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Discussion One Question: Examine how issues of national security influenced the constitutional debate on constitutional rights in the United States after September 11, 2001. Provide specific examples of the strengthening or weakening of individuals’ constitutional rights. It is recommended that your post contain approximately 400 words. Guided Response : Undeniably, the political reaction to the terrorist attacks of September 11, 2001, allowed the federal government to limit individual liberties and ceded power to the executive branch (i.e., the president). Your specific examples of the limitations of people’s rights and the increased power to the executive should include an examination if these actions were necessary and appropriate. Were there less drastic measures which could have been taken that would have provided similar results for the protection of the country? Discussion Two Question: Analyze the ways in which a criminal case can get to the U.S. Supreme Court. Which cases must the Supreme Court review, and which cases do they have discretion on whether or not to render an opinion? What is the court’s discretionary jurisdiction called? It is recommended that your post contain approximately 400 words. Guided Response : Very few cases must be reviewed by the U.S. Supreme Court. Provide your opinion of whether or not more cases should be mandatorily reviewed by the nation’s higher court. One option the Court has is to let lower court cases stand. In essence, the Court may ignore reviewing a case because the Court either agrees with the lower court, or believes that the case is not “important enough for review.” Analyze whether or not this is the best legal standard for review. .
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National Security and the ConstitutionExamine how issues of .docx
National Security and the Constitution
Examine how issues of national security influenced the constitutional debate on constitutional rights in the United States after September 11, 2001. Provide specific examples of the strengthening or weakening of individuals’ constitutional rights. It is recommended that your post contain approximately 400 words.
Guided Response
:
Undeniably, the political reaction to the terrorist attacks of September 11, 2001, allowed the federal government to limit individual liberties and ceded power to the executive branch (i.e., the president). Your specific examples of the limitations of people’s rights and the increased power to the executive should include an examination if these actions were necessary and appropriate. Were there less drastic measures which could have been taken that would have provided similar results for the protection of the country? Review your colleagues’ posts, and substantively respond to at least two of your peers. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on Day 7 of the week, and respond with robust dialogue to anyone who replies to your initial post.
.
Option 1 In the wake of the terrorist attacks in New York on Sept.docx
The USA Patriot Act was passed after the 9/11 terrorist attacks, giving government agencies broader surveillance powers over American citizens. This raised concerns about civil liberties being trampled. While some reforms have tried to reduce these fears, interest groups have engaged in activities attempting to influence court cases on this issue.
Criminal law comes from many sources. In the early development of th.docx
Criminal law comes from many sources. In the early development of the United States, laws came mainly from court cases.
Write 400–600 words
that respond to the following questions with your thoughts, ideas, and comments.
Be substantive and clear, and
use examples to reinforce
your ideas:
Federal and state constitutions place limitations on criminal law. The Supreme Court will strike down a law if it is determined to be contrary to the U.S. Constitution.
1.
What do you think are the most important limitations that the Constitution places oncriminal law?
Why?
2.
Are there any aspects of criminal law that you feel need more restriction?
Why or why not?
Discuss the case of District of Columbia v. Heller, 554 U.S. (2008)
1.
What were the most important issues addressed within this case?
Explain.
2.
What was the holding of the court?
Explain
.
3.
What law was limited?
Explain how
.
4
.
What is your opinion on this issue?
5.
Do you agree with the holding of the court, or would you reverse the decision?
Why?
Must have at least 2 reliable references (if retrieved off internet, must include web-site utilized)
.
Constrained PowersIf you have not done so already, you probably ar.docx
Constrained Powers
If you have not done so already, you probably are beginning to realize that the Constitution is somewhat vague in defining the powers of the executive and legislative branches. As a result, there is a lot of room for interpretation. Just as the courts interpret constitutional provisions to come to decisions about conflicts, presidents and Congress also interpret constitutional provisions to determine their breadth of power. In some cases, their interpretation is broad and they overstep their bounds. In such cases, the courts get involved. Sometimes, the courts validate the president’s or Congress’s interpretation of their powers. Other times, the courts constrain their powers. In this week’s readings, you look at several examples in which the courts constrained the powers of the president and Congress.
To prepare for this Discussion:
Review the Constitution in Appendix E in the course text,
Administrative Law and Politics: Cases & Comments.
Reflect on the powers of the executive and legislative branches.
Review the article, “Nixon's Shadow.” Consider how the courts constrained President Nixon’s executive privilege powers.
Review the article, “Presidential Power and the United States Supreme Court.” Reflect on how presidential power is limited by the Supreme Court.
Review the article, “
Clinton v Jones
: The Supreme Court Refuses to Expand the Doctrine of Presidential Immunity to Encompass a President’s Unofficial Acts.” Consider the Supreme Court’s decision regarding the Doctrine of Presidential Immunity.
Review the article, “Congressional Alternatives in the Wake of
City of Borne v Flores
: The (Limited) Role of Congress in Protecting Religious Freedom from State and Local Infringement.” Think about how the Supreme Court limited the power of Congress in the
City of Borne v Flores
.
Review the article, “Constitutional Law–Supreme Court Invalidates Federal Gun-Free Zones Act.” Reflect on how the Supreme Court’s decision constrained the power of Congress under the Commerce Clause.
Using the Walden Library and the Internet, research one case discussed in the readings this week, or another of your choosing, in which the courts constrained the power of Congress or the president.
Consider arguments made by the president or Congress.
Think about how the court came to a decision, noting how the court justified the decision, using constitutional provisions.
With these thoughts in mind:
Post
by
Day 4
a brief description of the case you selected. Then, explain the arguments made by the president or Congress. Be specific. Finally, explain how the court came to a decision, using specific constitutional provisions. Again, be specific.
Note:
Identify the case you selected in the first line of your post. You will be asked to respond to a colleague who selected a case that you did not.
Be sure to support your postings and responses with specific references to the Learning Resources.
Read
a selection of your colleagues' postings.
R.
HIS 100 Topic Exploration WorksheetPart 1Select a research t.docx
HIS 100 Topic Exploration Worksheet
Part 1
Select a research topic area for Project 1 based on which of the following areas interests you the most. You will explore the selected topic a little later in this theme. Mark your selection in the right-hand column.
Topic
Selection
Drafting of the U.S. Constitution
x
Mao Zedong’s Rule Over China
South African Apartheid
Choose Your Own Topic (insert pre-approved topic here)
In the space below, replace the bracketed text with a short paragraph about what you already knew prior to this course about the topic you selected, based on your personal history or experiences. This may include assumptions, beliefs, or values related to the topic. Be as detailed as possible.
The drafting of the U.S. Constitution began on 5/25/1787 when the Constitutional Convention met for the first time in Pennsylvania. The Convention ended on 9/17/1787. The Constitution was made of seven articles, twenty-seven amendments, and the major Principles of Government embodied in the Constitution. It is signed eleven years after the Declaration of Independence. It is not one of the founding documents of America. This important document guaranteed basic rights for every citizen. One of the most remembered amendments is the thirteenth due to the abolish of slavery.
Part 2
Now that you have identified your topic and described what you already know about the topic, what questions do you still have about the topic? Replace the bracketed text with your answers.
Question
Response
Identify one question about the topic that you are curious about.
Why was the Constitution written?
Describe why this question matters to you personally.
It affects my right of freedom of speech and the right to vote. I can go to any church I choose. I can also own a firearm.
Describe why this question matters to society.
It dived power among the government and the states.
Identify a second question about the topic you are curious about.
Should the President of the United States have absolute power?
Describe why this question matters to you personally.
This would matters to me personally because if the President has complete control then he would have control over our electronic communications; including financial records.
Describe why this question matters to society.
The U.S. is in Danger. Insufficient government. Institutional reform is the challenge and the nation’s success in meeting it will determine out future as a nation.
Part 3
You are now ready to complete the final part of your Topic Exploration Worksheet. You have chosen a topic, posed some research questions, and are ready to start thinking about what kind of sources you will need to investigate your research questions further. Using the library guide in the Shapiro Library provided for your chosen topic, skim through the suggested resources (or find your own) and replace the bracketed text with relevant information about your research questions.
Question
Response
Which secondary sources woul.
BCJ 3950, Constitutional Law for Criminal Justice 1 C.docx
BCJ 3950, Constitutional Law for Criminal Justice 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
3. Relate property rights to rules of search and seizure.
3.1 Explain an individual’s property rights and the rules of search and seizure as they relate to civil
and criminal laws.
3.2 Describe how property rights and the rules of search and seizure have influenced the American
criminal justice system.
4. Explain protections of arrest and the right to counsel.
4.1 Analyze protections of arrest and the right to counsel as they relate to civil and criminal laws.
4.2 Describe how protections of arrest and the right to counsel have influenced the American
criminal justice system.
Reading Assignment
Chapter 11: Substantive Due Process, Privacy, and Other Liberties, pp. 404-436
Chapter 12: Equal Protection, pp. 439-487
Unit Lesson
We are now coming down to the last two units in this course. Each unit should be new information to you, and
your constitutional knowledge and awareness should start to take shape. In Chapter 11 of your textbook,
“Substantive Due Process, Privacy, and Other Liberties,” we will explore the Due Process Clause as it relates
to our U.S. constitutional rights and protections in detail. If you remember in Chapter 8, we briefly explored the
Due Process Clause; however, we will now further analyze the Due Process Clause providing for a two-
dimension approach and analysis.
The Due Process Clause can be broken down into two processes: procedural due process and substantive
due process. Procedural due process requires the government both at the federal and state levels to treat
persons fairly, while it attempts to interfere with their liberty interests and requires the government to process
and safeguard individuals and their claims (Hall & Feldmeier, 2012). So what does this actually mean? The
government should allow for a timeframe compatible and suitable for individuals to respond to a claim,
provide for an appeals process, and ensure all claims are handled in a fair, balanced, and objective manner.
