Terry V. Ohio

Terry v. Ohio Case Project| | | | | Victoria Swannegan| 12/2/2010| | In 1968 a case called Terry v. Ohio took place. This case made a big impact on the police departments of the United States by giving officers more reasons to make an arrest. A â€Å"Terry Stop† is a stop of a person by law enforcement officers based upon reasonable suspicion that a person may have been engaged in criminal activity, whereas an arrest requires probable cause that a suspect committed a criminal offense.A Cleveland detective (McFadden), on a downtown beat which he had been patrolling for many years, observed two stranger on a street corner. He saw them proceed alternately back and forth along an identical route, pausing to stare in the same store window, which they did for a total of about 24 times. Each completion of the route was followed by a conference between the two on a corner, at one of which they were joined by a third man who left swiftly.Suspecting the two men of â€Å"casing a job, a stick-up,† the officer followed them and saw them rejoin the third man a couple of blocks away in front of a store. The officer approached the three, identified himself as a policeman, and asked their names. The men â€Å"mumbled something,† whereupon McFadden spun petitioner around, patted down his outside clothing, and found in his overcoat pocket, but was unable to remove, a pistol. The officer ordered the three into the store.He removed petitioner's overcoat, took out a revolver, and ordered the three to face the wall with their hands raised. He patted down the outer clothing of Chilton and Katz and seized a revolver from Chilton's outside overcoat pocket. He did not put his hands under the outer garments of Katz (since he discovered nothing in his pat-down which might have been a weapon), or under petitioner's or Chilton's outer garments until he felt the guns. The three were taken to the police station. Petitioner and Chilton were charged with carrying concealed weapons.The defense moved to suppress the weapons. Though the trial court rejected the prosecution theory that the guns had been seized during a search incident to a lawful arrest, the court denied the motion to suppress and admitted the weapons into evidence on the ground that the officer had cause to believe that petitioner and Chilton were acting suspiciously, that their interrogation was warranted, and that the officer, for his own protection, had the right to pat down their outer clothing having reasonable cause to believe that they might be armed.The court distinguished between an investigatory â€Å"stop† and an arrest, and between a â€Å"frisk† of the outer clothing for weapons and a full-blown search for evidence of crime. Petitioner and Chilton were found guilty, an intermediate appellate court affirmed, and the State Supreme Court dismissed the appeal on the ground that â€Å"no substantial constitutional question† was involved. Terry was protected b y â€Å"The Fourth Amendment† but the officer had a probable cause. The Fourth Amendment to the U. S.Constitution protects personal privacy, and every citizen's right to be free from unreasonable government intrusion into their persons, homes, businesses, and property, whether through police stops of citizens on the street, arrests, or searches of homes and businesses. The Fourth Amendment provides safeguards to individuals during searches and detentions, and prevents unlawfully seized items from being used as evidence in criminal cases. The degree of protection available in a particular case depends on the nature of the detention or arrest, the characteristics of the place searched, and the circumstances under which the search takes place.In the case, they used a term called â€Å"Stop and Frisk†. This is a situation in which a police officer who is suspicious of an individual detains the person and runs his hands lightly over the suspect's outer garments to determine if the person is carrying a concealed weapon. Unlike a full search, a frisk is generally limited to a patting down of the outer clothing. If the officer feels what seems to be a weapon, the officer may then reach inside the person's clothing.If no weapon is felt, the search may not intrude further than the outer clothing. A full search is called â€Å"Search and Seizure†. It is the legal term used to describe a law enforcement agent’s examination of a person’s home, vehicle, or business to find evidence that a crime has been committed. If evidence is found, the agent may then â€Å"seize† it. Search and seizure also includes placing an individual under arrest. The Terry v. Ohio case made a phenomenal change. It made a difference in which people can be searched arrested.

