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4-6 pages in length are required. Of the following five options, The papers must be submitted (via Moodle) on the due date indicated or they will not be accepted. Any citation format is accepted as long as you use it consistently throughout your paper. Papers must be typed in a standard 12-point font (preferably Times New Roman or one similar) and submitted with standard, default margins. Do NOT use Wikipedia as a source for any of these papers. Cheating will not be tolerated under any circumstances . The penalty for submitting plagiarized work is a fail of the assignment. No excuses and/or explanations will EVER be accepted. You are responsible for what you submit. Even one plagiarized sentence constitutes plagiarism. If you have any questions or concerns about what constitutes plagiarism, ask me. Option topic In 1960, a political scientist named Richard Neustadt observed that while the founders intentionally designed American government as a system of separated powers, what they actually created was a system of shared powers. In other words, according to Neustadt, it is not Congress that has most legislative powers, but the president and Congress both share equally in the lawmaking process. Do you agree or disagree with Neustadt? Explain your reasons, citing examples. A strong case can be made either way. Be clear, concise, and intelligent as you explain your answer. .
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I need help with final essay. The essay must be plagarism free, .docx
I need help with final essay. The essay must be
plagarism free
, must f
ollow the exact instructions
that the instructor has provided. Must answer all questions that the instructor has placed in the instructions for essay. Will need to acquire references from school online library. Will provide login information to use school online library. Must be i
n APA 6th ed format.
Must
include intext citations
. Minimum
word count is 1500 or more.
Must guarantee an
A quality paper
. If the paper diesn't meet requirements or recieve atleast maximum points, a
guaranteed refund
of all monies paid will be given. When accepting to handshake means all requirements stated are acknowldege
. Willing to pay $40
for an A quality nonplagarized, APA essay.
Thanks for your time in advance
Listed below is the instructions provided by my instructor to complete Week 5 Final Paper. Please follow all directions listed.
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police o.
Everyone must do this Signature Assignment. Choose one of th.docx
Everyone must do this Signature Assignment
. Choose
one
of the following Roman numerals to answer for the Signature Assignment. Indicate which Roman numeral you're answering. See the question you choose for more specific instructions. You must formally cite all sources, within the text as well in a reference page, using MLA or APA format.
On a
cover sheet, put Signature Assignment, your name, the course number, the class time, the Roman numeral of the question, and the due date for the assignment.
Due no later than December 7, 2016
.
S
ubmit
through Blackboard.
I. In response to terrorist threats, the National Security Agency (NSA) has conducted massive, secret electronic surveillance of Americans. Edward
Snowden
, working as a private contractor (with the private company Booze Allen) for the NSA, revealed these activities to the public. What should the NSA have been doing in this case, and why? What should
Snowden
have done, and why? Consider at least three of the following: bureaucracy, civil rights and civil liberties, the role of government, privatization,
whistleblowing
, the police power, courts, and democratic values.
Why and how do you reach the conclusions you do? The paper should be around 5 pages long (text, not including cover sheet and references), and you must use at least two sources (not textbook, handouts, an encyclopedia, or
Wikipedia
as one of these two sources). Consider more than one point of view.
II. Recently there has been more polarization in American federal (national) government politics, between liberal and conservative, between Republican and Democrat, between Congress and President. This has make it harder to make decisions and get things done. Is this good or bad? Who wins and loses? What, if anything, can or should be done about it? Consider at least three: democratic values, pluralism, the role of government, Congress, the Presidency, parties, the Tea Party, and any other topic in the course that you consider relevant.
Why and how do you reach the conclusions you do? The paper should be around 5 pages long (text, not including cover sheet and references), and you must use at least two sources
(not textbook, handouts, an encyclopedia,
or
Wikipedia
as one of these two sources
).
Consider more than one point of view.
III. For various reasons, immigration is a controversial issue in American federal (national) politics today. The federal, state, and local governments are all involved in this (your first but not only concern here should be the federal government). What are the issues? What are the stakes – who might win and lose? What should we do? Consider at least three of the following” democratic values, civil rights and civil liberties, federalism, the role of government, polarization, and any other topic covered in this course that you think is relevant. Why and how do you reach the conclusions you do? The paper should be around 5 ...
THREE short papers of 4-6 pages in length are required.The papers .docx
THREE short papers of 4-6 pages in length are required.
The papers must be submitted (via Moodle) on the due date indicated or they will not be accepted.
Any citation format is accepted as long as you use it consistently throughout your paper.
Papers must be typed in a standard 12-point font (preferably Times New Roman or one
similar) and submitted with standard, default margins.
Do NOT use Wikipedia as a source for any of these papers.
Cheating will
not be tolerated under any circumstances
. The penalty for submitting plagiarized work is a fail of the assignment. No excuses and/or explanations will EVER be accepted. You are responsible for what you submit. Even one plagiarized sentence constitutes plagiarism. If you have any questions or concerns about what constitutes plagiarism, ask me.
Option 4 (Due November 16)
:
In the movie,
Mr. Smith Goes to Washington
, Senator Paine says:
“Thirty years ago I had your ideals. I was you. I had to make the same decision you were asked to make today. And I made it. I compromised - yes! So that all those years, I could sit in that Senate and serve the people in a thousand honest ways. You've got to face facts, Jeff. I've served our state well, haven't I? We have the lowest unemployment and the highest federal grants. But, well, I've had to compromise. I've had to play ball. You can't count on people voting. Half the time they don't vote anyway. That's how states and empires have been built since time began. Don't you understand? Well Jeff, you can take my word for it.”
Is Senator Paine right or wrong? Is it impossible for a person with steadfast ethics like Mr. Smith to legislate? Is corruption inevitable, and if so, is it justified if it allows congressmen to serve the people in good ways, too? Is there an alternative to building states and empires that do not resort to the compromise of ethics? A strong case can be made both ways. Use examples if needed, and make a clear, coherent, and intelligent case.
.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing t.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution with.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final P.
The U.S. Constitution and the Federalist v. Antifederalist Paper.docx
The U.S. Constitution and the Federalist v. Antifederalist Papers
“
But what is government itself, but the greatest of all reflections on human nature? If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary
.” - James Madison
On September 17, 1787, 39 of the 55 delegates from 12 of the 13 states signed the newly crafted U.S. Constitution in Independence Hall, Philadelphia, PA. (OConnor & Sabato, 2019) The new
U.S. Constitution
was approved by the United States’ current government, the Congress of the Confederation, and a resolution was sent to all 13 states that sought ratification of the Constitution: Article VII: “The Ratification of the Conventions of nine States, shall be sufficient for the Establishment of this Constitution between the States so ratifying the Same.” (U.S. Constitution, Article VII)
Now, it was up to the individual states to either ratify or not ratify the new Constitution.
As each of the thirteen colonial legislatures sought to ratify the U.S. Constitution, newspapers published the U.S. Constitution so that “we the people” could understand and debate the new, governmental document. During the fall of 1787 and into the summer of 1788, newspapers published hundreds of letters to the editor penned by individual citizens that argued for and against ratification.
Additionally, the debate over ratification saw the emergence of two, opposed political parties composed of this nation’s founding fathers: the Federalists and Antifederalists. The Federalists advocated for the adoption of the new Constitution, and the Anti-Federalists opposed it. Members from both parties produced newspaper articles that explained their ideological rationale for or against ratification.
More information regarding the Federalist v Anti-Federalist debate can be found in the
National Constitution Center
and the
U.S. Archives
.
In this assignment, you will examine and explain how the Federalist and Anti-Federalist plans shaped the U.S. Constitution.
Directions
: Within a 500 word, APA formatted expository essay, please include:
A title page
An introduction
How do Federalists and Anti-Federalists plan to organize the federal government?
Executive Branch
How does the U.S. Constitution reflect the Federalist plan?
Legislative Branch
How does the U.S. Constitution reflect the Federalist plan?
Judicial Branch
How does the U.S. Constitution reflect the Federalist plan?
How did the Federalists and Anti-Federalists understand the relationship between the federal government and the states?
How does the U.S. Constitution reflect the Federalist plan?
How did the Federalists and Anti-Federalists articulate their arguments within local newspapers’ letter to the editor that argued for and against ratification?
Although you may pick other Federalist and/or Anti-Federalist documents, you may f.
Recommended
I need help with final essay. The essay must be plagarism free, .docx
I need help with final essay. The essay must be
plagarism free
, must f
ollow the exact instructions
that the instructor has provided. Must answer all questions that the instructor has placed in the instructions for essay. Will need to acquire references from school online library. Will provide login information to use school online library. Must be i
n APA 6th ed format.
Must
include intext citations
. Minimum
word count is 1500 or more.
Must guarantee an
A quality paper
. If the paper diesn't meet requirements or recieve atleast maximum points, a
guaranteed refund
of all monies paid will be given. When accepting to handshake means all requirements stated are acknowldege
. Willing to pay $40
for an A quality nonplagarized, APA essay.
Thanks for your time in advance
Listed below is the instructions provided by my instructor to complete Week 5 Final Paper. Please follow all directions listed.
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police o.
Everyone must do this Signature Assignment. Choose one of th.docx
Everyone must do this Signature Assignment
. Choose
one
of the following Roman numerals to answer for the Signature Assignment. Indicate which Roman numeral you're answering. See the question you choose for more specific instructions. You must formally cite all sources, within the text as well in a reference page, using MLA or APA format.
On a
cover sheet, put Signature Assignment, your name, the course number, the class time, the Roman numeral of the question, and the due date for the assignment.
Due no later than December 7, 2016
.
S
ubmit
through Blackboard.
I. In response to terrorist threats, the National Security Agency (NSA) has conducted massive, secret electronic surveillance of Americans. Edward
Snowden
, working as a private contractor (with the private company Booze Allen) for the NSA, revealed these activities to the public. What should the NSA have been doing in this case, and why? What should
Snowden
have done, and why? Consider at least three of the following: bureaucracy, civil rights and civil liberties, the role of government, privatization,
whistleblowing
, the police power, courts, and democratic values.
Why and how do you reach the conclusions you do? The paper should be around 5 pages long (text, not including cover sheet and references), and you must use at least two sources (not textbook, handouts, an encyclopedia, or
Wikipedia
as one of these two sources). Consider more than one point of view.
II. Recently there has been more polarization in American federal (national) government politics, between liberal and conservative, between Republican and Democrat, between Congress and President. This has make it harder to make decisions and get things done. Is this good or bad? Who wins and loses? What, if anything, can or should be done about it? Consider at least three: democratic values, pluralism, the role of government, Congress, the Presidency, parties, the Tea Party, and any other topic in the course that you consider relevant.
