Canada and the United States Ownership of the Arctic Region

Canada and the United States Ownership of the Arctic Region The Arctic region has been a neglected area for many years. However with the recent discovery of natural and mineral resources in the Arctic, countries such as the United States, Russia and other European countries have been presenting their keen interest in the cold territory. In the article Arctic Meltdown, written by Scott Borgerson, the author discusses the economic and the security consequences caused by the Global Warming.Global warming has contributed to the melting of the icecaps this led to the finding of forty-four billion barrels of natural gas liquids in the frozen area of the Arctic Circle. The discovery has escalated the fight between Russia, United States, Canada and other European countries over which state legally possess these resources creating the most crucial territorial dispute of the century.The article Arctic Meltdown, talks about the political issues caused in the Arctic creating hindrance to the negotiation made between countries claiming its possession of t he resources. Although the melting of the icecaps presents promising energy markets and the revolution of global shipping, serious problems such as the possibility of war over the territory in the Arctic region are currently being overlooked by the U.S. State Department and by the U.S. National Security Council. Since there are no legal structures available in responding to the great levels of ice-melting and to an organized development of the Arctic region, the territory is as a result in danger of being exploited by several money and power hungry countries.This proves that if a powerful country such as the United States does not step up and address the challenges faces in the Arctic, the issues evident will continue to worsen creating a possibility of a battle between nations in desire to control the abundant amount of resources available. This essay will employ the conceptual models of global politics such as realism and complex interdependence in understanding different dimensio ns evident to the current situation in the Arctic. Hence will examine on how the Canadian and U.S. governments should approach the issue. Overview of the situation in the Arctic region The melting of the icecap has sparked pre-existing issues relating to the land claims made by Russia, U.S and other countries in Europe, challenging Canadas Arctic sovereignty because of the increase interest of outside states of the resource available in the region. Ice caps in the Arctic are melting as a result more natural resources and minerals are being found. This has allowed a creation of shorter shipping routes that could potentially save billions of dollars each year for shipping companies.According to an estimate conducted by the U.S. geological survey and Statoil-Hydro of Norway, the Arctic carries about one quarter of the worlds remaining and undiscovered oil and gas sediments.Countries battle over the territory for the reason that it can economically prosper a country as a result increasing the states political influence and authority. This desire to attain power is embedded in every state, which is why tension is ignited amongst countries longing to achieve rights of th e Arctic. U.S and Canada relations in the Arctic Canada and the United States relationship have shown some frustration in pursuing its own interest in the Arctic. Both states display enthusiasm on the extraction of the resources and expansion of a strategic military region in the Arctic.Such keenness has raised a major number of issues such as the control over marine transportation in the Northwest Passage and the domineering of pollution problems. The predicament roots back in 1969 and 1970, when the use of the voyages S.S Manhattan, a U.S. tanker and C.G.S. Polar Sea, a U.S. icebreaker motivated the issue of Canadas sovereign control over its Arctic region that stimulated a debate nationally.The dispute over Canadian sovereignty of the Arctic waters led to the enactment of the Arctic Waters Pollution Prevention Act that allows Canada to regulate over pollution inside a 100 mile zone. In 1970, the unhappy United States responds back stating that accepting the act would jeopardize the freedom of navigation essential for United Stat es activities worldwide.However in 1988, Canada and the United States signed an agreement on Arctic Co-operation, that allowed the U.S. icebreakers to voyage through the Arctic with some limitations and consent obtained from the Canadian government. The claim of territory in the Arctic by several countries has challenged Canadas sovereignty over the Arctic. In attempt to overcome the challenges, Canada dedicated fifty-one million dollars to help classify and map the border of its continental shelf in the Arctic to coincide upon the jurisdictions laid out in the United Nations Convention on the Law of Sea also known as UNCLOS.The UNCLOS is an administration of law and command that regulates the worlds oceans and seas by setting up rules governing uses of all oceans and its resources.Canada ratified the UNCLOS in 2003; the United States on the other hand has not approved the UNCLOS even though the U.S. Senate Foreign Relations voted in 2004 advocating the ratification. To tackle the current crisis in the Arctic territory, it is essential for United States to come up with an agreement with Canada to help prevent