Assignment 1 (Doesn’t have to be full page, citation is a MUST):
Kesha has invited her friend Carrie to go home with her over the school’s short holiday break. Kesha, like many African Americans, has a rich spiritual tradition that permeates most areas of her life. In addition, Kesha is close to her immediate and extended family. Carrie, on the other hand, comes from a predominantly Caucasian Presbyterian background, is an only child, and rarely sees any of her extended family.
During her visit, Carrie is noticeably uncomfortable with the vastly different dynamics of Kesha’s family. Carrie is rethinking her friendship with Kesha and wants to withdraw from her.
How will you help Carrie understand the cultural values inherent in the African American culture and how these might be affecting her?
Suggest ways in which Kesha could build a bridge to help Carrie understand the African American culture.
Assignment 2 (2 pages, CITATION IS A MUST):
Reflections on Racial Discrimination
Franklin hears about people being discriminated against at the workplace and in society but rarely experiences it first hand. Cortez, on the other hand, speaks English poorly and is often subject to derogatory comments from peers and coworkers.
Reflect on your experience with racial discrimination.
Identify examples of racial discrimination and provide examples you have personally witnessed or heard about firsthand from the following three realms:
· family
· work place
· community
Write a brief summary that includes the following:
· Describe a racial incident pertaining to each realm in detail. Explain why you believe this is racial discrimination.
· Explain how this situation could have been handled to avoid discrimination against those belonging to another race.
Your response should be at least two pages long. All written assignments and responses should follow APA rules for attributing sources.
Supreme Court of Tennessee,
at Nashville.
STATE of Tennessee
v.
Eric FLEMMING.
April 3, 2000.
Defendant was convicted in the Criminal
Court, Davidson County, Seth Norman, J., of espe-
cially aggravated robbery, and defendant appealed.
The Court of Criminal Appeals, Tipton, J., re-
versed. Upon granting state's petition for permis-
sion to appeal, the Supreme Court, Barker, J., held
that: (1) defendant's fists and feet were not deadly
weapons, and (2) evidence was sufficient to support
instruction on facilitation as lesser-included offense
of aggravated robbery.
Affirmed and remanded.
West Headnotes
[1] Statutes 361 1072
361 Statutes
361III Construction
361III(A) In General
361k1071 Intent
361k1072 k. In general. Most Cited
Cases
(Formerly 361k181(1))
Supreme Court's role in construing statutes is
to give effect to legislative intent without unduly
restricting or expanding statute's coverage beyond
its intended scope.
[2] Statutes 361 1092
361 Statutes
361III Construction
361III(B) Plain Language; Plain, Ordinary,
or Common Meaning
361k1092 k. ...
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- Sensenbrenner also asserts that Congress did not intend to authorize indiscriminate collection of data on every telephone call to or from the US, which violates the privacy of millions of innocent Americans.
This complaint was filed in the United States District Court for the District of South Carolina by Howard K. Stern as the executor of Anna Nicole Smith's estate against Stancil "Ford" Shelley, G. Ben Thompson, and unnamed defendants. It alleges that less than 24 hours after Smith's death, Shelley entered her Bahamas home without authorization, removed numerous personal and private items, and provided some of these items to media outlets. The complaint brings causes of action related to the unauthorized removal and distribution of Smith's personal property.
The document summarizes a court case involving defendants Robert Martins and Antonio Guastella who were convicted of money laundering, wire fraud, and conspiracy. The defendants appealed their convictions, arguing that the admission of their co-conspirators' guilty plea allocutions violated their rights under the Confrontation Clause. The court found that (1) admitting the plea allocutions did violate the defendants' rights given they could not cross-examine the co-conspirators, but (2) the error was harmless because the evidence against the defendants, such as documentary evidence establishing they set up fake banks together, was overwhelming. The convictions were therefore upheld.
Amend Complaint Docket No. 1:2011-CV-00240 Louis Charles Hamilton II vs. United States Attorney Office et al, CVS/Caremark and (UPS) United Parcel Services.
Robert Watts was prosecuted under a 1917 statute prohibiting threats against the President after stating at a public rally that he did not want to kill black people but "if they ever make me carry a rifle the first man I want to get in my sights is L.B.J." The Supreme Court reversed his conviction, finding his statement was made in the context of a political debate.
Three men belonging to the Ku Klux Klan burned a cross and were convicted under a Virginia statute prohibiting cross-burning with intent to intimidate. The Supreme Court upheld the statute as constitutional if intent to intimidate is shown.
Andrew Osantowski was convicted of making a terrorist threat for online chat room statements about
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Update On The Formal Criminal Charges Regarding the Situation In The United States of America
Request For REPARATION, RESTITUTION and SETTING UP Of TRUST FUND(S)
INTERNATIONAL CRIMINAL COURT REFERENCE:
OTP-CR-367/18
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A federal appeals court ruling upholding the dismissal of a challenge to the U.S. military's "don't ask, don't tell" policy regarding homosexual service members.
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This criminal complaint charges James Wenneker Von Brunn with two counts related to a shooting at the United States Holocaust Memorial Museum on June 10, 2009. According to the affidavit, Von Brunn drove to the museum armed with a rifle and shot and killed a security guard when he entered. He was then shot by other security guards and taken into custody. The complaint charges Von Brunn with first degree murder and killing in the course of possessing a firearm in a federal facility based on evidence that he planned and carried out the shooting.
TERESA LOPEZ, individually and as heir
to ANTONIO RAMOS, deceased;
RED RYDER RAMOS, individually and as
heir to ANTONIO RAMOS, deceased; and
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RAMOS, as co-representatives of the
ESTATE OF ANTONIO RAMOS,
Plaintiffs,
v.
THE UNITED STATES OF AMERICA, a
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The document analyzes the justification and consequences of the Bush administration's use of torture following 9/11. It details how the 2002 "Torture Memos" authored by John Yoo and Jay Bybee redefined torture in a way that legalized previously illegal interrogation techniques. These memos were used to justify torturing detainees in Guantanamo Bay and Abu Ghraib, contributing to major abuses. Many experts argue the memos were legally flawed and their extreme arguments have no foundation in law. While supporters claim torture provided valuable intelligence and stopped terror plots, evidence shows the most useful information was obtained through traditional interrogation methods without torture.
1000 Words Research several organizations where you would like t.docxtrippettjettie
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Research several organizations where you would like to volunteer - Facebook
Write a plan that explains where you would volunteer and in which department or area.
- Finance: How much does Facebook page brings in for advertisement revenue?
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Use good formatting, paragraphs, an Outline (such as cover/title page including your name, date, locations/organizations), Introduction paragraph(s), Main body sections (you name, given the content/topics/organizations), Conclusion, and References (if used in your writing).
.
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Chapter 14 Theoretical Basis of Community/Public Health Nursing Public health nursing is a community-oriented, population-focused nursing specialty that is based on interpersonal relationships. The unit of care is the community or population rather than the individual, and the goal is to promote healthy communities. The community health nurse has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment 1. There are essential characteristics of nursing service when a community is the client. Describe community-oriented, population-focused care, and relationship-based care. What type of care is been completed by the community health nurse who has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population? 2. The goals of public health nursing, to promote and protect the health of communities, are facilitated by adhering to eight principles identified by the American Nurses Association (2007) for public health nursing practice. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment with homeless individuals. What are the eight principles? 3. There are numerous models of nursing practice that can be utilized in community health nursing practice. Theories and models of community/public health nursing practice aid the nurse in understanding the rationale behind community-oriented care. What are five of these models of nursing practice with a brief summary of the model?
