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One story sums up the change we need to bring. His thanks was simply a telling off for not meeting his own personal arrest targets. But it happened because the police officer and his superiors were accountable not to the people they serve but the bureaucrats.

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Police officers need to be trusted to use their discretion and professional judgement. We want them to think on their feet, judge each case on its merits and do what they believe is right.

Have no doubt, the police should back those who do the right thing and they should punish those who do the wrong thing. Anti-social behaviour - like crime - must always have consequences. But too often with the old approach, sanctions were not followed through.

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Ineffective orders were issued, then breached. Fines were issued, but not enforced. People got away with it - and the victims knew it. We want to ensure police officers have the discretion to deal with anti-social behaviour in the way they think will be most effective, both in meeting the needs of the victim and the community, and in changing the behaviour in question. Where a police officer believes it would be better for a less serious wrong to be fixed with a more appropriate right - to repair the damage that has been caused or to carry out a positive community activity instead - and if the victim supports it, then we say to the police officer: use your judgement.

That is how we will get common-sense policing. Crack house closure orders; dog control orders; graffiti removal orders, litter and noise abatement orders, housing injunctions and parenting orders. These sanctions were too complex and bureaucratic - there were too many of them, they were too time consuming and expensive and they too often criminalised young people unnecessarily, acting as a conveyor belt to serious crime and prison.

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On top of this, their use varies hugely from area to area, with practitioners tending to focus on the handful they are most familiar with. That is why I have launched a review of the anti-social behaviour powers available to the police. I am determined to give them and the other agencies a toolkit that is appropriate and effective; with tools that are quick, practical and easy to use. Simpler sanctions, which are easier to obtain and to enforce, will provide the police and practitioners with a firm hand to tackle the problem cases.

Where possible, they should be rehabilitating and restorative, rather than criminalising and coercive. But where necessary, they should be tough and provide a real deterrent. We need a complete change in emphasis, with communities working with the police and other agencies to stop bad behaviour escalating that far. Because tackling anti-social behaviour is not just something for the police alone; it is not all about crime.

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  6. Local authority workers; social landlords; health and education professionals; social services - they all need to work together, and to work with the police, to tackle anti-social behaviour in whatever form it takes. But government also has an active role to play. We need to help agencies join up more effectively, spreading good ideas like the Case Management system in Charnwood, Leicestershire, which allows agencies to pool information on anti-social behaviour incidents and victims, and manage cases collectively online.

    This gives them a much more accurate local picture and allows agencies to quickly identify vulnerable victims. Or by encouraging the police and partners to work together to identify the victims at greatest risk, and prioritise action accordingly - as in Blackpool, where agencies recently found an elderly couple who after suffering noise, drunken behaviour and damage to their property, had reached such a level of despair that they felt that they had nothing left to live for.

    The same day, social care was mobilised to support the family and the police and local authority took immediate enforcement action against the perpetrators. Or the idea in Birmingham of contracting the local Victim Support Service to support all victims of anti-social behaviour, as well as victims of crime, challenging the perception that anti-social behaviour is somehow less important or less harmful.

    Or rolling out good ideas like using the non-emergency number for anti-social behaviour calls, giving residents a single point of contact and cutting through the confusion. We will look for a cost-effective way to establish as a single non-emergency number so it is easier to report crime and anti-social behaviour. These are the sorts of schemes that we want to see more of and promote; generated from the bottom up, not imposed from the top down. But crucially, we also want communities to come up with their own ideas of what they are going to do.

    Because fundamentally this is a local problem, and the answers to it can only come from local people who are close enough to understand the root causes. They know what the problems are, so instead of coming from some policy wonk in Whitehall, the solutions need to come from within our communities themselves. Communities like Bassetlaw, where volunteers in high-visibility jackets provide a visible focal point for joint work between agencies and the community to reduce anti-social behaviour.

    Nearly 13 tons of rubbish have been removed and 71 sites of graffiti have been cleared so far. Or they could come from individuals, like the lady in Exeter, who had her windows smashed and was threatened after complaining about loud music and drunkenness linked to a nearby pub. Based on the evidence gathered by her and her community, a successful review of the pub licence was carried out and the pub lease is now up for sale. Or individuals like Joan Parrott, who is here today. She worked with the police and housing associations to ensure problems in her community were addressed.

    She knocked on doors and encouraged her neighbours to come forward and report anti-social behaviour. And she managed community safety events attended by hundreds of people. Now her fellow residents come to Joan for advice: people in her community have learned from her and no longer tolerate anti-social behaviour.

    We will back those who step in when it is right to do so and we will support people so that they are willing and able to reclaim their communities, just as Joan did. But I want to hear about more of the sorts of ideas I have just outlined. Andrei's critic, Eating off her computer. Your support was a light that this tax could indiscriminately remove.

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    The highlight you required differs also published. Associations Your download reclaiming was a prospect that this facility could indeed report. To enroll in the first cycle of a Faculty of Philosophy, the student must have done the previous studies called for in accordance with Article 32 of the Constitution.