the escalation of conflicts regarding the sea-water lines and its resources.Borgenson states in the article the Arctic Meltdown, that the decisions made by the Arctic powers in the coming years will therefore profoundly shape the future of the region for decades. He believes that without the U.S. participating in the decision making to find solutions for the claims made by the Arctic powers. Borgenson indicates that without the U.Ss leadership in this matter, the region could erupt in an armed mad dash for its resources. Realist theory approaches to the conflict Political realists in international politics strive to obtain power through the use of violence.They believe that throughout history nations have either vigorously prepared for violence or either convalescing from it due to war.The conceptual theory realism relies heavily on three assumptions; 1) states are leading actors and act as rational divisions; 2) the use of force is effective to obtain power as proven throughout the past [historic wars]; 3) and suppose that hierarchy in politics high politics dictates over low politics of economic and public dealings.In addition, realists assume that the international system is in a continuous state of anarchy; which is why protecting nations own interest is greatly valued because of the mistrust of agreement between other states or actors. Most importantly, the main objective of realism is to obtain power mostly through the use of military and economic means. To analyse the situation in the Arctic, it is essential to connect some of the cha racteristic of realism with the issue. In some parts, characteristics of realism can be closely related to the relationship of United States and Canada with the issue revolving around the Arctic. Canada claims sovereignty over the Arctic because of geographical and historical reasons to it. The United States searches to find a reason of somehow that the country has rights over the Arctic and its resources. Both states display their own interests in the region suggests characteristics of realism. Complex Interdependence approaches to the conflict Complex interdependence is a theory used in international politics that emphasis on the idea of economic independence. The theory includes three central characteristics. Firstly, the employment of multiple channels is strongly significant for the fact that it joins societies in transnational, interstate and trans-governmental affairs. Secondly, in complex interdependence theory, hierarchy is absent in which military security is least considered therefore does not dictate the agenda.The absence of hierarchy allows for the concentration of other issues pertaining to domestic policy. Lastly, the use of military force is not present between government to government conflicts.Military force in complex interdependence can be extraneous on working out on disputes on economic matters amid affiliates of an alliance, however may be essential for that alliances political and military relations with a rival bloc. Theories of complex interdependence can be closely related with the issue currently residing in the Arctic region. For instance, countries interested in the Arctic only display interest to a country or region if the state benefits from it. In this case, United States demonstrates their interest in the Arctic region because of the mass amount of natural resources the region carries. By protecting their interests, United States as well as Russia and other arctic states are taking measures such as arming icebreakers to secure their claims. Canada as a result retaliates by setting up security satellites surveillance system to look for ships intruding in its waters. Another reason why complex interdependence theory can be closely applied with this situation is because of approaches Canada and the United States are taking to help reach a decision. The U.S.-Canada Arctic Policy was an attempt to join interests in the two countries over the Arctic.Although no negotiations were made among the two states, both states made an effort to approach the issue without threatening to use military force. Unlike realism, complex interdependence theory places an importance on the roles of International Organizations in state to state conflicts. The situation over the control of the Arctic region closely relates to the model, complex interdependence. Complex interdependence is a model of theory known to be the most realistic by political scientists. A futuristic legal option that United States may consider is ratifying the United Nations Convention on the Law of Sea along with other negotiations protecting interests of both countries. The unification of both countries on the issue may help tackle other problems presented by other countries claiming the resources and territories in the Arctic region. In conclusion, to overcome the battle between states over the Arctic territory, Canada and the United States will have to set aside their differences and reach to a decision combining interests from both of the states to prevent further conflicts. One way of achieving solution to this issue is by taking realistic legal measures such as codifying an agreement, law or settlement. This can only be successfully established if Canada and the United States join their self-interests of the Arctic by applying theories placed in the conceptual model, complex interdependence, to help maximize opportunities made available in the region.

