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.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docxsleeperharwell
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.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docxsleeperharwell
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.
The final assignment for this course is a Final Paper. The purpose o.docxssuser454af01
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.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docxwilliame8
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.docxboadverna
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.
Instructions are as followsThe final assignment for this course.docxdoylymaura
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 Terror The final as.docxsleeperharwell
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.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docxsleeperharwell
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.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docxsleeperharwell
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.
The final assignment for this course is a Final Paper. The purpose o.docxssuser454af01
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.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docxwilliame8
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.docxboadverna
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.
Instructions are as followsThe final assignment for this course.docxdoylymaura
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 Terror The final as.docxsleeperharwell
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.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docxneedhamserena
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.
I need help with final essay. The essay must be plagarism free, .docxvernettacrofts
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.
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docxneedhamserena
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.
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.
Consider the following points when researching and writing your pape.docxclarebernice
Consider the following points when researching and writing your paper
:
1) Briefly describe the issues involved in the case. Identify the plaintiff and defendant.
2) When did it occur? What contexts (historical, political, judicial, etc.) are important to understanding the case and its outcome?
3) How and where did the case originate? What were the decisions of the lower courts (if any)?
4) Provide relevant details about the Court itself. What was the final vote tally on the decision? Who was the Chief Justice? Who wrote the majority decision? Discuss their backgrounds, if important. You can
pay for a paper to be written
here.
5) How was the decision situated with regard to existing constitutional precedents? Did it build on them or represent a new direction? Place your case firmly in the context of important related decisions.
6) Were there significant dissents to the decision of the Court majority? How was the decision publicly received? Was it politically controversial? Who favored and who opposed it?
7) Describe the significance of the Court’s decision in both the short and long term. Remember, the specific details of the case itself are sometimes less important than the platform that the decision provided for the Court to set forth doctrines of much wider significance.
Some papers may focus on one or more of these questions as opposed to others, depending on their relative importance to the particular case. But understanding historical events means placing them in contexts, so the second question always deserves attention in your paper.
Research Paper Guidelines
Each student will submit an original report of six-to-twelve full pages (plus a Works Cited list) on the origins, outcome, significance, and context of a Supreme Court decision from a preapproved list. These papers are due in three groups on dates staggered throughout the semester. Students should also be present and prepared to informally discuss their case and answer questions about it in class on the date that the decision is listed on the detailed weekly course schedule.
Format Requirements
:
1) Papers should run at least 6 full pages in length and no more than 12. No headers or footers except page numbers should appear in the text of the paper.
2) Separately include a cover page (title, name, course info, etc.) and a Works Cited list.
3) Use a 12-point font (Times New Roman or Arial
only
!)
4) All lines of the text should be double-spaced. Do
not
place an extra line between paragraphs.
5) Margins should be one-inch in width (top, bottom, and both sides).
Submission
: The due dates for Groups 1, 2, and 3 are listed on the syllabus. Papers must be submitted in hardcopy and also uploaded online to the E-Learn dropbox. If you have trouble, then send me the paper as an e-mail attachment. All electronic versions should be saved and uploaded as
MSWord or rich text format (.rtf) files only
!
Late Papers
: These will be subject to steep penalties per what is d.
MG – C5POWER AND JUSTICEAssignment OverviewMediation models a.docxroushhsiu
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 155 PAPER DUE MARCH 11
Term Paper Format Page
Spring 2014
Requirements:
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research: A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment
-Social Security
-Welfare
-The Vietnam War
-The New Deal
-Euthanasia
-Terrorism
-The Iraq War
-Stem Cell Research
-Campaign Finance
-Tobacco
-Drug Laws
-Voting Rights
-Rights Of The Accused
-Political Parties
-Presidential Administrations
-Supreme Court Justices
-McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration
-The War On Terrorism
-Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
.
The objective of the term paper requirement is to give you an opport.docxdennisa15
The objective of the term paper requirement is to give you an opportunity to explore a topic in considerable depth.
The guidelines below will help you craft your paper.
Please do not hesitate to email or call with questions.