Now, substantive due process is the second dimension of the Due Process Clause found in the Fifth (federal
law) and Fourteenth (state law) Amendments to the U.S. Constitution. Substantive due process concerns the
type of substance of behavior that is included as a “liberty” under the Due Process Clause, and examines the
activities and protections, which are included under “liberty” (Hall & Feldmeier, 2012).
Take a minute to think about the word liberty. In your perspective or definition, what does liberty mean to you?
Each person sees liberty through their own personal lens and experiences in life. What should be noted is
that the word liberty is not defined in the U.S. Constitution. Therefore, interpretation is left up to the U.S.
Supreme Court. You should have noticed by this point in the course, the interpretation .
POL 110 RANK Become Exceptional--pol110rank.com
This document provides an overview of the course content for POL 110 Entire Course. It lists the weekly discussion topics, assignments, exams, and key concepts covered for each week of the course, including discussions on the roles of government, federalism, political ideologies, Congress, elections, and the court system. The document also provides the exam questions for Weeks 4 and 8.
InstructionsIntegral to this course will be the ability to read,.docx
Instructions
Integral to this course will be the ability to read, understand, brief, and discuss the cases of the Supreme Court of the United States (SCOTUS). The following information, "How to Brief Case Law,” discusses how to master these tasks. This information will be referenced and used throughout the course, including in the unit assessments.
The official site of the Supreme Court of the United States (SCOTUS) is a useful and beneficial tool. Some cases even provide the ability to listen to the oral arguments. This site could be used to supplement any additional information the student might need.
Note: There are numerous sites on the internet that provide case briefs. If any student case briefs are copied, there will be an automatic score of zero for the respective unit.
How to Brief Case Law
A court uses the following components in case law. You should use these components when you brief, or summarize, case law. Each component is detailed below:
1) Proper and full legal citation
2) Procedural history
3) Facts
4) Issue(s)
5) Holding, including vote
6) Rule(s) of law, Legal principle that was used/created
7) Rationale reasoning/analysis use by court
8) Significance—What do we have now, that we did not have before this case?
Case Brief Explanation
Proper and full legal citation
List the title of the case and the case’s legal reference according to APA standards.
Example:
Miranda v. Arizona
, 384 U.S. 436 (1966)
Procedural history
Typically, there is a section that covers the judicial history, that is a very short summary of what happened at each preceding stage: trial court of XX found the defendant guilty (as described in the “Facts” section), (party name) appealed based upon (specify legal issue), and the appellate court affirmed or reversed, it was then appealed to the (State) Supreme Court which reversed or affirmed, and based upon the Constitutional issues of 1,2,3, (these are enumerated in the “issues” section) the case was appealed to the (name the federal court), that affirmed or reversed, and then (party name) appealed to the USSC on the grounds of (very specific constitutional grounds); the court granted certiorari (agreed to hear the case on this specific basis).
Facts of the case
Facts of the case should be the ABSOLUTE fewest words possible to convey the legally relevant issues. No details are needed unless they are specifically related to the particular legal challenge bringing us to the United States Supreme Court (USSC). It takes discipline and practice to keep this to a few lines while still capturing the essentials. This section ends with a conviction and provides a segue to the next section.
Issues
Issues are answered using yes or no question(s) that identify the larger constitutional question that will be considered by the USSC and is typically quite specific in terms of a legal issue, but not necessarily specific to the set of facts in this case. It is possible that a sing.
Recommended
National Security and the ConstitutionExamine how issues of .docx
National Security and the Constitution
Examine how issues of national security influenced the constitutional debate on constitutional rights in the United States after September 11, 2001. Provide specific examples of the strengthening or weakening of individuals’ constitutional rights. It is recommended that your post contain approximately 400 words.
Guided Response
:
Undeniably, the political reaction to the terrorist attacks of September 11, 2001, allowed the federal government to limit individual liberties and ceded power to the executive branch (i.e., the president). Your specific examples of the limitations of people’s rights and the increased power to the executive should include an examination if these actions were necessary and appropriate. Were there less drastic measures which could have been taken that would have provided similar results for the protection of the country? Review your colleagues’ posts, and substantively respond to at least two of your peers. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on Day 7 of the week, and respond with robust dialogue to anyone who replies to your initial post.
.
Option 1 In the wake of the terrorist attacks in New York on Sept.docx
The USA Patriot Act was passed after the 9/11 terrorist attacks, giving government agencies broader surveillance powers over American citizens. This raised concerns about civil liberties being trampled. While some reforms have tried to reduce these fears, interest groups have engaged in activities attempting to influence court cases on this issue.
Criminal law comes from many sources. In the early development of th.docx
Criminal law comes from many sources. In the early development of the United States, laws came mainly from court cases.
Write 400–600 words
that respond to the following questions with your thoughts, ideas, and comments.
Be substantive and clear, and
use examples to reinforce
your ideas:
Federal and state constitutions place limitations on criminal law. The Supreme Court will strike down a law if it is determined to be contrary to the U.S. Constitution.
1.
What do you think are the most important limitations that the Constitution places oncriminal law?
Why?
2.
Are there any aspects of criminal law that you feel need more restriction?
Why or why not?
Discuss the case of District of Columbia v. Heller, 554 U.S. (2008)
1.
What were the most important issues addressed within this case?
Explain.
2.
What was the holding of the court?
Explain
.
3.
What law was limited?
Explain how
.
4
.
What is your opinion on this issue?
5.
Do you agree with the holding of the court, or would you reverse the decision?
Why?
Must have at least 2 reliable references (if retrieved off internet, must include web-site utilized)
.
Constrained PowersIf you have not done so already, you probably ar.docx
Constrained Powers
If you have not done so already, you probably are beginning to realize that the Constitution is somewhat vague in defining the powers of the executive and legislative branches. As a result, there is a lot of room for interpretation. Just as the courts interpret constitutional provisions to come to decisions about conflicts, presidents and Congress also interpret constitutional provisions to determine their breadth of power. In some cases, their interpretation is broad and they overstep their bounds. In such cases, the courts get involved. Sometimes, the courts validate the president’s or Congress’s interpretation of their powers. Other times, the courts constrain their powers. In this week’s readings, you look at several examples in which the courts constrained the powers of the president and Congress.
To prepare for this Discussion:
Review the Constitution in Appendix E in the course text,
Administrative Law and Politics: Cases & Comments.
Reflect on the powers of the executive and legislative branches.
Review the article, “Nixon's Shadow.” Consider how the courts constrained President Nixon’s executive privilege powers.
Review the article, “Presidential Power and the United States Supreme Court.” Reflect on how presidential power is limited by the Supreme Court.
Review the article, “
Clinton v Jones
: The Supreme Court Refuses to Expand the Doctrine of Presidential Immunity to Encompass a President’s Unofficial Acts.” Consider the Supreme Court’s decision regarding the Doctrine of Presidential Immunity.
Review the article, “Congressional Alternatives in the Wake of
City of Borne v Flores
: The (Limited) Role of Congress in Protecting Religious Freedom from State and Local Infringement.” Think about how the Supreme Court limited the power of Congress in the
City of Borne v Flores
.
Review the article, “Constitutional Law–Supreme Court Invalidates Federal Gun-Free Zones Act.” Reflect on how the Supreme Court’s decision constrained the power of Congress under the Commerce Clause.
Using the Walden Library and the Internet, research one case discussed in the readings this week, or another of your choosing, in which the courts constrained the power of Congress or the president.
Consider arguments made by the president or Congress.
Think about how the court came to a decision, noting how the court justified the decision, using constitutional provisions.
With these thoughts in mind:
Post
by
Day 4
a brief description of the case you selected. Then, explain the arguments made by the president or Congress. Be specific. Finally, explain how the court came to a decision, using specific constitutional provisions. Again, be specific.
Note:
Identify the case you selected in the first line of your post. You will be asked to respond to a colleague who selected a case that you did not.
Be sure to support your postings and responses with specific references to the Learning Resources.
Read
a selection of your colleagues' postings.
R.
HIS 100 Topic Exploration WorksheetPart 1Select a research t.docx
HIS 100 Topic Exploration Worksheet
Part 1
Select a research topic area for Project 1 based on which of the following areas interests you the most. You will explore the selected topic a little later in this theme. Mark your selection in the right-hand column.
Topic
Selection
Drafting of the U.S. Constitution
x
Mao Zedong’s Rule Over China
South African Apartheid
Choose Your Own Topic (insert pre-approved topic here)
In the space below, replace the bracketed text with a short paragraph about what you already knew prior to this course about the topic you selected, based on your personal history or experiences. This may include assumptions, beliefs, or values related to the topic. Be as detailed as possible.
The drafting of the U.S. Constitution began on 5/25/1787 when the Constitutional Convention met for the first time in Pennsylvania. The Convention ended on 9/17/1787. The Constitution was made of seven articles, twenty-seven amendments, and the major Principles of Government embodied in the Constitution. It is signed eleven years after the Declaration of Independence. It is not one of the founding documents of America. This important document guaranteed basic rights for every citizen. One of the most remembered amendments is the thirteenth due to the abolish of slavery.
Part 2
Now that you have identified your topic and described what you already know about the topic, what questions do you still have about the topic? Replace the bracketed text with your answers.
Question
Response
Identify one question about the topic that you are curious about.
Why was the Constitution written?
Describe why this question matters to you personally.
It affects my right of freedom of speech and the right to vote. I can go to any church I choose. I can also own a firearm.
Describe why this question matters to society.
It dived power among the government and the states.
Identify a second question about the topic you are curious about.
Should the President of the United States have absolute power?
Describe why this question matters to you personally.