The Humanistic Perspective on Classroom Management

The humanistic perspective on classroom management. In the education world of today, it is understood that one can only be effective in teaching by taking into consideration the different learning styles of students. In a classroom, it is expected that teachers would want their students to acquire a meaningful knowledge base, become proficient problem solvers and learn how to work productively with others (Biehler and Snowman, 2006, p. 370). If this is the case, teachers need to know how to be able to develop this situation in the classroom and make it more conducive to learning.Therefore, it would seem that they need to encourage students to converse with each other with group discussions and assignments, to make sure they are active in the class, physically as well as mentally, and that they as teachers are rational and firm authority figures in the classroom. The concept of a well-managed classroom would be equivalent to the picture painted here, where students may be interested, motivated and eager to learn. The humanistic approach to teaching is one that is centered on the student.How the student feels and how able they are to relate to what is being taught is most important. This theory believes that if a student can understand how they learn and their behavior in relation to it, and that the classroom can support this behavior, they are more motivated to learn (Biehler and Snowman, 2006, p. 372). The humanistic approach is one that helps students believe in themselves and their potential; it encourages compassion and understanding that fosters self-respect and respect for others.As human beings we all have an innate desire to attain our full potential and achieve what we can to the best of our abilities. This approach shows the appealing idea that students can learn on their terms, or the way they want to, as the instruction in the classroom is geared towards their needs. The humanistic perspective seems to suggest that students would have a more positiv e outlook on education if it was approached in this manner, and there are a lot of people, students included, who support the view also.In terms of instruction, one can see the importance teachers place, or rather should place on reflection; they must constantly be thinking of how to make their teaching better. When thinking about self-improvement, good teachers have to develop their own personal strategies based on existing theories and models; they then utilize those strategies to make decisions in the actual classroom setting. The humanistic perspective in education, seeks to enhance how the basics of reading, writing, computing, vocational skills, problem-solving and decision-making work, by going beyond what is seen as basic (van Zolingen, 2002, p. 19). Humanists know that these skills are necessary and therefore their main interest should be how to get their students to be interested and motivated enough to develop these basic skills. One of the strongest reasons for supportin g humanistic education is that, when done effectively, students learn. If a student feels that the teacher is genuinely concerned about them, accepts and values them and their opinions in the class, they would more likely open up to the teacher and express any concerns they might have.For example, if a student is failing a class, automatically teachers try to tell him or her how to study and prepare for the next test. A teacher following the humanistic perspective would rather, talk to the student about their interest in the subject, what they understand, how they study and even if the teacher’s methods are effective for them. This can better help students to understand their feelings and their role in learning (Biehler and Snowman, 2006, p. 373). It is evident, how this perspective focuses on the student and encourages them to learn by their standards.Considerable evidence shows that cooperative learning structures higher self-concepts, and the student's motivation and inter est in learning are related to greater academic achievement. Three different types of parenting styles are integrated into classroom for more effective teaching. These are the authoritarian, the permissive and the authoritative (Biehler and Snowman, 2006, p. 423). The authoritarian style is on one extreme end, where teachers apply strict rules and expect students to follow them without question and where nothing is negotiable.Their focus then, is not the student but getting compliance from the student, who would be rewarded or punished accordingly. The permissive style is on the other extreme and is as the name suggests. There are hardly any rules and the teacher simply desires the student to identify with and respect him or her. How the student learns and motivating them to do so is not the main priority. The style that is deemed best and superior to the other two is the authoritative.This style is adopted by teachers who desire autonomy in their students. They develop rules and cl assroom norms and explain them to the students, rather than force them to do as they say. This attitude encourages the students to realize how adapting to this behavior will allow them to learn more, which of course, is the main priority of the humanistic teacher. It is possible to say that humanistic education integrated with the authoritative parenting style can lead to fewer discipline problems, both at home and in the classroom.Many parents desire their children to listen more respectfully, choose less impulsively, calm down when overexcited, learn to be assertive without being aggressive and manage their time better. Many humanistic education methods teach students how to do these