Drones and your 4'th amendment privacy rights
Project Reflection:
The goal of the mini project was to teach us some of our, "street rights", or our rights as they are in our everyday lives. As we did this we kept in mind the essential question of: How do we balance the need for personal privacy (liberty) with the need to keep a safe, orderly, and just society. From the project we learned about situations where the police can legally arrest or detain you without a warrant. We learned the legal definition between a hunch, suspicion, reasonable suspicion, and probable cause, and related these to real life situations. We were also taught what to, and what not to do in an encounter with the police. We were then tasked to demonstrate this knowledge through our own projects.
For our own project Brandon and I looked into our fourth amendment privacy rights as they apply to drones. This drew my attention because I found myself interested in the new ways in witch our code of laws is changing and developing as the world around them changes. With that mindset, I could've also looked at situations related to e-mails, wiretapping, or media devices; Still, the idea of looking at drones interested me more.
Areas for Growth:
I’d like to work on my short term memorization ability. If I was able to do this more efficiently I would be able to spend more time refining my vocal piece and less time repeating myself in front of a recording device. You may notice that in the visual clips of me speaking during the production my gaze is directed slightly away from the camera. This was because in order to recite them correctly, Brandon had to display my lines to me off to the side. Next time I’ll try practicing in front of a mirror with a recording device. That that should let me achieve my standard of vocalization in a more expedient manner.
Evidence of Exceptional Work:
You can see evidence of my exceptional work in my dissection of a highly advanced congressional source. I took this dissected source and turned it into the commentary you hear throughout the video presentation.
The goal of the mini project was to teach us some of our, "street rights", or our rights as they are in our everyday lives. As we did this we kept in mind the essential question of: How do we balance the need for personal privacy (liberty) with the need to keep a safe, orderly, and just society. From the project we learned about situations where the police can legally arrest or detain you without a warrant. We learned the legal definition between a hunch, suspicion, reasonable suspicion, and probable cause, and related these to real life situations. We were also taught what to, and what not to do in an encounter with the police. We were then tasked to demonstrate this knowledge through our own projects.
For our own project Brandon and I looked into our fourth amendment privacy rights as they apply to drones. This drew my attention because I found myself interested in the new ways in witch our code of laws is changing and developing as the world around them changes. With that mindset, I could've also looked at situations related to e-mails, wiretapping, or media devices; Still, the idea of looking at drones interested me more.
Areas for Growth:
I’d like to work on my short term memorization ability. If I was able to do this more efficiently I would be able to spend more time refining my vocal piece and less time repeating myself in front of a recording device. You may notice that in the visual clips of me speaking during the production my gaze is directed slightly away from the camera. This was because in order to recite them correctly, Brandon had to display my lines to me off to the side. Next time I’ll try practicing in front of a mirror with a recording device. That that should let me achieve my standard of vocalization in a more expedient manner.
Evidence of Exceptional Work:
You can see evidence of my exceptional work in my dissection of a highly advanced congressional source. I took this dissected source and turned it into the commentary you hear throughout the video presentation.
Writing Reflection
My first goal for improving my writing is to work on correctly and selectively using quotations. In my Tocqueville essay, my quotations make up the majority of my paper. These quotations are set up incorrectly and presented in bulk. The valid information I’m quoting is lost in a mess of contextual yet unnecessary section of text. An example of this is the section in which I detail how democratic and autocratic institutions enforce their dogmatic beliefs upon their citizens. In between this topic and my analysis there is a bloc quote of 226 words. The first course of correction I’m going to set myself on will be to research how to correctly set up quotes. Once that is corrected, in my next quote I’ll begin my quotation as a bloc quote and cut it down to only the essential information.
My second goal is to correctly use evidence rather than unsupported claims when necessary. In my most recent blog post I looked at Clinton’s view on the Trans-Pacific Partnership. For this blog, and a few others I felt constrained for time and instead of finding original statements, I based my analysis off of information gathered from second hand sources. As a result of this I made a judgement on the bill probably without fully comprehending what the bill is. I don’t think I even need to say why that’s bad. In the future I will dig deeper to find primary and correct sources on my research topics before I conduct analysis.