Why and how do you reach the conclusions you do? The paper should be around 5 pages long (text, not including cover sheet and references), and you must use at least two sources
(not textbook, handouts, an encyclopedia,
or
Wikipedia
as one of these two sources
).
Consider more than one point of view.
III. For various reasons, immigration is a controversial issue in American federal (national) politics today. The federal, state, and local governments are all involved in this (your first but not only concern here should be the federal government). What are the issues? What are the stakes – who might win and lose? What should we do? Consider at least three of the following” democratic values, civil rights and civil liberties, federalism, the role of government, polarization, and any other topic covered in this course that you think is relevant. Why and how do you reach the conclusions you do? The paper should be around 5 ...
THREE short papers of 4-6 pages in length are required.The papers .docx
THREE short papers of 4-6 pages in length are required.
The papers must be submitted (via Moodle) on the due date indicated or they will not be accepted.
Any citation format is accepted as long as you use it consistently throughout your paper.
Papers must be typed in a standard 12-point font (preferably Times New Roman or one
similar) and submitted with standard, default margins.
Do NOT use Wikipedia as a source for any of these papers.
Cheating will
not be tolerated under any circumstances
. The penalty for submitting plagiarized work is a fail of the assignment. No excuses and/or explanations will EVER be accepted. You are responsible for what you submit. Even one plagiarized sentence constitutes plagiarism. If you have any questions or concerns about what constitutes plagiarism, ask me.
Option 4 (Due November 16)
:
In the movie,
Mr. Smith Goes to Washington
, Senator Paine says:
“Thirty years ago I had your ideals. I was you. I had to make the same decision you were asked to make today. And I made it. I compromised - yes! So that all those years, I could sit in that Senate and serve the people in a thousand honest ways. You've got to face facts, Jeff. I've served our state well, haven't I? We have the lowest unemployment and the highest federal grants. But, well, I've had to compromise. I've had to play ball. You can't count on people voting. Half the time they don't vote anyway. That's how states and empires have been built since time began. Don't you understand? Well Jeff, you can take my word for it.”
Is Senator Paine right or wrong? Is it impossible for a person with steadfast ethics like Mr. Smith to legislate? Is corruption inevitable, and if so, is it justified if it allows congressmen to serve the people in good ways, too? Is there an alternative to building states and empires that do not resort to the compromise of ethics? A strong case can be made both ways. Use examples if needed, and make a clear, coherent, and intelligent case.
.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing t.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution with.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final P.
The U.S. Constitution and the Federalist v. Antifederalist Paper.docx
The U.S. Constitution and the Federalist v. Antifederalist Papers
“
But what is government itself, but the greatest of all reflections on human nature? If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary
.” - James Madison
On September 17, 1787, 39 of the 55 delegates from 12 of the 13 states signed the newly crafted U.S. Constitution in Independence Hall, Philadelphia, PA. (OConnor & Sabato, 2019) The new
U.S. Constitution
was approved by the United States’ current government, the Congress of the Confederation, and a resolution was sent to all 13 states that sought ratification of the Constitution: Article VII: “The Ratification of the Conventions of nine States, shall be sufficient for the Establishment of this Constitution between the States so ratifying the Same.” (U.S. Constitution, Article VII)
Now, it was up to the individual states to either ratify or not ratify the new Constitution.
As each of the thirteen colonial legislatures sought to ratify the U.S. Constitution, newspapers published the U.S. Constitution so that “we the people” could understand and debate the new, governmental document. During the fall of 1787 and into the summer of 1788, newspapers published hundreds of letters to the editor penned by individual citizens that argued for and against ratification.
Additionally, the debate over ratification saw the emergence of two, opposed political parties composed of this nation’s founding fathers: the Federalists and Antifederalists. The Federalists advocated for the adoption of the new Constitution, and the Anti-Federalists opposed it. Members from both parties produced newspaper articles that explained their ideological rationale for or against ratification.
More information regarding the Federalist v Anti-Federalist debate can be found in the
National Constitution Center
and the
U.S. Archives
.
In this assignment, you will examine and explain how the Federalist and Anti-Federalist plans shaped the U.S. Constitution.
Directions
: Within a 500 word, APA formatted expository essay, please include:
A title page
An introduction
How do Federalists and Anti-Federalists plan to organize the federal government?
Executive Branch
How does the U.S. Constitution reflect the Federalist plan?
Legislative Branch
How does the U.S. Constitution reflect the Federalist plan?
Judicial Branch
How does the U.S. Constitution reflect the Federalist plan?
How did the Federalists and Anti-Federalists understand the relationship between the federal government and the states?
How does the U.S. Constitution reflect the Federalist plan?
How did the Federalists and Anti-Federalists articulate their arguments within local newspapers’ letter to the editor that argued for and against ratification?
Although you may pick other Federalist and/or Anti-Federalist documents, you may f.
The final assignment for this course is a Final Paper. The purpose o.docx
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participat.
Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx
Ashford 6: - Week 5 - Final Paper
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important quest.
Comparative Criminal Justice International Crime WitnessPlease .docx
Comparative Criminal Justice: International Crime Witness
Please no Plagiarized work
Use the Internet to research criminal proceedings in one (1) of the six (6) model countries from the textbook England, France, Germany, China, Japan, Saudi Arabia. Imagine you are traveling abroad in your chosen country when you witness a local national committing a violent assault. The criminal is arrested and charged by the police.
Upon returning to the United States, a professor in one of your criminal justice classes asks you to complete a written report on your experience.
Write a three to five (3-5) page paper in which you:
Determine the pertinent demographic, social, political, and economic factors about your chosen country.
Examine the manner in which your chosen country’s criminal code would likely view the crime you witnessed. Provide a rationale for the response.
Choose two (2) individual rights that the United States grants criminal suspects, such as search and seizure, right to counsel, etc., and analyze the country’s perspective on each right. Provide support for the analysis.
Investigate the manner in which the police in your chosen country would likely treat the defendant. Provide justification for the response.
Classify the fundamental similarities and differences between the police culture in your chosen country compared to the United States.
Use at least four (4) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Discussion Questions: This is a separte assignment which only requires answers to the questions instead of a paper.
Examine at least two (2) ethical concerns surrounding supranational courts that may have an influence on the United States’ reluctance to ratify the Rome Statute. Express the extent to which you agree these ethical concerns are valid. Provide support for your response.
According to the textbook, judicial independence is a driving principle in the court system. Determine at least two (2) factors that can impede this principle and debate the extent to which the court system can overcome each factor.
.
5-7 PagesYou will craft individual essays in response to the pro.docx
5-7 Pages
You will craft individual essays in response to the provided prompts. You must use the current Turabian style with default margins and 12-pt Times New Roman font. For each essay, include a title page and reference page, also in current Turabian format. You must include citations to a sufficient number of appropriate scholarly sources to fully support your assertions and conclusions (which will likely require more than the minimum number of citations). Each paper must contain at least 5 7 scholarly sources
original to this paper
,
The UN— “A More Perfect Union?”
Considering the readings, video presentations, and your own research, draft a quality 6–7-page research paper on the role, legitimacy, and authority of the UN according to the following prompts, answering in a separate or integrated manner as you wish.
Identify at least 3reasons that states might defend the intrinsic legitimacy of the UN as a governing authority. In reverse, identify at least 3reasons that states might criticize its legitimacy and authority.
In short, make an argument for the limits and possibilities of the UN as a legitimate governing authority in a world of sovereign states.
What is the relationship of the UN to the current international system of states?
Considering the reasons for the creation of the UN after WWII, does it seem driven by political necessity or the political utility? In plainer English, do states need the UN more than the UN needs the states? Or do states both large and small find the UN a useful tool for improving their relative power and legitimacy vis-à-vis other states and global institutions? Is there some position in-between?
Using other sources and extra-Scholar sources (The commentaries, teachings, other writings, etc.) to inform your own reasoning, comment on the compatibility with the idea of
World Government
. [
Attention
: The Instructor does not view the question as rhetorical, nor the answer self-evident. So, reason carefully.] For example, if the logic of collective action under the
Articles of Confederation
—the logic of state sovereignty—failed to secure American liberties as well as the ‘more perfect union’, the new Constitution established by the Framers in 1787 to replace it, effectively requiring states to cede sovereignty to a larger collective authority, why would the same logic of collective action not justify the UN as a ‘more perfect union’ to replace an anarchic system of sovereign states putting the world at risk in a nuclear age?
.
PLSC 102 Term Paper on Political IdeologiesThe purpose of this.docx
PLSC 102 Term Paper on Political Ideologies
The purpose of this assignment, according to Thomas Jefferson:
“Difference of opinion leads to inquiry, and inquiry to truth.”
Check the list on Blackboard to see which issue of the following issues you’ve been assigned.
Illegal Immigration, Stem Cell Research, Affirmative Action, or US Foreign Aid (only non-military aid).
After getting your assigned issue from the list on Blackboard, address the following in at least 6-7 typed pages. You will need to use your lecture notes on the ideological spectrum, and outside research. In addition to books and journals, the following online databases will help you locate opposing views and recent laws/court decisions: Britannica Online, the Opposing Viewpoints Resource Center, ProQuest and LexisNexis (newspaper and newsmagazine searches), and the CQ Researcher. These and other MiraCosta databases can be accessed for free at MCC libraries or at home (using your Surf password). Simply click on “Library” on the MCC website, and then click on “All Online Databases” under “Online Resources.”
You should start your research with your textbooks (check the index), Britannica Online (or another trustworthy encyclopedia), and the Opposing Viewpoints database. Then, after you have a better understanding of your issue, you can move on to other specific sources such as newspaper and journal articles, newsmagazines such as Newsweek and Time, websites for political parties and other sources.
You will need to use at least 8 different sources for your paper other than your course textbooks. At least three of your sources must be something other than websites (i.e articles, books, etc). If you can find a source in print, but you choose to get it online (like a newspaper article from LATimes.com), it does not count as a website source. All sources must be cited in the paper and listed in a separate bibliography (citation format described below).
The paper must be double-spaced, with size 12 Times New Roman font, one-inch margins, and your name, class, and date in the header (not in the body of the paper – click View-->Header&Footer). Do not use any cover pages or folders – only a staple in the upper left corner. Your paper must be in essay format (no outlines). Do not include an introduction or conclusion. Points will be deducted for spelling and grammatical errors, and for deviations from the format described below.