Paper Guidelines
Length: 5-7 pages with references
Formatting: MS Word (.doc, .docx) only; 12 point Times New Roman font; 1.5 line spacing; all text left justified, no indent.
References: APA 6th citation format (see sample paper)
Choose your topic:
ERP Systems Decision Support Systems Artificial Intelligence Expert Systems Electronic Medical Records Information Assurance (Security) Geographic Information Systems Banking Systems Data Warehouses Data Mining Knowledge Management/KM systems Accounting Systems Human Resources systems Supply Chain Management Systems Customer Relationship Management Systems Other topics by arrangement
Please choose from the topics above.
Remember, these types of systems have been deployed across numerous domains (e.g. health care, banking, manufacturing, etc.).
You may research whatever domain interests you.
Alternatively, you can choose your own topic, however it must be OK’d by me before you proceed.
Paper details: Your paper should be organized as follows: 1. Introduction – introduce your topic, explain why it’s important, then briefly review what’s coming in subsequent sections. 2. Background/History – When did such systems come into use? Discuss seminal research or practical applications that advanced the field, discuss the history of your topic. 3. Current Practice/Research – how are such systems being used today?
Articulate the state of the art from both practical and research perspectives. 4. Future work – Discuss the future of your topic, describe what’s coming next in terms of advancements. 5. Conclusion – Summarize the paper briefly reviewing the findings presented in previous sections. 6. References
Six sections as outlined above, points will be deducted for not following organization guideline.
I expect your final paper to demonstrate college-level writing – correct spelling, grammar, punctuation, etc.
The final paper will be submitted using Turnitin, a plagiarism detection tool.
Plagiarism is a serious offence in this class and at IUE and will not be tolerated.
If you have questions related to this matter, please ask.
If you choose a topic from the list above, simply upload an MS Word file to the assignment ‘Term Paper Topic’ in OnCourse Assignments. Your document should contain the following: 1. Your name 2. Topic 3. Brief outline and one or two paragraphs documenting what your paper will cover.
An outline is a “blueprint” or “plan” for your paper.
It helps you to organize your thoughts and arguments. A good outline can make conducting research and then writing the paper very efficient.
Your outline page must include your:
Paper Title Thesis statement Major points/arguments indicated by Roman numerals (i.e., I, II, III, IV, V, etc.) Support for you.
InstructionsIntegral to this course will be the ability to read,.docxJeniceStuckeyoo
Instructions
Integral to this course will be the ability to read, understand, brief, and discuss the cases of the Supreme Court of the United States (SCOTUS). The following information, "How to Brief Case Law,” discusses how to master these tasks. This information will be referenced and used throughout the course, including in the unit assessments.
The official site of the Supreme Court of the United States (SCOTUS) is a useful and beneficial tool. Some cases even provide the ability to listen to the oral arguments. This site could be used to supplement any additional information the student might need.
Note: There are numerous sites on the internet that provide case briefs. If any student case briefs are copied, there will be an automatic score of zero for the respective unit.
How to Brief Case Law
A court uses the following components in case law. You should use these components when you brief, or summarize, case law. Each component is detailed below:
1) Proper and full legal citation
2) Procedural history
3) Facts
4) Issue(s)
5) Holding, including vote
6) Rule(s) of law, Legal principle that was used/created
7) Rationale reasoning/analysis use by court
8) Significance—What do we have now, that we did not have before this case?
Case Brief Explanation
Proper and full legal citation
List the title of the case and the case’s legal reference according to APA standards.
Example:
Miranda v. Arizona
, 384 U.S. 436 (1966)
Procedural history
Typically, there is a section that covers the judicial history, that is a very short summary of what happened at each preceding stage: trial court of XX found the defendant guilty (as described in the “Facts” section), (party name) appealed based upon (specify legal issue), and the appellate court affirmed or reversed, it was then appealed to the (State) Supreme Court which reversed or affirmed, and based upon the Constitutional issues of 1,2,3, (these are enumerated in the “issues” section) the case was appealed to the (name the federal court), that affirmed or reversed, and then (party name) appealed to the USSC on the grounds of (very specific constitutional grounds); the court granted certiorari (agreed to hear the case on this specific basis).