This would matters to me personally because if the President has complete control then he would have control over our electronic communications; including financial records.
Describe why this question matters to society.
The U.S. is in Danger. Insufficient government. Institutional reform is the challenge and the nation’s success in meeting it will determine out future as a nation.
Part 3
You are now ready to complete the final part of your Topic Exploration Worksheet. You have chosen a topic, posed some research questions, and are ready to start thinking about what kind of sources you will need to investigate your research questions further. Using the library guide in the Shapiro Library provided for your chosen topic, skim through the suggested resources (or find your own) and replace the bracketed text with relevant information about your research questions.
Question
Response
Which secondary sources woul.
BCJ 3950, Constitutional Law for Criminal Justice 1 C.docx
BCJ 3950, Constitutional Law for Criminal Justice 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
3. Relate property rights to rules of search and seizure.
3.1 Explain an individual’s property rights and the rules of search and seizure as they relate to civil
and criminal laws.
3.2 Describe how property rights and the rules of search and seizure have influenced the American
criminal justice system.
4. Explain protections of arrest and the right to counsel.
4.1 Analyze protections of arrest and the right to counsel as they relate to civil and criminal laws.
4.2 Describe how protections of arrest and the right to counsel have influenced the American
criminal justice system.
Reading Assignment
Chapter 11: Substantive Due Process, Privacy, and Other Liberties, pp. 404-436
Chapter 12: Equal Protection, pp. 439-487
Unit Lesson
We are now coming down to the last two units in this course. Each unit should be new information to you, and
your constitutional knowledge and awareness should start to take shape. In Chapter 11 of your textbook,
“Substantive Due Process, Privacy, and Other Liberties,” we will explore the Due Process Clause as it relates
to our U.S. constitutional rights and protections in detail. If you remember in Chapter 8, we briefly explored the
Due Process Clause; however, we will now further analyze the Due Process Clause providing for a two-
dimension approach and analysis.
The Due Process Clause can be broken down into two processes: procedural due process and substantive
due process. Procedural due process requires the government both at the federal and state levels to treat
persons fairly, while it attempts to interfere with their liberty interests and requires the government to process
and safeguard individuals and their claims (Hall & Feldmeier, 2012). So what does this actually mean? The
government should allow for a timeframe compatible and suitable for individuals to respond to a claim,
provide for an appeals process, and ensure all claims are handled in a fair, balanced, and objective manner.
Now, substantive due process is the second dimension of the Due Process Clause found in the Fifth (federal
law) and Fourteenth (state law) Amendments to the U.S. Constitution. Substantive due process concerns the
type of substance of behavior that is included as a “liberty” under the Due Process Clause, and examines the
activities and protections, which are included under “liberty” (Hall & Feldmeier, 2012).
Take a minute to think about the word liberty. In your perspective or definition, what does liberty mean to you?
Each person sees liberty through their own personal lens and experiences in life. What should be noted is
that the word liberty is not defined in the U.S. Constitution. Therefore, interpretation is left up to the U.S.
Supreme Court. You should have noticed by this point in the course, the interpretation .
POL 110 RANK Become Exceptional--pol110rank.com
This document provides an overview of the course content for POL 110 Entire Course. It lists the weekly discussion topics, assignments, exams, and key concepts covered for each week of the course, including discussions on the roles of government, federalism, political ideologies, Congress, elections, and the court system. The document also provides the exam questions for Weeks 4 and 8.
InstructionsIntegral to this course will be the ability to read,.docx
Instructions
Integral to this course will be the ability to read, understand, brief, and discuss the cases of the Supreme Court of the United States (SCOTUS). The following information, "How to Brief Case Law,” discusses how to master these tasks. This information will be referenced and used throughout the course, including in the unit assessments.
The official site of the Supreme Court of the United States (SCOTUS) is a useful and beneficial tool. Some cases even provide the ability to listen to the oral arguments. This site could be used to supplement any additional information the student might need.
Note: There are numerous sites on the internet that provide case briefs. If any student case briefs are copied, there will be an automatic score of zero for the respective unit.
How to Brief Case Law
A court uses the following components in case law. You should use these components when you brief, or summarize, case law. Each component is detailed below:
1) Proper and full legal citation
2) Procedural history
3) Facts
4) Issue(s)
5) Holding, including vote
6) Rule(s) of law, Legal principle that was used/created
7) Rationale reasoning/analysis use by court
8) Significance—What do we have now, that we did not have before this case?
Case Brief Explanation
Proper and full legal citation
List the title of the case and the case’s legal reference according to APA standards.
Example:
Miranda v. Arizona
, 384 U.S. 436 (1966)
Procedural history
Typically, there is a section that covers the judicial history, that is a very short summary of what happened at each preceding stage: trial court of XX found the defendant guilty (as described in the “Facts” section), (party name) appealed based upon (specify legal issue), and the appellate court affirmed or reversed, it was then appealed to the (State) Supreme Court which reversed or affirmed, and based upon the Constitutional issues of 1,2,3, (these are enumerated in the “issues” section) the case was appealed to the (name the federal court), that affirmed or reversed, and then (party name) appealed to the USSC on the grounds of (very specific constitutional grounds); the court granted certiorari (agreed to hear the case on this specific basis).
Facts of the case
Facts of the case should be the ABSOLUTE fewest words possible to convey the legally relevant issues. No details are needed unless they are specifically related to the particular legal challenge bringing us to the United States Supreme Court (USSC). It takes discipline and practice to keep this to a few lines while still capturing the essentials. This section ends with a conviction and provides a segue to the next section.
Issues
Issues are answered using yes or no question(s) that identify the larger constitutional question that will be considered by the USSC and is typically quite specific in terms of a legal issue, but not necessarily specific to the set of facts in this case. It is possible that a sing.
POL 110 RANK Education Counseling--pol110rank.com
This document outlines the course content for POL 110 Entire Course, which includes weekly discussions, assignments, and exams on topics such as the roles of government, national security and personal rights, federalism, political ideologies, the two-party system, voting and interest groups, Congress, presidential elections, the fairness of the court system, and social security and Medicare. It provides questions and prompts for each weekly discussion. The exams contain multiple choice questions testing knowledge of concepts addressed throughout the course.
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POL 110 Week 1 Discussion How Active Is Your Government
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This document outlines the course content for POL 110 Entire Course. It includes discussion questions, assignments, and exams for each of the 11 weeks. The weekly topics cover the roles of government, national security vs personal rights, federalism, political ideologies, the two-party system, voting and interest groups, Congress, presidential elections, the fairness of the court system, social security and Medicare, and a self-review. Exams are also included for weeks 4, 8, and 11.
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This document outlines the course content for POL 110 Entire Course. It includes discussion questions, assignments, and exams for each of the 11 weeks. The weekly topics cover government roles, national security vs personal rights, federalism, political ideologies, elections, the court system, and social programs. Assignments include papers on politics past and present and the fairness of the political system. Exams assess understanding of concepts covered throughout the course.
POL 110 RANK Education for Service-- pol110rank.com
This document outlines the course content for POL 110 Entire Course. It includes discussion questions, assignments, and exams for each of the 11 weeks. The weekly topics cover the roles of government, national security vs personal rights, federalism, political ideologies, the two-party system, voting and interest groups, Congress, presidential elections, the fairness of the court system, social security and Medicare, and a self-review. Exams are also included for weeks 4, 8, and 11.
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POL 110 Week 1 Discussion How Active Is Your Government
POL 110 Week 2 Discussion Does the need for national security conflict with our personal rights
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For more course tutorials visit
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POL 110 Week 1 Discussion How Active Is Your Government
POL 110 Week 2 Discussion Does the need for national security conflict with our personal rights
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Discussion 1In Chapter 4 of the text, our author talks about risk.docx
Discussion 1:
In Chapter 4 of the text, our author talks about risk factors and protective factors. Select a juvenile of your choice or one that we have already studied (such as Greg Ousley, Colt Lundy, or Paul Gingerich from the video in Week One, "Young Kids, Hard Time") and conduct a search for additional information on their case, their trial, and their situation. Give us a short history of the individual selected, and then identify the risk factors and protective factors you see with the juvenile. Evaluate these factors through the lens of the lifecourse theory. Does the concept of persistence or desistence come into play with this juvenile?
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references
Discussion 2:
Read either the case study at the beginning of Chapter 5 about the “Juveniles at the Plaza” or the case study about drug searches in schools. Both of these cases deal with the legal rights of juveniles and interpretations of law by the U.S. Supreme Court. Review the
Bill of Rights
, which are the first 10 amendments to the U.S. Constitution, and identify the rights addressed in one of the case studies. How is the right adjusted to accommodate for juveniles? Why do juveniles have a modified right compared to adults? How do these modifications change the roles and priorities of police when dealing with juveniles? Should social justice concepts of dealing with juveniles take precedence over criminal justice?
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references.
.
Intelligence and the USA PATRIOT ActThe Uniting and Strengthening .docx
Intelligence and the USA PATRIOT Act
The Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001 (USA PATRIOT Act, or simply the Patriot Act) has generated a great deal of controversy since its enactment just weeks after the terrorist attacks of September 11, 2001. Critics argue that the Act was passed opportunistically and hastily after September 11, that it is too broad, and that some of its provisions go too far. Proponents of the Act, on the other hand, are concerned that it does not go far enough; however, its provisions have greatly enhanced information sharing in the law enforcement and intelligence communities.
You are an intelligence analyst for the Department of Homeland Security assigned to the Office of Intelligence and Analysis (DHS-OIA). As an intelligence analyst in the intelligence community, you participate in a law enforcement and intelligence working group. The working group consists of analysts and officers throughout the U.S. intelligence and law enforcement communities who meet monthly to discuss various topics relevant to homeland security. During a recent meeting, the topic of the Patriot Act came up for discussion and debate. As the representative from DHS-OIA, you were asked by your law enforcement peers for your opinion, from an intelligence community perspective, on the Patriot Act and whether or not you felt it has enhanced information sharing between the communities.