Certainty vs Doubt Essay Essay

The argument between certainty and doubt is highly controversial. Despite the side that people have accustomed themselves to, there are still pros and cons to both. A person’s doubt can easily distract them from reaching their full potential, while it can also aide in making a more realistic and achievable decision because with doubt they are able to question their abilities and eliminate the options that aren’t as feasible. Whereas certainty can misguide someone into the delusion of great powers, it can also assist them in attaining a massive success because they are giving themselves the option of fathoming an idea so great that initiates a surge of passion that tells them they can achieve such greatness. Despite the seemingly equivalent pros and cons between doubt and certainty, certainty is definitely the best mindset to have when trying to find triumph in one’s life. Isaiah Stock, an APLAC student at University of North Carolina, said, â€Å"Think of certai nty and doubt as parts of an automobile. Certainty is considered to be the accelerator, while doubt is the steering wheel. You can get nowhere without driving –certainty—but without steering through the impediments in your way –doubt—, you will surely crash and burn.† Again, emphasizing the crucial balance between doubt and certainty, this metaphor is an almost acceptable depiction of how they work together because yes, without certainty one is likely not going to get very far in life and without doubt an individual is likely to fail. This metaphor is accurate in all its parts, but it is missing one important aspect and that is that failure is not the end and can only help to guide someone to make better fitted decisions. So with that in view, having the mindset of certainty is clearly a more efficient way of finding success. One could say that â€Å"having doubt is a part of human nature, that from birth we are curios [and that] to question anything and everything that we want to know more about is perfectly acceptable† (Christen, Nicole â€Å"Certainty vs Doubt†). This is only partly true due to the fact that just because doubt is part of human nature, it does not mean that it is not controllable or that it is, in a sense, the best choice between certainty and doubt because all that this idea supports  is how we as humans have to make decisions. It does not support the idea that having doubt is a better way to live one’s life than having certainty. In conclusion, despite the contradictive and also supportive qualities that both doubt and certainty have when compared to one another, believing that one can reach for something that will likely be more challenging to grasp is and will always be more gratifying in the end, even if the individual fails because it allows growth in decision making skills and one’s knowledge of their maximum abilities. Doubt does not allow an individual to reach their untapped potential because they do not find it feasibly possible and thus never attempt to see if may just be.

How Does Texting Affect Our Lives Essay

I found myself when writing essays writing how text. I use a lot of shortcuts when writing; Instead of me writing the word† you† I would write â€Å"u†. This affects the way I write tremendously at times. It’s the new technology that’s doing this. My mother has witnessed more than one group of e-mailers go spiraling down into a full blown argument fueled by their thumbs of quickly expressed words of stupidity, when a simple phone call or physical meeting would have resulted in a much more civilized result. People have taken a lot of shortcuts in life through texting. Some can’t live without it. Texting ruins our ability to concentrate on one thing at a time? For example, a personal gripe of mine has to do with people texting while I am trying to tell them something, causing them to look up and say, â€Å"wait, huh? â€Å", and it is all too common. What happens when the ability to drive is hindered? Just ask the parents of one of our graduating seniors last year, who lost his life while texting and driving in his vehicle; unfortunately incidents such as these are not isolated. This is why it is illegal to drive while texting. Talking on the phone while driving is one thing, at least you are looking straight head.