Facts of the case
Facts of the case should be the ABSOLUTE fewest words possible to convey the legally relevant issues. No details are needed unless they are specifically related to the particular legal challenge bringing us to the United States Supreme Court (USSC). It takes discipline and practice to keep this to a few lines while still capturing the essentials. This section ends with a conviction and provides a segue to the next section.
Issues
Issues are answered using yes or no question(s) that identify the larger constitutional question that will be considered by the USSC and is typically quite specific in terms of a legal issue, but not necessarily specific to the set of facts in this case. It is possible that a sing.
1. The paper should center around issues, events, or law perta.docxKiyokoSlagleis
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research:
A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The
Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment -Social Security -Welfare -The Vietnam War
-The New Deal -Euthanasia -Terrorism -The Iraq War
-Stem Cell Research -Campaign Finance -Tobacco -Drug Laws
-Voting Rights -Rights Of The Accused -Political Parties
-Presidential Administrations -Supreme Court Justices -McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration -The War On Terrorism -Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
.
FPTP - Recent developments within the US Supreme Courttutor2u
The Roberts Court usually hears around 70 to 80 cases a year. Most are of a dry and legalistic character, with little to capture the interest of students or teachers. However, there are times when the Court passes judgement on a case that could genuinely be considered a landmark.
Ambiguous Constitutional LanguageThe First, Third, Fourth, and Fif.docxikirkton
Ambiguous Constitutional Language
The First, Third, Fourth, and Fifth Amendments
imply
the right to privacy through the freedom of religion and the protections against mandatory housing of soldiers, unlawful searches and seizures, and self-incrimination. However, nowhere in the Constitution does the word “privacy” exist. Since the language of the Constitution related to the privacy rights and other rights
—
such as the right to bear arms
—
often is ambiguous, it leads to one of the most fundamental tenets of democracy: discourse. This ambiguity leaves room for interpretation and according to some legal scholars gives way to the belief that the Constitution is a living document that reshapes itself to suit the changing times. While Supreme Court Justices have the power to decipher and give meaning to the ambiguous language, the implications on policy can be both positive and negative.
To prepare for this Discussion
:
Review the article “Disentangling the Fourth Amendment and the Self-Incrimination Clause.” Consider how the courts’ interpretation of the ambiguous overlapping of the Fourth Amendment and the self-incrimination clause of the Fifth Amendment influences policymaking.
Review the U.S. Supreme Court Cases
District of Columbia
v. Heller
and
Grutter v. Bollinger
in the LexisNexis Academic database. Consider the impact of the Court’s constitutional interpretation in these cases.
Reflect on the strengths and limitations of the Supreme Court making policy by interpreting ambiguous constitutional language.
With these thoughts in mind
:
Post by Day 3
at least two strengths and two limitations related to the Supreme Court making policy by interpreting ambiguous constitutional language. Be specific and justify your response.
Be sure to support your postings and responses with specific references to the Learning
Resources.
Judicial Philosophy and Establishment of Rights
In the
Declaration of Independence
, Thomas Jefferson defined inalienable rights as life, liberty, and the pursuit of happiness. Although this statement is very vague and unclear as to what liberty and the pursuit of happiness entail, it provides rights to all citizens of the United States. Ambiguous language is used throughout the Constitution, which makes its interpretation a daunting task for Supreme Court Justices ruling on controversial cases.
There are two schools of thought for interpreting the U.S. Constitution: Originalism and Living Document Philosophy. Justice Antonin Scalia favors Originalism, which means the Constitution’s interpretation should pertain to the original intent of the document. Justice Ruth Bader Ginsberg favors Living Document Philosophy, which leaves the interpretation up to the changing moral, political, and cultural climate of the times.