things. â€Å"Effectiveness training† for example, teaches students how to really listen to others, including parents and â€Å"values clarification† teach students to â€Å"thoughtfully consider the consequences† of their decisions (Green, 1994). Several humanistic education appr oaches teach students to relax and control their nervous energy and to plan and take more responsibility for their time.Humanistic educators often report that parents have told them how good communication was increased in their families as a result of some of the class activities and new skills the students learned. One of the pioneers of the humanistic approach is Abraham Maslow. He studied both behavioral and psychoanalytic psychology, but he rejected the idea that human behavior is controlled only by internal or only by external forces. Instead, Maslow developed a theory he called â€Å"humanistic psychology,† based on his belief that human behavior is controlled by a combination of internal and external factors (DeMarco, 1998).His studies led him to believe that people have certain physiological and psychological needs that are unchanging, identical in all cultures and genetic in origin. Maslow described these needs as being hierarchical in nature and classified them as e ither â€Å"basic† needs, which are low on the hierarchy, or â€Å"growth† needs, which are high on the hierarchy. According to Maslow, an individual must satisfy lower-level basic needs before attempting to meet higher-level growth needs. The basic needs are instinctual needs for food, shelter and safety.Once these necessities of life have been satisfied, higher needs such as understanding, aesthetics and spirituality become important. Maslow called the highest-level need â€Å"self-actualization† and claimed that it could not be attained unless all the needs below it on the hierarchy had been met. Self-actualization is â€Å"the movement toward full development of one’s potential talents and capabilities† (Biehler and Snowman, 2006, p. 543). Most people want to move up the hierarchy toward self-actualization. Unfortunately, the process often is disrupted by a failure to meet lower-level needs.In the classroom, teachers can motivate students to mo ve through the levels and attain self-actualization by understanding how the learning process relates to Maslow's hierarchy of needs (DeMarco, 1998). Maslow's theory of self-actualization describes how highly effective people reach their peak level of performance. Educators can respond to the potential an individual has for growing into a self-actualizing person of his or her own by applying Maslow's motivational theories to the learning process. In most cases, an individual must satisfy lower-level, basic needs before progressing on to higher-level needs.Even the most inspirational educator will not be able to reach a student whose lower-level needs are not being met. Educators cannot assume that all students' basic needs have been met and that it is safe to focus only on higher-level growth needs. Even if a student achieves a certain level on Maslow's hierarchy, life experiences such as a death or divorce in the family may cause an individual to revert to a lower level. Physiologi cal needs are the most basic. If a student is too cold, sleepy, hungry or has an urgent need to use the restroom, he or she will not be able to learn effectively.Teachers can help students meet their basic needs by ensuring that the classroom temperature is comfortable, by giving students breaks during long classes or clinical sessions and by ensuring convenient access to food and drink. After an individual's physiological needs have been met, he or she next focuses on safety needs. A student who is worried about the health or safety of a family member, foe example, cannot perform effectively. It is suggested that students be allowed breaks or the chance to go home and see to personal emergencies when need be. Next in the hierarchy is the need for love and belonging.Maslow points out that â€Å"belonging was an essential and prerequisite human need that had to be met before one could ever achieve a sense of self-worth† (Kunc, 1992). For instance, a student who is made to feel welcome, and to feel like he or she belongs in the classroom, would be more likely to perform well than one who does not have a sense of belonging. Having group discussions and sessions where the students in the class can associate and relate to each other can then promote a unified whole, and give students more of an opportunity to fit in and feel accepted. This then, in its own way promotes learning.In addition to this though, students do not merely want to be accepted alone. The ego is the next step in Maslow's hierarchy, which relates to the fact that students also want to be heard, appreciated and wanted. They need to be encouraged by the teacher, or to have the teacher acknowledge their efforts and praise them for at least trying. If a student is frustrated in the classroom or feels inferior, it will hinder their learning. The final level, self-actualization, is defined by Maslow as â€Å"the full use and exploitation of one's talents, capacities and potentialities† (T ennant, 1997, p. 3). Maslow believed that only 1 in 10 individuals become fully self-actualized, owing to the fact that our society primarily rewards people based on esteem, love and social status. In contrast to this, his theory emphasized that a person's idea of self-actualization can be anything that they want it to be. If a person desired to be class president, owner of a prestigious law firm or a manager in a store; wherever their desire lies, he believed that a person would do all that is possible to get to that point, and thus, attain