English Lesson Plan

Lesson Plan Form: 2 Level: Low intermediate – high intermediate Date: 4th Mac 2013 Time: 1 hour 30 minutes Subject: EnglishTopic: Natural Disaster (Geography) Focused skill: Speaking (interaction and fluency) Integrated skill(s): Writing, reading and thinking skills Grammar structures/lexical items/phonology: Lexis related to natural disaster; earthquake, flood, victim and etc Curriculum Specifications: Form 2 – 1. : Level 2,vi) Participating in teacher-guided class discussions on topics of interest by; agreeing to another and saying so, disagreeing politely with another and giving one’s opinions, defending one’s point of view. Learning outcomes: By the end of the lesson, the Ss will be able to: * Content: Enhance their knowledge about the types of natural disaster: Know the positive and negative effects of the natural disaster * Language: Use the register and lexis related to natural disaster e. catastrophe, volcanic eruptions, seismic waves, cyclone etc : Increase their orals with friends in L2: Practice genuine communication * Cognition: Make predictions based on logical thinking: Reflect on how the catastrophe affects people’s life * Internationalisation: Develop their knowledge and awareness about the countries that are prone to natural disaster Moral values and educational emphases (as appropriate): Develop awareness of the natural disaster, working collaboratively Previous knowledge: Students already know types of natural disasters and a few basic effects and also mind mapping technique Anticipated problems and proposed solutions: Problem: Ss have problems with vocabulary in the reading Solution: Group discussion, provide dictionary or give personal help to the Ss Resources: LCD projector, laptop, speaker, a video that consists of many natural disaster, dictionaries, power point of the effects of natural disaster, reading for earthquake, flood, tornado, volcano eruption and tsunami (5 copies each), blank table for vocab lists and blank table for the comparison between the types of natural disasterStages/ timing| Teaching-learning activities | Interac-tion| Rationale| A) Lead in 5 – 10 minutesB) Task 125MinutesC) Task 230Minutes D) Task 330 minutesClosure5 Minutes| 1. Make sure all Ss have a piece of paper and a pencil 2. Tell Ss that they are going to draw a scene that you will describe 3. Dictate the following text: ‘Draw three houses in the middle of the paper. Each of the houses has 4 windows and a door. On the roof of one of the houses, there is a man with a girl. On top of the paper, draw some clouds and pouring rain. There is water around the houses that touches the top windows of the houses†¦Ã¢â‚¬â„¢. 4. Ask Ss to look at their picture and think what has happened in the scene. Eg: a. Hurricane b. Tsunami c. Flood 5. Get some ideas from the Ss of what they think is happening 6.Try to elicit other vocab related to natural disaster from the Ss. E. g: a. Tornado b. Drought c. Catastrophe and etc 7. Write the Ss answer on the board 1. Tell Ss that they are going to watch a video of various types of natural disaster (the video is about 7 minutes) 2. Ask Ss to draw a mind map of what they predict they might see in the video. Tell Ss that they can use the vocab written on the board) 3. Ask Ss to add the types of natural disaster (if they do not have it yet) and jot down the effects they have seen from the video to their mind map 4. Play the video through laptop (make sure that the sound in good) 5. Ask Ss to check if their prediction is right 6.Ask Ss to talk to their pair about the video (3 minutes) a. What do you feel? b. What have you found out? 7. Bring the students attention together and discuss with the whole class (7 minutes) 8. Ask Ss if they could think of the other effects of natural disaster. (8 minutes) E. g: c. Are there any positive effects? d. If yes, what are they? e. What about the negative effects? 9. Show Ss the list of aftermath using the power point presentation 1. Divide Ss into small groups of 5 or 6 each and assign number to each of them from 1 to 5 (some Ss might have to be ‘Siamese twin’). 2. Assign each group with a type of natural disaster E. g: Group A – Earthquake, Group B – Tornado, etc 3.Tell Ss that they will have to read materials based on the topics and while reading, they need to fill in the table given with lexis (either subject specific terminologies, academic vocabularies or other lexis) from the text given. 4. Provide the blank table and the materials to the groups according to their topic (everyone in Group A will get the reading on earthquake and others get their own topic). 5. Ask Ss to compare their answer with their friends. They could add more lexis as they are discussing. 1. Tell Ss that all of them are the representatives for their topic. They will present the information about the natural disaster to the people from the other groups 2. Ask Ss to reread the mate rials. This time to find information about the natural disaster. E. g: a. The causes b. The effects c. The countries involved d. The process and etc 3.Ask Ss to discuss and compare their finding with the group members (10 minutes) to check and support understanding 4. Regroup the Ss based on their assigned numbers (Group 1,2,3,4 and 5) 5. Ask the Ss to share and compare their findings and with the others (10 minutes) 6. Provide Ss with blank table (one each) 7. Ask Ss to complete the table with similarities and differences of the other types of natural disaster 8. Gather the Ss attention 9. Discuss the answer together 10. Ask Ss what they have gathered or find most interesting from the discussion. (10 minutes) E. g: a. Do you find any similarities? b. Do you think there is any way to avoid it from happening? 1. Ask Ss what they have learnt and what they feel 2.Summarize the lesson| PlenaryIndividualPlenaryPlenaryPairsPlenaryPairsPlenarySmall groupsIndividualSmall groupsPlenaryIndivi dualsSmall groupsPlenary| * To introduce the topic * To engage the Ss * To make the Ss interested * To initiate interaction * To promote interactive lesson * To practice prediction * To listen for specific information * To encourage reflective thinking * To allow them to practice their orals with peers * To expose them with the subject specific terminologies * To promote understanding of the lexis * To give specific purpose for reading * Encourage discussion and information exchange * To encourage reasoning skills|