Out of respect for the legacy of the founding fathers and the central identity of U.S. democracy, the Constitution will never undergo revision, but rather, can be amended. Originalists do not want an am.
ash pol 303 week 5 dq 1 what right to privacy new,pol 303 week 5 dq 2 discrimination and the future of marriage,pol 303 week 5 final paper,ash pol 303 week 5,pol 303 week 5,ash pol 303 week 5 tutorial,ash pol 303 week 5 assignment,ash pol 303 week 5 help
LEGAL BRIEF WRITING ASSIGNMENT & PRESENTATION Goal of Writing a .docxsmile790243
LEGAL BRIEF WRITING ASSIGNMENT & PRESENTATION
Goal of Writing a Legal Brief:
The overall goal of writing a legal brief is to provide a reader, who has no previous knowledge about the case, with a general sense for: (a) how the case appeared before the court, (b) the legal issue(s) that are trying to be determined by the courts, and (c) the Supreme Court’s decision on the case. Keep in mind, that legal briefs do not contain student’s personal opinions or commentaries, but rather only provide information directly from the case facts. All legal briefs should follow APA style and the general writing guidelines (e.g., typed, 12 point font, double spaced, grammatically correct, etc.) on the Blackboard course menu.
General Guidelines for Writing Legal Briefs:
· First, read through the case for general understanding. Try to ignore the legalese. Also, you do NOT have to read the dissenting opinion portion at the end of the case. Rather, you should focus on the Majority Opinion.
· Second, as you re-read the case you will need to develop an understanding of the procedural posture of the case. How did the case get to the Supreme Court?
· Third, determine the main legal issue(s) and the Court’s holding in the Major Opinion on the issue(s). Consider what constitutional issue is at stake? What question is the Supreme Court trying to answer in the case and what implications will it have for the operations of public universities?
· Fourth, you will need to be able to explain the rationale behind the Court’s decision.
Components of a Legal Brief: - Please Read
There are five components that comprise a legal brief which include:
I. Citation: Citations are references that allow attorneys to look up particular court cases and judicial opinions. The citation serves as a designation of the case and generally includes a.) the volume number, b.) name of reporter, and c.) the page number. For example, if a case were decided by the Supreme Court and cited as 60 S. Ct. 710, the case would be found in volume 60 of the Supreme Court Reporter on page 710.
II. Facts: The facts of the case provide a concise synopsis of the processes involved in how the case appeared before the Supreme Court. The facts component of the brief should be a maximum of a half to one double spaced, typed page in length.
III. Issue(s): The issue component of a brief should always be framed as a question.The issue serves as the question or questions that the Supreme Court will be trying to decide. Therefore, what are the main legal issues at stake in this case?
IV. Holding: The holding is a yes or no answer to the legal issue at hand in the case. It is important to note that the issue component and holding component of the brief should represent the most succinct components of the brief.
V. Rationale: The rationale component of the brief will provide the reader with a longer explanation of the Supreme Court’s holding in the determination of the legal issues.Thus, in this component ...
Requirements1. The paper should center around issues, events,.docxdebishakespeare
Requirements:
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research: A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment
-Social Security
-Welfare
-The Vietnam War
-The New Deal
-Euthanasia
-Terrorism
-The Iraq War
-Stem Cell Research
-Campaign Finance
-Tobacco
-Drug Laws
-Voting Rights
-Rights Of The Accused
-Political Parties
-Presidential Administrations
-Supreme Court Justices
-McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration
-The War On Terrorism
-Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
...
Case Analysis Content FormatThe case analysis must include the .docxtidwellveronique
Case Analysis Content Format:
The case analysis must include the following content:
Introduction: 1-2 paragraph introduction of the case analysis.
What are we doing:Analyzing the problems between the parties which is a bone of contention and needs to be fixed: If there is more than one problem, slice it up into the individual specific set of problems: this makes it easier and keeps you from missing major things. This is to be general in nature: the specifics should be in the brief.
X vs a,b,c claims, defenses, etc
D vs e,f,g, claims, defenses, etc
G vs l,m,n, claims, defenses, etc.
Or
X vs a,b,c claims, pro & cons, etc.
Etc.
Case Brief: A complete case brief of the case to be analyzed, using the Case Brief format described in conference area, text A-1 listing the issues to be answered.