Section 1: Describe how contemporary American liberals approach this issue. You will need to provide an objective, unbiased description, so that most liberals would agree with what you have written. Specifically,
a) Describe their beliefs about this issue – are they in favor, opposed? More importantly, what arguments do they give to support their position?
b) Describe the specific changes they propose to address this issue. You will need to research and describe several policies or ideas for reform, including recent laws (state and federa.
You will craft individual essays in response to the provided prompts.docx
You will craft individual essays in response to the provided prompts. You must use the current Turabian style with default margins and 12-pt Times New Roman font. For each essay, include a title page and reference page, also in current Turabian format. You must include citations to a sufficient number of appropriate scholarly sources to fully support your assertions and conclusions (which will likely require more than the minimum number of citations). Each paper must contain at least 5
7 scholarly sources
original to this paper
,
The UN— “A More Perfect Union?”
Considering the readings, video presentations, and your own research, draft a quality 6–7-page research paper on the role, legitimacy, and authority of the UN according to the following prompts, answering in a separate or integrated manner as you wish.
Identify at least 3reasons that states might defend the intrinsic legitimacy of the UN as a governing authority. In reverse, identify at least 3reasons that states might criticize its legitimacy and authority.
In short, make an argument for the limits and possibilities of the UN as a legitimate governing authority in a world of sovereign states.
What is the relationship of the UN to the current international system of states?
Considering the reasons for the creation of the UN after WWII, does it seem driven by political necessity or the political utility? In plainer English, do states need the UN more than the UN needs the states? Or do states both large and small find the UN a useful tool for improving their relative power and legitimacy vis-à-vis other states and global institutions? Is there some position in-between?
Using other sources and extra-Scholar sources (The commentaries, teachings, other writings, etc.) to inform your own reasoning, comment on the compatibility with the idea of
World Government
. [
Attention
: The Instructor does not view the question as rhetorical, nor the answer self-evident. So, reason carefully.] For example, if the logic of collective action under the
Articles of Confederation
—the logic of state sovereignty—failed to secure American liberties as well as the ‘more perfect union’, the new Constitution established by the Framers in 1787 to replace it, effectively requiring states to cede sovereignty to a larger collective authority, why would the same logic of collective action not justify the UN as a ‘more perfect union’ to replace an anarchic system of sovereign states putting the world at risk in a nuclear age?
.
Employment Discrimination Writing AssignmentTOLegal Environ.docx
Employment Discrimination Writing Assignment
TO: Legal Environment of Business I
FROM: Colleen Arnott Less, J.D.
Re: Employment Discrimination—Does it Exist Today?
Date: Spring Term, 2019
In 1954, The Supreme Court of the United States decided the landmark case of Brown v. Board of Education. In that case, the Court found that separating public school students by color was a violation of the United States Constitution. This historic decision, however, did not end discrimination and the Civil Rights movement continued to rage on. In 1963, Dr. Martin Luther King delivered his “I Have a Dream Speech” in Washington D.C. The Civil Rights Act was signed into law just a year later making it unlawful to discriminate based on race, color, national origin, religion or sex.
Still rampant in the workplace in many areas, the federal government took affirmative steps to eradicate discrimination in federal hiring when President Lyndon Johnson issued Executive Order 11246 on September 24, 1965. Executive Order 11246 allowed the Secretary of Labor, a Cabinet-level official, the ability to enforce laws requiring equal employment opportunities for any business awarded government contracts. This executive order was the beginning of federal action designed to end discrimination—at least where the federal government was concerned.
As a public service type announcement, a video was created for companies doing business with the federal government in an effort to educate them on the need to comply with the rule.
https://archive.org/details/0547_New_Girl_in_the_Office_The_21_03_13_04
Your assignment is to watch the video created to educate companies about Executive Order 11246. After watching the video, do some research and find a current case where claims of discrimination have been made in the workplace. You can find a current claim by researching newspaper articles, government websites (state or federal), or court websites.
In the context of the case you have found, discuss whether the behavior of the participants in the film has any relevance today. In other words, has the workplace evolved since Executive Order 11246 was signed in light of the current example of discrimination you have discovered through your research? If so, how has it evolved?
Support your discussion with material from Chapter 21 of the textbook in addition to any other source materials you may find helpful. One in particular, The Equal Employment Opportunity Commission, the federal agency charged with enforcing the laws that protect against discrimination, will provide much insight for this assignment.
The paper should be between four (4) and six (6) pages in length, double-spaced with one-inch margins on all sides. I require both a Work Cited Page (not included in the page limit) for all outside sources, including the textbook. I also require embedded citations to any statement in your paper that quotes, relies upon, or paraphrases a concept or idea NOT YOUR OWN. Failure to pro.
English 104Argument AnalysisThe AssignmentDue No l.docx
English 104
Argument Analysis
The Assignment:
Due: No later than October 10, 2016
Must be MLA format only!!
Select an online editorial article about a current issue. (i.e.: Presidential Candidates, Labor Union Influence on Government, The Affordable Health Care Act, Illegal Immigration, Entitlement programs, etc.) You may choose ANY issue; the list above is NOT exhaustive.
The article MUST be an op-ed (editorial) piece, as it must present an argument of some type. You may not use a straight news story.
Read the article and decide what perspective the writer is taking on a particular issue.
Submit a Minimum 3-page analysis of the writer’s argument. And works cited, make sure to follow the Don’t’s of writing and include Parenthetical refrencing.
Paper must include:
· A discussion of the author’s thesis
· Whether he/she employs faulty reasoning (see fallacy assignment below) in the discussion.
· What he/she could have done to present a more thorough argument (may include more consideration of the opposing viewpoint)
· A thorough discussion of the main points of the article and whether or not he/she has provided adequate support to prove his/her thesis.
· A conclusion that discusses the effectiveness of the chosen article in regards to the author’s intent.
Include a link to the article on the Works Cited page.
You may choose whomever you wish; he/she DOES NOT have to appear on the list below.
Some commentators to consider when looking for an article:
Larry Elder
Star Parker
Sean Hannity
Alan Colmes
Michelle Malkin
John Ziegler
Bill O’Reilly
Chris Matthews
Leslie Marshall
The following link provides a list of controversial commentators (some listed above) you may wish to choose from.
http://www.usnews.com/news/washington-whispers/slideshows/top-10-most-hated-news-commentators
Fallacies:
Look over the fallacy discussion and familiarize yourself with some common every day fallacies (i.e.: Post Hoc, False Analogy, Hasty Generalization, Slippery Slope, Straw Man, Begging the Question, Red Herring, Poisoning the Well, Ad Hominem).
Logical Fallacies Handlist:
Fallacies are statements that might sound reasonable or superficially true but are actually flawed or dishonest. When readers detect them, these logical fallacies backfire by making the audience think the writer is (a) unintelligent or (b) deceptive. It is important to avoid them in your own arguments, and it is also important to be able to spot them in others' arguments so a false line of reasoning won't fool you. Think of this as intellectual kung-fu: the art of self-defense in a debate. In general, one useful way to organize fallacies is by category. Below are fallacies of relevance, component fallacies, fallacies of ambiguity, and fallacies of omission.
FALLACIES OF RELEVANCE: These fallacies appeal to evidence or examples that are not relevant to the argument at hand.
Appeal to Force (Argumentum Ad Baculum or the "Might-Makes-Right" Fallacy): Th ...
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fi.
Essay about - Racism - InstructionsEssay – Argumentative Essay.docx
Essay about - Racism - Instructions
Essay –> Argumentative Essay –
Imagine you are a new attorney with a prestigious law firm working in Washington, D.C., and you must write a three-page essay on the topic of race in America that will be submitted to the Supreme Court. You will argue whether racism is or is no longer a significant issue for most Americans. After all, the Civil Rights Act of 1964 was passed over 50 years ago and Barack Obama was elected president in 2008 and re-elected in 2012. Because you have been hired to do this work, you personally may or may not agree with the perspective you will argue. In fact, you have no choice which side to argue because this will be randomly assigned to you.
____ Racism is no longer a significant issue for most Americans.
__X_ Racism continues to be a significant issue for most Americans.
Essay requirements:
The length of the essay should be approximately three pages, double-spaced, approximately 750 - 880 words. Please limit the essay to no more than four and one-half pages, or 1,250 words maximum.
Your essay should include an introduction, at least three body paragraphs, and a conclusion. Your body paragraphs should follow the enhanced PIE structure we are learning in this class. (See Lab 2 for the 7-step process to building a perfect body paragraph below.)
Use at least three trustworthy sources to support your thesis / claim. You may use the sources posted in the Essay 1 – Racism folder in Canvas. (The term source means an article, a study, a book, a video, an essay, or other similar writings that offer ideas and research related to a topic.) Feel free to conduct additional research as well.
Avoid the first person use of “I” or “me” in the essay. This keeps the focus on the issue and not on you. Avoid “I believe” and “I think” and other similar terms since your claim should be based on facts and evidence rather than your opinion. (See Lab 3 below for more on this.)
Avoid writing “you” when speaking to the reader. It’s best to speak collectively, such as “We can all learn from this example” or “We as a nation must take steps….”
Use formal style, tone, and diction. Avoid slang, casual language, broad generalizations, and contractions in most cases. (See Lab 3 below for an overview of academic language.)
Include at least three direct quotations from the sources and paraphrase other statements. (Direct quotations are when you place quotation marks around sentences that are word-for-word by a source. Paraphrasing means writing a source’s ideas in your own words.) Be careful not to quote a source for too long in the essay. Intersperse quotations with paraphrases of what the source has to say. (See Lab 4 below for a lesson in how to integrate quotations into your essay.)
Please include a Works Cited to list all sources cited in the essay. List the sources in Works Cited in alphabetical order. If you have an author name, list it at the start of the entry by last name, followed by first name. (See .
Research Paper OutlineResearch Paper The US Government shou.docx
Research Paper Outline
Research Paper:
The US Government should abolish the death penalty.
Instructions: Research (academic), establish a focus for 12-15 page argument research paper. The final paper includes an abstract, an introduction, discussion, conclusion and references in APA style.
Also an Annotated Bibliography with at least six sources or more. All academic sources (any). Peer to peer articles, nothing more than 10 years old. APA style on a separate page
Introduction
The United Stated government should abolish the death penalty (Argument Statement)
1-3 page Introduction
1-2 lines to get reader involved or come up with an interest factor. (Include a question, statement, statistic, examples or detail, ect.)