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1004.1.8 Multicultural Empires and the New World (through 15.docxtrippettjettie
1004.1.8
:
Multicultural Empires and the New World (through 1500 CE)
The graduate analyzes the spread of peoples, ideas, and technologies into new territories as civilizations advanced beyond their borders of origin.
INTRODUCTION
After the fall of the Mediterranean and Asian empires in the first centuries of the Common Era, new civilizations emerged and vied to expand their influence throughout Europe, Asia, and the Middle East. To that end, they engaged in trade, territorial expansion, and even armed conflict, all of which led to increased interaction and exchange.
In this task, you will explain the role of religion in the origins and development of the Crusades. You will also be required to differentiate the methods used by the Umayyad and Abbasid dynasties to expand Islamic civilization. Finally, you will discuss the importance of the Silk Roads in central Asia.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. NO PLAGIARISM
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Explain the role of religion in the Crusades by doing the following (
suggested length of 2–3 paragraphs
):
1. Discuss the origins of the Crusades.
2. Describe the methods used by the Roman Catholic Church to promote the Crusades.
B. Differentiate the methods used by the Umayyad and Abbasid dynasties to expand Islamic civilization by doing the following (
suggested length of 2–3 paragraphs
):
1. Describe the different methods of expansion used by the Umayyad and Abbasid dynasties.
2. Contrast the religious policies and political administration of the Umayyad and Abbasid dynasties.
C. Discuss the significance of the Silk Roads in facilitating one of the following (
suggested length of 2–3 paragraphs
):
• the sharing of new technology
• the growth of intercontinental trade
• the spread of epidemic diseases
D. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content.
1. Include the following information when providing source references:
• author
• date
• title
• location of information (e.g., publisher, journal, or website URL)
.
10.1Find the measure of the complement of the angle.1) Find the .docxtrippettjettie
10.1Find the measure of the complement of the angle.
1) Find the
complement
of 2°.
2) Find the
complement
of 7°.
10.2 Find
the measure of angle A for the
following
triangle
3) Angle A=? Angle B=107° Angle C=40°
10.4
Use formulas to find the area of the figure.
L x W
4)
8cm
7cm
10.5 Find the volume of the Rectangle Prism. If necessary, round the answer to the nearest whole number. V = Bh
6)
4ft3ft
9ft
11.1 Counting Principles
Solve the problem by applying the Fundamental Counting Principle with two groups of items.
7) A restaurant offers 7 entrees and 11 desserts. In how many ways can a person order a two-course meal?
8) A restaurant offers a choice of 4 salads,10 main courses, and 4 desserts. How many possible 3-course meals
are there?
11.2
Solve the Permutations
n P r =
n!
(n-r)!
9)There are 5 performers who are to present their acts at a variety show. How many different ways are there to schedule their appearances?
10) There are 8 performers who are to present their acts at a variety show. One of them insists on being the first act of the evening. If this request is granted, how many different ways are there to schedule the appearances?
11.3
Combinations
n C r =
n!
(n-r)! r!
11) 5C4
12) 6C4
11.4
Probability
13) A die is rolled. The set of equally likely outcomes is {1,2,3,4,5,6}. Find the probability of
getting a 9
.
14) You are dealt one card from a standard 52-card deck. Find the probability
of being dealt
a picture card.
11.6
ODDS
15) You are dealt one card from a 52-card deck. Find the probability that you are
not
dealt: a10.
11.7
Conditional Probability
Independent Events
16) A spinner is used for which it is equally probable that the pointer will land on any one of six regions.Three of the regions are colored red, two are colored green, and one is colored yellow. If the pointer is spun once, find theprobability it will land on green and then yellow.
12.1 Appropriate Sampling Techniques
17) The government of a town needs to determine if the city’s residents will support the construction of a new townhall. The government decides to conduct a survey of a sample of the city’s residents. Which one of the followingprocedures would be
most
appropriate
for obtaining a sample of the town’s residents?
Explain WHY
?
A) Survey a random sample of persons with in each geographic region of the city.
B) Survey a random sample of employees at the old city hall.
C) Survey every 7th person who walks in to city hall on a given day.
D) Survey the first 500 people listed in the town’s telephone directory.
18) The city council of a small town needs to determine if the town’s residents will support the building of a newlibrary. The council decides .
100-150 words per bulletHow will I use influence and positive ta.docxtrippettjettie
100-150 words per bullet
How will I use influence and positive tactics that preserve students' personal dignity?
How will I stop misbehavior and help students return willingly to appropriate behavior?
How will I deal with minor misbehavior such as talking or distracting others?
How will I deal with more problematic behavior such as disrespect and apathy?
How will I deal with students' refusal to comply with directions or do acceptable work?
WRITE EACH BULLETED QUESTION IN BOLD PRINT AND THEN ANSWER WITH 100-150 WORDS. APA FORMAT PLEASE.
.
10 Pages. Due in 36 hours. No Plagiarism. This is an arti.docxtrippettjettie
10 Pages. Due in 36 hours. No Plagiarism.
This is an article to be written in conjunction with the content of the intermediate econ class and the information. Here are notes about what we have learned so far in class, which are basically classic models and keysian models, solow models, IS / LM models. For example, there are Monetary and Fiscal policy in which model is effective and so on. Combining this knowledge with the information checked.
.
10 points response is submitted, but it is incomplete or does n.docxtrippettjettie
10 points: response is submitted, but it is incomplete or does not address all aspects of the prompt.
11-15 points: response addresses all aspects of the prompt, but it is difficult to understand, contains errors, or addresses each aspect of the prompt only superficially (i.e. does not demonstrate any significant thoughtfulness or engagement with the course reading).
15-20 points: response addresses all aspects of the prompt, is accurate and easy to understand, and includes thoughtful observations and evidence of genuine intellectual engagement with the course reading (i.e. makes original observations about, draws attention to an important aspect of, and/or raises a meaningful question about some aspect of the course reading).
In your short response (approximately 200-250 words) to each course reading, you should include the following:
1. A 3-sentence summary of the course reading. The summary should be accurate, clear, and written so that someone unfamiliar with the reading could understand (in general) what the reading describes.
2. A description and discussion (you can include direct quotations from the reading if needed) of 1 particular moment, example, quotation, or idea presented in the reading that interests (or surprises) you, and an explanation of why it interests (or surprises) you.
3. A question raised by the reading
or
a connection of the reading with another course reading, multimodal object (such as a work of art, television show, youtube video, photograph, etc.), or news story/piece of journalism.
.
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10 page APA format research methodology paper about the National Longitudinal Surveys for the Young Women cohort. Must include abstract, introduction, literature review, methodology, results and reference.
Null hypothesis: Women employment status has not changed in the past 50 years. Alternative hypothesis: women employment status has changed in the past 50 years.
.
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1004.1.8 Multicultural Empires and the New World (through 15.docxtrippettjettie
1004.1.8
:
Multicultural Empires and the New World (through 1500 CE)
The graduate analyzes the spread of peoples, ideas, and technologies into new territories as civilizations advanced beyond their borders of origin.
