Interpretation of Romans 13:1–14 on Law Enforcement
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
The perfect number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Interpretation of Romans 13:1–14 on Law Enforcement
I need two replies to this discussion board, either agreeing or disagreeing. 150 words for each reply; the original discussion is attached.
Stephanie A Koffer A Koffer Koffermasoncouch
Jun 12, 2023Jun 12 at 9:50 a.m. Manage Discussion Entry
Professor and classmates:
“Let every person be subject to the governing authorities. For there is no authority except from God, and those that exist have been instituted by God. Therefore, whoever resists the authorities resists what God has appointed, and those who resist will incur judgment. For rulers are not a terror to good conduct but to bad. Would you have no fear of the one who is in authority? Then do what is good, and you will receive his approval, for he is God’s servant for your good. But if you do wrong, be afraid, for he does not bear the sword in vain. For he is the servant of God, an avenger who carries out God’s wrath on the wrongdoer. Therefore, one must be in subjection, not only to avoid God’s wrath but also for the sake of conscience”, (Romans 13:1–14).
I believe that probable cause was established to obtain an arrest warrant for Smith. The officer conducted an investigatory stop based on reasonable suspicion of the observations he made when seeing Smith’s vehicle. Based on the officer’s training and experience, along with the officer’s likely knowledge of the recent robbery, the officer observed the vehicle in the vicinity of the convenience store that displayed a Liberty University parking sticker. In Terry v. Ohio, the Supreme Court held that in certain circumstances, individual suspicion and probable cause are replaced with reasonable suspicion due to the necessity for “swift action predicated upon the on-the-spot observations of the officer on the beat.”
The driver of the vehicle, “John Smith,” had a physical description matching the robbery suspect, as well as clothing that matched. Since the description of the suspect was a white male wearing a Liberty University ball cap and t-shirt, this gave the officer reasonable suspicion to continue the investigatory stop. Due to the totality of the circumstances, including the short time period after the robbery, the proximity to the convenience store, and the eventual discovery of the driver matching the description of the suspect, all play a factor in the reasonableness of the investigatory stop. United States v. Cortez formally adopted the totality of the circumstances test for a reasonable suspicion analysis. Based on this information, officers draw on their experience and training in law enforcement to make inferences (Pelic, 2003).
The officer was then able to identify the driver via his driver’s license and was released from the scene of the stop. At some point after the stop concluded, John Smith’s photograph was placed in a photo array and shown to the victim. The photo array led to the victim positively identifying Smith as the one who robbed the convenience store. In Manson v. Brathwaite, the Supreme Court ruled that photo lineups should not be unduly suggestive. If a photo array is used to identify a suspect, it should not be created in such a way as to unfairly highlight the suspect and unduly elicit the victim’s identification.
In looking at the totality of the circumstances leading up to witness identification, the probable cause for arrest can be attributed to Pelic’s review of United States v. Arvizu where she states, “The Court followed precedent, invoking the totality of the circumstances test to uphold the investigatory stop. This test is the appropriate method for evaluating an investigatory stop for reasonable suspicion because it is adaptable to all geographic areas and criminal activity” (2003). Further, the photo of the suspect was placed into a photo array, which consists of multiple photographs, and the victim identified John Smith as the suspect who committed the robbery.
Interpretation of Romans 13:1–14 on Law Enforcement
RUBRIC
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POOR / UNSATISFACTORY |
SATISFACTORY |
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Content (worth a maximum of 50% of the total points) |
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30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not fully explaining the relevant content; identifying some of the key concepts or ideas, though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims or 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 a solid understanding of the relevant material by correctly addressing most of the relevant content, identifying and explaining most of the key concepts and 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 an exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content, identifying and explaining all of the key concepts and ideas, using correct terminology, explaining the reasoning behind key points and claims, and substantiating, as necessary or 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) |
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5 out of 20 points: Sources are seldom cited to support statements, and/or the format of the citations is not recognized 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 the research collected for the paper. |
10 out of 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. There are frequent errors in the APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors in the formation of the references and citations. And/or there is a significant use of highly questionable sources. |
15 out of 20 points: Credible scholarly sources are used effectively to 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 references and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to provide compelling evidence to support claims and are clearly and fairly represented. The APA 6th Edition format is used accurately and consistently. The student uses references above the maximum required in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
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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, and 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) |
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5 points out of 10: The appearance of the 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. The font size might not conform to size requirements. The student also significantly writes too much or too little 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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