Definition of terms, if necessary
History and or background of the Death Penalty issue in the United States.
And anything you can think of…
No headers and numbered pages (Top right Corner) – General
Reasons
Here are some reasons to add to the body. You can pick any reason with supporting information.
Executions are carried out at staggering cost to taxpayers.
There is no credible evidence that capital punishment deters crime.
Innocent people have been convicted and executed.
Race plays a role in determining who lives and who dies.
Capital punishment goes against almost every religion.
(You can pick any reasons with supporting information and research)
The professor mentioned sticking to the Death Penalty in the US only vs. internationally.
VII. Conclusion
.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fina.
MG – C5POWER AND JUSTICEAssignment OverviewMediation models a.docx
MG – C5
POWER AND JUSTICE
Assignment Overview
Mediation models are prevalent in nearly all areas of management research. Structural Equation Modeling (SEM) has been often used as an analytical approach for mediation (theory) testing. This Case Assignment contains eight questions. To be able to address those questions you are asked to read the Williams et al., (2009) article on structural equation modeling (certain pages as it is specified in the reading material list), the Bauer et al., (2006) article that presents work that has examined procedural justice as a mediator of the relationship between information privacy and outcome favorability, and test taking motivation, organizational attraction, and intentions toward the organization; and the Colquitt et al., (2001) review article on justice, its dimensions, criteria, and effects on key organizational outcomes.
Case Assignment
Accurately interpret SEM results and create an alternative structural model.
Assignment Expectations
1. For study 1 in Bauer et al., (2006) article, indicate how many indicators each latent variable has. Please provide a detailed answer and include the names of the indicators and the variables, and explain the conceptual differences between them.
2. What are the problems associated with using items as indicators of latent variables? Please indicate at least three problems. Do Bauer et al., (2006) use items as indicators of latent variables? Please explain.
3. Draw a STRUCTURAL path diagram that represents the relationship between the variables in the first study (study 1) in Bauer et al., (2006) article. What is the data on which you base the values that appear in this structural model?
4. In Bauer et al., (2006) article, what do the various fit measures that are used in study 1 and 2 ultimately reflect?
5. In Bauer et al., (2006) article, Figure 2 presents the results of the SEM analysis for the longitudinal student sample. Please explain what the .47** on the arrow between procedural justice and orientation toward the organization represents, and also what does it actually mean?
6. Based on the results of study 2 (field model study) in Bauer et al., (2006) article, the researchers concluded that the partially mediated model is a better fit than the fully mediated model. What mediation refers to in the context of this study, and what is the difference between partial and full mediation in this specific context? How did the researchers reach this conclusion (that the partially mediated model is a better fit than the fully mediated model)? What do these results imply in terms of hypotheses support in this specific study? How do these results contribute to existing knowledge on procedural justice, and to practice in the organizational justice arena?
7. The findings in Colquitt et al., (2001) meta-analytical review, illustrate the relationships among different justice dimensions (such as distributive, procedural, and interpersonal justice), and several organizational outc.
Political Science 1101 American Government Your NameMr. .docx
Political Science 1101 American Government Your Name
Mr. Kevin W. Wright Paper due date
“Paper Title”
Political Science 1101; Introduction to American Government
Presented by
Your Name
Section #_____
for
Mr. Kevin W. Wright
and the American People
This paper provides instructions on your paper requirement which comprises 20% of your total grade and is due, hard copy, no later than the start of class on the due date. NO LATE PAPERS accepted. An excel spread sheet is posted in the folder with this word document which is a rubric outlining the basis of my grading/evaluation of your paper. It complements and adds to this document's guidance with specific details. I am happy to review any of your draft work and provide comment up until the week prior to submission. Papers will be no fewer than 6 and no more than 8 pages in length not including the cover page and bibliography. Your paper is a Critical Thinking Essay (this is a hyperlink to an article that describes an approach to writing a critical thinking essay and what it is).
Your paper is a proposal for an Amendment to the United States Constitution. It may be either a revision to current "law of the land" (which is the U.S. Constitution) or an entirely new proposal. It can replace or revise either existing amendment(s) to the Constitution or the main body of the Constitution. Either way, you must be absolutely clear about what your proposal will do and convince the reader to agree with your proposal. Your explanation of your proposal must be precise in what words will be removed from the Constitution, or its Amendments, and what words will be added AND where. It is not easy to amend the Constitution-for good reason. There is more than one means for a proposed amendment to be ratified. Your proposal and critical thinking must take this into account. Your argument(s) must be supported with documented evidence.
The substance of your paper must address each of the following:
1. What words will be removed from the Constitution, or its Amendments, and what words will be added AND where.
2. Rationale for why you propose the Amendment. What problem do you want to remedy or fix and how does your proposal fix it?
3. Why does it require a Constitutional Amendment and not some lesser means such as legislation?
4. Of the several methods of ratification which one do you suggest is the best approach and why?
5. How does your Amendment transcend ideals of any political party? Why should both Democrats and Republicans support it?
6. How does your amendment support or adhere to the Constitutional ideals of balance of power and separation of powers between the branches of government and between the national/federal and state/local governments?
7. What is your strategy to use the media, political parties, interest groups and(or) state legislatures to win over Americans to fast track your proposal to ratification?
Papers must be appropriately and correctly do.
After reading the works listed above write an interpretive essay of .docx
After reading the works listed above write an interpretive essay of 8-10 pages on the following topic:
The Madisonian model of government is hailed as a major contribution to political theory and to governing a large and diverse polity. As perhaps the first to advocate a pluralist system, James Madison and other Founders, created a constitutional system that attempted to institutionalize competing interests throughout the political system and thus create a system that not even a dictator could run affectively. The system they created reflected A. Hamilton's admonition that
"It is better not to pass any laws at all than to pass one bad one."
Suggestions for the essay:
1) Identify the components of the American political system that reflect the intentions of the Framers and evaluate how well they reflect the
pluralist model
of government.
2) Discuss the advantages and disadvantages of the American political system. In doing so, consider the following questions: a) should a majority be able to pass quickly any piece of legislation it wants? Or should the process be more deliberate and take into consideration groups not part of the contemporary majority? b) Should policies be national in scope? Or should they reflect the conditions of the states? c) If you want quick policies that reflect the wishes of the majority, what changes would you make in the electoral and governmental systems?
3) Some argue that the American political system and the policymaking process, in fact, are more representative of the
elite model
of government. For example, Lindblom and Woodhouse in their seminal The Policymaking Process argue that the process reflects "
the pernicious effects
[of]
political inequality"
on the policy making process and,
"especially the possibility that policy ideas are systematically misshaped by the pro-business cultures of market-oriented democracies."
They further argue that,
"The ability of every contemporary democracy to probe social problems and policy options is systematically crippled, undermining both the extent of democracy and the degree of intelligence brought to bear in policy making."
Do you agree? What argument can you make to challenge their premises?
Explain
PS: try not to use the ideological "talking points" of any side. Try to think "out of the box." Creativity and originally will be greatly appreciated.
.
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fi.
Instructions are as followsThe final assignment for this course.docx
Instructions are as follows:
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final P.
A 1500 word paper detailing individual experience at an A.A. 12-step.docx
A 1500 word paper detailing individual experience at an A.A. 12-step meeting attended during the semester. The student will attend an
open
meeting and introduce him/herself as a student attending the meeting for a class on alcohol addiction. No notes, recordings, or pictures are to be taken during the experience. The paper will be a personal account of the student’s experience.
GRADING:
30 points each / rubric posted in the Assignments folder:
10 points for organization, 10 points for creativity/insights, 5 points for grammar/syntax, 5 points for applying course concpets by citing relevant readings
Format
APA format style
Separate title page
12 point font
Numbered pages
1" margins
Criteria
Distinguished
—You have clearly put extensive thought into how you have arranged and developed the layers of thought presented in your essay so that your reader is able to unpeel your insights, little by little.
Proficient
—Your essay is reasonably well-organized, but there is not an elegance to how you structure your ideas and thus there is less impact for the reader.
Needs Improvement
—You have not done a careful job setting up your argument and its supporting ideas; your essay feels rushed and disordered.
Distinguished
—You demonstrate a solid capacity to integrate ideas from your observations/experiences with the course readings/discussions so as to create provocative and thoughtful assertions/insights.
Proficient
—Your essay demonstrates several interesting insights and connections that tie together the course readings/discussions with your observations in intriguing ways.
Needs Improvement
—You provide one or two interesting insights but generally do not do enough to interpret your experiences in insightful ways.
Distinguished
—Your paper is very well-proofread, and your writing demonstrates a maturity with regard to your diction and syntax.
Proficient
—Your paper has only a few errors in grammar and/or syntax. The writing is straightforward and solid but not especially elegant or refined.
Needs Improvement
—Your paper has several errors in grammar and/or syntax. It does not seem to have been especially well-proofread.
Distinguished
—
You use a range of readings/references and consistently and properly reference them.
Proficient
—
Your essay incorporates readings/references, but either it uses too many direct quotes—instead of paraphrases—and/or does not consistently and properly cite these references.
Needs Improvement
—
You do not use a sufficient number of readings/references to make your argument and/or you do not properly cite any references that you do use.
Overall Score
.
A 1 to 1 12 paper that do not include title page or reference. The .docx
A 1 to 1 1/2 paper that do not include title page or reference. The paper has to be done in APA style format. Need it by 11-17-2015 at 3:00 pm no later.
P2P Websites and Programs
Websites such as YouTube creates a unique environment where people can share videos. The problem is that it allows people to place material on the Internet against Copyright laws. Normally YouTube takes down Copyrighter material very quickly. Government officials also spend a large amount of times on searching out violators of Copyright laws because of the availability of P2P websites and programs. Do you think this is a legitimate use of law enforcement resources or a waste of time because of the problem is too prevalent? Take a stance supporting either side. Write a 1 ½ to 2 (using APA style formatting) paper supporting your argument.
.
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The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participat.
Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx
Ashford 6: - Week 5 - Final Paper
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important quest.
Comparative Criminal Justice International Crime WitnessPlease .docx
Comparative Criminal Justice: International Crime Witness
Please no Plagiarized work
Use the Internet to research criminal proceedings in one (1) of the six (6) model countries from the textbook England, France, Germany, China, Japan, Saudi Arabia. Imagine you are traveling abroad in your chosen country when you witness a local national committing a violent assault. The criminal is arrested and charged by the police.