INTRODUCTION
After the fall of the Mediterranean and Asian empires in the first centuries of the Common Era, new civilizations emerged and vied to expand their influence throughout Europe, Asia, and the Middle East. To that end, they engaged in trade, territorial expansion, and even armed conflict, all of which led to increased interaction and exchange.
In this task, you will explain the role of religion in the origins and development of the Crusades. You will also be required to differentiate the methods used by the Umayyad and Abbasid dynasties to expand Islamic civilization. Finally, you will discuss the importance of the Silk Roads in central Asia.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. NO PLAGIARISM
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Explain the role of religion in the Crusades by doing the following (
suggested length of 2–3 paragraphs
):
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suggested length of 2–3 paragraphs
):
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C. Discuss the significance of the Silk Roads in facilitating one of the following (
suggested length of 2–3 paragraphs
):
• the sharing of new technology
• the growth of intercontinental trade
• the spread of epidemic diseases
D. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content.
1. Include the following information when providing source references:
• author
• date
• title
• location of information (e.g., publisher, journal, or website URL)
.
10.1Find the measure of the complement of the angle.1) Find the .docxtrippettjettie
10.1Find the measure of the complement of the angle.
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complement
of 2°.
2) Find the
complement
of 7°.
10.2 Find
the measure of angle A for the
following
triangle
3) Angle A=? Angle B=107° Angle C=40°
10.4
Use formulas to find the area of the figure.
L x W
4)
8cm
7cm
10.5 Find the volume of the Rectangle Prism. If necessary, round the answer to the nearest whole number. V = Bh
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9ft
11.1 Counting Principles
Solve the problem by applying the Fundamental Counting Principle with two groups of items.
7) A restaurant offers 7 entrees and 11 desserts. In how many ways can a person order a two-course meal?
8) A restaurant offers a choice of 4 salads,10 main courses, and 4 desserts. How many possible 3-course meals
are there?
11.2
Solve the Permutations
n P r =
n!
(n-r)!
9)There are 5 performers who are to present their acts at a variety show. How many different ways are there to schedule their appearances?
10) There are 8 performers who are to present their acts at a variety show. One of them insists on being the first act of the evening. If this request is granted, how many different ways are there to schedule the appearances?
11.3
Combinations
n C r =
n!
(n-r)! r!
11) 5C4
12) 6C4
11.4
Probability
13) A die is rolled. The set of equally likely outcomes is {1,2,3,4,5,6}. Find the probability of
getting a 9
.
14) You are dealt one card from a standard 52-card deck. Find the probability
of being dealt
a picture card.
11.6
ODDS
15) You are dealt one card from a 52-card deck. Find the probability that you are
not
dealt: a10.
11.7
Conditional Probability
Independent Events
16) A spinner is used for which it is equally probable that the pointer will land on any one of six regions.Three of the regions are colored red, two are colored green, and one is colored yellow. If the pointer is spun once, find theprobability it will land on green and then yellow.
12.1 Appropriate Sampling Techniques
17) The government of a town needs to determine if the city’s residents will support the construction of a new townhall. The government decides to conduct a survey of a sample of the city’s residents. Which one of the followingprocedures would be
most
appropriate
for obtaining a sample of the town’s residents?
Explain WHY
?
A) Survey a random sample of persons with in each geographic region of the city.
B) Survey a random sample of employees at the old city hall.
C) Survey every 7th person who walks in to city hall on a given day.
D) Survey the first 500 people listed in the town’s telephone directory.
18) The city council of a small town needs to determine if the town’s residents will support the building of a newlibrary. The council decides .
100-150 words per bulletHow will I use influence and positive ta.docxtrippettjettie
100-150 words per bullet
How will I use influence and positive tactics that preserve students' personal dignity?
How will I stop misbehavior and help students return willingly to appropriate behavior?
How will I deal with minor misbehavior such as talking or distracting others?
How will I deal with more problematic behavior such as disrespect and apathy?
How will I deal with students' refusal to comply with directions or do acceptable work?
WRITE EACH BULLETED QUESTION IN BOLD PRINT AND THEN ANSWER WITH 100-150 WORDS. APA FORMAT PLEASE.
.
10 Pages. Due in 36 hours. No Plagiarism. This is an arti.docxtrippettjettie
10 Pages. Due in 36 hours. No Plagiarism.
This is an article to be written in conjunction with the content of the intermediate econ class and the information. Here are notes about what we have learned so far in class, which are basically classic models and keysian models, solow models, IS / LM models. For example, there are Monetary and Fiscal policy in which model is effective and so on. Combining this knowledge with the information checked.
.
10 points response is submitted, but it is incomplete or does n.docxtrippettjettie
10 points: response is submitted, but it is incomplete or does not address all aspects of the prompt.
11-15 points: response addresses all aspects of the prompt, but it is difficult to understand, contains errors, or addresses each aspect of the prompt only superficially (i.e. does not demonstrate any significant thoughtfulness or engagement with the course reading).
15-20 points: response addresses all aspects of the prompt, is accurate and easy to understand, and includes thoughtful observations and evidence of genuine intellectual engagement with the course reading (i.e. makes original observations about, draws attention to an important aspect of, and/or raises a meaningful question about some aspect of the course reading).
In your short response (approximately 200-250 words) to each course reading, you should include the following:
1. A 3-sentence summary of the course reading. The summary should be accurate, clear, and written so that someone unfamiliar with the reading could understand (in general) what the reading describes.
2. A description and discussion (you can include direct quotations from the reading if needed) of 1 particular moment, example, quotation, or idea presented in the reading that interests (or surprises) you, and an explanation of why it interests (or surprises) you.
3. A question raised by the reading
or
a connection of the reading with another course reading, multimodal object (such as a work of art, television show, youtube video, photograph, etc.), or news story/piece of journalism.
.
10 page APA format research methodology paper about the National.docxtrippettjettie
10 page APA format research methodology paper about the National Longitudinal Surveys for the Young Women cohort. Must include abstract, introduction, literature review, methodology, results and reference.
Null hypothesis: Women employment status has not changed in the past 50 years. Alternative hypothesis: women employment status has changed in the past 50 years.
.
10 Sentence minumumWatch the video, Condition of Educa.docxtrippettjettie
10 Sentence minumum
Watch the video,
Condition of Education (COE) 2019 Highlights
.
Looking back at the last week’s discussion, in which you identified the most pressing issue facing U.S. education, has this issue been highlighted in the annual report? Do you see evidence of its importance? Consider whether this issue has an impact on your current or desired role in education. If it does not have an impact on your role, explain your current or desired role and why it is not affected by this issue. If it does impact your role, explain how it affects you specifically.
Do you think this issue exists in other countries, particularly developing countries? Why or why not? Be sure to respond to at least one of your classmates’ posts. Comment on the relevance of the selected educational issue here in the United States. and its relevance in developing countries.
.
1000 WordsUtopias are envisioned societies where human beings li.docxtrippettjettie
1000 WordsUtopias
are envisioned societies where human beings live a best possible life. Utopias are here distinguished from dystopias.
INSTRUCTIONS
In this assignment you are to construct an Engels-Inspired Utopia.Such a utopia will have 3 main characteristics:
A highly developed technologically driven global society.
Completely devoid of capitalism.
With minimal if any government.