Primary Task Response:
Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:
Do you feel that the Act has enhanced information sharing between the U.S. law enforcement and intelligence communities? Why or why not?
Specifically, what advantages or disadvantages has each individual community experienced? Explain.
Does the Patriot Act infringe on American citizens' constitutional rights? Why or why not?
Some feel that the Act is too broad, with little to no oversight. Do you agree? Why or why not?
What effects do you think repealing or significantly modifying the Patriot Act would have on information sharing between the U.S. intelligence and law enforcement communities? Explain.
...
It 215 week 7 dq 2
This document discusses several topics related to political science courses, including the four pillars of the US government, judicial review, legislative and executive powers, federalism, religious freedom, and freedom of speech. It provides discussion questions on each topic and asks learners to address aspects like how the pillars support the government, the reasoning behind judicial review, if the Patriot Act infringes on civil liberties, the scope of federal power, and elements of religious freedom. A link is also provided to download additional course tutorials.
Controversy Surrounding the Patriot ActThe USA Patriot Act was cre.docx
Controversy Surrounding the Patriot Act
The USA Patriot Act was created to protect the United States against terrorism. The USA Patriot Act is an extensive piece of legislation that includes amendments to many other laws. The act has proved to be controversial because of the way it was introduced after the September 11, 2001, terrorist attacks on the U.S. Since Congress at that time was extremely receptive to increasing law enforcement capabilities to fight terrorism, it passed the Patriot Act with virtually no debate.
One of the controversial sections of the act extends the capabilities of law enforcement to searching and wiretapping and includes provisions for gag orders. While conducting a search, the law enforcement officials are provided the authority to curtail certain rights of the subject of the search.
Also, the law enforcement authorities may not disclose any information to the media or other authorities while conducting the search. The investment of such powers to law enforcement authorities has been praised by some and criticized by others.
For more information on the USA Patriot Act review the website
http://www.
justice.gov/archive/ll/highlights.htm
.
Tasks:
Write a paper comprising 3–5 pages, keeping in mind the following points:
Analyze the impact the USA Patriot Act has had on security management in the private and government sectors.
Analyze at least two principle legal complaints about constitutional rights.
Analyze at least two benefits that accrue to individuals attempting to use the USA Patriot Act to pursue terrorists to improve security in the United States.
Use at least three scholarly resources from the Argosy University online library to support your paper. Use APA in-text citations to cite the sources.
.
As time passes since the attacks of September 11, 2001, homeland sec.docx
As time passes since the attacks of September 11, 2001, homeland security has improved, but concerns over privacy and civil liberties have increased. Advocates for security claim that new technologies and techniques in homeland security are necessary to protect the public. Privacy advocates believe that the mining of personal information and increased surveillance have negatively altered the American way of life.
The Constitution of the United States of America is the foundation of American law. The first 10 amendments to the Constitution, known as the Bill of Rights, along with the Fourteenth Amendment form the basis of criminal procedure. These amendments establish limitations upon the actions of government in policing, investigating, and prosecuting crime and in punishing offenders. One of the most important issues for law enforcement balancing these limitations investigating crime.
Review the First, Fourth, Fifth, Sixth, and Fourteenth Amendments to the Constitution and determine if Congress has the power to override the Constitution and pass laws to allow the National Security Agency and other government agencies to review phone calls, mine data and personal information, and otherwise invade the privacy of people within the United States, without probable cause.
Your initial post should be at least 300 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Use the
Scholarly, Peer Reviewed, and Other Credible Sources
document for guidance.
.
part 1Authority and Misconduct. Please respond to the followin.docx
part 1
"Authority and Misconduct." Please respond to the following:
Despite widespread cynicism about public ethics, students are likely to agree that a rule of law depends on the perceived legitimacy of public officials and that legitimacy is impossible without widespread ethical behavior. Discuss with supporting example what can be done to cultivate ethical behavior in public officials.
Take a position on whether or not behavior should be governed by compliance with rules. Support your position with examples or evidence.
part 2
Public Ethics Laws." Please respond to the following:
After reading the case summary, People v. Howard, if you were an Illinois state legislator, would you support a bill in response to People v. Howard that provides that only conduct specifically prescribed by a state statute may be a predicate offense for official misconduct? Why or why not?
Evaluate Van Itallie v. Franklin Lakes. Based on the facts described in Van Itallie v. Franklin Lakes, take a position and explain what you would have done differently, if any
.
Due August 19 at 1159 PMAssignment 2 Course ReflectionDuri.docx
Due August 19 at 11:59 PM
Assignment 2: Course Reflection
During the past few modules, you completed various assignments that were designed to enhance your overall knowledge about the business of organized crime. In
Module 1
, you applied different theories to explain the criminal behavior of organized crime groups.
Subsequent assignments afforded you an opportunity to discuss the business interests of organized crime groups and also identify the types of domestic groups that exist in the United States. You learned how organized crime groups affect both political and law enforcement groups. Moreover, you were placed in situations in which you had to apply what you were learning about organized crime.
Now that you have taken an in-depth look at organized crime,
by
the due date assigned
, in a minimum of 250 words, post to the
Discussion Area
how your views of organized crime may have changed. Include responses to the following:
Discuss your thoughts prior to completing the assignments in the course.
Discuss at least three specific points of knowledge you have gained and explain why these are important to you. Also, ponder these questions:
Why does the media influence the way people view organized crime?
Why are people unaware of the existence of organized crime groups in the United States?
Is the use of theory useful in explaining the behaviors of members of organized crime groups? Explain.
What are your views on whether domestic organized crime groups present a bigger threat to society than groups operating outside the United States?
Discuss at least two specific ideas or points of view you gained from your classmates, via the discussion postings that you had not previously considered.
...
Instructions Every lawyer briefs cases differently. A case brief g.docx
Instructions
Every lawyer briefs cases differently. A case brief generally consists of a series of topic headings with the specific information from the case under each heading. Most case briefs contain similar information but the headings and their sequence may be different. Some professors have a preferred briefing format. You are only required to follow the general format as set forth below.
The following is adapted from
A Practical Guide to Legal Writing and Legal Method
(Dernbach, et al., 2007).
Case name
: Include the full citation, including the date of the opinion, for future reference and citation. An example would be as follows:
State v. Holloran
, 140 NH 563 (1995). Refer to Bluebook to determine the correct name for the case.
Pincites
: Include pinpoint cites (cites to a particular page in the case) throughout the case brief so you can find material again quickly within a case.
Procedural History
: What happened to the case before it arrived in this court? If it is an appellate case, list the decisions made by the lower court(s) and note what decision is being reviewed (e.g., jury verdict, summary judgment). You may need to look up procedural phrases with which you are unfamiliar.
Facts
: Include only the facts that were relevant to the court’s decision. You are unlikely to know what these are until you have read the entire opinion. Many cases may include procedural facts that are relevant to the decision in addition to the facts that happened before litigation.
Issue
: The particular question the court had to decide in this case. It usually includes specific facts as well as a legal question. It may be expressed or implied in the decision. Cases may have more than one issue.
Holding/Decision
: The legal answer to the issue. If the issue is clearly written, then the holding can be expressed as “yes” or “no.” (Be careful not to confuse the holding with implicit
reasoning
. See # 8 below.)
Rule
: The general legal principle(s) relevant to the particular factual situation presented in the case.
Reasoning
: The logical steps the court takes to arrive at the holding. It can be straightforward and obvious, or you may have to extrapolate it from the holding. Some reasoning is based on social policy, which tells you why the holding is socially desirable. Understanding the reasoning behind a decision is essential.
Disposition
: A statement of what the court actually did in the case (affirmed, overruled, etc.)
Dissent/Concurrence
: Although this part of the opinion is not considered law, it may help you better understand some information about the legal reasoning in the case. Not all cases have a dissent or concurrence, while some may have more than one.
11.
Comments
: Include your own responses to the case here. For example, does the reasoning make sense? Is the holding consistent with other cases you have read? Is the case relevant to the question you are trying to answer? This is a good place to note connections between.
Assignment 1 Procedural Law and the Bill of RightsDue Week .docx
Assignment 1: Procedural Law and the Bill of Rights
Due Week 4 and worth 150 points
The Bill of Rights finds its roots in documents such as the British Magna Carta of 1215 AD. It was one of the first documents that provided the common man independence from a monarch. It did imply that the federal government's law dominated all others; however, it gave each state control of any laws outside of those reserved to the federal government. The Bill of Rights acts as a blueprint that every individual state uses to protect the rights of individual citizens. In this assignment, you will utilize the various concepts found in the Bill of Rights to provide the foundation of the various sections of the assignment.
Write a 4- to 6-page paper in which you:
Compare and contrast two of the sources of the rights and fundamental principles found in the United States' legal system as outlined by the text.
Critically analyze and discuss three steps of the criminal justice process from arrest to imprisonment.
Identify and discuss the particular amendment related to arrest, search, and seizures.
Compare and contrast the concepts of probable cause and reasonable suspicion. In your own words, explain how they are similar or different.
Examine and discuss the two examples in which the exclusionary rule may not apply.
Identify and discuss one contemporary issue or case law related to the use of force from within the last three years.
Use at least four quality references. Note: Wikipedia and other similar websites do not qualify as academic resources.
.
Pol 110 Massive Success / snaptutorial.com
POL 110 Week 1 Discussion How Active Is Your Government
POL 110 Week 2 Discussion Does the need for national security conflict with our personal rights
POL 110 Week 3 Discussion Is Federalism Necessary?"
