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OPOTA Exam New Update 2025- 2026 with
Correctly Answered Questions Well Elaborated
and Highly Approved-University of Cincinnati
state the period within which a law enforcement agency must enter into NCIC information regarding a missing person 21 years of age or older, if foul play suspected
- all information contained in the report must be entered into NCIC within 7 days determine when the criteria are met for activating an endangered missing adult alert
- person confirmed missing
- 65 years of age or older or has a mental impairment
- disappearance of individual poses a threat of danger or harm
- activation of alert will help locate determine when the criteria are met for activating a Blue alert
- law enforcement agency confirmation that a officer has been seriously injured or killed, and suspect not apprehended or officer is missing describe who is at risk for being trafficked
- vulnerbale, accessible, lacking credibility
- runaways,drug addicts, foreign born describe the two types of human trafficking included in Ohio's trafficking in person law involuntary servitude and sex trafficking involuntary servitudeq
- labor trafficking
- being compelled to perform labor or services for another against one's will sex trafficking
- sex for hire, exchange of anything of value describe the mindset of victim human trafficking
- victims don't leave because of fear of perp, traumatic bonds
- see sex trafficker as a protector, lover, mentor
- isolation, captivity, shame, unaware of rights
- fear of law enforcement Red flag indicators of human trafficking
- Location must be away from perp and comfortable. Describe the process for arresting a juvenile The juvenile is suspected of, or caught violating a law
- If the offense is minor, the officer may choose to exercise discretion and not file a charge
- The officer may counsel the juvenile
- The officer may contact the juvenile's guardian
- The officer can direct the juvenile and/or guardian to community resources that might provide assistance, if necessary
- If the offense is more serious, the officer should begin standard investigation procedures
- Interview the juvenile to gather information
- The officer might contact the juvenile's guardian at this time; this is as a matter of consideration, not as a matter of law If the officer believes probable cause exists to charge the youth, the youth can be taken into custody for processing Fingerprinting Photograph Interrogation The juvenile may be placed in juvenile detention or released to the guardian Again, the officer should take the opportunity to refer the juvenile and his/her guardian to community resources Interview and interrogation considerations As previously discussed, juveniles are afforded the same rights as adults in investigatory procedures (e.g., search/seizure, self-incrimination)
Therefore, in a custodial interrogation encounter, the officer must inform the youth of the Miranda warning and ensure his/her rights are understood When questioning a juvenile, the officer should consider several factors The age of the youth - if the youth is old enough to understand his/her rights and the severity of the situation This is critically important during a custodial interrogation The U.S. Supreme Court held a child's age is a relevant factor to consider in determining whether the child is in custody for purposes of Miranda rights Mental state - is the juvenile free of intellectual disability? Physical state - is the youth experiencing drug and/or alcohol impairment? Are there any language or cultural barriers? Considerations while on school grounds Schools are trusted with the care of children while on the grounds during school hours Therefore, some schools have a strict policy and procedure regarding who is allowed access to juveniles Some schools might require a member of staff to be present when an officer needs to make contact with a student Other schools will require the juvenile's guardian to be present, or will contact the guardian to alert him/her of the officer's request Again, there is no statutory requirement for the officer to notify the parent of an interview/interrogation; in addition, the school has no legal authority to prevent the officer from conducting his/her investigation However, depending on the nature of the investigation and the officer's departmental policy and procedure, the officer might consider conducting the interview at another time and place Conversely, there might be schools that give officers full access to students It is important to maintain positive, working relationships with school personnel
- Any juvenile that is held securely is not sight and sound separated from adult offenders describe the types of primary and secondary injuries that a victim may suffer Primary
- physical injuries, death and disfigurement
- financial loss leading to economic hardship
- emotional trauma Secondary
- injustice
- indignities
- isolation Fore core needs most victims have after a crime has been committed
- safety
- healing
- justice
- restitution identify practical and sensitive responses to the four core needs of crime victims
- need to feel safe