Upon returning to the United States, a professor in one of your criminal justice classes asks you to complete a written report on your experience.
Write a three to five (3-5) page paper in which you:
Determine the pertinent demographic, social, political, and economic factors about your chosen country.
Examine the manner in which your chosen country’s criminal code would likely view the crime you witnessed. Provide a rationale for the response.
Choose two (2) individual rights that the United States grants criminal suspects, such as search and seizure, right to counsel, etc., and analyze the country’s perspective on each right. Provide support for the analysis.
Investigate the manner in which the police in your chosen country would likely treat the defendant. Provide justification for the response.
Classify the fundamental similarities and differences between the police culture in your chosen country compared to the United States.
Use at least four (4) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Discussion Questions: This is a separte assignment which only requires answers to the questions instead of a paper.
Examine at least two (2) ethical concerns surrounding supranational courts that may have an influence on the United States’ reluctance to ratify the Rome Statute. Express the extent to which you agree these ethical concerns are valid. Provide support for your response.
According to the textbook, judicial independence is a driving principle in the court system. Determine at least two (2) factors that can impede this principle and debate the extent to which the court system can overcome each factor.
.
5-7 PagesYou will craft individual essays in response to the pro.docx
5-7 Pages
You will craft individual essays in response to the provided prompts. You must use the current Turabian style with default margins and 12-pt Times New Roman font. For each essay, include a title page and reference page, also in current Turabian format. You must include citations to a sufficient number of appropriate scholarly sources to fully support your assertions and conclusions (which will likely require more than the minimum number of citations). Each paper must contain at least 5 7 scholarly sources
original to this paper
,
The UN— “A More Perfect Union?”
Considering the readings, video presentations, and your own research, draft a quality 6–7-page research paper on the role, legitimacy, and authority of the UN according to the following prompts, answering in a separate or integrated manner as you wish.
Identify at least 3reasons that states might defend the intrinsic legitimacy of the UN as a governing authority. In reverse, identify at least 3reasons that states might criticize its legitimacy and authority.
In short, make an argument for the limits and possibilities of the UN as a legitimate governing authority in a world of sovereign states.
What is the relationship of the UN to the current international system of states?
Considering the reasons for the creation of the UN after WWII, does it seem driven by political necessity or the political utility? In plainer English, do states need the UN more than the UN needs the states? Or do states both large and small find the UN a useful tool for improving their relative power and legitimacy vis-à-vis other states and global institutions? Is there some position in-between?
Using other sources and extra-Scholar sources (The commentaries, teachings, other writings, etc.) to inform your own reasoning, comment on the compatibility with the idea of
World Government
. [
Attention
: The Instructor does not view the question as rhetorical, nor the answer self-evident. So, reason carefully.] For example, if the logic of collective action under the
Articles of Confederation
—the logic of state sovereignty—failed to secure American liberties as well as the ‘more perfect union’, the new Constitution established by the Framers in 1787 to replace it, effectively requiring states to cede sovereignty to a larger collective authority, why would the same logic of collective action not justify the UN as a ‘more perfect union’ to replace an anarchic system of sovereign states putting the world at risk in a nuclear age?
.
PLSC 102 Term Paper on Political IdeologiesThe purpose of this.docx
PLSC 102 Term Paper on Political Ideologies
The purpose of this assignment, according to Thomas Jefferson:
“Difference of opinion leads to inquiry, and inquiry to truth.”
Check the list on Blackboard to see which issue of the following issues you’ve been assigned.
Illegal Immigration, Stem Cell Research, Affirmative Action, or US Foreign Aid (only non-military aid).
After getting your assigned issue from the list on Blackboard, address the following in at least 6-7 typed pages. You will need to use your lecture notes on the ideological spectrum, and outside research. In addition to books and journals, the following online databases will help you locate opposing views and recent laws/court decisions: Britannica Online, the Opposing Viewpoints Resource Center, ProQuest and LexisNexis (newspaper and newsmagazine searches), and the CQ Researcher. These and other MiraCosta databases can be accessed for free at MCC libraries or at home (using your Surf password). Simply click on “Library” on the MCC website, and then click on “All Online Databases” under “Online Resources.”
You should start your research with your textbooks (check the index), Britannica Online (or another trustworthy encyclopedia), and the Opposing Viewpoints database. Then, after you have a better understanding of your issue, you can move on to other specific sources such as newspaper and journal articles, newsmagazines such as Newsweek and Time, websites for political parties and other sources.
You will need to use at least 8 different sources for your paper other than your course textbooks. At least three of your sources must be something other than websites (i.e articles, books, etc). If you can find a source in print, but you choose to get it online (like a newspaper article from LATimes.com), it does not count as a website source. All sources must be cited in the paper and listed in a separate bibliography (citation format described below).
The paper must be double-spaced, with size 12 Times New Roman font, one-inch margins, and your name, class, and date in the header (not in the body of the paper – click View-->Header&Footer). Do not use any cover pages or folders – only a staple in the upper left corner. Your paper must be in essay format (no outlines). Do not include an introduction or conclusion. Points will be deducted for spelling and grammatical errors, and for deviations from the format described below.
Section 1: Describe how contemporary American liberals approach this issue. You will need to provide an objective, unbiased description, so that most liberals would agree with what you have written. Specifically,
a) Describe their beliefs about this issue – are they in favor, opposed? More importantly, what arguments do they give to support their position?
b) Describe the specific changes they propose to address this issue. You will need to research and describe several policies or ideas for reform, including recent laws (state and federa.
You will craft individual essays in response to the provided prompts.docx
You will craft individual essays in response to the provided prompts. You must use the current Turabian style with default margins and 12-pt Times New Roman font. For each essay, include a title page and reference page, also in current Turabian format. You must include citations to a sufficient number of appropriate scholarly sources to fully support your assertions and conclusions (which will likely require more than the minimum number of citations). Each paper must contain at least 5
7 scholarly sources
original to this paper
,
The UN— “A More Perfect Union?”
Considering the readings, video presentations, and your own research, draft a quality 6–7-page research paper on the role, legitimacy, and authority of the UN according to the following prompts, answering in a separate or integrated manner as you wish.
Identify at least 3reasons that states might defend the intrinsic legitimacy of the UN as a governing authority. In reverse, identify at least 3reasons that states might criticize its legitimacy and authority.
In short, make an argument for the limits and possibilities of the UN as a legitimate governing authority in a world of sovereign states.
What is the relationship of the UN to the current international system of states?
Considering the reasons for the creation of the UN after WWII, does it seem driven by political necessity or the political utility? In plainer English, do states need the UN more than the UN needs the states? Or do states both large and small find the UN a useful tool for improving their relative power and legitimacy vis-à-vis other states and global institutions? Is there some position in-between?
Using other sources and extra-Scholar sources (The commentaries, teachings, other writings, etc.) to inform your own reasoning, comment on the compatibility with the idea of
World Government
. [
Attention
: The Instructor does not view the question as rhetorical, nor the answer self-evident. So, reason carefully.] For example, if the logic of collective action under the
Articles of Confederation
—the logic of state sovereignty—failed to secure American liberties as well as the ‘more perfect union’, the new Constitution established by the Framers in 1787 to replace it, effectively requiring states to cede sovereignty to a larger collective authority, why would the same logic of collective action not justify the UN as a ‘more perfect union’ to replace an anarchic system of sovereign states putting the world at risk in a nuclear age?
.
Employment Discrimination Writing AssignmentTOLegal Environ.docx
Employment Discrimination Writing Assignment
TO: Legal Environment of Business I
FROM: Colleen Arnott Less, J.D.
Re: Employment Discrimination—Does it Exist Today?
Date: Spring Term, 2019
In 1954, The Supreme Court of the United States decided the landmark case of Brown v. Board of Education. In that case, the Court found that separating public school students by color was a violation of the United States Constitution. This historic decision, however, did not end discrimination and the Civil Rights movement continued to rage on. In 1963, Dr. Martin Luther King delivered his “I Have a Dream Speech” in Washington D.C. The Civil Rights Act was signed into law just a year later making it unlawful to discriminate based on race, color, national origin, religion or sex.
Still rampant in the workplace in many areas, the federal government took affirmative steps to eradicate discrimination in federal hiring when President Lyndon Johnson issued Executive Order 11246 on September 24, 1965. Executive Order 11246 allowed the Secretary of Labor, a Cabinet-level official, the ability to enforce laws requiring equal employment opportunities for any business awarded government contracts. This executive order was the beginning of federal action designed to end discrimination—at least where the federal government was concerned.
As a public service type announcement, a video was created for companies doing business with the federal government in an effort to educate them on the need to comply with the rule.
https://archive.org/details/0547_New_Girl_in_the_Office_The_21_03_13_04
Your assignment is to watch the video created to educate companies about Executive Order 11246. After watching the video, do some research and find a current case where claims of discrimination have been made in the workplace. You can find a current claim by researching newspaper articles, government websites (state or federal), or court websites.
In the context of the case you have found, discuss whether the behavior of the participants in the film has any relevance today. In other words, has the workplace evolved since Executive Order 11246 was signed in light of the current example of discrimination you have discovered through your research? If so, how has it evolved?
Support your discussion with material from Chapter 21 of the textbook in addition to any other source materials you may find helpful. One in particular, The Equal Employment Opportunity Commission, the federal agency charged with enforcing the laws that protect against discrimination, will provide much insight for this assignment.
The paper should be between four (4) and six (6) pages in length, double-spaced with one-inch margins on all sides. I require both a Work Cited Page (not included in the page limit) for all outside sources, including the textbook. I also require embedded citations to any statement in your paper that quotes, relies upon, or paraphrases a concept or idea NOT YOUR OWN. Failure to pro.
English 104Argument AnalysisThe AssignmentDue No l.docx
English 104
Argument Analysis
The Assignment:
Due: No later than October 10, 2016
Must be MLA format only!!
Select an online editorial article about a current issue. (i.e.: Presidential Candidates, Labor Union Influence on Government, The Affordable Health Care Act, Illegal Immigration, Entitlement programs, etc.) You may choose ANY issue; the list above is NOT exhaustive.
The article MUST be an op-ed (editorial) piece, as it must present an argument of some type. You may not use a straight news story.
Read the article and decide what perspective the writer is taking on a particular issue.
Submit a Minimum 3-page analysis of the writer’s argument. And works cited, make sure to follow the Don’t’s of writing and include Parenthetical refrencing.