POL 110 Week 4 Discussion The Ideologies of American Politics
Pol 303 the american constitution entire course
This document provides an overview of the entire POL 303 The American Constitution course from Ashford University. It includes descriptions of weekly discussion questions and assignments that focus on various topics related to the US Constitution, such as the four pillars of government, judicial review, legislative and executive powers, federalism, civil rights, religious freedom, and privacy rights. The document concludes with details about the final research paper assignment, which requires students to analyze a current constitutional issue and discuss its implications for federalism, civil rights, and civil liberties.
Legal Research and Case Briefing
The document summarizes how to conduct legal research. It discusses primary and secondary legal sources, including cases, statutes, legal periodicals, and treatises. It explains how to read and brief a case, including identifying the key components of a judicial opinion like the facts, issues, holding, and reasoning. The document also discusses keeping current with changes to the law using resources like legal citations, Shepardizing cases, and online legal research.
DISCUSSIONDiscuss how Platos four cardinal virtues might help m.docx
DISCUSSION
Discuss how Plato's four cardinal virtues might help make our society better if practiced by all members.(100 WORDS)
REFLECTION
Compare the plight of the people who live in Plato's cave with the uneducated people of our world. You may use any type of education that you think the uneducated people of our world are missing out on and how it might help them change their beliefs about certain things. Keep in mind that the people in Plato's cave were chained there - against their will - does this have a parallel with today's uneducated population? Should people outside the cave have made a greater effort to go inside the cave to enlighten their fellow humans? If so, how?(250 WORDS)
.
Discussion1 Racism and PrivilegeIn many societies certain grou.docx
Discussion1 : Racism and Privilege
In many societies certain groups possess more resources and hold more power than other groups. In some of these societies, racial discrimination and racial tension also exist. While members of the societies may openly acknowledge that unequal distribution of power and racism are present in their society, many fail to examine the complex relationships between privilege and racism. Social workers must understand this complex relationship so they can educate and empower their clients. Empowerment is the cornerstone of social work practice
.
In the book
Black Empowerment,
the author,Barbara Solomon, writes, "Empowerment refers to a process whereby persons who belong to a stigmatized social category throughout their lives can be assisted to develop and increase skills in the exercise of interpersonal influence and the performance of valued social roles" (p. 6).
Empowerment practice is based on a collaborative relationship between worker and client, initiated to promote the client's power through self-actualization, self-determination, and the fulfillment of personal goals (Gutierrez, Parsons, & Cox, 1998). Further, this process includes increasing your clients' awareness of the structural oppression that exists and its impact on them. It is the role of social workers to empower clients and to bring about awareness of the inequalities that exist in society. This is done two fold—through work with clients on the micro and mezzo levels and on a macro level through work in organizations and communities.
Social workers cannot effectively empower clients without first understanding the mechanisms of oppression and how they impact their day-to-day work. Then social workers can recognize the impact on their clients' lives and apply the appropriate skills.
To prepare: Review the case study "Working With Individuals: The Case of Mary."
·
Post
an explanation of the relationship between racism and privilege.
·
Furthermore, explain how the concepts of racism and privilege relate to "Working With Individuals: The Case of Mary."
·
Explain the impact of racism and privilege on social work practice.
·
Provide recommendations for how you as a social worker might use an empowerment perspective when responding to Mary.
·
Be specific and provide examples from the case. Also, identify specific skills social workers might employ.
References (use at least 2)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Chapter 11, (pp. 77–86)
Chapter 12, (pp. 86–92)
Chapter 14, (pp. 96–101)
Chapter 15, (pp. 102–109)
National Association of Social Workers. (2007). Institutional racism & the social work profession: A call to action. Retrieved from
http://www.socialworkers.org/diversity/InstitutionalRacism.pdf
InstanceEndEditable InstanceEndRepeatEntry InstanceBeginRepeatEntry.
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Discussion 1In Chapter 4 of the text, our author talks about risk.docx
Discussion 1:
In Chapter 4 of the text, our author talks about risk factors and protective factors. Select a juvenile of your choice or one that we have already studied (such as Greg Ousley, Colt Lundy, or Paul Gingerich from the video in Week One, "Young Kids, Hard Time") and conduct a search for additional information on their case, their trial, and their situation. Give us a short history of the individual selected, and then identify the risk factors and protective factors you see with the juvenile. Evaluate these factors through the lens of the lifecourse theory. Does the concept of persistence or desistence come into play with this juvenile?
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references
Discussion 2:
Read either the case study at the beginning of Chapter 5 about the “Juveniles at the Plaza” or the case study about drug searches in schools. Both of these cases deal with the legal rights of juveniles and interpretations of law by the U.S. Supreme Court. Review the
Bill of Rights
, which are the first 10 amendments to the U.S. Constitution, and identify the rights addressed in one of the case studies. How is the right adjusted to accommodate for juveniles? Why do juveniles have a modified right compared to adults? How do these modifications change the roles and priorities of police when dealing with juveniles? Should social justice concepts of dealing with juveniles take precedence over criminal justice?
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references.
.
Intelligence and the USA PATRIOT ActThe Uniting and Strengthening .docx
Intelligence and the USA PATRIOT Act
The Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001 (USA PATRIOT Act, or simply the Patriot Act) has generated a great deal of controversy since its enactment just weeks after the terrorist attacks of September 11, 2001. Critics argue that the Act was passed opportunistically and hastily after September 11, that it is too broad, and that some of its provisions go too far. Proponents of the Act, on the other hand, are concerned that it does not go far enough; however, its provisions have greatly enhanced information sharing in the law enforcement and intelligence communities.
You are an intelligence analyst for the Department of Homeland Security assigned to the Office of Intelligence and Analysis (DHS-OIA). As an intelligence analyst in the intelligence community, you participate in a law enforcement and intelligence working group. The working group consists of analysts and officers throughout the U.S. intelligence and law enforcement communities who meet monthly to discuss various topics relevant to homeland security. During a recent meeting, the topic of the Patriot Act came up for discussion and debate. As the representative from DHS-OIA, you were asked by your law enforcement peers for your opinion, from an intelligence community perspective, on the Patriot Act and whether or not you felt it has enhanced information sharing between the communities.
Primary Task Response:
Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:
Do you feel that the Act has enhanced information sharing between the U.S. law enforcement and intelligence communities? Why or why not?
Specifically, what advantages or disadvantages has each individual community experienced? Explain.
Does the Patriot Act infringe on American citizens' constitutional rights? Why or why not?
Some feel that the Act is too broad, with little to no oversight. Do you agree? Why or why not?
What effects do you think repealing or significantly modifying the Patriot Act would have on information sharing between the U.S. intelligence and law enforcement communities? Explain.
...
It 215 week 7 dq 2
This document discusses several topics related to political science courses, including the four pillars of the US government, judicial review, legislative and executive powers, federalism, religious freedom, and freedom of speech. It provides discussion questions on each topic and asks learners to address aspects like how the pillars support the government, the reasoning behind judicial review, if the Patriot Act infringes on civil liberties, the scope of federal power, and elements of religious freedom. A link is also provided to download additional course tutorials.
Controversy Surrounding the Patriot ActThe USA Patriot Act was cre.docx
Controversy Surrounding the Patriot Act
The USA Patriot Act was created to protect the United States against terrorism. The USA Patriot Act is an extensive piece of legislation that includes amendments to many other laws. The act has proved to be controversial because of the way it was introduced after the September 11, 2001, terrorist attacks on the U.S. Since Congress at that time was extremely receptive to increasing law enforcement capabilities to fight terrorism, it passed the Patriot Act with virtually no debate.
One of the controversial sections of the act extends the capabilities of law enforcement to searching and wiretapping and includes provisions for gag orders. While conducting a search, the law enforcement officials are provided the authority to curtail certain rights of the subject of the search.
Also, the law enforcement authorities may not disclose any information to the media or other authorities while conducting the search. The investment of such powers to law enforcement authorities has been praised by some and criticized by others.
For more information on the USA Patriot Act review the website
http://www.
justice.gov/archive/ll/highlights.htm
.
Tasks:
Write a paper comprising 3–5 pages, keeping in mind the following points:
Analyze the impact the USA Patriot Act has had on security management in the private and government sectors.
Analyze at least two principle legal complaints about constitutional rights.
Analyze at least two benefits that accrue to individuals attempting to use the USA Patriot Act to pursue terrorists to improve security in the United States.
Use at least three scholarly resources from the Argosy University online library to support your paper. Use APA in-text citations to cite the sources.
.
As time passes since the attacks of September 11, 2001, homeland sec.docx
As time passes since the attacks of September 11, 2001, homeland security has improved, but concerns over privacy and civil liberties have increased. Advocates for security claim that new technologies and techniques in homeland security are necessary to protect the public. Privacy advocates believe that the mining of personal information and increased surveillance have negatively altered the American way of life.
The Constitution of the United States of America is the foundation of American law. The first 10 amendments to the Constitution, known as the Bill of Rights, along with the Fourteenth Amendment form the basis of criminal procedure. These amendments establish limitations upon the actions of government in policing, investigating, and prosecuting crime and in punishing offenders. One of the most important issues for law enforcement balancing these limitations investigating crime.
Review the First, Fourth, Fifth, Sixth, and Fourteenth Amendments to the Constitution and determine if Congress has the power to override the Constitution and pass laws to allow the National Security Agency and other government agencies to review phone calls, mine data and personal information, and otherwise invade the privacy of people within the United States, without probable cause.
Your initial post should be at least 300 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Use the
Scholarly, Peer Reviewed, and Other Credible Sources
document for guidance.
.
part 1Authority and Misconduct. Please respond to the followin.docx
part 1
"Authority and Misconduct." Please respond to the following:
Despite widespread cynicism about public ethics, students are likely to agree that a rule of law depends on the perceived legitimacy of public officials and that legitimacy is impossible without widespread ethical behavior. Discuss with supporting example what can be done to cultivate ethical behavior in public officials.
