case study 2 plain view open fields abandonment and border searches as they relate to search and seizures 1

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Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center.

Instructors, training on how to grade is within the Instructor Center.

Case Study 2: Plain View, Open Fields, Abandonment, and Border Searches as They Relate to Search and Seizures
Due Week 6 and worth 100 points

Officer Jones asked the neighborhood’s regular trash collector to put the content of the defendant’s garbage that was left on the curb in plastic bags and to turn over the bags to him at the end of the day. The trash collector did as the officer asked in order to not mix the garbage once he collected the defendant’s garbage. The officer searched through the garbage and found items indicative of narcotics use. The officer then recited the information that was obtained from the trash in an affidavit in support of a warrant to search the defendant’s home. The officer encountered the defendant at the house later that day upon execution of the warrant. The officer found quantities of cocaine and marijuana during the search and arrested the defendant on felony narcotics charges.

Write a one to two (1-2) page paper in which you:

  1. Identify the constitutional amendment that would govern Officer Jones’ actions.
  2. Analyze the validity and constitutionality of officer’s Jones’ actions.
  3. Discuss if Officer Jones’ actions were justified under the doctrines of plain view, abandonment, open fields, or border searches.
  4. Use at least two (2) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Research and analyze procedures governing the process of arrest through trial.
  • Critically debate the Constitutional safeguards of key Amendments with specific attention to the 4th, 5th, 6th, and 14th Amendments.
  • Describe the difference between searchers, warrantless searches, and stops.
  • Write clearly and concisely about the criminal procedure using proper writing mechanics.

Click here to view the grading rubric for this assignment.

 

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Unit V Discussion Board Question

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Choose one of the videos listed below, located in the Films on Demand database in the Waldorf Online Library.

Watch the video you selected, and use it as a basis for your discussion board post. Include the following elements in your post:

  1. List the video’s title in bold at the top of your post.
  2. Provide an introduction or synopsis of the overall topic of the video.
  3. Discuss in detail the experiences of the people featured in this video.
  4. How do the topics covered in this video apply to diversity and inclusion in the organization culture? Discuss.

As always, be sure that your discussion is respectful, as you seek to understand yourself and other people! In your discussion, practice Model II behaviors.

Make Your Selection from the Following Videos:

  • “U.S.A.” (Christianity in the American Culture)
  • “Diane Sawyer Reporting: Islam—Questions and Answers”
  • “Ties that Bind: Connecting Communities across Religious Boundaries”
  • “Church and State: Christianity, Religious Diversity, and Secular Humanism in America”
  • “Color-Blind: Fighting Racism in Schools”

If any of these videos are no longer available, feel free to conduct a search in the database for videos that relate to the topics covered in this unit. 

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Describe your public health advocacy plan.

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Community Advocacy Project—Advocacy Plan
Well-conceived advocacy efforts can provide the opportunity for true social change. Advocates must think strategically about who to contact, who the stakeholders are regarding their particular issue, how to involve the media, and how to influence people who can pave the way to change. Most importantly, advocates must ensure that they work together with the members of their communities. In doing this, advocates can increase their opportunities for a successful advocacy campaign.
In previous weeks, you explored potential health policies and how to establish them in order to improve the public health issue in your community. This week, you create a public health advocacy plan including policy details, media advocacy ideas, and a Letter to the Editor or Ministry of Health advocating your cause for social change.
To prepare for this section of the Course Project:
· Review the Avery et al., Dorfman et al., and Galer-Unti et al. articles. Reflect on the process of creating a public health advocacy plan.
· View the media “Advocacy in Creating Public Health Policy.”
· Think about the details of your advocacy plan.
· Consider the policy change you will request. Reflect on how the policy can bring change to your community, why it is appropriate for your particular community, and why your community might adopt the change.
· Think about the use of media advocacy within the plan.
· Decide whether you will voice your cause in a letter to the editor of a publication or an elected official in your community. Think about a persuasive argument for the passage of your public health policy supported with statistics and information that is unique to your community.
The Project (2–3 pages)
To complete this section of your Course Project, address the following:
· Describe your public health advocacy plan.
· Describe the policy change you are requesting, including details such as how the policy might bring change to your community.Explain why the policy change is appropriate for your particular community and why your community might adopt the change.
· Explain how you might implement media advocacy strategies within your plan.
· Write a letter to the editor or an elected official in your community advocating your cause. Be sure to write a persuasive argument for the passage of your public health policy supported with statistics and information that are unique to your community. Refer to the guidelines provided in the “Writing Letters to the Editor” and “Writing Letters to Elected Officials” articles.

Monologue script for sixty seconds

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Checklist:

1. Post a filmed, 3/4 body, on voice (use your outside voice) performance of a MEMORIZED monologue on the Discussion Board for the Exercise (7 pt.)

2. Respond with a minimum 25-word post to the Discussion Topic in the Discussion Board for the exercise (1 pt.)

3. Comment on a classmates’ entry with a 25-word minimum length post in the Discussion Board for the exercise (.5 pt.)

4. Comment on a classmates’ entry with a 25-word minimum length post in the Discussion Board for the exercise (.5 pt.)

Discussion topic: Probably the most famous monologue is from the play The Tragedy of Hamlet, Prince of Denmark. What do you think it means?

To be, or not to be, that is the question,
Whether ’tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, ’tis a consummation
Devoutly to be wish’d. To die, to sleep;
To sleep: perchance to dream: ay, there’s the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there’s the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor’s wrong, the proud man’s contumely,
The pangs of despised love, the law’s delay,
The insolence of office and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover’d country from whose bourn
No traveller returns, puzzles the will
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o’er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry,
And lose the name of action.–Soft you now!
The fair Ophelia! Nymph, in thy orisons
Be all my sins remember’d.