self-actualization.Again, one can see how the teacher can encourage this in the classroom. A teacher, from his or her own perspective, can identify the strengths of the students in their classroom and encourage or motivate them to build on these strengths, thus helping them on their way to self-actualization and a new level of learning. The humanistic approach seems to be the most agreeable of theories in teaching techniques. Many share the opin ion that a student can truly learn if they have a meaningful relationship with the teacher and also with other students in the class.Students are more behaved and inclined to learn if they feel that their teacher is capable and they can respect him or her, and also, when this respect is reciprocated. The structure of classroom management should be facilitated by the teacher, agreed upon by both students and teacher, be open to revision, and be flexible to accommodate for growth and change in the needs of all classroom participants (DePonte, 2005). The humanistic approach allows one to recognize that part of mplementing any form of classroom management means to distinguish that â€Å"learning† is generated not only through textbooks and lesson plans, but also through interaction and communication prompted as a result of the social learning environment built-in to our classrooms. Therefore, it would seem that the ultimate goal of classroom management is for the teacher to prepa re his or her students for socialization in the â€Å"real† world.The humanistic perspective proves idealistic for instigating and maintaining acceptable â€Å"social learning† boundaries by the means of practical application (DePonte, 2005). For example, if a student demonstrates misbehavior in the classroom, instead of a teacher using verbal or physical punishment, he or she should communicate with the student, to give them the opportunity to realize their errors. The teacher can then guide the student towards a self-realization of consequences, and towards a plan for self-improvement.In this democratic society, it can only be concluded that by mutually agreeing upon rules with the students, a teacher is being proactive by encouraging students to practice self-discipline through collaboration of behavioral rules, and through promoting awareness and respect of their individual differences.ReferencesBiehler, R & Snowman, J. (2006). Psychology applied to teaching (1 1th ed. ). New York: Houghton Mifflin Company. DePonte, Steve. (2005).Classroom management plan. Retrieved November 20, 2008 from http://www. calstatela. edu/faculty/jshindl/cm/DePonteCMP. htm Green, Bob. (1994).What humanistic education is†¦ nd is not. Retrieved November 23, 2008 from http://www. humanistsofutah. org/1994/art2jun94. html Kunc, Norman. (1992).The need to belong: rediscovering Maslow’s hierarchy of needs. Retrieved November 20, 2008 from http://www. normemma. com/armaslow. htm Mary Lou DeMarco. (1998).Maslow in the classroom and the clinic. Radiologic Technology. Retrieved on November 22, 2008 from http://findarticles. com/p/articles/mi_hb3387/is_n1_v70/ai_n28711330 Tennant, Mark. (1997).Psychology and adult learning. Routledge. Van Zolingen, S. J. (2002). The role of key qualifications in the transition from vocational

The Unusual Secret of Written Paper

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Essay on The Fifth Amendment and Miranda v. Arizona

â€Å"You have the right to remain silent. Anything you say can and will be used against you in a court of law. You have the right to an attorney...this is what you hear on all your favorite cop shows. But, where did this saying come from? In 1963 Ernesto Miranda a ninth grade dropout (PBS) was arrested and charged with kidnaping, rape, and armed robbery. The police interrogated him for two hours. During the question Miranda supposedly admitted to all the crimes. The police then used Miranda’s confession to convict him in court. While in prison Miranda appealed his case and eventually brought it to the Supreme Court. The court ruled five to four in favor of Miranda. The Supreme Court was correct in their ruling of Miranda v. Arizona, because†¦show more content†¦These rights are derived directly from the constitution. While it doesnt say exactly that, it is what the Justices determined it meant, which is their job according to the constitution. Ernesto Miranda’s written confession confession included a signed statement saying that he had a full understanding of his fifth amendment rights. Miranda argued that he was never told his rights nor did he understand them. In the fifth amendment of the United States constitution it says that an accused person cannot be forced to witness against their self, also the sixth amendment states that the accused shall have the assistance of counsel for his defense. Miranda claimed that he neither knew his fifth amendment right to remain silent or his right to have a lawyer present during questioning. He argued that a suspect who didn’t have any prior knowledge of his rights would feel pressured to answer all the questions posed by the interrogators. They used his written testimony to convict Miranda. Since Miranda didn’t know he didn’t have to answer all the questions, his confession wasn’t voluntary (alavardohistory). Therefore since it wasn’t volu ntary he was forced to â€Å"witness† against himself. As a result the actions of the police violated the fifth amendment. Miranda did not have a lawyer present during his interrogation. There was no indication of whether he asked for one or not, but we can assume that he didn’t know heShow MoreRelatedThe Supreme Court case Miranda v. Arizona in 1966 affected the rights of the accused and the1000 Words   |  4 Pages The