Take a position on whether or not behavior should be governed by compliance with rules. Support your position with examples or evidence.
part 2
Public Ethics Laws." Please respond to the following:
After reading the case summary, People v. Howard, if you were an Illinois state legislator, would you support a bill in response to People v. Howard that provides that only conduct specifically prescribed by a state statute may be a predicate offense for official misconduct? Why or why not?
Evaluate Van Itallie v. Franklin Lakes. Based on the facts described in Van Itallie v. Franklin Lakes, take a position and explain what you would have done differently, if any
.
Due August 19 at 1159 PMAssignment 2 Course ReflectionDuri.docx
Due August 19 at 11:59 PM
Assignment 2: Course Reflection
During the past few modules, you completed various assignments that were designed to enhance your overall knowledge about the business of organized crime. In
Module 1
, you applied different theories to explain the criminal behavior of organized crime groups.
Subsequent assignments afforded you an opportunity to discuss the business interests of organized crime groups and also identify the types of domestic groups that exist in the United States. You learned how organized crime groups affect both political and law enforcement groups. Moreover, you were placed in situations in which you had to apply what you were learning about organized crime.
Now that you have taken an in-depth look at organized crime,
by
the due date assigned
, in a minimum of 250 words, post to the
Discussion Area
how your views of organized crime may have changed. Include responses to the following:
Discuss your thoughts prior to completing the assignments in the course.
Discuss at least three specific points of knowledge you have gained and explain why these are important to you. Also, ponder these questions:
Why does the media influence the way people view organized crime?
Why are people unaware of the existence of organized crime groups in the United States?
Is the use of theory useful in explaining the behaviors of members of organized crime groups? Explain.
What are your views on whether domestic organized crime groups present a bigger threat to society than groups operating outside the United States?
Discuss at least two specific ideas or points of view you gained from your classmates, via the discussion postings that you had not previously considered.
...
Instructions Every lawyer briefs cases differently. A case brief g.docx
Instructions
Every lawyer briefs cases differently. A case brief generally consists of a series of topic headings with the specific information from the case under each heading. Most case briefs contain similar information but the headings and their sequence may be different. Some professors have a preferred briefing format. You are only required to follow the general format as set forth below.
The following is adapted from
A Practical Guide to Legal Writing and Legal Method
(Dernbach, et al., 2007).
Case name
: Include the full citation, including the date of the opinion, for future reference and citation. An example would be as follows:
State v. Holloran
, 140 NH 563 (1995). Refer to Bluebook to determine the correct name for the case.
Pincites
: Include pinpoint cites (cites to a particular page in the case) throughout the case brief so you can find material again quickly within a case.
Procedural History
: What happened to the case before it arrived in this court? If it is an appellate case, list the decisions made by the lower court(s) and note what decision is being reviewed (e.g., jury verdict, summary judgment). You may need to look up procedural phrases with which you are unfamiliar.
Facts
: Include only the facts that were relevant to the court’s decision. You are unlikely to know what these are until you have read the entire opinion. Many cases may include procedural facts that are relevant to the decision in addition to the facts that happened before litigation.
Issue
: The particular question the court had to decide in this case. It usually includes specific facts as well as a legal question. It may be expressed or implied in the decision. Cases may have more than one issue.
Holding/Decision
: The legal answer to the issue. If the issue is clearly written, then the holding can be expressed as “yes” or “no.” (Be careful not to confuse the holding with implicit
reasoning
. See # 8 below.)
Rule
: The general legal principle(s) relevant to the particular factual situation presented in the case.
Reasoning
: The logical steps the court takes to arrive at the holding. It can be straightforward and obvious, or you may have to extrapolate it from the holding. Some reasoning is based on social policy, which tells you why the holding is socially desirable. Understanding the reasoning behind a decision is essential.
Disposition
: A statement of what the court actually did in the case (affirmed, overruled, etc.)
Dissent/Concurrence
: Although this part of the opinion is not considered law, it may help you better understand some information about the legal reasoning in the case. Not all cases have a dissent or concurrence, while some may have more than one.
11.
Comments
: Include your own responses to the case here. For example, does the reasoning make sense? Is the holding consistent with other cases you have read? Is the case relevant to the question you are trying to answer? This is a good place to note connections between.
Assignment 1 Procedural Law and the Bill of RightsDue Week .docx
Assignment 1: Procedural Law and the Bill of Rights
Due Week 4 and worth 150 points
The Bill of Rights finds its roots in documents such as the British Magna Carta of 1215 AD. It was one of the first documents that provided the common man independence from a monarch. It did imply that the federal government's law dominated all others; however, it gave each state control of any laws outside of those reserved to the federal government. The Bill of Rights acts as a blueprint that every individual state uses to protect the rights of individual citizens. In this assignment, you will utilize the various concepts found in the Bill of Rights to provide the foundation of the various sections of the assignment.
Write a 4- to 6-page paper in which you:
Compare and contrast two of the sources of the rights and fundamental principles found in the United States' legal system as outlined by the text.
Critically analyze and discuss three steps of the criminal justice process from arrest to imprisonment.
Identify and discuss the particular amendment related to arrest, search, and seizures.
Compare and contrast the concepts of probable cause and reasonable suspicion. In your own words, explain how they are similar or different.
Examine and discuss the two examples in which the exclusionary rule may not apply.
Identify and discuss one contemporary issue or case law related to the use of force from within the last three years.
Use at least four quality references. Note: Wikipedia and other similar websites do not qualify as academic resources.
.
Pol 110 Massive Success / snaptutorial.com
POL 110 Week 1 Discussion How Active Is Your Government
POL 110 Week 2 Discussion Does the need for national security conflict with our personal rights
POL 110 Week 3 Discussion Is Federalism Necessary?"
POL 110 Week 4 Discussion The Ideologies of American Politics
Pol 303 the american constitution entire course
This document provides an overview of the entire POL 303 The American Constitution course from Ashford University. It includes descriptions of weekly discussion questions and assignments that focus on various topics related to the US Constitution, such as the four pillars of government, judicial review, legislative and executive powers, federalism, civil rights, religious freedom, and privacy rights. The document concludes with details about the final research paper assignment, which requires students to analyze a current constitutional issue and discuss its implications for federalism, civil rights, and civil liberties.
Legal Research and Case Briefing
The document summarizes how to conduct legal research. It discusses primary and secondary legal sources, including cases, statutes, legal periodicals, and treatises. It explains how to read and brief a case, including identifying the key components of a judicial opinion like the facts, issues, holding, and reasoning. The document also discusses keeping current with changes to the law using resources like legal citations, Shepardizing cases, and online legal research.
Similar to Discussion One QuestionExamine how issues of national security in.docx (20)
POL 110 RANK Achievement Education / pol110rank.com
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POL 110 RANK Education for Service-- pol110rank.com
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Intelligence and the USA PATRIOT ActThe Uniting and Strengthening .docx
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Due August 19 at 1159 PMAssignment 2 Course ReflectionDuri.docx
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Instructions Every lawyer briefs cases differently. A case brief g.docx
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More from mickietanger
DISCUSSIONDiscuss how Platos four cardinal virtues might help m.docx
DISCUSSION
Discuss how Plato's four cardinal virtues might help make our society better if practiced by all members.(100 WORDS)
REFLECTION
Compare the plight of the people who live in Plato's cave with the uneducated people of our world. You may use any type of education that you think the uneducated people of our world are missing out on and how it might help them change their beliefs about certain things. Keep in mind that the people in Plato's cave were chained there - against their will - does this have a parallel with today's uneducated population? Should people outside the cave have made a greater effort to go inside the cave to enlighten their fellow humans? If so, how?(250 WORDS)
.
Discussion1 Racism and PrivilegeIn many societies certain grou.docx
Discussion1 : Racism and Privilege
In many societies certain groups possess more resources and hold more power than other groups. In some of these societies, racial discrimination and racial tension also exist. While members of the societies may openly acknowledge that unequal distribution of power and racism are present in their society, many fail to examine the complex relationships between privilege and racism. Social workers must understand this complex relationship so they can educate and empower their clients. Empowerment is the cornerstone of social work practice
.
In the book
Black Empowerment,
the author,Barbara Solomon, writes, "Empowerment refers to a process whereby persons who belong to a stigmatized social category throughout their lives can be assisted to develop and increase skills in the exercise of interpersonal influence and the performance of valued social roles" (p. 6).
Empowerment practice is based on a collaborative relationship between worker and client, initiated to promote the client's power through self-actualization, self-determination, and the fulfillment of personal goals (Gutierrez, Parsons, & Cox, 1998). Further, this process includes increasing your clients' awareness of the structural oppression that exists and its impact on them. It is the role of social workers to empower clients and to bring about awareness of the inequalities that exist in society. This is done two fold—through work with clients on the micro and mezzo levels and on a macro level through work in organizations and communities.
Social workers cannot effectively empower clients without first understanding the mechanisms of oppression and how they impact their day-to-day work. Then social workers can recognize the impact on their clients' lives and apply the appropriate skills.
To prepare: Review the case study "Working With Individuals: The Case of Mary."
·
Post
an explanation of the relationship between racism and privilege.
·
Furthermore, explain how the concepts of racism and privilege relate to "Working With Individuals: The Case of Mary."
·
Explain the impact of racism and privilege on social work practice.
·
Provide recommendations for how you as a social worker might use an empowerment perspective when responding to Mary.
·
Be specific and provide examples from the case. Also, identify specific skills social workers might employ.
