Police Encounter with Suspects and Evidence Case Study Essay
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
Police Encounter with Suspects and Evidence Case Study Essay
Police, Encounter, Suspects, Evidence, Case, Study, Essay
The following case study presents issues related to various levels of police encounters with a suspect and potential criminal evidence and the legal justification required for those encounters.
Case Study:
Officer Taylor is on routine nighttime patrol when she notices a vehicle pass her driven by an African American female. The vehicle appears to have a broken taillight that appears to be covered with colored tape. She directs the driver to pull the car to the side of the road.
The car is an older model gold Pontiac and as Officer Taylor walks to the driver-side of the vehicle, she remembers that a car fitting this general description was the suspected car in a recent road side killing of a fellow police officer.
The driver has long braids, tattoos, and a nose ring. As Officer Taylor looks at the driver, she thinks to herself, “Another one of those people we need to get off the streets.”
Wanting to make sure that she is safe, Officer Taylor asks the driver to step out of her vehicle for a brief pat-down for weapons. She pats her down and finding no weapons, Officer Taylor asks the driver to have a seat back inside her vehicle. Officer Taylor then asks the driver for her driver’s license and registration. Instead of providing her driver’s license and registration, the driver speeds away resulting in a high-speed chase.
The chase ends when the fleeing car hits a telephone pole and crashes.
Concerned that the car may ignite in flames from a leaking gas tank, Officer Taylor removes the unconscious woman to a safe distance from the vehicle. Officer Taylor returns to the vehicle to locate the driver’s purse for identification. As she enters the vehicle, Officer Taylor notices the glove compartment has popped open and that underneath some documents is a gun which she retrieves.
Officer Taylor also retrieves the driver’s purse from the floor on the passenger side of the vehicle. Officer Taylor opens the purse to get the woman’s identification and finds what appears to be a baggie of marijuana. It is later determined that this vehicle was not the car involved in the shooting death of the fellow officer. It is also later determined that the taillight was not broken.
Please answer the following questions explaining your answer in detail by analyzing the facts presented and other factors you consider relevant; defining and explaining key legal terms; and citing legal authority (your text and other legal authority) to support your conclusions in a 2–3-page paper (excluding the title page and reference page):
Did Officer Taylor’s thoughts about “those people” influence her decision-making during this stop?
Did Officer Taylor have reasonable suspicion to make the initial stop of this vehicle?
Was the “pat-down” of the driver legal?
Did exigent circumstances exist for Officer Taylor to give chase to this vehicle?
Was the gun in “plain view” and legally obtained?
Will the marijuana baggie be admissible evidence?
Note: This Assignment will require outside research. Use at least two credible sources beyond the text material, and discuss how you evaluated the credibility of the resources used. You may consult the library, the internet, the textbook, course material, and any other outside resources in supporting your task. Use proper citations in APA style.
The paper should contain a cover page and a list of references in APA format.
All internal citation of outside sources plus the listing of all references should also adhere to APA format.
Download the Unit 2 Assignment Checklist.
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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