CJUS 350 DB 7 Replies

CJUS 350

you are required to reply to 2 other classmates’ threads. Each reply must be at least 200 words but not more than 400 words. Responding to a classmate’s post requires both the addition of new ideas and analysis. A particular point made by the classmate must be addressed and built upon by your analysis in order to move the conversation forward. Thus, the response post is a rigorous assignment that requires you to build upon initial posts to develop deeper and more thorough discussion of the ideas introduced in the initial posts. As such, reply posts that merely affirm, restate or unprofessionally quarrel with the previous post(s) and fail to make a valuable, substantive contribution to the discussion will receive appropriate point deductions.  Each response must include academic and biblical support.

8 hours ago

Richard Cheatham

Discussion Board 7

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In my opinion, you were wrong to not conduct an appropriate search. I applaud the small effort to place the woman at ease, but to conduct a thorough search of the residence would have fallen in line with Philippians 2:13 “For it is God which worketh in you both to will and to do of his good pleasure” (KJV). Doing the right thing all the time, regardless of the situation. The fact there was little remorse on your part until it was determined the fugitive was there would be concerning to me, as stated “Did I feel awkward or ill at ease about the decision I made? NO, not until I learned the fugitive was actually in the residence the entire time” (Duff, 2017). Minimizing the effort hoping for a decent outcome is not worth the risk of a career or a human life.     

I do conduct myself as being viewed on camera all the time. This is a direct result of wanting to do the right thing and follow the rules. Tillman states “one of the oldest and most basic approaches to decision making is the one which suggests that we follow the rules” (1988, P. 80). With camera’s everywhere, I realize my actions can be recorded from any number of viewpoints. I feel if you are professional in your duties, and make ethical and moral decisions, you should not be afraid of being recorded. Romans 12:1-2 solidifies this by stating “I beseech you therefore, brethren, by the mercies of God, that ye present your bodies a living sacrifice, holy, acceptable unto God, [which is] your reasonable service” (KJV). I believe I have done things I would not want any of my family members to see, maybe not because I was wrong in doing so, but the perception would appear that way. As society, we are quick to judge based off minimal information, and I have had to explain the rationale for my actions far too many times. I believe my family would support everything I have done in my career, even if they do not understand why.

Personally, I can be tolerant of certain behaviors. I believe that there can be limits to some behaviors, but I also realize that setting limits can be a slippery slope, as we read early on in class. Goodman was clear when she wrote “let your conscious be your guide” (2013, P. 13). I feel I am more tolerant of personal issues than professional ones. I try not to interfere with others personal lives, as I would not want them in mine, but only to a degree. Proverbs 17:15 reads “He that justifieth the wicked, and he that condemneth the just, even they both [are] abomination to the LORD” (KJV). Holding oneself accountable for both personal and professional actions would be the catalyst for such decisions.

I read this scripture as a lesson of leadership in the sense of not judging and leading by example. Philippians 2:4 “look not every man on his own things, but every man also on the things of others” (KJV).  Don’t judge by itself, as one should look at the totality of the circumstances. Being a leader, one must refute the notions of instant gratification of justice, and do the right thing by being concise and deliberate. Although not always politically correct, “true patriotism is authentic leadership, and leadership demands loving criticism” (Tillman, 1988, P. 132).

If I believed I could persuade a confession with a different tactic, I believe I would try to use it. I would not go so far as to commit a criminal offense, but I would make it uncomfortable for him. I would look to Psalms 25:18-21 as guidance “Look upon mine affliction and my pain; and forgive all my sins. Consider mine enemies; for they are many; and they hate me with cruel hatred. O keep my soul, and deliver me: let me not be ashamed; for I put my trust in thee. Let integrity and uprightness preserve me; for I wait on thee” (KJV).  I would apply that “this principle holds that when we are faced with a conflict concerning what we should do about any moral dilemma, we should attempt to weigh the consequences of our decision” (Duff, 2017). I would worry less about the treatment of the suspect and more about locating the little girl.

Reference

Duff, Wayne. It is Not Always Easy, Liberty University Online, 2017

 Goodman, Debbie. Enforcing Ethics, 2013.

Tillman, Jr., William M., Understanding Christian Ethics, 1988.

3 days ago

Mario Delgado

Lead by Example

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1. Rookie officer often do emulate the actions of not only their field training officers but other officers also.  That is why field training officer should be selected from the best applicants.  A good training officer will prepare rookie officers not only how to deal with suspects, but also how to deal with other police officers.  Field training officers should be role models for rookie police officers, cautioning rookie officers on appropriate behavior on and off the clock.  Tillman (1988) says "We learn more through modeling than being told" (p. 198).  SO training officers telling rookie officers what to do is not enough, they should also show the rookie officer.

2, I would like to comment that although the officer in the scenario was stressed out and had some negative side effects from the incident, the fact that they did confront the officer shows character.  Furthermore, the veteran officer responded very well to the officers complaints as well as reported themselves after the fact.  The veteran officer also encouraged the officer to do the right thing. 

If I witnessed a fellow officer using excesses force I would intervene on the spot to stop the officer, if it was safe for the officer and the public.  Once the action was stopped I would tell the officer in private I was not okay with their behavior and advise them to report themselves or I would.  We all are accountable.

3.  I would say 1 Timothy 4:8 is relevant for police officers because physical training alone can not ensure we overcome all obstacles.  Spiritual strength can help police officer in many situations.

4.  In this weeks scenario, I would like to retract to a previous scenario, scenario #1.  Scenario #1 has three officers eating lunch at an establishment were the meal is free.  the newly sworn police officer responds "At the Academy, we were taught accepting discounted or free meals is unethical" (p. 39).  This is absolutely true.  By receiving free meals, it promotes a setting in which the giver may expect to also receive.  In this week's scenario the giver, Dave the owner of Dave's Deli, gives the officers a free meal but then inquires "by the way, did one of you give me this parking ticket" (p. 76).  I would politely thank Dave for his kind gesture but not except the free meal from Dave.  I would than admit to Dave that I wrote the parking ticket.  I would ask Dave if he had a handicap permit or decal, if he did I would void the ticket.  If Dave did not, I would ask him to move his vehicle, if he moved it I would void the ticket and write him a warning.  I would do this because I do not want to ruin the police community relationship.  I would warn Dave not to repeat the offense.  I would probably not eat their any longer also.

Refernces

Goodman, Debbie J. (2013) Enforcing Ethics: A Scenario-Based Workbook for Police & Corrections Recruits and Officers (4th ed.). Saddle River, NJ:

          Pearson Education

Tillman, W. (1988). Understanding Christian ethics. Antioch, TN: Broadman Press.