References (use at least 2)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Chapter 11, (pp. 77–86)
Chapter 12, (pp. 86–92)
Chapter 14, (pp. 96–101)
Chapter 15, (pp. 102–109)
National Association of Social Workers. (2007). Institutional racism & the social work profession: A call to action. Retrieved from
http://www.socialworkers.org/diversity/InstitutionalRacism.pdf
InstanceEndEditable InstanceEndRepeatEntry InstanceBeginRepeatEntry.
Discussion(200 Word min)Identify some common miscellaneous itemize.docx
Discussion(200 Word min)
Identify some common miscellaneous itemized deductions and identify any limitations that are imposed on the deductibility of these items.
One itemized deduction allowed is for medical expenses. In what cases are medical insurance premiums paid by an individual not deductible as qualified expenses?
.
Discussion Workflow ModelingWorkflow modeling is widely used .docx
Discussion: Workflow Modeling
Workflow modeling is widely used throughout many different types of businesses, including health care organizations, to visually summarize the steps of complex processes and systems. When constructing a workflow model, it is important to ensure that the model accurately reflects the actual steps in a process.
In this Discussion, you consider a case study of a health care clinic and its process for ordering medical supplies. You then examine a workflow model that is meant to reflect that process and analyze the model’s accuracy based on the information in the case study. You also analyze the importance of accurate workflow modeling and consider strategies for creating accurate workflow models for health care processes.
Case Study:
Deerborne Dialysis is a local dialysis clinic that is part of a larger health care network, Buckeye Health. Buckeye Health executives have recently been examining the processes by which organizations within the network manage their supplies. Deerborne Dialysis was identified as an exemplary model of efficient supply management, and Buckeye Health executives have requested a workflow model of how Deerborne Dialysis handles their supply management process.
Sharon is the nurse who oversees the process of ordering and stocking supplies for Deerborne Dialysis. She knows the process well and developed a description of the steps in the supply management process. First, Sharon conducts a daily check of the supplies in the storage room. If there is a supply that is running low, Sharon submits an order to the medical supplier. When the clinic receives the shipment, Sharon unpacks the shipment and cross-checks the supplies that were shipped with the supplies that were ordered. If there is a discrepancy, the entire shipment must be returned to the medical supplier, who then rushes a new shipment to the clinic to be received the next day. If there is no discrepancy, or once the new shipment is received, unpacked, and cross-checked, Sharon stocks the shelves in the storage room and gives the supply bill to the clinic’s accountant, who ensures that the medical supplier receives payment.
Sharon has created the following workflow model to reflect the steps she goes through to manage the clinic’s inventory of supplies:
To prepare:
Review the case study above and examine the workflow model that is meant to reflect the process described in the case study.
Identify problems with the workflow model. How could the model be revised to be more accurate, clear, and effective?
Reflect on the importance of creating an accurate workflow model of health care processes. What are the challenges involved in workflow modeling? What are the consequences of inaccurate workflow models?
Consider strategies that you can use to ensure that workflow models are effective and accurate.
With these thoughts in mind:
Post
by tomorrow 9/27/16 a minimum of 550 words essay in APA format with 3 references (References .
DiscussionAshley is an attorney who specializes in family law. She.docx
Discussion
Ashley is an attorney who specializes in family law. She uses the cash method of accounting and is a calendar-year taxpayer. Last year, she represented a client in a lawsuit and billed the client $5,000 for her services. Although she made repeated attempts, Ashley was unable to collect the outstanding receivable. Finally, in November of the current year, she finds out that the individual has moved without leaving any forwarding address. Ashley’s attempts to locate the individual are futile.
What is the amount, if any, of the deduction that she may claim in connection with this bad debt?
.
Discussion Unit 7 - Option 2 Mirror of Society Option 2 Art .docx
Discussion: Unit 7 - Option 2 "Mirror of Society"
Option 2: Art
Movements
Throughout the “long” nineteenth
century - roughly
, from the French Revolution through the beginning of World War I, artists engaged intimately with developments in politics, religion, industry, race and gender relations, and popular culture.
Write a three (3) paragraph minimum response addressing the following questions and post your statement to the Discussion Board on our Blackboard site; then reply to two classmate's postings in one paragraph responses.
Which artists and works of
art - or
entire styles/
movements - best
exemplify this trend of social commentary and/or documentation?
How was art "used" to illuminate or, in some cases, criticize certain aspects of contemporary life?
Did different preoccupations come with different eras?
Were certain styles or genres more amenable to such an enterprise?
Here are some supplementary readings/resources that could help you answering the questions above.
http
://
www
.
arthistoryunstuffed
.com/artistic-revolution-
france
/
(Art & French Revolution)
http
://
www
.
arthistoryunstuffed
.com/enlightenment/
(Art & Enlightenment)
https
://
www
.
khanacademy
.
org
/humanities/becoming-modern/avant-
garde
-
france
/realism/a/a-beginners-guide-to-realism
(Realism)
http
://
www
.
metmuseum
.
org
/
toah
/
hd
/
imml
/
hd
_
imml
.
htm
(Impressionism: Art & Modernity)
http
://
www
.
metmuseum
.
org
/
toah
/
hd
/
edph
/
hd
_
edph
.
htm
(Early Documentary Photography)
http
://
www
.
metmuseum
.
org
/
toah
/
hd
/
arso
/
hd
_
arso
.
htm
(Art & Society in the New American Republic)
http
://
www
.archives.gov/education/lessons/
brady
-photos/
(Matthew Brady's Civil War)
http
://
www
.
metmuseum
.
org
/
toah
/
hd
/
ashc
/
hd
_
ashc
.
htm
(Ashcan School/Social Realism)
http
://
www
.
moma
.
org
/learn/
moma
_learning/themes/
dada
(Dada and WWI)
.
Discussion Topic 5Monopoly is nearly always seen as something un.docx
Discussion Topic 5
Monopoly is nearly always seen as something undesirable. Courts have wrestled with monopoly for ages, sometimes defining it as: "the power to control prices and exclude competition", "restraining trade", or "unfair and anti-competitive behavior." Should monopolistic practices be condemned and outlawed? Briefly discuss.
important !!!!!!!!!!!!!!!!!!!!!!
NOT ESSAY! MORE THAN 200 WORD LESS THAN 300 WORDS!
.
Discussion that demonstrate that Ive read the assigned reading and .docx
Discussion that demonstrate that I've read the assigned reading and answer the question. Answer should be packed with historical informatio: names, dates, discussion of relevant sources, battles,events, court cases. NOT LESS THAN 300 words, NO USE OF WIKIPEDIA. Only answer from the assigned readings, no other resources.
.
Discussion wee 4Required[removed]Hall, R. E. (2008). E.docx
Discussion wee 4
Required
[removed]Hall, R. E. (2008). Evidence-based practice as social work ‘technology‘.
Irish Journal of Applied Social Studies, 8
(1), 21–29.
Retrieved from the Walden Library databases.
Daley, M. R., & Doughty, M. O. (2006). Unethical social work: Comparing licensing and NASW perspectives.
Arete
, 30(2), 36–50.
Retrieved from the Walden Library databases.
[removed]Grady, M. D., & Strom-Gottfried, K. (2011). No easy answers: Ethical challenges working with sex offenders.
Clinical Social Work Journal, 39
(1)
,
18–27.
Retrieved from the Walden Library databases.
Discussion 1: Title Protection and Licensure
When one pictures a doctor sitting at her office desk, it seems natural to imagine multiple diplomas on the wall nearby. The notion of doctors displaying their credentials seems indisputable when one considers the importance of professional credibility in instilling trust in patients.
Just as medical practitioners are responsible for achieving and maintaining proper licensure, so are social work professionals. Those who receive the title of “social worker” have met the criteria developed to demonstrate proficiency in meeting the demands associated with the profession.
For this Discussion, research the criteria for assuming the title of social worker in your state or country. Consider benefits offered by title protection and maintenance of licensure standards. Also think Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012).
Understanding generalist practice
(6th ed.). Stamford, CT: Cengage Learning.
Chapter 3, “Practice Skills for Working with Groups” (pp. 94-126)
about the challenges that title protection and licensure standards may pose.
Post by Day 3
a description of strengths and challenges associated with title protection and licensure. Describe two strengths and two Although students of social work have not yet satisfied the criteria to earn the title of “social worker,” they are bound by the same ethical requirements as titled social workers. Social workers regularly face ethical issues of varying magnitude, and social work students may as well. Some issues seem obvious, while others may emerge in subtle ways.
For this Discussion, select one of the following scenarios. Consider the dilemma described, and imagine how you might feel if you found yourself in a similar situation. Think about the ethical obligations you would have as a social worker or social work student.
Scenario 1
You are a social worker in a public health department providing services to pregnant women. As part of your duties, you provide parenting education, support, and connection to community resources, and you follow up with the families and their newborns for six months after birth. Ms. C has been a client of yours during two pregnancies in the last three years. She has a 15 year-old, a nine year-old, a three year-old, and a newborn. On this day, you are making a routine visit to Ms. C, who lives in an older mobile hom.
Discussion Social Work CompetenceThe term competence connotes.docx
Discussion: Social Work Competence
The term
competence
connotes a level of preparedness for addressing issues and maintaining a high standard of practice with clients. Competent social workers have completed adequate preparations for licensure, and they are appropriately credentialed. They adhere to ethical practices by maintaining professional boundaries and honoring commitments to confidentiality. How might you demonstrate your competence as a social worker? How can you recognize competence in other social workers?
For this Discussion, review this week’s Readings. Think about elements in the articles that denote competence.
Post a description of at least two criteria that define competence in social work.
Give an example of each criterion of competence and justify your selection.
References
Social Work Policy Institute. (2010).Evidence-based practice. Retrieved from:
http://www.socialworkpolicy.org/research/evidence-based-practice-2.html
[removed]Singer, J. B. (Host). (2011, March 9). The process of evidence-based practice: An interview with Danielle E. Parish, Ph.D. [Audio podcast]. In
Social Work Podcast.