PREPARING FOR THE ASSIGNMENT
Consider trends in our present-day society that suggest ways that technology is making the need for capitalism obsolete. This should give you a general sense of how to construct an Engels Utopia.Next, you should consider some currently important areas of society (such as those listed below) that you might find most feasible to extrapolate as elements of this futuristic Utopia.
WRITING THE ASSIGNMENT
After choosing
two
of the possible areas below, write a
1000 word essay
describing what that area might be like in an Engels non-capitalist technologically driven future.
ART AND/OR ENTERTAINMENT
GOODS: DURABLE & PERISHABLE
TRANSPORTATION
FOOD SERVICES
MEDIUMS OF EXCHANGE
SAFETY/LAWS
COMMUNICATION
****USING UTILITARIAN THEORY
This assignment requires you to make direct reference to the relevant readings in the course and at least one outside source that is relevant to your Engels utopian vision. On formatting your paper: I will accept both APA or MLA styles, however do
not
include a cover sheet. Please be sure to include a bibliography or works cited for all relevant information.
.
100 word minimum per question.Chapter 171. Identify and .docxtrippettjettie
100 word minimum per question.
Chapter 17
1. Identify and discuss the 8 major modes of communication that are part of the marketing communications mix.
2. Identify and discuss the 6 elements of the hierarchy of effects model.
3. Identify and discuss 4 possible communication objectives.
Chapter 18
4 Identify and discuss the 4 advertising objectives.
5 Discuss television ads as it relates to developing the advertising campaign.
6 Discuss media selection, reach, frequency, and impact.
.
7 Based on the article in the Journal of Marketing,
discuss
data access vulnerability
: the ethical and legal issues associated with the firm having access to the customer’s personal data.
What do you see as the ethical dilemma? As a consultant to executives, what recommendations would you make regarding data privacy?
.
100 wordsCase Study Chapter 17 Being Prepared Impact of D.docxtrippettjettie
100 words
Case Study Chapter 17
Being Prepared: Impact of Disaster, Terrorism, and War Many opportunities are available for both student nurses and experienced community health nurses to become involved in emergency preparedness and response efforts. A disaster is any event that causes a level of destruction that exceeds the abilities of the affected community to respond without assistance. Disasters may be caused by natural or man-made/technologic events and may be classified as multiple-casualty incidents or mass-casualty incidents. Student nurses are developing a plan on how to approach the upcoming community-wide disaster drill.
1. What characteristics of disasters, including causation, number of casualties, scope, and intensity, should the student nurses consider?
2. What factors contribute to a community’s potential for experiencing a disaster?
3. What are the four phases of disaster management that must be included in the student nurses planning for the drill?
4. Using the levels of prevention, what is the role of the community health nurse in relations to acts of chemical, biologic, or nuclear terrorism?
.
100 Original Work.Graduate Level Writing Required.DUE Satu.docxtrippettjettie
100% Original Work.
Graduate Level Writing Required.
DUE: Saturday, October 31, 2020 by 5pm Eastern Standard Time.
Topic:
Austin, TX Police Budget cuts affecting public safety.
Discuss:
What possible changes in public policy and the political process could have led to this decision? What may be the result?
Write
a 1,300- to 1,400-word paper about how the political process and changing public policy at the federal, state, and municipal levels influence budgeting. Include details on how the change came about and its effect on the resulting program. Ensure you:
Identify political, economic, social, and cultural influences that caused the change in the budget.
Identify the interaction among the federal, state, and municipal levels with regard to your selected program.
Specify the limits of the agency budget office and how they may try to compensate for those limits.
Identify some strategies and agencies politicians might use to justify increasing or decreasing the budget for the program you selected.
Note:
This assignment must not become a discussion on the advisability of one political position over another. Focus on how politics influence budgeting.
Include a minimum of 4 references
from texts, articles, journals, local police or criminal policy, and websites;
only 2 may be websites.
Format your paper consistent with APA guidelines
.
Must Be Graduate Level Writing
.
.
100 Blue Ravine RoadFolsom, CA 95630916-932-1300www.erep.docxtrippettjettie
100 Blue Ravine Road
Folsom, CA 95630
916-932-1300
www.erepublic.com
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__________Designer __________Creative Dir.
__________Editorial __________Prepress
__________Other ____________OK to go
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100 Blue Ravine Road
Folsom, CA 95630
916-932-1300
www.erepublic.com
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__________Editorial __________Prepress
__________Other ____________OK to go
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www.govtech.com // January/February 2020 15
Back to
the Future
How does the state
of tech in 2020 compare
to predictions made
on the cusp of Y2K?
By Pamela Martineau
2020
U
N
S
P
L
A
S
H
/C
H
R
IS
Y
A
N
G
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100 Blue Ravine Road
Folsom, CA 95630
916-932-1300
www.erepublic.com
Page #
__________Designer __________Creative Dir.
__________Editorial __________Prepress
__________Other ____________OK to go
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Some of these tech predictions became
reality, while others never came close or
were only adopted in a limited fashion. And
some — especially in the area of policing —
exceeded expectations. And on the eve of
the year 2000, the world held its collective
breath, anticipating a massively disrup-
tive Y2K computer crash. But that never
happened at all, in large part because
governments prepared for it. Neverthe-
less, Y2K hype changed the way govern-
ments view and secure digital systems.
Rob Atkinson, president of the Information
Technology and Innovation Foundation,
said technological advancement
sometimes can be too fi ckle to predict.
“People tend to overestimate the
rate of technological change,” said
Atkinson, though there are exceptions.
Stephen Goldsmith, director of the
Innovations in Government Program
and Data-Smart City
Solution
s at the
John F. Kennedy School of Govern-
ment at Harvard University, said that
in some areas, technological advance-
ments have exceeded expectations
made in 2000. But governments have
not kept up with the pace of change
to the degree that could assist their
missions even more, he added.
“We still are operating in command
control silos and hierarchical systems
which tamp down the ability to dramati-
cally use the technological changes,”
said Goldsmith.
Here we look at where we w.
100 Original Work.Graduate Level Writing Required.DUE Frid.docxtrippettjettie
100% Original Work.
Graduate Level Writing Required.
DUE: Friday, October 16, 2020 by 5pm Eastern Standard Time.
When dealing with public policy and funding, it is very important to understand budgeting and its various approaches. In this assignment, you research and share information about budgeting approaches.
Write
a 800- to 1,050-word paper in which you:
- Evaluate how different budget approaches impact the development, implementation, and justification of existing and new programs.
- Identify at least two major budgetary reform approaches, such as zero-based budgeting and performance-based budgeting, and their effects on justification of new or existing programs.
Provide a brief description of these approaches and their effects on budgeting.
Explain how these major reform approaches might assist a community as it deals with decreased funding from the state or federal government and lower collections of revenue at the local level.
Identify the impact of these major reform approaches on the budget office.
Format
your manual according to APA standards.
Include at least four additional scholarly references.
Must Be Graduate Level Writing
100% Original Work
.
100 Guaranteed No PlagiarismPlease read all the instructions .docxtrippettjettie
*100% Guaranteed No Plagiarism
*Please read all the instructions and ensure that that are clear before excepting the assignment.
*Please use the rubrics as a guide to meet the Criteria for the paper
*Please provide turn in report when assignment is complete
.
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
2/14/20, 1:37 PM
Page 1 of 287
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is
not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Sm.
100 Original Work.Graduate Level Writing Required.DUE .docxtrippettjettie
100% Original Work.
