Understanding Basic Rights When You’re Pulled Over For DUI

Driving under the influence or DUI is a harsh charge that can damage your driving record for many years. Being influenced by a substance, from alcohol to prescription drugs, causes you to drive erratically. It’s the officers’ jobs to maintain safe streets so pulling you over is part of their protocols. However, you have rights as you’re pulled over for DUI. Learn what is legal and illegal during a standard stop.

Showing Probable Cause

You can’t be pulled over for no reason. Police officers must have probable cause to pull you over. If you’re suspected of DUI, you may have driven with the headlights off or swerved along the roadway. Both of these actions are legal grounds to pull you over. When the officer walks up to your vehicle, he or she should state why they pulled you over. They must offer a specific reason or else the stop isn’t a legal one.

Answering the Questions

Regardless if you’re guilty or not guilty of DUI, the officers will ask you several questions. Drinking amounts, times and other information may be asked of the driver. From a legal standpoint, you don’t have to answer these questions. You can decline to provide an answer. However, the officers may perceive this defiance as disrespectful. Choose your words carefully, and tell them that you’re going to contact your Alameda DUI lawyer as an alternative. This statement may neutralize the situation into a more civil conversation.

Performing a Sobriety Test

When the officers suspect that you’ve been drinking, they can ask for a field-sobriety test. Walking a line or breathing into an analyzer are common choices among law-enforcement officers. There’s an ongoing debate about the legality of these tests. If you decline, this action will often be held against you. You may be perfectly sober, but walking a straight line is difficult. Use your best judgement when it comes to tests and your particular comfort level.

Allowing a Search

Officers cannot search your car without your permission or a warrant. However, there is an exception to this rule. If the officers smell or see any drug influences in the vehicle, they have a right to search it. Be smart by maintaining an immaculate vehicle. The officers will have no reason to search it otherwise.

If the proper protocols aren’t followed in these situations, your DUI arrest may not be valid. A judge might throw it out of court if your rights are violated or laws are broken on the officer’s side. Be aware of your rights so that any encounters with law enforcement are positive and fair. They’re ultimately in the neighborhood to protect and serve the public.

Globalisation And Primary Education Development In Tanzania: Prospects And Challenges

  1. Overview of the Country and Primary Education System:

Tanzania covers 945,000 square kilometres, including approximately 60,000 square kilometres of inland water. The population is about 32 million people with an average annual growth rate of 2.8 percent per year. Females comprise 51% of the total population. The majority of the population resides on the Mainland, while the rest of the population resides in Zanzibar. The life expectancy is 50 years and the mortality rate is 8.8%. The economy depends upon Agriculture, Tourism, Manufacturing, Mining and Fishing. Agriculture contributes about 50% of GDP and accounting for about two-thirds of Tanzania’s exports. Tourism contributes 15.8%; and manufacturing, 8.1% and mining, 1.7%. The school system is a 2-7-4-2-3+ consisting of pre-primary, primary school, ordinary level secondary education, Advanced level secondary, Technical and Higher Education. Primary School Education is compulsory whereby parents are supposed to take their children to school for enrollment. The medium of instruction in primary is Kiswahili.

One of the key objectives of the first president J.K. Nyerere was development strategy for Tanzania as reflected in the 1967 Arusha Declaration, which to be ensuring that basic social services were available equitably to all members of society. In the education sector, this goal was translated into the 1974 Universal Primary Education Movement, whose goal was to make primary education universally available, compulsory, and provided free of cost to users to ensure it reached the poorest. As the strategy was implemented, large-scale increases in the numbers of primary schools and teachers were brought about through campaign-style programs with the help of donor financing. By the beginning of the 1980s, each village in Tanzania had a primary school and gross primary school enrollment reached nearly 100 percent, although the quality of education provided was not very high. From 1996 the education sector proceeded through the launch and operation of Primary Education Development Plan – PEDP in 2001 to date.

  1. Globalization

To different scholars, the definition of globalization may be different. According to Cheng (2000), it may refer to the transfer, adaptation, and development of values, knowledge, technology, and behavioral norms across countries and societies in different parts of the world. The typical phenomena and characteristics associated with globalization include growth of global networking (e.g. internet, world wide e-communication, and transportation), global transfer and interflow in technological, economic, social, political, cultural, and learning areas, international alliances and competitions, international collaboration and exchange, global village, multi-cultural integration, and use of international standards and benchmarks. See also Makule (2008) and MoEC (2000).

  1. Globalization in Education

In education discipline globalization can mean the same as the above meanings as is concern, but most specifically all the key words directed in education matters. Dimmock & Walker (2005) argue that in a globalizing and internalizing world, it is not only business and industry that are changing, education, too, is caught up in that new order. This situation provides each nation a new empirical challenge of how to respond to this new order. Since this responsibility is within a national and that there is inequality in terms of economic level and perhaps in cultural variations in the world, globalization seems to affect others positively and the vice versa (Bush 2005). In most of developing countries, these forces come as imposing forces from the outside and are implemented unquestionably because they do not have enough resource to ensure its implementation (Arnove 2003; Crossley & Watson, 2004).

There is misinterpretation that globalization has no much impact on education because the traditional ways of delivering education is still persisting within a national state. But, it has been observed that while globalization continues to restructure the world economy, there are also powerful ideological packages that reshape education system in different ways (Carnoy, 1999; Carnoy & Rhoten, 2002). While others seem to increase access, equity and quality in education, others affect the nature of educational management. Bush (2005) and Lauglo (1997) observe that decentralization of education is one of the global trends in the world which enable to reform educational leadership and management at different levels. They also argue that Decentralization forces help different level of educational management to have power of decision making related to the allocation of resources. Carnoy (1999) further portrays that the global ideologies and economic changes are increasingly intertwined in the international institutions that broadcast particular strategies for educational change. These include western governments, multilateral and bilateral development agencies and NGOs (Crossley & Watson 2004). Also these agencies are the ones which develop global policies and transfer them through funds, conferences and other means. Certainly, with these powerful forces education reforms and to be more specifically, the current reforms on school leadership to a large extent are influenced by globalization.