Retrieved from
http://socialworkpodcast.com/2011/03/process-of-evidence-based-practice.html
[removed]Spratt, T. (2011). Families with multiple problems: Some challenges in identifying and providing services to those experiencing adversities across the life course.
Journal of Social Work, 11
(4), 343–357.
.
Discussion The Systems Development Life Cycle and the Nurse Infor.docx
Discussion: The Systems Development Life Cycle and the Nurse Informaticist
The systems development life cycle (SDLC) is a model for planning and implementing change within an organization. It is important for many individuals to be represented in the process, especially the end users of the system or the employees who must live with the change. As informatics become more and more widespread throughout the health care field, collaboration between information technology (IT) professionals and health care practitioners is becoming increasingly important. The nurse informaticist is able to combine the perspective of the information technology side with the clinical nursing perspective.
While the titles and specific responsibilities of nurse informaticists vary across organizations and practice settings, the fundamental purpose of the role remains the same. Nurse informaticists synthesize their knowledge of how technology can improve health care with an understanding of clinical practice and workflow. This is why nurse informaticists can be instrumental in facilitating the SDLC for informatics in health care. For this Discussion, you examine the relationship between the nurse informaticist and the use of the SDLC.
To prepare:
Review the information in this week’s Learning Resources on the SDLC and the role of the nurse informaticist. Reflect on Chapter 1 of the Dennis, Wixom, and Roth course text and consider how the information about the systems analyst role translates into nursing and health care.
Consider a recent change in your organization related to the implementation of a new technology or system. How was this change handled? What was the general SDLC process? Who was involved, and what were the outcomes?
Identify whether your organization (or one with which you are familiar) has a formal title or position for the nurse informaticist. This position may be called by a different name, such as nurse informatics specialist or informatics analyst, so be sure to review the position description.
If your organization has a position for the nurse informaticist, what are the responsibilities of that position? If your organization does not have such a position, conduct research in the Walden Library and at credible online sources on the role of the nurse informaticist.
Reflect on the role of the nurse informaticist in the overall health care field. How is this position connected to the SDLC? Assess the benefits of having this specialized position within health care organizations and involving the nurse informaticist in the SDLC.
Post by tomorrow 8/30/16 550 words in APA format with a minimum of 3 references from the list provided under Required Readings. Apply the level 1 headings as numbered below:
1) A description of how the systems development life cycle is utilized in your organization (Hospital), or in one with which you are familiar, and assess its effectiveness.
2)
Assess the role of the nurse informaticist in your organization. If.
Discussion response 250 to 300 words to the message below with your .docx
Discussion response 250 to 300 words to the message below with your initial response including cited information from the text, readings, and other course related information to support your response.
What are the various organizational police functions (local, state, federal)? How do the various functional levels of policing differ from one another? What distinctions can be made about each? Is there a better solution to the way the current system(s) operate at each level? Explain.
.
Discussion QuestionWomen have a long history of being considered i.docx
Discussion Question
Women have a long history of being considered inferior to men. However, during the middle to the late 20th century, the women’s rights movement began to improve the plight of women in Western society by granting them access to societal positions previously held only by men.
Some people claim that women have finally achieved equality with men in the 21st century; others are not convinced.
How will you describe the status of equality between men and women in contemporary Western culture?
Do you see any major areas where women are still discriminated against on a large scale? If so, give at least two examples. If not, rationalize your views.
By
Saturday, June 11, 2016
, respond to the assigned discussion question. Submit your responses to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on at least two of your classmates' submissions by the end of the week. All written assignments and responses should follow APA rules for attributing sources.
.
Discussion Respiratory AlterationsIn clinical settings, patients .docx
Discussion: Respiratory Alterations
In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.
Consider the following three scenarios:
Scenario 1:
Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.
Scenario 2:
Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.
Scenario 3:
Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-produci.
Discussion Racism and PrivilegeIn many societies certain groups p.docx
Discussion: Racism and Privilege
In many societies certain groups possess more resources and hold more power than other groups. In some of these societies, racial discrimination and racial tension also exist. While members of the societies may openly acknowledge that unequal distribution of power and racism are present in their society, many fail to examine the complex relationships between privilege and racism. Social workers must understand this complex relationship so they can educate and empower their clients. Empowerment is the cornerstone of social work practice
.
In the book
Black Empowerment,
the author,Barbara Solomon, writes, "Empowerment refers to a process whereby persons who belong to a stigmatized social category throughout their lives can be assisted to develop and increase skills in the exercise of interpersonal influence and the performance of valued social roles" (p. 6).
Empowerment practice is based on a collaborative relationship between worker and client, initiated to promote the client's power through self-actualization, self-determination, and the fulfillment of personal goals (Gutierrez, Parsons, & Cox, 1998). Further, this process includes increasing your clients' awareness of the structural oppression that exists and its impact on them. It is the role of social workers to empower clients and to bring about awareness of the inequalities that exist in society. This is done two fold—through work with clients on the micro and mezzo levels and on a macro level through work in organizations and communities.
Social workers cannot effectively empower clients without first understanding the mechanisms of oppression and how they impact their day-to-day work. Then social workers can recognize the impact on their clients' lives and apply the appropriate skills.
To prepare: Review the case study "Working With Individuals: The Case of Mary."
Post by Day 3
an explanation of the relationship between racism and privilege. Furthermore, explain how the concepts of racism and privilege relate to "Working With Individuals: The Case of Mary." Explain the impact of racism and privilege on social work practice. Provide recommendations for how you as a social worker might use an empowerment perspective when responding to Mary. Be specific and provide examples from the case. Also, identify specific skills social workers might employ.
.
Discussion questionThe media, and Hollywood in particular, r.docx
Discussion question
The media, and Hollywood in particular, represent one avenue in which the general public becomes familiar with the role of nurses. How does the media positively or negatively influence the public’s image of nursing? What other avenues may better educate the general public on the role and scope of nursing as well as the changing health care system?
Please use this
Grading Rubric and Helpers for this Discusion Question
Class keep in mind that we are reflecting on the image the media portrays, but our main goal is to discuss how we as individual and a group can advocate for a positive image of nursing and how we can educate the public on health care. Be sure to address all four area do this question specifically.
Here is an
additional article
that I think covers the topic well, use it in addition to your assigned reeadings, not in place of it. The link will open in a new window.
Reply posts that focus on discussion of the medias negative portrayal without supported discussion of advocacy for a positive image will not be considered substantial.
Grading Rubric and Sample Table for this DQ
Discusses how the media positively AND negatively influence the public’s image of nursing (2 points)
Uses examples and references from the units learning activities. (1 points)
Discusses/ lists avenues that we could use that may better educate the general public on the role and scope of nursing Include ways we can promote a positive view of nursing both individually and as a group (4 points)
Discusses/ lists other avenues we may better educate the general public on the changing health care system 4 points
APA and writing 3 points
Positive portrayals of nursing by media with Examples from our units learning activities
negative portrayals of nursing by media with Examples from our units learning activities
Avenues/activities to promote nursing and give positive image as individuals and as a group
Avenues to educate the public on the changing health care system
References
.
Discussion QuestionsUser-interface design techniques and human-com.docx
Discussion Questions
User-interface design techniques and human-computer interaction (HCI) evolved from studies of human interaction with machines. The field of human factors was first associated with engineering, as engineers designed machines. However, engineers used precise specifications and predictable behavior and often found the human factor frustrating. Dialogs are used to define a menu hierarchy that allows the user to navigate to each dialog. Each dialog is based on a use case documented early during the inception phase that is classified as requiring a user interface. Discuss the following questions:
What are dialog designs?
Within an iteration, can analysis and design activities occur simultaneously?
Why or why not?
How does a developer know when to do analysis and when to do design?
The definition of interface design standards states that “general principles and rules must be followed….”
Do user interface design standards restrict creativity?
Many researchers create analysis and design techniques that place the user interface at the center of the development process because they recognize the importance of the user interface to system developers and users alike. Complete the following assignment:
College Education Completion Methodology Exercise
Read the instructions for the case study “A ‘College Education Completion’ Methodology,” in Chapter 8 on page 249.
Answer questions 1-5 as instructed.
Your completed assignment should be at least 2 pages.
.
Discussion QuestionsWhat purpose does systems analysis serve Is.docx
Discussion Questions
What purpose does systems analysis serve?
Is it really necessary?
Why or why not?
Lab Activity
Complete question 8 in the Problems and Exercises section on page 62.
Use Visio to create the diagram.
If you cannot access Visio, you may use alternative software such as DIA, Word, or PowerPoint.
Systems Analysis & Design Exercise
Answer Review Questions 1-7 regarding systems analysis and design on page 28 in Chapter 1.
Your completed assignment should be at least 1 page
.
Discussion QuestionReview the Healthy People 2020 objectives for t.docx
Discussion Question
Review the Healthy People 2020 objectives for the older adult. Of the objectives listed for the older adult, which do you feel is most important? Be sure to include examples and references to support your response.
There are several vulnerable populations that have a chronic illness (older; homeless; and lesbian, gay, bisexual, and transgender populations) that face challenges when it comes to care. Choose one vulnerable population and discuss what can be done to help alleviate these challenges.
.
Discussion Questions Chapter 11 & 12 Intermediate AccountingP.docx
Discussion Questions: Chapter 11 & 12 : Intermediate Accounting
Please answer each question individually in at least 120 words per.
1.
What is the purpose of depreciation?
2.
Why is there more than one method of depreciation?
3.
How can goodwill be created?
4.
How and why would you account for the impairment of intangible assets?
5.
Why are R&D expenses not capitalized?
.
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