Graduate Level Writing Required.
DUE: Sunday, June 12, 2020 by 5pm Eastern Standard Time.
Background:
Views on justice impact many areas of criminal justice, including the concepts of fairness, equality, and impartiality, and influence the ethical standards you apply in various situations in the field. Your views on justice and how you act in situations will affect the opinions others have of you in the communities you serve. Views on justice also impact actions taken and decisions made that affect the wider population.
Write
a 1,150- to 1,400-word paper describing the origins of the concept of justice and how you believe they are defined today.
Include the following:
-Explain Aristotle’s ethical ideas of distributive and procedural justice.
-Compare substantive justice and procedural justice, including how procedural justice impacts wrongful convictions and moral perceptions of racial discrimination, such as the Central Park Five and the story of Brian Banks, a former football star.
-Explain how you understand justice as defined by today’s modern criminal justice agencies. Include reasoning and examples in your explanation to support your opinion.
Include at least four additional scholarly reference.
Format your paper consistent with APA guidelines
.
Must Be Graduate Level Writing
100% Original Work
.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Assignment 1 (Doesn’t have to be full page, citation is a MUST).docx
1. Assignment 1 (Doesn’t have to be full page, citation is a
MUST):
Kesha has invited her friend Carrie to go home with her over
the school’s short holiday break. Kesha, like many African
Americans, has a rich spiritual tradition that permeates most
areas of her life. In addition, Kesha is close to her immediate
and extended family. Carrie, on the other hand, comes from a
predominantly Caucasian Presbyterian background, is an only
child, and rarely sees any of her extended family.
During her visit, Carrie is noticeably uncomfortable with the
vastly different dynamics of Kesha’s family. Carrie is
rethinking her friendship with Kesha and wants to withdraw
from her.
How will you help Carrie understand the cultural values
inherent in the African American culture and how these might
be affecting her?
Suggest ways in which Kesha could build a bridge to help
Carrie understand the African American culture.
Assignment 2 (2 pages, CITATION IS A MUST):
Reflections on Racial Discrimination
Franklin hears about people being discriminated against at the
workplace and in society but rarely experiences it first hand.
Cortez, on the other hand, speaks English poorly and is often
2. subject to derogatory comments from peers and coworkers.
Reflect on your experience with racial discrimination.
Identify examples of racial discrimination and provide examples
you have personally witnessed or heard about firsthand from the
following three realms:
· family
· work place
· community
Write a brief summary that includes the following:
· Describe a racial incident pertaining to each realm in detail.
Explain why you believe this is racial discrimination.
· Explain how this situation could have been handled to avoid
discrimination against those belonging to another race.
Your response should be at least two pages long. All written
assignments and responses should follow APA rules for
attributing sources.
Supreme Court of Tennessee,
at Nashville.
STATE of Tennessee
v.
Eric FLEMMING.
April 3, 2000.
Defendant was convicted in the Criminal
Court, Davidson County, Seth Norman, J., of espe-
cially aggravated robbery, and defendant appealed.
The Court of Criminal Appeals, Tipton, J., re-
versed. Upon granting state's petition for permis-
sion to appeal, the Supreme Court, Barker, J., held
3. that: (1) defendant's fists and feet were not deadly
weapons, and (2) evidence was sufficient to support
instruction on facilitation as lesser-included offense
of aggravated robbery.
Affirmed and remanded.
West Headnotes
[1] Statutes 361 1072
361 Statutes
361III Construction
361III(A) In General
361k1071 Intent
361k1072 k. In general. Most Cited
Cases
(Formerly 361k181(1))
Supreme Court's role in construing statutes is
to give effect to legislative intent without unduly
restricting or expanding statute's coverage beyond
its intended scope.
[2] Statutes 361 1092
361 Statutes
361III Construction
361III(B) Plain Language; Plain, Ordinary,
or Common Meaning
361k1092 k. Natural, obvious, or accepted
4. meaning. Most Cited Cases
(Formerly 361k188)
Statutes 361 1153
361 Statutes
361III Construction
361III(E) Statute as a Whole; Relation of
Parts to Whole and to One Another
361k1153 k. Context. Most Cited Cases
(Formerly 361k208)
Court determines legislative intent from natural
and ordinary meaning of statutory language within
context of entire statute without any forced or
subtle construction that would extend or limit stat-
ute's meaning.
[3] Statutes 361 1404
361 Statutes
361IV Operation and Effect
361k1402 Construction in View of Effects,
Consequences, or Results
361k1404 k. Unintended or unreasonable
results; absurdity. Most Cited Cases
(Formerly 361k181(2))
Court will not apply particular interpretation to
statute if that interpretation would yield absurd res-
6. [6] Criminal Law 110 795(2.1)
110 Criminal Law
110XX Trial
110XX(G) Instructions: Necessity, Requis-
ites, and Sufficiency
110k795 Grade or Degree of Offense; In-
cluded Offenses
110k795(2) Evidence Justifying or Re-
quiring Instructions
110k795(2.1) k. In general. Most
Cited Cases
Defendant is entitled to jury instruction for
lesser-included offense only if evidence justifies
jury instruction on lesser-included offense.
[7] Criminal Law 110 795(2.75)
110 Criminal Law
110XX Trial
110XX(G) Instructions: Necessity, Requis-
ites, and Sufficiency
110k795 Grade or Degree of Offense; In-
cluded Offenses
110k795(2.25) Particular Cases and
Offenses Charged
7. 110k795(2.75) k. Robbery charges.
Most Cited Cases
Evidence was sufficient to support instruction
on facilitation as lesser-included offense of aggrav-
ated robbery; although there was evidence that de-
fendant participated substantially in robbery by
kicking and beating victim, evidence could be con-
strued that he did not intend to promote, assist, or
benefit from offense because he took no property
from victim. T.C.A. §§ 39-11-403(a), 39-13-403.
*195 Paul G. Summers, Attorney General and Re-
porter, Michael E. Moore, Solicitor General, and
Elizabeth B. Marney, Assistant Attorney General,
Nashville, TN, for appellant, State of Tennessee.
Jeffrey A. DeVasher, Assistant Public Defender,
and Wendy S. Tucker, Assistant Public Defender,
Nashville, TN, for appellee, Eric Flemming.
OPINION
BARKER, J., delivered the opinion of the court, in
which ANDERSON, C.J., and DROWOTA,
BIRCH, and HOLDER, JJ. joined.
We granted the appeal in this case to decide (1)
whether fists and feet are deadly weapons under
Tennessee Code Annotated section
39–11–106(a)(5)(B); and (2) whether the trial
court's failure to instruct the jury on criminal re-
sponsibility for facilitation of especially aggravated
robbery and aggravated robbery was reversible er-
ror. We conclude that fists and feet are not deadly
weapons under Tennessee Code Annotated section
9. wore. In addition, no money was found on the vic-
tim even though he had cashed his paycheck the
previous day. Smith did not observe Flemming take
any items from the victim.
Antonio Batey, who participated in the robbery
of the victim, agreed to testify against Flemming in
exchange for remaining in the juvenile court sys-
tem. At trial, Batey stated that Flemming kicked the
victim and beat him with his fists. In addition,
Batey testified that he saw Flemming reach into the
victim's pockets, though Batey stated that he did
not see Flemming take any property from the vic-
tim.