- reassure
- words and tone of choice
- dont be judgmental, take sides
- body language, patience
- need to Express and process emotions
- resources Rights Afforded to All Victims of Crime By the Ohio Constitution
- fairness, dignity and respect
- reasonable notice and information ohio revised code statutory rights afforded to victims of felonies, violent misdemeanors
- right to receive written information about rights as a crime victim
- explanation under chapter 2930
- info about medical, counseling, housing, emergency
- info about investigation and suspect
- court proceedings
- free of intimidation from offender
- slide moves forward Chamber Lock
- slide closes and locked in position for firing identify use of force target areas pain target - strikes are intended to defend and control only until subject complies injury target - impact weapon requires higher threat level
- used to defend from injury and if pain target not working deadly target - at risk of serious injury due to attacker's actions perceived as lethal threats explain steps to apply a tourniquet
- use body substance isolation (BSI) precautions
- impede access removed
- place high on extremity as you can tighten until bleeding controlled
- write the time tourniquet was applied Steps for junctional hemorrhage control pack the wound with guaze
hold direct pressure trauma dressing steps to insert a nasopharyngeal airway
- right nostril
- head tilt maneuver
- water based lubricant
- push tip of nose upward
- insert in airway,roll on side Steps for sealing a chest wound
- wipe fluid off area
- peel off adhesive backing from chest seal
- center the seal over wound
- secure with tape explain ways to improve public perception by properly employing aspects of patrol
- exercise authority fairly
- be professional in appearance and attitude
- manage citizen contacts with understanding negative events can be handled in a positive way
explain the main responsibilities when responding to a crime in progress
- Respond to the incident in the most safe and tactically sound manner
- Secure the scene
- Preliminary investigation Goals of Sentencing
- protect society
- punish offender/rehabilitate
- restore the victim Recognize the tenets of the Below 100
- wear your seatbelt
- wear your vest
- WIN what's important now
- watch your speed
- complacency kills Lawful defined by laws and standards
Criminal Law identifies what actions are prohibited Rules of Agency Administrative rules, general orders Constitutional Law amendments Police Legitimacy exists when the public view the police as authorized to exercise power in order to maintain social order, manage conflicts, and solve problems in community Judgement 1/ public trust and confidence in police as being honest, trying to do jobs well, and protecting community Result individuals are more likely to become actively involved in police community partnerships
Genetically influenced traits Skin color, hair, eye shape, blood type, intelligence connection between in / out groups, and police legitimacy some people interpret their encounters with police in terms of their group's societal position rather than immediate circumstances of the police contact Types of Racism individual, interpersonal, institutional, structural Individual Racism internalized, unexpressed biases and prejudices based on race Interpersonal Racism occurs between individuals, public expressions of racial prejudice and hate institutional racism discriminatory policies and treatment by institutions
Structural Racism Collective way of history, culture, power inequality, unequal access to opportunities Components of bias stereotypes, prejudice, attitude Stereotypes generalizations about the perceived typical characteristics of a social category Prejudice a often negative prejudgment based on characteristics such as race, age Attitude positive or negative feelings associated with individuals or groups Explain the relationship between a SPO and a test question A test question must respond directly to an SPO and every SPO may be the basis of a test question
State the core concepts of community policing
- partnership between community and police
- crime prevention
- organizational change of agency
- problem solving approach to police role is proactive Considerations for off duty situations Behavior - social media, uphold ethics Situational Awareness- be alert, pre plan, off duty weapon policy, be a good witness State the purpose of Bill of Rights protect a individual's freedoms
- prevent government from interfering in protected rights Describe the major components of the criminal justice system Law Enforcement Courts - hold fair & impartial trials, guilt or innocence, Impose sentences Corrections - supervise offender
Bias-based profiling
- Racial/illegal profiling
- unequal treatment by officers by stopping, questioning, searching, detaining on basis of their ethnicity Criminal profiling Based on observed behaviors and characteristics Two types of Bias explicit and implicit Explicit Bias conscious preference for a social category Implicit bias preference for a social category based on stereotypes that we hold and tend to develop in early life