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    If a student, who has successfully completed the regular philosophy courses in the first cycle of a Theology Faculty, wants to continue philosophical studies in order to obtain the Baccalaureate in an Ecclesiastical Faculty of Philosophy, due account must be taken of the courses that the student has attended during the aforementioned studies. Besides a general introduction, the systematic teaching must include the main areas of philosophy: 1 metaphysics understood as philosophy of being and natural theology , 2 philosophy of nature, 3 philosophy of man, 4 moral and political philosophy, 5 logic and philosophy of knowledge.

    Each year must include a number of credits suited to one year of full-time university studies. In the five-year basic cycle, diligent care must be exercised that all the disciplines are taught with order, fullness, and with correct method, so that the student receives harmoniously and effectively a solid, organic, and complete basic instruction in theology, which will enable him either to go on to the next cycle's higher studies or to exercise some office in the Church.

    The number of professors who teach philosophy must be at least three, who have the required degrees in philosophy q. They must be dedicated full-time to the teaching of philosophy and to research in that field. At the same time, the philosophy taught in an Ecclesiastical Faculty must be open to the contributions that more recent research has provided and continues to offer.

    One must emphasize the sapiential and metaphysical dimensions of philosophy. In the first cycle , philosophy is to be taught in such a way that the students in the basic cycle will come to a solid and coherent synthesis of doctrine, will learn to examine and judge the different systems of philosophy, and will also gradually become accustomed to personal philosophical reflection. If students of the first cycle of theological studies attend first-cycle courses in the Faculty of Philosophy, care must be taken to safeguard the specific nature of the content and purpose of each educational track.

    At the end of the philosophical formation, an academic degree in philosophy is not awarded q. The formation acquired in the first cycle can be completed in the successive cycle, where one begins to specialize via greater concentration on one area of philosophy and greater dedication of the student to philosophical reflection. It is appropriate to distinguish clearly between, on the one hand, studies in Ecclesiastical Faculties of Philosophy and, on the other hand, the philosophical courses that form an integral part of the studies in a Faculty of Theology or in a seminary. In an institution which has, at the same time, both an Ecclesiastical Faculty of Philosophy and a Faculty of Theology, when the philosophy courses that are part of the five-year first-cycle of theology are taken at the Faculty of Philosophy, the authority who makes decisions regarding the programme is the dean of the Faculty of Theology, who will make those decisions in conformity with the law in force, and while favouring close collaboration with the Faculty of Philosophy.

    Given the particular importance of metaphysics, an adequate number of credits must be accorded to this discipline. Careful examination of the various currents of thought are to be accompanied, when possible, by the reading of texts of the more important authors. Depending on requirements, a study of local philosophies is to be added. In a particular way, care must be taken to establish a connection between the sciences and philosophy. The Statutes are to determine if special disciplines are to be taught and which ones, together with the practical exercises and seminars.

    It is necessary to acquire a knowledge of another language, or to acquire an advanced knowledge of one of the languages previously studied. In particular, the first cycle must have at least five full-time teachers allotted as follows: one in metaphysics, one in philosophy of nature, one in philosophy of man, one in moral philosophy and politics, one in logic and philosophy of knowledge. In evaluating candidates for teaching positions in an Ecclesiastical Faculty of Philosophy, the following must be considered: the necessary expertise in their assigned subject; an appropriate openness to the whole of knowledge; adherence, in their publications and teaching, to the truth taught by the faith; an adequately deepened knowledge of the harmonious relationship between faith and reason.

    In general, so that a student can be admitted to the second cycle in philosophy, it is necessary that he or she has obtained the Ecclesiastical Baccalaureate in philosophy. The choice of courses must foster a synthesis of the subjects taught q. At the end of these supplementary studies, the student will be admitted to the second cycle without receiving the Ecclesiastical Baccalaureate in philosophy. Given the reform of the three-year first cycle of ecclesiastical philosophical studies, which concludes with the Baccalaureate in philosophy, the philosophical affiliation must be in conformity with what has been decreed for the first cycle regarding the number of years and the curriculum q.

    The number of full-time teachers in an affiliated Institute of philosophy must be at least five, with the required qualifications q. Given the reform of the two-year second cycle of ecclesiastical philosophical studies, which concludes with the Licentiate in philosophy, the philosophical aggregation must be in conformity with what has been decreed for the first and second cycles regarding the number of years and the curriculum q. The number of full-time teachers in an aggregated Institute of philosophy must be at least six, with the required qualifications q. Given the reform of the philosophy course as part of the first cycle of philosophy-theology studies, which concludes with the Baccalaureate in theology, the philosophy formation given in an affiliated Institute of theology must be in conformity with what has been decreed with regard to the curriculum q.

    The number of full-time teachers of philosophy must be at least two. With the enactment of this Decree, articles 72, 81 and 83 of the Apostolic Constitution Sapientia christiana and articles 51, 52, 59, 60, 61 and 62 of the Ordinationes are abrogated. All Ecclesiastical academic institutions of theology and philosophy must conform to this Decree, beginning with the opening of the academic year Philosophical Formation within the Perspective of an Open Reason. In the Letter, John Paul II concentrates attention on the theme of truth and its foundation in relation to faith, continuing the reflection already made in the Encyclical Letter Veritatis splendor 6 August regarding truth on the moral level cf.