How is Walmart effecting our economy Essay Example | Topics and Well Written Essays - 500 words

How is Walmart effecting our economy - Essay Example Additionally, Wal-Mart has a tendency of providing a wide range of products for its consumers especially in the rural areas according to Hicks (2007). This is especially true of supercenters which sell products ranging from garments, cuisine, and hardware to optical services. The lower prices and the high accessibility to products in one area offers direct benefits to local consumers economically. The magnitude of the benefits varies with different regions depending on how the prices are low, and the distance the consumers have to travel in order to access the wide array of goods. The fact that Wal-Mart can trade its products at cheaper prices than other retailers provides an intense risk to the feasibility of other retailers near them. In most cases, the newly established retailers are forced to close or downsize their business when Wal-Mart opens a new branch in that region. This is because the number of their customers tends to decline as they shift to Wal-Mart. Other businesses providing products and services not offered by Wal-Mart tend to benefit due to the proximity with Wal-Mart which attracts many customers as suggested by Anderson (2011). These include businesses providing home furnishings and some foodstuff. Nevertheless, despite the positive effect, Wal-Mart as a whole has depressing impact on the operation of other local retail outlets. A typical Wal-Mart store employs around150 to 350 workers while a supercenter employs around500 employees. However, most of these workers are employed on part time basis. In evaluating the overall effects of Wal-Mart, the new jobs need to be balanced against jobs lost by the competing businesses. Moreover, with Wal-Mart’s extremely centralized supply-chain management, wholesalers and distributors at the local level are likely to experience breakdown on the demand of their services according to Renkow (2005). A good example of the general adjustments arising in the local job market as a

United States police vs Brazilian police Essay Example | Topics and Well Written Essays - 750 words

United States police vs Brazilian police - Essay Example In both the US and Brazil, police are tasked with arresting, searching, and detaining lawbreakers (U.S. Department of State). There exist different policing branches to ensure that such tasks are completed passably. This paper explores policing in Brazil and the United states, the differences between the two, how policing affects the country, and the different policing branches in both countries. There are diverse distinguishable differences that exist between policing in the United States and Brazilian police. The difference in policing all depends on the training and culture adopted by the police departments. The United States leans more on ethical policing (U.S. Department of State), as compared to Brazil that has a more barbarous system. Brazilian police are termed as being trigger-happy and appallingly violent, and this is mostly because of revenge missions against mobs that may have assassinated members of their workforce. According to Wells, â€Å"in the United States, with a population 60 percent larger than Brazil and more firearms in circulation, 410 civilians were killed during the same year. It compared the number of Brazilians killed to the 89 police killed while on duty during the same period -- the equivalent of 21 civilians dying for every police officer during the course of the year†. Although police brutality is reported in both countries, it is more rampant in Brazil as compared to America (Wells). The Brazilian policing system has been forced into this kind of callousness because of â€Å"high levels of violent crime, broken judicial institutions and a lack of funding and training† (Wells). The US policing is better than Brazil’s because of advanced training, better funding, adeptness in the legal system, and generally lower levels of vicious wrongdoings. Both the Brazilian military police and several departments of the US police have utilized a radio communications system to manage police communications effectively, a factor that has