Paper must include:
· A discussion of the author’s thesis
· Whether he/she employs faulty reasoning (see fallacy assignment below) in the discussion.
· What he/she could have done to present a more thorough argument (may include more consideration of the opposing viewpoint)
· A thorough discussion of the main points of the article and whether or not he/she has provided adequate support to prove his/her thesis.
· A conclusion that discusses the effectiveness of the chosen article in regards to the author’s intent.
Include a link to the article on the Works Cited page.
You may choose whomever you wish; he/she DOES NOT have to appear on the list below.
Some commentators to consider when looking for an article:
Larry Elder
Star Parker
Sean Hannity
Alan Colmes
Michelle Malkin
John Ziegler
Bill O’Reilly
Chris Matthews
Leslie Marshall
The following link provides a list of controversial commentators (some listed above) you may wish to choose from.
http://www.usnews.com/news/washington-whispers/slideshows/top-10-most-hated-news-commentators
Fallacies:
Look over the fallacy discussion and familiarize yourself with some common every day fallacies (i.e.: Post Hoc, False Analogy, Hasty Generalization, Slippery Slope, Straw Man, Begging the Question, Red Herring, Poisoning the Well, Ad Hominem).
Logical Fallacies Handlist:
Fallacies are statements that might sound reasonable or superficially true but are actually flawed or dishonest. When readers detect them, these logical fallacies backfire by making the audience think the writer is (a) unintelligent or (b) deceptive. It is important to avoid them in your own arguments, and it is also important to be able to spot them in others' arguments so a false line of reasoning won't fool you. Think of this as intellectual kung-fu: the art of self-defense in a debate. In general, one useful way to organize fallacies is by category. Below are fallacies of relevance, component fallacies, fallacies of ambiguity, and fallacies of omission.
FALLACIES OF RELEVANCE: These fallacies appeal to evidence or examples that are not relevant to the argument at hand.
Appeal to Force (Argumentum Ad Baculum or the "Might-Makes-Right" Fallacy): Th ...
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fi.
Essay about - Racism - InstructionsEssay – Argumentative Essay.docx
Essay about - Racism - Instructions
Essay –> Argumentative Essay –
Imagine you are a new attorney with a prestigious law firm working in Washington, D.C., and you must write a three-page essay on the topic of race in America that will be submitted to the Supreme Court. You will argue whether racism is or is no longer a significant issue for most Americans. After all, the Civil Rights Act of 1964 was passed over 50 years ago and Barack Obama was elected president in 2008 and re-elected in 2012. Because you have been hired to do this work, you personally may or may not agree with the perspective you will argue. In fact, you have no choice which side to argue because this will be randomly assigned to you.
____ Racism is no longer a significant issue for most Americans.
__X_ Racism continues to be a significant issue for most Americans.
Essay requirements:
The length of the essay should be approximately three pages, double-spaced, approximately 750 - 880 words. Please limit the essay to no more than four and one-half pages, or 1,250 words maximum.
Your essay should include an introduction, at least three body paragraphs, and a conclusion. Your body paragraphs should follow the enhanced PIE structure we are learning in this class. (See Lab 2 for the 7-step process to building a perfect body paragraph below.)
Use at least three trustworthy sources to support your thesis / claim. You may use the sources posted in the Essay 1 – Racism folder in Canvas. (The term source means an article, a study, a book, a video, an essay, or other similar writings that offer ideas and research related to a topic.) Feel free to conduct additional research as well.
Avoid the first person use of “I” or “me” in the essay. This keeps the focus on the issue and not on you. Avoid “I believe” and “I think” and other similar terms since your claim should be based on facts and evidence rather than your opinion. (See Lab 3 below for more on this.)
Avoid writing “you” when speaking to the reader. It’s best to speak collectively, such as “We can all learn from this example” or “We as a nation must take steps….”
Use formal style, tone, and diction. Avoid slang, casual language, broad generalizations, and contractions in most cases. (See Lab 3 below for an overview of academic language.)
Include at least three direct quotations from the sources and paraphrase other statements. (Direct quotations are when you place quotation marks around sentences that are word-for-word by a source. Paraphrasing means writing a source’s ideas in your own words.) Be careful not to quote a source for too long in the essay. Intersperse quotations with paraphrases of what the source has to say. (See Lab 4 below for a lesson in how to integrate quotations into your essay.)
Please include a Works Cited to list all sources cited in the essay. List the sources in Works Cited in alphabetical order. If you have an author name, list it at the start of the entry by last name, followed by first name. (See .
Research Paper OutlineResearch Paper The US Government shou.docx
Research Paper Outline
Research Paper:
The US Government should abolish the death penalty.
Instructions: Research (academic), establish a focus for 12-15 page argument research paper. The final paper includes an abstract, an introduction, discussion, conclusion and references in APA style.
Also an Annotated Bibliography with at least six sources or more. All academic sources (any). Peer to peer articles, nothing more than 10 years old. APA style on a separate page
Introduction
The United Stated government should abolish the death penalty (Argument Statement)
1-3 page Introduction
1-2 lines to get reader involved or come up with an interest factor. (Include a question, statement, statistic, examples or detail, ect.)
Definition of terms, if necessary
History and or background of the Death Penalty issue in the United States.
And anything you can think of…
No headers and numbered pages (Top right Corner) – General
Reasons
Here are some reasons to add to the body. You can pick any reason with supporting information.
Executions are carried out at staggering cost to taxpayers.
There is no credible evidence that capital punishment deters crime.
Innocent people have been convicted and executed.
Race plays a role in determining who lives and who dies.
Capital punishment goes against almost every religion.
(You can pick any reasons with supporting information and research)
The professor mentioned sticking to the Death Penalty in the US only vs. internationally.
VII. Conclusion
.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fina.
MG – C5POWER AND JUSTICEAssignment OverviewMediation models a.docx
MG – C5
POWER AND JUSTICE
Assignment Overview
Mediation models are prevalent in nearly all areas of management research. Structural Equation Modeling (SEM) has been often used as an analytical approach for mediation (theory) testing. This Case Assignment contains eight questions. To be able to address those questions you are asked to read the Williams et al., (2009) article on structural equation modeling (certain pages as it is specified in the reading material list), the Bauer et al., (2006) article that presents work that has examined procedural justice as a mediator of the relationship between information privacy and outcome favorability, and test taking motivation, organizational attraction, and intentions toward the organization; and the Colquitt et al., (2001) review article on justice, its dimensions, criteria, and effects on key organizational outcomes.
Case Assignment
Accurately interpret SEM results and create an alternative structural model.
Assignment Expectations
1. For study 1 in Bauer et al., (2006) article, indicate how many indicators each latent variable has. Please provide a detailed answer and include the names of the indicators and the variables, and explain the conceptual differences between them.
2. What are the problems associated with using items as indicators of latent variables? Please indicate at least three problems. Do Bauer et al., (2006) use items as indicators of latent variables? Please explain.
3. Draw a STRUCTURAL path diagram that represents the relationship between the variables in the first study (study 1) in Bauer et al., (2006) article. What is the data on which you base the values that appear in this structural model?
4. In Bauer et al., (2006) article, what do the various fit measures that are used in study 1 and 2 ultimately reflect?
5. In Bauer et al., (2006) article, Figure 2 presents the results of the SEM analysis for the longitudinal student sample. Please explain what the .47** on the arrow between procedural justice and orientation toward the organization represents, and also what does it actually mean?
6. Based on the results of study 2 (field model study) in Bauer et al., (2006) article, the researchers concluded that the partially mediated model is a better fit than the fully mediated model. What mediation refers to in the context of this study, and what is the difference between partial and full mediation in this specific context? How did the researchers reach this conclusion (that the partially mediated model is a better fit than the fully mediated model)? What do these results imply in terms of hypotheses support in this specific study? How do these results contribute to existing knowledge on procedural justice, and to practice in the organizational justice arena?
7. The findings in Colquitt et al., (2001) meta-analytical review, illustrate the relationships among different justice dimensions (such as distributive, procedural, and interpersonal justice), and several organizational outc.
Political Science 1101 American Government Your NameMr. .docx
Political Science 1101 American Government Your Name
Mr. Kevin W. Wright Paper due date
“Paper Title”
Political Science 1101; Introduction to American Government
Presented by
Your Name
Section #_____
for
Mr. Kevin W. Wright
and the American People
This paper provides instructions on your paper requirement which comprises 20% of your total grade and is due, hard copy, no later than the start of class on the due date. NO LATE PAPERS accepted. An excel spread sheet is posted in the folder with this word document which is a rubric outlining the basis of my grading/evaluation of your paper. It complements and adds to this document's guidance with specific details. I am happy to review any of your draft work and provide comment up until the week prior to submission. Papers will be no fewer than 6 and no more than 8 pages in length not including the cover page and bibliography. Your paper is a Critical Thinking Essay (this is a hyperlink to an article that describes an approach to writing a critical thinking essay and what it is).
Your paper is a proposal for an Amendment to the United States Constitution. It may be either a revision to current "law of the land" (which is the U.S. Constitution) or an entirely new proposal. It can replace or revise either existing amendment(s) to the Constitution or the main body of the Constitution. Either way, you must be absolutely clear about what your proposal will do and convince the reader to agree with your proposal. Your explanation of your proposal must be precise in what words will be removed from the Constitution, or its Amendments, and what words will be added AND where. It is not easy to amend the Constitution-for good reason. There is more than one means for a proposed amendment to be ratified. Your proposal and critical thinking must take this into account. Your argument(s) must be supported with documented evidence.
The substance of your paper must address each of the following:
1. What words will be removed from the Constitution, or its Amendments, and what words will be added AND where.
2. Rationale for why you propose the Amendment. What problem do you want to remedy or fix and how does your proposal fix it?
3. Why does it require a Constitutional Amendment and not some lesser means such as legislation?
4. Of the several methods of ratification which one do you suggest is the best approach and why?
5. How does your Amendment transcend ideals of any political party? Why should both Democrats and Republicans support it?
6. How does your amendment support or adhere to the Constitutional ideals of balance of power and separation of powers between the branches of government and between the national/federal and state/local governments?
7. What is your strategy to use the media, political parties, interest groups and(or) state legislatures to win over Americans to fast track your proposal to ratification?
Papers must be appropriately and correctly do.