FN1
FN1. Batey's testimony at trial appears to
contradict a pre-trial statement made to a
police officer in which Batey asserted that
an individual to whom he alternately re-
ferred as “Eric” or “E” took money from
the pocket of the victim during the rob-
bery. Portions of this statement were read
into evidence by counsel for the State.
The State argued at trial that Flemming was
guilty of especially aggravated robbery because he
used a deadly weapon (his fists and feet) to com-
plete the crime. A jury found Flemming guilty of
especially aggravated robbery and assessed a fine
of $12,500.00. In addition, the court sentenced
Flemming as a Range 1 standard offender to eight-
een years confinement.
Flemming appealed contending that fists and
10. feet are not deadly weapons and that the jury should
have been instructed on the lesser-included offenses
of facilitation of aggravated robbery and especially
aggravated robbery. The Court of Criminal Appeals
reversed Flemming's conviction concluding that
fists and feet are not within the statutory definition
of “deadly weapon.” In addition, the Court of Crim-
inal Appeals held that the trial court erred in not in-
structing the jury on facilitation of especially ag-
gravated robbery and aggravated robbery.
FN2
We
then granted the State's petition for permission to
appeal on these issues.
FN2. The Court of Criminal Appeals also
found that the prosecutor's closing argu-
ment impermissibly commented on Flem-
ming's Fifth Amendment right to silence
and that the comment was reversible error.
We did not grant review on this issue be-
cause we agreed with the holding of the
Court of Criminal Appeals.
DISCUSSION
A. “Deadly Weapon” under Tennessee Code An-
notated section 39–11–106(a)(5)
Tennessee Code Annotated section
39–11–106(a)(5) (1997) sets forth the definition of
“deadly weapon.”
“Deadly weapon” means:
12. We reject the State's interpretation of Morgan and
agree with the Court of Criminal Appeals that Mor-
gan merely recognizes that some instruments or ob-
jects, though not traditionally considered deadly
weapons, may become deadly weapons by the man-
ner in which they are used.
The State also contends that fists and feet are
deadly weapons within the plain language of sec-
tion—106 defining “deadly weapon,” in part, as
“[a]nything that in the manner of its use or intended
use is capable of causing death or serious bodily in-
jury.” According to the State, by incorporating the
word “anything” into section—106, the General
Assembly evinced its intent to include fists and feet
within the scope of the definition of “deadly
weapon .”
[1][2][3] We examine this argument in light of
relevant principles of statutory construction. Provi-
sions of the criminal code should be “construed ac-
cording to the fair import of their terms, including
reference to judicial decisions and common law in-
terpretations, to promote justice, and effect the ob-
jectives of the criminal code.” Tenn.Code Ann. §
39–11–104 (1997). This Court's role in construing
statutes is to give effect to the legislative intent
without unduly restricting or expanding a statute's
coverage beyond its intended scope. See State v.
Butler, 980 S.W.2d 359, 362 (Tenn.1998). We de-
termine legislative intent from the natural and or-
dinary meaning of the statutory language within the
context of the entire statute without any forced or
subtle construction that would extend or limit the
statute's meaning. See id. Moreover, we will not ap-
ply a particular interpretation to a statute if that in-
13. terpretation would yield an absurd result. See, e.g.,
State v. Legg, 9 S.W.3d 111, 116 (Tenn.1999).
[4] Were we to interpret the statute to be writ-
ten broadly enough to include one's fists and feet
within the statutory definition of “deadly weapon,”
it would lead to an absurd result—the merger of
simple and aggravated offenses—which would con-
tradict the expressed intent of the General As-
sembly. Within the criminal code, the General As-
sembly has divided many offenses into two categor-
ies: simple offenses and enhanced offenses which
include aggravated offenses and especially aggrav-
ated offenses. A simple offense is composed of the
crime's most basic elements. An aggravated of-
fense, by contrast, is the simple offense accompan-
ied by some other element, usually use of a deadly
weapon or serious bodily injury sustained by a vic-
tim. See, e.g., Tenn.Code Ann. §
39–13–102(1)(A)–(B), –304(a)(4)–(5) (1997). A
combination of these other elements together with
the simple offense typically comprises an especially
aggravated offense. See, e.g., Tenn.Code Ann. §
39–13–403(A) (1997).
The General Assembly's rationale for grading
offenses in this manner is evident in the corres-
ponding sentences that may be imposed for com-
mission of offenses. For example, a defendant con-
victed of simple assault is guilty of a Class A mis-
demeanor*198 for which a sentence of eleven
months and twenty-nine days and a fine of
$2,500.00 may be imposed. See Tenn.Code Ann. §
39–13–101(a)(1)–(2) (1997), § 40–35–111(e)(1)
(1997). If, however, that defendant used a deadly
15. of “deadly weapon,” the defendant's fists and feet
would inevitably be displayed. Thus, the defendant
becomes both the perpetrator and the deadly
weapon, the simple assault becomes aggravated as-
sault, and the misdemeanor becomes a felony.
It is difficult, if not impossible, to conceive of
a scenario in which a defendant could assault an-
other individual without displaying fists or feet. As
an example of how simple assault survives under its
theory, the State posits the following hypothetical:
[A] woman who slaps a man would commit the
offense of simple assault ... whether or not the
slap resulted in any bodily injury. If the slap
should cause the man to flinch, fall, and hit his
head with resulting serious bodily injury ... she
would have committed the offense of aggravated
assault based on the serious bodily injury but not
with the use of or intended use of her hand as a
deadly weapon.
However, the State's theory contradicts its own
conclusion. Under the State's theory, the mere for-
tuity that the man did not fall and sustain a serious
bodily injury does not alter the character of the wo-
man's hand as a deadly weapon. Because, in its
manner of use, the hand is capable of causing a ser-
ious bodily injury, the woman commits aggravated
assault by merely displaying the hand, i.e., the
deadly weapon.
We do not believe that the General Assembly
intended this result by its definition of “deadly
weapon.” Had the General Assembly intended the
16. definition of “deadly weapon” to encompass body
parts, it would have had no reason to also enact a
statute criminalizing simple assault when, by the
very act of assault, an aggravated assault would oc-
cur. Instead, we conclude that the increased penalty
for use of a deadly weapon is appropriate when an
object or instrument other than one's own body is
used in the commission of a criminal offense. Ac-
cordingly, we hold that fists and feet are not deadly
weapons under Tennessee Code Annotated section
39–11–106(a)(5) (1997), and we affirm the judg-
ment of the Court of Criminal Appeals.
B. Instruction on criminal responsibility for facil-
itation of aggravated robbery and especially ag-
gravated robbery
In State v. Burns, 6 S.W.3d 453, 466–67
(Tenn.1999) we adopted the following test for less-
er-included offenses:
*199 [5] An offense is a lesser-included of-
fense if:
(a) all of its statutory elements are included with-
in the statutory elements of the offense charged;
or
(b) it fails to meet the definition in part (a) only
in the respect that it contains a statutory element
or elements establishing
(1) a different mental state indicating a lesser
kind of culpability; and/or
(2) a less serious harm or risk of harm to the
18. less of whether evidence supports it. If, however,
the trial court concludes that a lesser offense is
included in the charged offense, the question re-
mains whether the evidence justifies a jury in-
struction on such lesser offense.... Whether or not
a particular lesser-included offense should be
charged to the jury depends on whether proof in
the record would support the lesser charge.
