Weapon Clause Samples
The Weapon clause defines restrictions or regulations regarding the possession, use, or presence of weapons within a specified context, such as on certain premises or during particular activities. Typically, this clause outlines what constitutes a weapon, specifies any exceptions (such as for law enforcement), and details the consequences of violating the policy. Its core practical function is to enhance safety and security by clearly prohibiting or controlling weapons, thereby reducing the risk of harm or legal liability.
POPULAR SAMPLE Copied 1 times
Weapon. The City shall issue each employee covered by this Agreement a service weapon to be paid for, owned, and maintained by the City. The City shall provide each employee sufficient ammunition and opportunity for range practice.
Weapon. The PSLO is first and foremost, a police officer and is required to carry a duty weapon while on assignment in the schools. The weapon may or may not be concealed from public view at the discretion of the PSLO. If certain circumstances require the officer to temporarily remove his or her weapon, it will be secured in a location that is readily accessible to the PSLO.
Weapon. An Officer may carry a weapon when authorized by the Chief of Police. The weapon shall be carried either:
1. openly, in those circumstances where an armed presence may provide a useful deterrent; or
2. concealed, in circumstances where the Officer may wish to interact informally with students, parents or faculty.
Weapon. Any article designed as a weapon or used or intended to be used for the purpose of threatening, intimidating, or injuring a person. All firearms, including replica firearms and imitation firearms, are always considered weapons. APPENDIX B: The Ontario Court of Appeal has emphasized the importance of recording any statement of an accused person on video. This is even more important when contemplating charges against or taking the statement of a young person where the informational components of Section 146 must be explained to the young person in language appropriate to the particular young person’s age and understanding. The best way to demonstrate that you have tailored your explanation to the age and understanding of the young person is by way of video. • It is imperative that the young person clearly understands everything that is being said and explained to them. • It is insufficient to simply read the form to the young person and ask if they understand. • An individualized, objective approach that takes into account the level of sophistication and other personal characteristics relevant to the young person’s understanding is required when conducting the interview. • Prior to asking any of the questions set out in the statement form, you are required to acquire some insight into the level of understanding of the young person you are interviewing in order to determine the appropriate language to use in explaining their rights. It would be of evidentiary value to record this initial interaction with the youth while gauging their level of understanding. • This requirement involves learning something about the young person’s level of education, language and vocabulary skills, ability to comprehend and emotional state. • This requirement can only be achieved by engaging the young person in conversation. Consideration should be given to the following non-exhaustive list of questions:
Weapon. Any pistol or other firearm (or imitation thereof), or other dangerous or deadly weapon, including a sawed-off shotgun, shot gun, machine gun, rifle, dirk, bowie knife, butcher knife, switchblade knife, razor, blackjack, ▇▇▇▇▇ club or metallic or other false knuckles, as referenced in § 22-4502, and any air gun, air rifle, canon, torpedo, bean shooter, sling, projectile, dart, BB gun, spring gun, blow gun, other dangerous missile or explosive, or other dangerous weapon or ammunition of any character, as referenced in Chapter 23 of Title 24 of the District of Columbia Municipal Regulations.