After reading the works listed above write an interpretive essay of .docx
After reading the works listed above write an interpretive essay of 8-10 pages on the following topic:
The Madisonian model of government is hailed as a major contribution to political theory and to governing a large and diverse polity. As perhaps the first to advocate a pluralist system, James Madison and other Founders, created a constitutional system that attempted to institutionalize competing interests throughout the political system and thus create a system that not even a dictator could run affectively. The system they created reflected A. Hamilton's admonition that
"It is better not to pass any laws at all than to pass one bad one."
Suggestions for the essay:
1) Identify the components of the American political system that reflect the intentions of the Framers and evaluate how well they reflect the
pluralist model
of government.
2) Discuss the advantages and disadvantages of the American political system. In doing so, consider the following questions: a) should a majority be able to pass quickly any piece of legislation it wants? Or should the process be more deliberate and take into consideration groups not part of the contemporary majority? b) Should policies be national in scope? Or should they reflect the conditions of the states? c) If you want quick policies that reflect the wishes of the majority, what changes would you make in the electoral and governmental systems?
3) Some argue that the American political system and the policymaking process, in fact, are more representative of the
elite model
of government. For example, Lindblom and Woodhouse in their seminal The Policymaking Process argue that the process reflects "
the pernicious effects
[of]
political inequality"
on the policy making process and,
"especially the possibility that policy ideas are systematically misshaped by the pro-business cultures of market-oriented democracies."
They further argue that,
"The ability of every contemporary democracy to probe social problems and policy options is systematically crippled, undermining both the extent of democracy and the degree of intelligence brought to bear in policy making."
Do you agree? What argument can you make to challenge their premises?
Explain
PS: try not to use the ideological "talking points" of any side. Try to think "out of the box." Creativity and originally will be greatly appreciated.
.
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fi.
Instructions are as followsThe final assignment for this course.docx
Instructions are as follows:
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final P.
Similar to 4-6 pages in length are required. Of the following five options, T.docx (20)
The final assignment for this course is a Final Paper. The purpose o.docx
The final assignment for this course is a Final Paper. The purpose o.docx
Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx
Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx
Comparative Criminal Justice International Crime WitnessPlease .docx
Comparative Criminal Justice International Crime WitnessPlease .docx
5-7 PagesYou will craft individual essays in response to the pro.docx
5-7 PagesYou will craft individual essays in response to the pro.docx
PLSC 102 Term Paper on Political IdeologiesThe purpose of this.docx
PLSC 102 Term Paper on Political IdeologiesThe purpose of this.docx
You will craft individual essays in response to the provided prompts.docx
You will craft individual essays in response to the provided prompts.docx
Employment Discrimination Writing AssignmentTOLegal Environ.docx
Employment Discrimination Writing AssignmentTOLegal Environ.docx
English 104Argument AnalysisThe AssignmentDue No l.docx
English 104Argument AnalysisThe AssignmentDue No l.docx
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Essay about - Racism - InstructionsEssay – Argumentative Essay.docx
Essay about - Racism - InstructionsEssay – Argumentative Essay.docx
Research Paper OutlineResearch Paper The US Government shou.docx
Research Paper OutlineResearch Paper The US Government shou.docx
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
MG – C5POWER AND JUSTICEAssignment OverviewMediation models a.docx
MG – C5POWER AND JUSTICEAssignment OverviewMediation models a.docx
Political Science 1101 American Government Your NameMr. .docx
Political Science 1101 American Government Your NameMr. .docx
After reading the works listed above write an interpretive essay of .docx
After reading the works listed above write an interpretive essay of .docx
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Instructions are as followsThe final assignment for this course.docx
Instructions are as followsThe final assignment for this course.docx
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
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A 1500 word paper detailing individual experience at an A.A. 12-step.docx
A 1500 word paper detailing individual experience at an A.A. 12-step meeting attended during the semester. The student will attend an
open
meeting and introduce him/herself as a student attending the meeting for a class on alcohol addiction. No notes, recordings, or pictures are to be taken during the experience. The paper will be a personal account of the student’s experience.
GRADING:
30 points each / rubric posted in the Assignments folder:
10 points for organization, 10 points for creativity/insights, 5 points for grammar/syntax, 5 points for applying course concpets by citing relevant readings
Format
APA format style
Separate title page
12 point font
Numbered pages
1" margins
Criteria
Distinguished
—You have clearly put extensive thought into how you have arranged and developed the layers of thought presented in your essay so that your reader is able to unpeel your insights, little by little.
Proficient
—Your essay is reasonably well-organized, but there is not an elegance to how you structure your ideas and thus there is less impact for the reader.
Needs Improvement
—You have not done a careful job setting up your argument and its supporting ideas; your essay feels rushed and disordered.
Distinguished
—You demonstrate a solid capacity to integrate ideas from your observations/experiences with the course readings/discussions so as to create provocative and thoughtful assertions/insights.
Proficient
—Your essay demonstrates several interesting insights and connections that tie together the course readings/discussions with your observations in intriguing ways.
Needs Improvement
—You provide one or two interesting insights but generally do not do enough to interpret your experiences in insightful ways.
Distinguished
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Proficient
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Needs Improvement
—Your paper has several errors in grammar and/or syntax. It does not seem to have been especially well-proofread.
Distinguished
—
You use a range of readings/references and consistently and properly reference them.
Proficient
—
Your essay incorporates readings/references, but either it uses too many direct quotes—instead of paraphrases—and/or does not consistently and properly cite these references.
Needs Improvement
—
You do not use a sufficient number of readings/references to make your argument and/or you do not properly cite any references that you do use.
Overall Score
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A 1 to 1 12 paper that do not include title page or reference. The .docx
A 1 to 1 1/2 paper that do not include title page or reference. The paper has to be done in APA style format. Need it by 11-17-2015 at 3:00 pm no later.
P2P Websites and Programs
Websites such as YouTube creates a unique environment where people can share videos. The problem is that it allows people to place material on the Internet against Copyright laws. Normally YouTube takes down Copyrighter material very quickly. Government officials also spend a large amount of times on searching out violators of Copyright laws because of the availability of P2P websites and programs. Do you think this is a legitimate use of law enforcement resources or a waste of time because of the problem is too prevalent? Take a stance supporting either side. Write a 1 ½ to 2 (using APA style formatting) paper supporting your argument.
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9-15 paragraphs APA formatt Running head, number pages abstract intr.docx
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In my assignment , provide a description of the criminal offender, including the type of crime committe and the charge handed down by law enforcement.
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. Capital punishment is morally right because it respects the Eye for an Eye principle. Is this a good argument for capital punishment? Discuss in detail.
10
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11.
Discuss the
Divine Command Theory
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12.
Discuss the Terri Schiavo case in some detail. What do you think was the central moral question in that case? What is your answer to the central moral question? What are your reasons supporting your answer?
13.
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In case that involve identity theft, the criminal justice protects the people but respects the rights of the accused. Answer the following question.
1. If a person steals another person identity but does not cause any monetary damage, has a crime been committed? Why or Why not?
2. How have these laws changed over the recent years?
3. Search the Internet to find the federal laws and the laws in a state of your choice that apply to this matter, and
provide the details.
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8Network Security April 2020FEATUREAre your IT staf.docx
8
Network Security April 2020
FEATURE
Are your IT staff ready
for the pandemic-driven
insider threat? Phil Chapman
Obviously the threat to human life is
the top concern for everyone at this
moment. But businesses are also starting
to suffer as productivity slips globally
and the workforce itself is squeezed.
The UK Government’s March budget
did announce some measures, especially
for small and medium-size enterprises
(SMEs), that will make this period
slightly less painful for organisations.
However, as is apparent from the tank-
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hit levels not seen since June 2012) the
economy and pretty much all businesses
in the country (unless you produce hand
sanitiser) are going to suffer. There is no
time like now for the UK to embrace
its mantra of ‘keep calm and carry on’
because that is what we must do if we’re
going to keep business flowing.
For the IT department at large there is
lots of urgent work to do to ensure that
the business is prepared to keep running
smoothly even if people are having to
work remotely. The task at hand for cyber
security professionals is arguably even
larger as Covid-19 is seeing cyber criminals
capitalising on the fact that the insider
threat is worse than ever, with more people
working remotely from personal devices
than many IT and cyber security teams
have likely ever prepared for.
This article will argue that the cyber
security workforce, which is already suf-
fering a digital skills crisis, may also be
lacking the adequate soft skills required
to effectively tackle the insider threat
that has been exacerbated by the pan-
demic. It will first examine the insider
threat, and why this has become so
much more insidious because of Covid-
19. It will then look into the essential
soft skills required to tackle this threat,
before examining how organisations can
effectively implement an apprentice-
ship strategy that generates professionals
with both hard and soft skills, includ-
ing advice from the CISO of globally
respected law firm Pinsent Masons, who
will provide insight into how he is mak-
ing his strategy work. It will conclude
that many of these issues could be solved
if the industry didn’t rely so heavily on
recruiting graduates and rather looked
towards hiring apprentices.
The insider threat
In the best of times, every cyber-pro-
fessional knows that the biggest threat
to an organisation’s IT infrastructure
is people, both malicious actors and
– much more often – employees and
partners making mistakes. The problem
is that people lack cyber knowledge and
so commit careless actions – for exam-
ple, forwarding sensitive information to
the wrong recipient over email or plug-
ging rogue USBs into their device (yes,
that still happens). Cyber criminals
capitalise on this ignorance by utilising
social engineering tactics ranging from
the painfully simple, like fake emails
from Amazon, to the very sophisticated,
such as.
800 words APA formatAssume that the U.S. economy just entered in.docx
800 words APA format
Assume that the U.S. economy just entered into a recession. What can the Federal Reserve do to try to get the economy out of a recession? Among other comments that you may make, please be sure to discuss the following:
Describe the role of the Federal Open Market Committee of the Federal Reserve in the United States, and describe the tools available to the Federal Reserve to influence the nation’s money supply.
Discuss the Federal Reserve’s open-market operations, and the importance of its role. How does another key central bank around the world conduct such operations, and why are they important? What recent open-market operations have the Federal Reserve and another country's central bank taken?
Explain what happens to the U.S. money supply when the Federal Reserve buys and sells Treasury bonds. Describe in detail how this has affected U.S. banks’ abilities to lend and the overall U.S. economy.
Explain what has happened to the U.S. money supply and economy when another central bank outside the United States has bought and sold U.S. Treasury bonds.
How do you think that you will be personally impacted by the recession?
Include at least 4 professional references and follow APA formatting.
