BUSI18 FC Police Stops Discussions
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
BUSI18 FC Police Stops Discussions
Discussion 1A – Police Stops
Learning Objectives:
Discuss why police officers make traffic stops.
Understanding the police officer’s primary concern when approaching your car.
What you can do to reduce the tension of police stops.
Guidelines
Write at least 150 words.
The majority of your post must be original words, thoughts and ideas.
Identify the source of all information that you use.
All posts must be typed in the discussion Canvas message box.
Do not use one paragraph, separate into short paragraphs.
Points will be deducted if guidelines are not followed.
Discussion
There are many ways for people to come into contact with our government. One of the most common ways is to during a “police stop.” Police stops are simply an action taken by the police to stop the flow of traffic or a vehicle in order to investigate something that appears out of place that may affect public safety.
The mantra of the police is “to serve and protect” the public from harm. Among their many duties, police officers are responsible for deterring or stopping crime, keeping the peace, apprehending criminals, managing and controlling the flow of traffic, and investigating crime.
The police officers do this by patrolling the neighborhoods and business areas that they are assigned to. They continuously scan and observe what is happening in their environment and investigate when things appear to be “out of place.” Examples of things that may appear out of place include, but are not limited to: a speeding car in a school zone when children are in school; a group of people loitering around a business, bank or home;
someone wearing dark clothing with a hoodie walking on a dark street at night; a group of cars racing down a street at night; a car weaving in and out of traffic; or a car running a red light. These are all situations that require further investigations by the police. Traffic stops are one of the most common types of police stops. Most police stops are for legitimate reasons. They are not personal; the officer is just trying to do his or her job.
Protecting the public is a very dangerous and high stress job. Police officers, like firefighters, paramedics and soldiers in the combat zones often see the worst that humanity has to offer every day. Police officers are injured or killed on the job every year. It has become a more dangerous profession these past few years with public opinion talking about defunding the police. And yet police officers go out and to their job every day. To serve and to protect, not knowing if today will be the day they get their ticket punched and don’t make it home.
Being a police officer is a high stress job with the threat of death or injury just around the corner. It is surprising that not more officers have PTSD (post-traumatic stress disorder). Perhaps they do, but it is being underreported.
We, the public, want the police protection but some of us don’t want to show them any respect. Police officers are humans and they have feelings too. Remember that in a POLICE STOP the officer’s FIRST PRIORITY is to protect themselves from getting shot, killed or injured. They are on a heightened alert for any perceived threat or danger to their physical well-being. Anything you can do to lessen their “very real” concerns about their personal health and safety will go a long way towards ensuring your personal safety.
How you act during police stop goes a long way towards determining how you experience the situation. Remember, the police have a duty and responsibility to stop and investigate something that appears to be out of place. It’s not personal, its’ their job.
Here are some articles and videos on what happens during police stop, how to de-escalate the situation so that both you and the police officer can make it home alive.
Reading and Assignments
Watch the Chris Rock video entitled “How not to get your ass kicked by the police.” It’s a humorous and sad take from the Afro-American perspective, but the points raised in the video were so important that the Chicago Police has used it as a public service announcement. Then read the articles on how to avoid speeding tickets and a guide to not getting arrested.
https://www.youtube.com/watch?v=P2plo4FOgIU (Links to an external site.)
After you have viewed the Chris Rock video and read the articles above, reflect on how you should behave when engaging the police during police stop. What is the primary concern of the officer during police stop, and why is it important for you to act this way? And whether you believe race and/or social-economic factors play a part in how the police engage the driver during police stops.
NOTE: SEE GRADING RUBRICS FOR WEEKLY DISCUSSIONS
Discussion 1B – How Businesses Use the Law to Their Economic Advantage
Learning Objectives
Recognizing how our laws affect the cost of drugs in America
Identify how laws can create lucrative business opportunities
Understanding everything has a cost, balancing maximizing profits and the social good
Guidelines
Write at least 150 words.
The majority of your post must be original words, thoughts and ideas.
Identify the source of all information that you use.
All posts must be typed in the discussion Canvas message box.
Do not use one paragraph, separate into short paragraphs.
Points will deduct if guidelines are not followed.NOTE: SEE GRADING RUBRICS FOR WEEKLY DISCUSSIONS
Overview of the Law
Laws regulate the flow of goods and services throughout a society. Laws determine the direction and flow of the goods and determines who can take advantage of this flow before others. For example, a patent is a licensed monopoly. The federal government (i.e., USPTO – United States Patent and Trademark Office) grant license monopolies to inventors to commercialize their inventions before anyone else can profit from the invention. The theory being that it takes time and money to create the invention and the inventor should be able to recapture the fruits of his/her investment before the invention becomes freely accessible to everyone.
Drug companies rely on patents to protect their markets and to bring in huge profits. While they have a monopoly on the manufacture and sale of the drug, they can charge higher prices. The drug company may try to apply for additional patents to create a technology moat or fortress around its core patented technologies to extend the life of the patent to keep competitors out, or it may try to find new uses for its drug(s).
As the patent is nearing the end of its life cycle, the drug company begin to lower its prices to compete with the generic drugs in the same market space after the patent’s usefulness has ended. The drug company may move onto the next “big thing” and leave the market to its competitors to pick up the scrapes of what is left. For many large multinational companies, a small market or a niche market does not produce the profit margins that they require to keep expending resources in a certain area. Generally, if the niche market size is less than $1 billion, major multinationals will pull out of the market space. It’s too small for them.
This creates business opportunities for the niche market players in the space. When the demand for the product is limited and the profit margins are too small, competitors will leave the market place.
The number of players leaving the market place may create a vacuum for a bit player to make a lot of money. Remember, in the capitalist market system, supply and demand is supposed to reign supreme. The government has regulated the flow of goods and services by implementing laws for the big Pharma players have but has neglected the small players and the fringe markets.
When the market is down to 1-2 players, they can pretty charge what they want based on what the market will bear.
Here are two examples of how drug companies were able to identify a niche market where there was a high demand for its product, they were the only manufacturer, the need for the product was great, the market for the market was very small, less than 2% of the entire US population used the product, and the profit margins were thin. What do these industrious capitalists do
Reading Assignment
Read the articles below on how some pharmaceutical companies are changing the social and economic dynamics of the generic marketplace. These companies are buying up the right to manufacture and sell generic drugs (whose patent protection have long since lapsed) that have small niche markets. They are repackaging the drug and selling it for a higher price. In one case, a drug that cost $1.00 to manufacture and sold for $13.50 was rebranded and sold for $750.
https://www.theatlantic.com/health/archive/2016/08/epi-pens/497126/ (Links to an external site.)
https://mashable.com/2016/08/24/epipens-mylan-price-hike/ (Links to an external site.)
Discussion Assignment
Discussion whether you think it’s’ right for a drug manufacturer to take a lifesaving drug that is no longer patent protected and marking the prices up so as to make it virtually unaffordable except to the wealthiest people. There is currently no law that prevent this from happening but should we do it, why or why not? Are there other cases like this one? Should we allow market forces to dictate supply and demand? What is the role of government in this type of situation? Why or why not? Explain. You can use outside research to support your position. Please provide an Internet link to any sources that you used or cite.
BUSI18 FC Police Stops Discussions
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. 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