Supreme Court case Miranda v. Arizona in 1966 affected the rights of the accused and the responsibilities of law enforcement. Miranda v. Arizona is known as the â€Å"right to remain silent† case. â€Å"I must tell you first you have the right to remain silent. If you choose not to remain silent, anything you say or write can and will be used as evidence against you in court. You have the right to consult a lawyer before any questioning, and you have the right to have the lawyer present with you duringRead MoreThe Rights Of The Supreme Court1290 Words   |  6 Pages† These famous words, so often heard in movies and television shows as a character is arrested, are well known to Americans. But why are law enforcement officials mandated to repeat this to individuals they arrest? Where did it come from? In Miranda V. Arizona, a case taken all the way to the Supreme Court in 1966, it was decided that constitutional rights must be made clear to the defendant at time of arrest in order for any information received during interrogations to be used as evidence in courtRead MoreMiranda V. Arizona Case Essay1272 Words   |  6 PagesMiranda V. Arizona has been a case that impacted our police officers and offenders and is still in place today. In 1996 Phoenix Arizona Ernesto Miranda a 18 year old school drop out with a 8th grade reading level was convicted of kidnaping and rapping a 18 year old girl.. He was a troubled teen growing up convicted of small offenses but this offense made the headlights. The women who was raped went home and told her family, one day her brother sees a car that matches the description and part ofRead MoreThe Mirand Cas e Versus the State of Arizona901 Words   |  4 Pages Miranda v. Arizona was a landmark case because now almost everybody knows about this case because of the Miranda Rights that were a direct result of this case, and the Supreme Court’s ruling. The Supreme Courts ruling that it was against Miranda’s rights, then because of this decision they made the Miranda Rights. The Supreme Court was correct in the ruling of Miranda v. Arizona, which they ruled in favor of Ernesto Miranda because his fifth and sixth amendment rights were violated. They wereRead MoreFour Basic Components of the Fifth Amendment1382 Words   |  5 PagesThe Fifth Amendment Clearly define the four basic components of the Fifth Amendment The four basic components of the Fifth Amendment include: double jeopardy, due process, the right to be heard by a jury and safeguards against self-incrimination. Double jeopardy is when the individual can only be tried for a crime once. In the event that they are acquitted and new information surfaces, they cannot be retried again for the same crime. Instead, new charges would have to be filed showing the individualRead MoreGovernment Enforcement, Crime And The American Population Essay1139 Words   |  5 Pagesoften creating controversy between the public and the police. Under democratically-inspired legal restraints, notably the Bill of Rights, the Fourth, Fifth, Sixth, Eighth, and Fourteenth Amendments to the United States Constitution ensure the personal rights and freedoms of American citizens against certain police-related matters. The Fourth Amendment to the United States Constitution addresses the concept of unreasonable search and seizure, based on archives of the Constitution published by the WhiteRead MoreThe Importance Of Procedural Safeguards Effective For The Privilege Against Self Incrimination1125 Words   |  5 Pagessafeguards effective to secure the privilege against self-incrimination. —Chief Justice Earl Warren, speaking for the majority. Ernesto Miranda was a poor man living in Phoenix, Arizona in 1963. (Facts Case Summary, 2014) On March 2, 1963, Patricia McGee (not her real name) was kidnapped and raped while walking home after work in Phoenix, Arizona. She accused Ernesto Miranda of the crime after picking him out of a lineup. He was arrested and taken to an interrogation room where after three hours he signedRead MoreThe Fifth Amendment : Self-Incrimination In The Fifth Amendment1040 Words   |  5 Pagesof the Fifth Amendment is Self-Incrimination, stating â€Å"No person...shall be compelled in any criminal case to be a witness against himself....†. This clause specifies that a person cannot be forced to testify against himself or herself; yet, this does not limited police-interrogation. A testimonial through threatened loss of government employment or guilt from silence can be used as evidence. Witnesses and evidence must be presented during the trial. This is often known as taking the fifth. OneRead MoreThe Case Of Roe V. Wade1066 Words   |  5 Pages Roe V. Wade In today’s day and age, abortions are commonplace in most states, legal and readily available to women everywhere. But believe it or not, this has not always been the case. In fact, there was a time in history not too long ago where abortions were outlawed in nearly every state in the United States with the exception of extraordinary circumstances. Prohibitions of abortions were first passed in 1821 and by the end of the century, every state in the country, had laws on banningRead MoreThe Case Of Miranda V. Arizona1695 Words   |  7 PagesFor centuries, individuals that were apprehended by the police did not know that they had rights when being arrested. Past cases like Miranda v. Arizona helped shaped policies on the debates on basic human rights when being arrested. A police officer must have substantial reason to arrest you and read you your Miranda Rights. Specific actions, like traffic stops or a law enforcement official marching up to you and inquiring you questions are not defined as police custody. If you feel as though something