Id. at 467–68. The court makes this determina-
tion viewing the evidence liberally in the light most
favorable to the existence of a lesser-included of-
fense. See id. at 469. “An offense is a lesser-in-
cluded offense if ... it consists of facilitation of the
offense charged....” Id.; see also Tenn.Code Ann.
§§ 39–11–403, –12–107 (1997). Accordingly, facil-
itation of aggravated robbery and especially ag-
gravated robbery are lesser-included offenses of es-
pecially aggravated robbery.
[6] Flemming, however, is entitled to a jury in-
struction only if the evidence justifies a jury in-
struction on the lesser-included offense of facilita-
tion of a felony. See Burns, 6 S.W.3d at 467. “A
person is criminally responsible for the facilitation
of a felony if, knowing that another intends to com-
mit a specific felony, but without the intent re-
quired for criminal responsibility under §
39–11–402(2), the person knowingly furnishes sub-
stantial assistance in the commission of the felony.”
Tenn.Code Ann. § 39–11–403(a) (1997). Thus, the
trial court, viewing the evidence liberally in the
light most favorable to the existence of a lesser-
included offense, should have instructed the jury on
facilitation if the evidence was legally sufficient to
19. support a conviction for facilitation.
[7] Having reviewed the record, we agree with
the Court of Criminal Appeals that the parties
presented legally sufficient evidence to support a
conviction of criminal responsibility for facilitation
of especially aggravated robbery and aggravated
robbery. The Sentencing Commission Comments to
section –403 state that application of the facilitation
statute is appropriate where an offender participates
substantially in a felony but lacks the intent to pro-
mote, assist or benefit from the offense. Under the
facts of this case, and in the light most favorable to
the existence of the lesser-included offense, a jury
could reasonably have concluded that, while Flem-
ming participated substantially by kicking and beat-
ing the victim, he did not intend to promote, assist
or benefit from the offense, *200 because he took
no property from the victim.
The State concedes that its proof rests on the
testimony of Juanita Smith and Antonio Batey. At
trial, Juanita Smith testified that Batey and Ter-
rance Robinson were the individuals who removed
property from the victim. She did not testify that
she saw Flemming take property from the victim.
Moreover, when Antonio Batey was asked by coun-
sel for the State whether he knew what, if anything,
Flemming took from the victim, Batey responded
that he did not. If the jury accredited that testimony,
it might have concluded that Flemming substan-
tially assisted in the robbery of the victim but did
not intend to benefit from the crime. Under these
circumstances, we conclude that the trial court
should have instructed the jury on the lesser-in-
cluded offenses of facilitation, and its failure to do
22. closed
135HV(A) In General
135Hk139 Particular Offenses, Identity of
135Hk141 k. Assault, battery, or
armed violence. Most Cited Cases
Double jeopardy barred defendant's conviction
for both assault resulting in serious bodily injury
and assault by means of a dangerous weapon,
where it was undisputed that each alleged crime
arose from same transaction, an altercation in
which the complainant was repeatedly kicked by
the defendant; because assault resulting in serious
bodily injury necessarily occurred by use of a dan-
gerous weapon if the injury occurred as a result of
being repeatedly kicked, each crime did not contain
a separate and distinct element. U.S.C.A.
Const.Amend. 5; Const. Art. 1, § 7.
[2] Double Jeopardy 135H 136
135H Double Jeopardy
135HV Offenses, Elements, and Issues Fore-
closed
135HV(A) In General
135Hk132 Identity of Offenses; Same Of-
fense
135Hk136 k. “Same evidence” test;
sufficiency of evidence of one offense to sustain
conviction for the other. Most Cited Cases
23. Under “same evidence test” for finding double
jeopardy, if the same evidence suffices to establish
both crimes, a defendant may not be prosecuted a
second time nor be twice punished. U.S.C.A.
Const.Amend. 5; Const. Art. 1, § 7.
[3] Assault and Battery 37 56
37 Assault and Battery
37II Criminal Responsibility
37II(A) Offenses
37k56 k. Assault with dangerous or
deadly weapon. Most Cited Cases
An assault with a dangerous weapon may arise
when the object used in the assault is not per se a
dangerous weapon if it appears that the object was
used in such a way that it had the capability of pro-
ducing serious bodily harm. Gen.Laws 1956, §
11-5-2.
[4] Assault and Battery 37 56
37 Assault and Battery
37II Criminal Responsibility
37II(A) Offenses
37k56 k. Assault with dangerous or
deadly weapon. Most Cited Cases
If an object is employed in such a manner that
serious bodily harm could have resulted, an assault
25. closed
135HV(A) In General
135Hk132 Identity of Offenses; Same Of-
fense
135Hk135 k. Proof of fact not required
for other offense. Most Cited Cases
For purposes of double jeopardy analysis, in
making determination of whether each crime
charged requires proof of a fact which the other
does not, it is necessary to focus not only on the
elements of each crime but also the evidence upon
which the state's case is based. U.S.C.A.
Const.Amend. 5; Const. Art. 1, § 7.
*908 Aaron Weisman, Providence, for Plaintiff.
Paula Lynch, for Defendant.
Present: WILLIAMS, C.J., FLANDERS, GOLD-
BERG, FLAHERTY, and SUTTELL, JJ.
O P I N I O N
GOLDBERG, Justice.
This case came before the Supreme Court for
oral argument on March 2, 2004, on the appeal of
the defendant, Norberto Bolarinho (Bolarinho or
defendant), from a Superior Court judgment of con-
viction for assault resulting in serious bodily injury
and assault by means of a dangerous weapon, both
in violation of G.L.1956 § 11–5–2. For the reasons
set forth herein, the judgment of the Superior Court
is affirmed in part and vacated in part.
26. Facts and Travel
On September 10, 2000, at about 2 a.m., de-
fendant rode his bicycle to the home of Francis
“Cookie” Martin on Vine Street in the city of East
Providence, intending to purchase some cocaine. At
the time, Cookie's brother, Louis Martin (Martin or
complainant), was residing at the Vine Street loca-
tion. While watching television, Martin heard a
knock at the door. Jennifer Correia, another resid-
ent at the home, peered through the window and in-
formed Martin that defendant was at the door. Ac-
cording to Martin, defendant was not a welcome
guest, and he went outside and ordered defendant to
leave the premises. As Martin approached defend-
ant and told him to leave, defendant “[t]hrew a
punch at me, so I threw a punch back at him.” The
defendant began kicking and striking Martin re-
peatedly with “twirl kicks” and “chops.” Although
Martin attempted to strike back, he was unsuccess-
ful, and he quickly fell to the ground.
As Martin lay on the ground, defendant contin-
ued to kick him in the face and chest and on his
back and arms. Martin testified that he covered his
face and head with his arms but that defendant
“kept on hitting me when I was on the ground, step-
ping on my arms [and] kicking them.” His right
wrist was broken as “I was trying to cover my
face;” and “my right arm took the most damage.”
After receiving several blows, complainant man-
aged to grab defendant and push him into some
nearby bushes at which point Bolarinho left the
scene. Martin, who was bleeding from the head,
28. fense.” Although the motion to dismiss was not
heard before the trial began, the trial justice did ad-
dress the issue at the close of the evidence; he
denied the motion. The trial justice, sitting without
a jury, found defendant guilty on both counts, and
sentenced him to concurrent terms of twelve years
at the Adult Correctional Institutions, five years to
serve, and seven years suspended, with probation.
