that this is where students need to become more vigilant over the administration and the teaching staff. Such an announcement cannot be merely an echo of another ranting from the political podium. There is more to becoming a university than just the turning of sod or the cutting of  a ribbon.

As I mentioned earlier, this article is a precursor to a deeper enquiry; into the value of our degree and finding ways to make our body of knowledge useful. The main objective is to stimulate thought and action. Again I plead with fellow students to become more interested in making use of knowledge, where would we be without it and where are going with it? For now, I am heading in the direction of research and its usefulness in Criminal Justice. I look forward to a healthy discourse.

PUTTING KNOWLEDGE TO GOOD USE

In the face of the many issues occurring at such a tumultuous pace it is inderstandable that one can become a cynic or even a recluse . In fact, I was jolted into action when I realised that I was on the brink of concession myself; I [almost] questioned my purpose as a citizen and wondered to what end, should one pursue a degree in Criminal Justice? Ask yourself, where would you be when you graduate? How, or better yet, ARE are you going to put your degree into use? Perhaps I already sound pessimistic, but it is not my intention to discourage (y)our academic pursuits, rather I am propelling us into action through education. We did not spend our money and expend our energy to remain cogs in the wheel! Granted that our situation appears gloomy at present but we as professionals in our careers and in our field of study should not join the pilgrimage to defeat. What better time to harness our potential and find ways to positively contribute our circles of influence.

The Bachelor of Science (B.S.) in Criminal Justice provides courses related to police, courts and corrections systems, as well as a background in humanities, science and mathematics. The curriculum meets the needs of both students looking to gain entry to the field and those already employed in the criminal and juvenile justice systems. Some programs offer concentrations, such as corrections, crime and justice, legal processes, loss prevention or juvenile justice. I suspect that among the graduates of 2013 that several persons will go on to pursue related fields such as Criminology, Law, Public Safety and Security Administration. Others may pursue specialities in complementary areas such as Policy Development and Public Administration. Whatever the preferences, my point is, we need to make full and extensive use of our talents, skills and qualifications. We need to master our crafts in preparation for leadership and succession planning.

In conclusion I want to shadow Mr. King’s gesture and encourage all to start making a difference, beginning with positive suggestions. It is easy to indulge in speculative discourse, to criticise and to offer negative prognoses but the reality is, “we barn here”, and if we “ain’t die here” well at least let the ants bring us some good news – that our efforts were not all in vain!

Tammy Cumberbatch