What are we doing:
Case Background: this is like we did for the brief Discussion of background of case,
The facts needed to understand the circumstances of each of the parties in each scenario. The questions for which a court would need to know to answer the issues or questions before it. An example may be, not necessarily the case. Is there a contract between a & b if so, why or why not, if not why or why not, what may you be requesting the court to do.
Case brief
Facts
Issues What answers are you seeking for the court to answer:
Answer: what you believe the courts' answer will be.
Reasoning why: what concepts the court will use to make their decision. Check out as you did before in text on A-1 as to format. You most likely will have several issues per scenario.
Case Background: and analysis of the case: taking the issues you have listed, include the discussion of previously decided related cases using the actual court opinions of other legal cases, law review journal articles, and other legal publication, articles as resources. This should discuss the court opinions of the legal cases to argue the pros and cons to your arguments in support of the issues, and defenses to the problems you have pointed out in your brief scenarios, ie an extensive analysis of applicable court cases related to this area of law and how it applies to the facts in this case.. This should lead you to an answer to your questions, issues, on what the court should do with these problems, based upon your cases. The best way to do this is to argue how the facts in this case, that you have researched is similar to the ones we now have before us and therefore the court should make a decision based upon those similarities you have listed .
Analysis of Current Implications of Case: Discussion of how this case decision is likely to affect current events and business law, using the actual court opinions of other legal cases, law review journal articles and legal publications as resources, what should one do to protect themselves both pro and con.
Analysis of Future Implications of Case: Discussion of how case decision is likely to affect/influence future business law and ...
Political Science 155 PAPER DUE MARCH 8
Term Paper Format Page
Spring 2018
Requirements:
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research: A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment
-Social Security
-Welfare
-The Vietnam War
-The New Deal
-Euthanasia
-Terrorism
-The Iraq War
-Stem Cell Research
-Campaign Finance
-Tobacco
-Drug Laws
-Voting Rights
-Rights Of The Accused
-Political Parties
-Presidential Administrations
-Supreme Court Justices
-McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration
-The War On Terrorism
-Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
.
1. Discuss Blockchains potential application in compensation system.docxmonicafrancis71118
1. Discuss Blockchain's potential application in compensation systems (base wages, incentives, rewards).
2. How can a token economy affect employee compensation?
3. Based on your readings, do worldwide executives believe Blockchain has the potential to radical change the future of organizations?
.
1. Describe the characteristics of the aging process. Explain how so.docxmonicafrancis71118
1. Describe the characteristics of the aging process. Explain how some of the characteristics may lead to elder abuse (memory issues, vulnerability, etc.). Discuss the types of consideration a nurse must be mindful of while performing a health assessment on a geriatric patient as compared to a middle-aged adult.
2.
End-of-life care becomes an issue at some point for elderly clients. Even with the emergence of palliative care programs and hospice programs, most elderly people do not die in their own home as is their preference. What are the reasons for this trend? Discuss what you can do as a nurse to support your clients regarding end-of-life care in accordance with their wishes. Support your response with evidence-based literature.
.
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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.
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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).
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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.
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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
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Consider the following points when researching and writing your pape.docxclarebernice
Consider the following points when researching and writing your paper
:
1) Briefly describe the issues involved in the case. Identify the plaintiff and defendant.
2) When did it occur? What contexts (historical, political, judicial, etc.) are important to understanding the case and its outcome?
3) How and where did the case originate? What were the decisions of the lower courts (if any)?
4) Provide relevant details about the Court itself. What was the final vote tally on the decision? Who was the Chief Justice? Who wrote the majority decision? Discuss their backgrounds, if important. You can
pay for a paper to be written
here.
5) How was the decision situated with regard to existing constitutional precedents? Did it build on them or represent a new direction? Place your case firmly in the context of important related decisions.
6) Were there significant dissents to the decision of the Court majority? How was the decision publicly received? Was it politically controversial? Who favored and who opposed it?
7) Describe the significance of the Court’s decision in both the short and long term. Remember, the specific details of the case itself are sometimes less important than the platform that the decision provided for the Court to set forth doctrines of much wider significance.