Exploring how HR practice can drive the innovation in Abu Dhabi Dissertation

Exploring how HR practice can drive the innovation in Abu Dhabi Education Council - Dissertation Example These factors are important for the EI: motivation among employees, coordination skills, and knowledge sharing and employee empowerment. This study was carried out on an educational organization in UAE named as ADEC. The respondents were the employees of the organization, selected from two specific departments. To accomplish the objective, a survey questionnaire was designed in relation to the factors mentioned above. The sample of 70 employees from the two departments namely, human resource department and the department for policy planning and management were taken. Stratified sampling technique was used to select samples because the purpose was to obtain quick information. Acknowledgments I would like to thank Almighty Allah for His endless blessings and providing me with the much needed courage and inner help especially during this difficult phase of my life. I would like to thank my supervisors and I am highly indebted to them for their constant support and help. Firstly, I would like to thank Mr. / Ms ----. My teacher has been a great source of guidance during this task and helped me to complete this work. ____ has been a constant source of inspiration, very encouraging and supportive at every step of the task. My teacher has been willing to give continuous, timely and quality feedback which is unmatched in my experience. I am obliged to my Department â€Å"--------† from where I completed my Masters studies and attained more advanced knowledge regarding HRM and training. My deep gratitude is extended to -------- for his/her immense support and cooperation which helped me a lot in timely completion of study. Also I am thankful to ------- for her/his generous and tremendous support. My sincere thanks are due to the employees of ADEC working in Abu Dhabi whose cooperation in terms of filling up the questionnaires has made this effort successful. Finally, I would like to thank my family, my parents, friends and siblings for their unconditional love, su pport, prayers and optimism – without you all, I would not be able to reach this destination which I am today. Contents Abstract 2 1.1 Objectives of the Study 11 1.2 Rational of the study 12 2.0 Literature review 12 2.1 Definition of Training 12 2.2 Training process 13 2.3 Learning Theories about Training 14 2.4 Employee Empowerment 15 2.5 Knowledge Sharing 16 2.6 Co-ordination Skills 17 2.7 Employee Motivation 19 2.8 Employee Innovativeness (EI) 20 2.8.1 Definition of Innovativeness 20 2.8.2 Innovativeness and Theory 21 2.8.3 Innovativeness Driving Factors 22 2.8.4 Anti-innovativeness Factors 24 2.9 Conceptual framework 26 2.10 Relationship between Training and Innovativeness (Li, Zhao and Liu, 2006) 27 3.0 Research Methodology 27 3.1 Research Question 27 3.1 Research Method 28 3.2 Research Strategy 29 3.3 Data Collection Sources 30 3.4 Target Population 31 3.5 Sample Design 31 3.6 Sample size 32 3.7 Data Collection Instruments 32 3.7.1 Questionnaire 32 3.8 Fieldwork 33 3.9 Data Analysis 33 3.10 Ethical Consideration 34 3.12 Aadvantages of the Research Method 35 3.13 Disadvantages of the Research Method 35 4.0 Results and Discussion 35 4.2 Training and innovativeness 36 4.3 UAE work culture and its influence on training and innovativeness 37 4.4 Analysis 38 5.0 Conclusion 63 5.1 Organizational Overview 63 5.2 Review of Hypothesis Development 64 5.2 Review of Research Problem and Objective 65 5.3 Explanation 66 6.0 Recommendation 67 6.1 Managerial Implication 69