FN1. The information also charged defend-
ant with breaking and entering the apart-
ment of Jennifer Correia, without the con-
sent of the tenant, in violation of G.L.1956
§ 11–8–2 on September 2, 2000. This
count was severed before trial and remains
pending.
On appeal, defendant asserts that his conviction
has resulted in multiple punishments for the same
offense. According to Bolarinho, “[t]he felony as-
sault statute provides for enhanced penalties when
an assault is committed with a dangerous weapon
or results in serious bodily injury.” The defendant
argues that when a serious bodily injury results
from the crime of assault with a dangerous weapon,
there is a merger and he cannot, consistent with the
double jeopardy clause, be convicted of two crimes.
The defendant also contends that the state presented
insufficient evidence to prove beyond a reasonable
doubt that Martin suffered a serious bodily injury,
an essential element of felony assault resulting in
serious bodily injury.
Double Jeopardy
[1][2] The Fifth Amendment to the United
29. States Constitution and article 1, section 7, of the
Rhode Island Constitution protects criminal defend-
ants from being “twice put in jeopardy” for the
same offense. The test that this Court has adopted
for determining whether an accused stands in
danger of being twice tried or punished for the
same offense “is often referred to as the ‘same
evidence’ test,” State v. Davis, 120 R.I. 82, 86, 384
A.2d 1061, 1064 (1978), and comes to us from
Blockburger v. United States, 284 U.S. 299, 52
S.Ct. 180, 76 L.Ed. 306 (1932):
“The applicable rule is that where the same act or
transaction constitutes a violation of two distinct
statutory provisions, the test to be applied to de-
termine whether there are two offenses or only
one, is whether each provision requires proof of
an additional fact which the other does not.” Dav-
is, 120 R.I. at 86, 384 A.2d at 1064 (quoting
Blockburger, 284 U.S. at 304, 52 S.Ct. 180).
Thus, if “the same evidence suffices to estab-
lish both crimes, a defendant may not be prosecuted
a second time nor be twice punished.” Davis, 120
R.I. at 86, 384 A.2d at 1064.
Citing State v. Zangrilli, 440 A.2d 710, 711
(R.I.1982), in which this Court unequivocally held
that although not per se dangerous, a person's hands
can be considered dangerous weapons when used in
a manner likely to produce serious bodily harm, de-
fendant contends that an assault with a dangerous
weapon merges with the crime of assault resulting
Page 3
31. FN2
It is
undisputed that the crimes charged in the criminal
information arose from the same transaction, an al-
tercation outside the complainant's home. Each
count in the information alleged a violation of §
11–5–2, “Felony Assault.” Section 11–5–2,
formerly entitled “Assault or Battery with a Dan-
gerous Weapon or Substance,” provided that “every
person who shall make an assault or battery, or
both, with a dangerous weapon, or with acid or oth-
er dangerous substance, * * * shall be punished * *
*.” In 1981, the statute was amended by the Gener-
al Assembly.
FN3
The offense was renamed
“Felony Assault” and provides:
FN2. Shortly before oral argument in this
case, the state moved to confess error con-
cerning count 1, felony assault resulting in
serious bodily injury. “[T]he
State—recognizing at least the possibility
that one of the acts constituting the felony
assault resulting in serious bodily injury
could also have been an act constituting
the felony assault by means of a dangerous
weapon—[came] to appreciate that the best
legal and equitable disposition * * * might
be to simply acquiesce to defendant's
double jeopardy prayer that one of the two
felony-assault convictions be set aside.”
32. FN3. P.L. 1981, ch. 76, § 1.
“Felony Assault.—(a) Every person who shall
make an assault or battery, or both, with a dan-
gerous weapon, or with acid or other dangerous
substance, or by fire, or an assault or battery
which results in serious bodily injury, shall be
punished by imprisonment for not more than
twenty (20) years.” (Emphasis added.)
[3][4][5] Although many objects, including
knives and firearms, are inherently dangerous
weapons, an assault with a dangerous weapon may
arise “when the object used in the assault is not per
se a dangerous weapon if it appears that the object
was used in such a way that it had the capability of
producing serious bodily harm.” State v. Mercier,
415 A.2d 465, 467 (R.I.1980). (Emphasis added.) If
the object is employed in such a manner that seri-
ous bodily harm could have resulted, an assault
with a dangerous weapon has been committed,
whether or not injury occurs. “The object's latent
capability alone is not determinative; what is de-
terminative is such capability coupled with the
manner of use.” Id. We have no hesitation in hold-
ing that a person's foot can qualify as a dangerous
weapon, particularly when employed with karate-
like precision.
In subsequent decisions, this Court has made
clear that a dangerous weapon is defined as an ob-
ject used in a manner capable of producing serious
bodily injury.
*911 See State v. Gore, 820 A.2d 978, 980
34. tiary overlap between the two crimes, and we are
not persuaded that each crime charged “requires
proof of a fact which the other does not.” Blockbur-
ger, 284 U.S. at 304, 52 S.Ct. 180. To make this de-
termination, it is necessary to focus not only on the
elements of each crime but also the evidence upon
which the state's case is based. According to the bill
of particulars, in assaulting Martin with a danger-
ous weapon defendant employed his feet, which are
capable of causing serious bodily injury and did so.
The evidence adduced at trial disclosed that Bolar-
inho committed an assault and battery upon the
complainant with his feet that resulted in serious
bodily injury. Thus, the evidence that established
defendant's guilt on assault with a dangerous
weapon, his feet, is the identical evidence intro-
duced with respect to the remaining count, an as-
sault resulting in serious bodily injury. We deem
these counts merged under a double jeopardy ana-
lysis because the evidence that supported the con-
viction for assault with a dangerous weapon was a
necessary component of the guilty finding for as-
sault resulting in serious bodily injury.
Accordingly, we are of the opinion that if seri-
ous bodily injury has occurred as a result of being
repeatedly kicked, that offense necessarily has oc-
curred by the use of a dangerous weapon. Thus,
each crime does not contain a separate and distinct
element to withstand double jeopardy scrutiny. In
the context of this case, an assault resulting in seri-
ous bodily injury is by definition an assault with a
dangerous weapon, and defendant's conviction on
both counts may not stand. Because the state was
willing to confess error and moved to vacate the
35. conviction on count 1, assault resulting in serious
bodily injury, we vacate the judgment pertaining to
count 1, assault resulting in serious bodily injury.
FN4
FN4. The state's willingness to confess er-
ror makes it unnecessary for this Court to
decide whether an assault with a dangerous
weapon is a lesser included offense of an
assault resulting in serious bodily injury.
Sufficiency of the Evidence
The defendant also asserts that the state's evid-
ence was insufficient to establish that Martin
suffered a serious bodily injury, and as such, the tri-
al justice erred *912 in denying the defendant's mo-
tion to dismiss count 1. However, because this issue
is now moot, we need not address the defendant's
contentions.
Conclusion
For the reasons stated herein, we vacate the de-
fendant's conviction as to count 1, assault resulting
in serious bodily injury, and affirm the defendant's
conviction as to count 2, assault with a dangerous
weapon. The record shall be remanded to the Su-
perior Court.
R.I.,2004.
Page 5
850 A.2d 907
(Cite as: 850 A.2d 907)