Some papers may focus on one or more of these questions as opposed to others, depending on their relative importance to the particular case. But understanding historical events means placing them in contexts, so the second question always deserves attention in your paper.
Research Paper Guidelines
Each student will submit an original report of six-to-twelve full pages (plus a Works Cited list) on the origins, outcome, significance, and context of a Supreme Court decision from a preapproved list. These papers are due in three groups on dates staggered throughout the semester. Students should also be present and prepared to informally discuss their case and answer questions about it in class on the date that the decision is listed on the detailed weekly course schedule.
Format Requirements
:
1) Papers should run at least 6 full pages in length and no more than 12. No headers or footers except page numbers should appear in the text of the paper.
2) Separately include a cover page (title, name, course info, etc.) and a Works Cited list.
3) Use a 12-point font (Times New Roman or Arial
only
!)
4) All lines of the text should be double-spaced. Do
not
place an extra line between paragraphs.
5) Margins should be one-inch in width (top, bottom, and both sides).
Submission
: The due dates for Groups 1, 2, and 3 are listed on the syllabus. Papers must be submitted in hardcopy and also uploaded online to the E-Learn dropbox. If you have trouble, then send me the paper as an e-mail attachment. All electronic versions should be saved and uploaded as
MSWord or rich text format (.rtf) files only
!
Late Papers
: These will be subject to steep penalties per what is d.
MG – C5POWER AND JUSTICEAssignment OverviewMediation models a.docxroushhsiu
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 155 PAPER DUE MARCH 11
Term Paper Format Page
Spring 2014
Requirements:
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research: A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment
-Social Security
-Welfare
-The Vietnam War
-The New Deal
-Euthanasia
-Terrorism
-The Iraq War
-Stem Cell Research
-Campaign Finance
-Tobacco
-Drug Laws
-Voting Rights
-Rights Of The Accused
-Political Parties
-Presidential Administrations
-Supreme Court Justices
-McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration
-The War On Terrorism
-Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
.
The objective of the term paper requirement is to give you an opport.docxdennisa15
The objective of the term paper requirement is to give you an opportunity to explore a topic in considerable depth.
The guidelines below will help you craft your paper.
Please do not hesitate to email or call with questions.
Paper Guidelines
Length: 5-7 pages with references
Formatting: MS Word (.doc, .docx) only; 12 point Times New Roman font; 1.5 line spacing; all text left justified, no indent.
References: APA 6th citation format (see sample paper)
Choose your topic:
ERP Systems Decision Support Systems Artificial Intelligence Expert Systems Electronic Medical Records Information Assurance (Security) Geographic Information Systems Banking Systems Data Warehouses Data Mining Knowledge Management/KM systems Accounting Systems Human Resources systems Supply Chain Management Systems Customer Relationship Management Systems Other topics by arrangement
Please choose from the topics above.
Remember, these types of systems have been deployed across numerous domains (e.g. health care, banking, manufacturing, etc.).
You may research whatever domain interests you.
Alternatively, you can choose your own topic, however it must be OK’d by me before you proceed.
Paper details: Your paper should be organized as follows: 1. Introduction – introduce your topic, explain why it’s important, then briefly review what’s coming in subsequent sections. 2. Background/History – When did such systems come into use? Discuss seminal research or practical applications that advanced the field, discuss the history of your topic. 3. Current Practice/Research – how are such systems being used today?
Articulate the state of the art from both practical and research perspectives. 4. Future work – Discuss the future of your topic, describe what’s coming next in terms of advancements. 5. Conclusion – Summarize the paper briefly reviewing the findings presented in previous sections. 6. References
Six sections as outlined above, points will be deducted for not following organization guideline.
I expect your final paper to demonstrate college-level writing – correct spelling, grammar, punctuation, etc.
The final paper will be submitted using Turnitin, a plagiarism detection tool.
Plagiarism is a serious offence in this class and at IUE and will not be tolerated.
If you have questions related to this matter, please ask.