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800 words ref page intext citations and in APA formatPart 1Exp.docx
800 words ref page intext citations and in APA format
Part 1
Explain the various definitions of
disability
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Explain the following disability insurance income provisions:
Residual disability
Benefit period
Elimination period
Part 2
A common method of determining the amount of life insurance life insurance to purchase is called the
needs approach
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Income needs
Special needs
Cash needs
Explain the capital retention approach for determining the amount of 410 life insurance owned.
Briefly explain the characteristics of the following types of managed care plans:
Health maintenance organization (HMO) plans
Preferred provider organization (PPO) plans
Point-of-service (POS) plans
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800 Words about Hope.Please use something similar to the original .docx
800 Words about Hope.
Please use something similar to the original thesis.
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and it can help the weak feel strong."
Must be in MLA Humanities format.
Double spaced,
Font size 12 courier new
All of the other details are in the images attached below.
& please no plagerism
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8 QuestionUnderstanding the different ideologies of these artist.docx
8 Question
Understanding the different ideologies of these artists, describe the philosophical difference between Thomas Hart Benton’s City Building and Diego Rivera’s Detroit Industry Mural?
Select one artwork that reflects that downturn of the Great Depression. State the name, artist and date, and then give a two paragraph analysis of the work including a personal interpretation.
Imagine you are a docent or visitor’s guide at an art museum. You are responsible for conducting an international tour of foreign visitors and students through a museum exhibit exploring American Abstract Expressionism. Write a minimum two paragraph summary of what you would say to them about the overall movement and artworks of American Expressionism.
Cultural primitivism enforces nostalgic ideas about returning to an untouched nature, spiritual purity, and cultural traditions. Many of the artists associated with Southwest Modernism displayed this ideal in their work. Give an example of one of these paintings and how it expresses cultural primitivism.
The writer and philosopher____________ coined the term ‘New Negro’.
The widespread acclaim of Abstract Expressionism was responsible for this city becoming the center of the modern art world
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What were some of the adjectives that Robert Motherwell used to describe Abstract Expressionist painting?
Give a brief description of Clement Greenberg’s critical idea of ‘formalism’?
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a 1- to 2-paragraph response Sensing something, like the smell of .docx
a 1- to 2-paragraph response
Sensing something, like the smell of the flower is a strictly passive event. Perceiving something, however, involves some additional processing of the raw data of sensation. How does memory and emotions from past events turned sensory input, such as the smell of the flower, into a perception?
How can two people have completely different perceptual experiences of the same event?
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75 to 150WordsReview Andy Warhol’s Twenty-Five Colored Maril.docx
75 to 150
Words
Review Andy Warhol’s Twenty-Five Colored Marilyns, 1962. You may view this image by clicking the link below. In this work, Warhol repeated a mechanically produced image of the movie star. What do you believe is the logic behind Warhol’s repetition of the image? How does his theme relate to the mass media outlets used to distribute the image of Marilyn Monroe? Justify your respond.
Twenty-Five Colored Marilyns, 1962
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75-150 Word EssayWhen analyzing art, you should look for the var.docx
75-150 Word Essay
When analyzing art, you should look for the various elements to help determine its structure, meaning and value. The traditional seven elements are as follows:
Line
Shape
Form
Space
Color
Value
Texture
These two resources give details about each one:
http://arthistory.about.com/cs/reference/f/elements.htm
http://www.getty.edu/education/teachers/building_lessons/elements_art.pdf
Using these elements, compare and contrast Aaron Douglas’ Song of the Towers, 1934 with Grant Wood’s American Gothic, 1930.
You can review the images in our text, or click the links below to visit the work online.
Song of the Towers (from Aspects of Negro Life), 1934
American Gothic, 1930
Spend time looking carefully at each work. Write down a list of words that describe each work – include nouns, verbs, adjectives, and adverbs. What is similar about these works? What is different? You do not have to identify all seven elements in the paintings, but you should be able to identify at least two
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750 WORDS APA Style The oncology facility has been tasked wi.docx
750 WORDS
APA Style
The oncology facility has been tasked with the implementation of several new clients, but has encountered issues while transferring from the use of one system to another. Understanding business intelligence (BI) is an important tool to transition from working in Excel to using a data warehouse.
Write an action plan proposal that indicates a business problem and outlines the following:
A project strategy for correcting the problem
The probable outcome expected
Employ comparative analysis strategies (e.g., indicators, benchmarks, budgets, systems, performance) using business intelligence tools.
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7/29/2015
Intro to Biostatistics Homework #8
Use R to calculate the following probability from Z distribution. Please Plot 4) as shown.
1)
P (z > 1.46) =
2)
P (z < -1.56) =
3)
P (0.67 ≤ z ≤ 2.41) =
4)
[P (x ≥ 13.24) with µ = 11 and σ = 2] =
5)
What is the Z value for P(Z > z) = 0.45?
A biology scientist claims that the distribution of the lifespans of their testing animal subjects has a mean of 54 months and a standard deviation of 6 months. Suppose an audit group decides to check the claim by choosing a sample of 50 of these subjects.
1)
Assuming that the scientist’s claim is true, describe the sampling distribution of the mean lifetime of a sample of 50 subjects.
2)
Assuming that the scientist’s claim is true, what the probability the audit group’s sample has a mean life of 52 or fewer months?
3)
Plot your answer using R as shown.
3.
Create 15 random numbers that are normally distributed with mean 10 and s.d. 5. Find a 1-sample t-test CI at the 95% level by modifying the ci95 function in seciton01 of lecture5. Did it get it right? Can you generalize the function so that it works for any given level?
4.
Based on part 1, find 80%, 95% and 99% confidence interval for the mean for the
exec.pay
dataset from “UsingR”.
5.
For the data set
rat
from “UsingR”, do a t-test for mean against 112 using p value. What is your conclusion.
6.
Load library “UsingR”
1)
Load the Simple dataset “homework”. This measures study habits of students from private and public high schools. Make a side-by-side boxplot. Use the appropriate test to test for equality of means at 5% level.
2)
What if I want to test do private schools have higher mean score than that of public ones at 5% level
3)
Load the Simple data set “corn”. Twelve plots of land are divided into two and then one half of each is planted with a new corn seed, the other with the standard. Use the appropriate test to test for equality of means at 1% level.
7.
Consider dataset “juul” from library “ISwR”.
Are the means of igf1 equal among tanner groups at 5% level?
Please use the six step process to test statistical hypotheses for this research problem.
Note: You need to convert tanner from numeric to factor type and ignore all the NAs.
8.
The following ANOVA table was obtained from a balanced completely randomized design:
1.
Fill in the blanks in this table
Source
df
SS
MS
Treatments
4
368
Error
25
575
Total (corrected)
29
2.
Determine the number of treatments
3.
Determine the number of replications per treatment.
4.
What is the F statistics value?
5.
Perform a hypothesis test to see if there is a difference in the true mean responses among the treatments at α = 0.01. The p-value from the test is 0.012.
9.
In a study, among 747 patients exposed to a treatment A, 130 patients were diagnosed with disease D. Out of 661 people exposed to no treatment, 202 were positive with D. Please const.
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700words apa reference page intext citations
Economic and financial factors can affect the value of a country's currency in both the short-term and the long-term. Explain how the following factors affect a country’s currency both in the short term and long term:
Macroeconomic
Sociopolitical
Fundamental
Speculative
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7-12 slide Power Point Presentation with an introduction, speaker no.docx
7-12 slide Power Point Presentation with an introduction, speaker notes, a conclusion and a reference page in which you discuss:
How do the programs work to reduce juvenile crime?
What are the programs' major goals, objectives, and core beliefs?
How do community-based programs address issues related to juvenile gang violence?
What is the role of law enforcement in the programs?
Who are the key participants in these programs?
What services do they provide to juveniles?
Which of the two programs is more effective at reducing juvenile crime? Why?
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629 ESSAY MODERNIZING THE ADMINISTRATIVE PROCEDURE A.docx
629
ESSAY
MODERNIZING THE ADMINISTRATIVE
PROCEDURE ACT
CHRISTOPHER J. WALKER*
ABSTRACT
Despite dramatic changes in the modern regulatory state over the last seven decades,
Westlaw reports that Congress has only amended the Administrative Procedure Act sixteen
times since its enactment in 1946. The current political climate may present an ideal op-
portunity for much-needed bipartisan legislative action. This Essay introduces the Ameri-
can Bar Association’s 2016 consensus-driven recommendations to reform the Administra-
tive Procedure Act and then concludes that the Portman–Heitkamp Regulatory
Accountability Act of 2017, which incorporates seven of the ABA’s nine recommenda-
tions, is the type of common-sense, bipartisan legislation needed to modernize the APA.
* Associate Professor of Law, Michael E. Moritz College of Law, The Ohio State
University. The author is a Public Member of the Administrative Conference of the United
States and on the Governing Council for the American Bar Association’s Section of Admin-
istrative Law and Regulatory Practice. These organizations have recommended many of
the proposals discussed in this Essay. Similarly, the author served as an Academic Fellow for
Senator Orrin Hatch from January to May 2017, during which time he worked on regulato-
ry reform legislation, including the Regulatory Accountability Act discussed herein. Indeed,
Senator Hatch is one of the four original co-sponsors of that legislation. The views ex-
pressed, of course, are the author’s own. Thanks are due to Evan Bernick, Kent Barnett,
Kati Kovacs, Ron Levin, Jeff Lubbers, and Michael McConnell, as well as participants at
the Hoover Institution’s Reforming the Administrative State Conference, for helpful com-
ments on prior drafts and to the editors of the Administrative Law Review—Matt Goldstein in
particular—for their expert (and expedited) editorial assistance.
630 ADMINISTRATIVE LAW REVIEW [69:3
TABLE OF CONTENTS
Introduction ............................................................................................... 630
I. Evolution of the APA .............................................................................. 633
II. ABA 2016 Resolution to Reform the APA ........................................... 638
A. Agency Disclosure of Data, Studies, and Information ........ 639
B. The Agency Rulemaking Record ........................................ 640
C. Minimum Comment Period ............................................... 641
D. Definition of “Rule” ............................................................ 642
E. Midnight Rules .................................................................... 643
F. Retrospective Review .......................................................... 644
G. Unified Regulatory Agenda ................................................ 645
H. Outmoded Rulemaking Exemptions .................................. 646
I. Post-.
600 wordsThe discussion assignment for this week will be about e.docx
600 words
The discussion assignment for this week will be about
ethernet
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nonethernet
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Discuss the major differences between these types of networking technologies.
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