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Facts Change on Force Paper
Facts Change on Force Paper
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Facts Change on Force Paper
REASONABLE FORCE STUDENT REPLIES
STUDENT REPLY #1 Stephanie Bowden
The first thing he should do is remove his gun from within reach of him and he should try and grab his taser and tase him to get a hold of the situation and then he should handcuff him and then call for back up for the suspect that ran. Then when back up arrives he should put the 1st suspect in one of his colleague squad car and he should then go and look for the 2nd suspect. After all is done, he should then go to the station and fill out paperwork on the 1st guy because he should be charged with assault on an officer. The reason behind all this is because he tried to fight an officer with intent to do bodily harm to him.
STUDENT REPLY #2 Stephon Johnson
In the situation where the boy reached into the window of a cop car and grab the officer by his shirt with one and attempted to hit him with the other hand, my first action would have been to fight off the boy’s hand. If fighting off his hands didn’t work, I would have let my window up catching his arms and hands in the window. If successful I’ll call for backup; if both of his arms are trapped in my window, I will cuff him. Once back up arrive he’ll be placed under arrest for assault on law enforcement.
I chose this approach because I didn’t fear for my life. Yes, he reached into my car grab my shirt, and attempted to hit me but my life wasn’t in danger, he wasn’t able to reach my gun if he tried to. If I had to, I would have gone as far as using my OC spray or at the most my taser. Deadly force was not needed in this situation.
STUDENT REPLY #3 Lynsey Simmons
I understand your point for using force knowing the whole situation but how might neighbors interpret the situation from their perspective not knowing all the facts, and how could that impact the situation?
Deception Scenario STUDENT REPLIES
STUDENT REPLY #3 KIMBERLEE LEVETT
Officer Gordon is investigating a series of burglaries in the area in the second scenario. He has no proof but believes a single person is committing the burglaries. What the officer did was not illegal, but it was, in my opinion, morally wrong. To get a confession, he used deception and coercion. He had no other way of solving the crime without the suspect’s confession.
When police use these tactics, a suspect may make a false confession. According to psychological research, juveniles and people with diminished mental capacity are more likely to make false confessions. Innocent people are more likely to make false confessions under the mistaken belief that they can confess, end the interrogation, and sort everything out later (Mince-Didier, n.d). The action I would take is to wait until I have some evidence to prove that the suspect committed the crime.
Evidence such as fingerprints, DNA, or eyewitness testimony so that the case holds up in court. I would wait for substantial evidence because a suspect can retract a statement when they receive their defense attorney, and I would want to be sure that the suspect committed the crime in question.
References
Mince-Didier, A. (n.d). Tactics Police Use to Get a Confession. Retrieved from http://www.criminaldefenselawyer.com
Deception Scenario STUDENT REPLIES
STUDENT REPLY #4 Lynsey Simmons
The second scenario is morally unfair, and it would be punished if the same behavior was reciprocated to law enforcement. In my opinion it seems a bit unjust to say that our criminal justice system values are “human dignity, truth, and fairness” when the actions of the people who are to represent those values are partaking in the total opposite.
If I were the officer in the scenario, I would have handled things a bit differently. My first approach would be to question the alleged criminal on the events, I believe in transparency. The law states we are innocent until proven guilty therefore I would seek out the evidence/statement to hold leverage on the criminal.
I would have told the criminal face to face how I felt and based on his response would influence my next move. I believe that I would have said something like; “look here I know you did it and the more time I have to spend on proving it, the harsher the consequence will be on you. So, this is your chance to be honest with me, I am willing to meet you in the middle with a fair resolution but if you want to play hard then don’t expect leniency in the end.”
I believe that gets across the same message as the officer in the scenario however I was honest. When the public believes that those who enforce the law are not doing so in a fair or ethical way, cooperation between law enforcement and the public begins to corrode (Cox,2017).
Police officers should remember that they are exemplars to the community; deception and intimidation are viewed as unacceptable tactics when securing a confession. Police officers must act with honesty and integrity, courage in the face of danger and self-restraint as they are expected to lead by example.
Reference:
Cox, S. M., Marchionna, S., & Fitch, B. D. (2017). Introduction to policing (3rd ed.). Thousand Oaks, CA: SAGE Publications. Chapter 10, “Discretion and Ethics in Policing” (pp. 228–245)
REASONABLE FORCE PROFESSOR REPLY
This is good, rational thinking. If the subject that grabbed your shirt was substantially larger than you, does that change the danger level?
Facts Change on Force Paper
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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