If you choose a topic from the list above, simply upload an MS Word file to the assignment ‘Term Paper Topic’ in OnCourse Assignments. Your document should contain the following: 1. Your name 2. Topic 3. Brief outline and one or two paragraphs documenting what your paper will cover.
An outline is a “blueprint” or “plan” for your paper.
It helps you to organize your thoughts and arguments. A good outline can make conducting research and then writing the paper very efficient.
Your outline page must include your:
Paper Title Thesis statement Major points/arguments indicated by Roman numerals (i.e., I, II, III, IV, V, etc.) Support for you.
InstructionsIntegral to this course will be the ability to read,.docxJeniceStuckeyoo
Instructions
Integral to this course will be the ability to read, understand, brief, and discuss the cases of the Supreme Court of the United States (SCOTUS). The following information, "How to Brief Case Law,” discusses how to master these tasks. This information will be referenced and used throughout the course, including in the unit assessments.
The official site of the Supreme Court of the United States (SCOTUS) is a useful and beneficial tool. Some cases even provide the ability to listen to the oral arguments. This site could be used to supplement any additional information the student might need.
Note: There are numerous sites on the internet that provide case briefs. If any student case briefs are copied, there will be an automatic score of zero for the respective unit.
How to Brief Case Law
A court uses the following components in case law. You should use these components when you brief, or summarize, case law. Each component is detailed below:
1) Proper and full legal citation
2) Procedural history
3) Facts
4) Issue(s)
5) Holding, including vote
6) Rule(s) of law, Legal principle that was used/created
7) Rationale reasoning/analysis use by court
8) Significance—What do we have now, that we did not have before this case?
Case Brief Explanation
Proper and full legal citation
List the title of the case and the case’s legal reference according to APA standards.
Example:
Miranda v. Arizona
, 384 U.S. 436 (1966)
Procedural history
Typically, there is a section that covers the judicial history, that is a very short summary of what happened at each preceding stage: trial court of XX found the defendant guilty (as described in the “Facts” section), (party name) appealed based upon (specify legal issue), and the appellate court affirmed or reversed, it was then appealed to the (State) Supreme Court which reversed or affirmed, and based upon the Constitutional issues of 1,2,3, (these are enumerated in the “issues” section) the case was appealed to the (name the federal court), that affirmed or reversed, and then (party name) appealed to the USSC on the grounds of (very specific constitutional grounds); the court granted certiorari (agreed to hear the case on this specific basis).
Facts of the case
Facts of the case should be the ABSOLUTE fewest words possible to convey the legally relevant issues. No details are needed unless they are specifically related to the particular legal challenge bringing us to the United States Supreme Court (USSC). It takes discipline and practice to keep this to a few lines while still capturing the essentials. This section ends with a conviction and provides a segue to the next section.
Issues
Issues are answered using yes or no question(s) that identify the larger constitutional question that will be considered by the USSC and is typically quite specific in terms of a legal issue, but not necessarily specific to the set of facts in this case. It is possible that a sing.
1. The paper should center around issues, events, or law perta.docxKiyokoSlagleis
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research:
A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The
Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment -Social Security -Welfare -The Vietnam War
-The New Deal -Euthanasia -Terrorism -The Iraq War
-Stem Cell Research -Campaign Finance -Tobacco -Drug Laws
-Voting Rights -Rights Of The Accused -Political Parties
-Presidential Administrations -Supreme Court Justices -McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration -The War On Terrorism -Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
.
FPTP - Recent developments within the US Supreme Courttutor2u
The Roberts Court usually hears around 70 to 80 cases a year. Most are of a dry and legalistic character, with little to capture the interest of students or teachers. However, there are times when the Court passes judgement on a case that could genuinely be considered a landmark.