My third goal is to work on my transitions. Smack in the middle of my college essay is a kind of page divider that exists out of necessity. In my essay I had two main ideas. The first idea was that education is a lot like skiing; The second idea was that moving changed me as a person. I eventually tie it back in at the conclusion but I believe I may have written a stronger paper if these ideas had been intrinsically linked in the first place. Usually when I’m writing I’ll simply write without direction and hope I achieve whatever goal I’ve been directed towards. As an aid for writing and structuring these paragraphs I pasted the rubric onto the paper and allowed it to help me color within the lines. In the future I’ll do this for my more focused writing assignments. Doing this should also allow me to better link my ideas together, facilitating better transitions.
In my first drafts my college essay lacked confidence and direction. I stated my paper not my claiming that education is a lot like skiing, but by saying that I believe that I have the right to claim that education is a lot like skiing. My metaphor was just that, a metaphor. It wasn’t some overarching Idea that tied my paper together; yet that’s exactly what it became once I began organizing and restructuring my thoughts. Feedback I got form my second small group pushed me to revise my paper in this way. This feedback was mainly derived from Hannah advising me to turn my metaphor into a transition piece to connect my ideas. Aside from that my other group members, Bryce and Tristan assisted me in cutting superfluous ideas such as comparing the education systems of Atlanta and Durango. To grow in these areas I broke my ideas up between documents superfluous ideas were not included and those that remained were moved into an order that more appropriately linked my remaining good ideas together.
My second goal is to correctly use evidence rather than unsupported claims when necessary. In my most recent blog post I looked at Clinton’s view on the Trans-Pacific Partnership. For this blog, and a few others I felt constrained for time and instead of finding original statements, I based my analysis off of information gathered from second hand sources. As a result of this I made a judgement on the bill probably without fully comprehending what the bill is. I don’t think I even need to say why that’s bad. In the future I will dig deeper to find primary and correct sources on my research topics before I conduct analysis.
My third goal is to work on my transitions. Smack in the middle of my college essay is a kind of page divider that exists out of necessity. In my essay I had two main ideas. The first idea was that education is a lot like skiing; The second idea was that moving changed me as a person. I eventually tie it back in at the conclusion but I believe I may have written a stronger paper if these ideas had been intrinsically linked in the first place. Usually when I’m writing I’ll simply write without direction and hope I achieve whatever goal I’ve been directed towards. As an aid for writing and structuring these paragraphs I pasted the rubric onto the paper and allowed it to help me color within the lines. In the future I’ll do this for my more focused writing assignments. Doing this should also allow me to better link my ideas together, facilitating better transitions.
In my first drafts my college essay lacked confidence and direction. I stated my paper not my claiming that education is a lot like skiing, but by saying that I believe that I have the right to claim that education is a lot like skiing. My metaphor was just that, a metaphor. It wasn’t some overarching Idea that tied my paper together; yet that’s exactly what it became once I began organizing and restructuring my thoughts. Feedback I got form my second small group pushed me to revise my paper in this way. This feedback was mainly derived from Hannah advising me to turn my metaphor into a transition piece to connect my ideas. Aside from that my other group members, Bryce and Tristan assisted me in cutting superfluous ideas such as comparing the education systems of Atlanta and Durango. To grow in these areas I broke my ideas up between documents superfluous ideas were not included and those that remained were moved into an order that more appropriately linked my remaining good ideas together.
Model Senate
For this project we were assigned a senator to act as during model senatorial procedures. For this project I acted as a senator who is a polar opposite of myself, the hard-line republican who, and I quote does not even "believe" in clean air or water rights. As our senator, we drafted legislation, wrote and delivered a speech, and participated in parliamentary senatorial procedure, in other words we conducted a model senate.