Ambiguous Constitutional LanguageThe First, Third, Fourth, and Fif.docxikirkton
Ambiguous Constitutional Language
The First, Third, Fourth, and Fifth Amendments
imply
the right to privacy through the freedom of religion and the protections against mandatory housing of soldiers, unlawful searches and seizures, and self-incrimination. However, nowhere in the Constitution does the word “privacy” exist. Since the language of the Constitution related to the privacy rights and other rights
—
such as the right to bear arms
—
often is ambiguous, it leads to one of the most fundamental tenets of democracy: discourse. This ambiguity leaves room for interpretation and according to some legal scholars gives way to the belief that the Constitution is a living document that reshapes itself to suit the changing times. While Supreme Court Justices have the power to decipher and give meaning to the ambiguous language, the implications on policy can be both positive and negative.
To prepare for this Discussion
:
Review the article “Disentangling the Fourth Amendment and the Self-Incrimination Clause.” Consider how the courts’ interpretation of the ambiguous overlapping of the Fourth Amendment and the self-incrimination clause of the Fifth Amendment influences policymaking.
Review the U.S. Supreme Court Cases
District of Columbia
v. Heller
and
Grutter v. Bollinger
in the LexisNexis Academic database. Consider the impact of the Court’s constitutional interpretation in these cases.
Reflect on the strengths and limitations of the Supreme Court making policy by interpreting ambiguous constitutional language.
With these thoughts in mind
:
Post by Day 3
at least two strengths and two limitations related to the Supreme Court making policy by interpreting ambiguous constitutional language. Be specific and justify your response.
Be sure to support your postings and responses with specific references to the Learning
Resources.
Judicial Philosophy and Establishment of Rights
In the
Declaration of Independence
, Thomas Jefferson defined inalienable rights as life, liberty, and the pursuit of happiness. Although this statement is very vague and unclear as to what liberty and the pursuit of happiness entail, it provides rights to all citizens of the United States. Ambiguous language is used throughout the Constitution, which makes its interpretation a daunting task for Supreme Court Justices ruling on controversial cases.
There are two schools of thought for interpreting the U.S. Constitution: Originalism and Living Document Philosophy. Justice Antonin Scalia favors Originalism, which means the Constitution’s interpretation should pertain to the original intent of the document. Justice Ruth Bader Ginsberg favors Living Document Philosophy, which leaves the interpretation up to the changing moral, political, and cultural climate of the times.
Out of respect for the legacy of the founding fathers and the central identity of U.S. democracy, the Constitution will never undergo revision, but rather, can be amended. Originalists do not want an am.
ash pol 303 week 5 dq 1 what right to privacy new,pol 303 week 5 dq 2 discrimination and the future of marriage,pol 303 week 5 final paper,ash pol 303 week 5,pol 303 week 5,ash pol 303 week 5 tutorial,ash pol 303 week 5 assignment,ash pol 303 week 5 help
LEGAL BRIEF WRITING ASSIGNMENT & PRESENTATION Goal of Writing a .docxsmile790243
LEGAL BRIEF WRITING ASSIGNMENT & PRESENTATION
Goal of Writing a Legal Brief:
The overall goal of writing a legal brief is to provide a reader, who has no previous knowledge about the case, with a general sense for: (a) how the case appeared before the court, (b) the legal issue(s) that are trying to be determined by the courts, and (c) the Supreme Court’s decision on the case. Keep in mind, that legal briefs do not contain student’s personal opinions or commentaries, but rather only provide information directly from the case facts. All legal briefs should follow APA style and the general writing guidelines (e.g., typed, 12 point font, double spaced, grammatically correct, etc.) on the Blackboard course menu.
General Guidelines for Writing Legal Briefs:
· First, read through the case for general understanding. Try to ignore the legalese. Also, you do NOT have to read the dissenting opinion portion at the end of the case. Rather, you should focus on the Majority Opinion.
· Second, as you re-read the case you will need to develop an understanding of the procedural posture of the case. How did the case get to the Supreme Court?
· Third, determine the main legal issue(s) and the Court’s holding in the Major Opinion on the issue(s). Consider what constitutional issue is at stake? What question is the Supreme Court trying to answer in the case and what implications will it have for the operations of public universities?
· Fourth, you will need to be able to explain the rationale behind the Court’s decision.
Components of a Legal Brief: - Please Read
There are five components that comprise a legal brief which include:
I. Citation: Citations are references that allow attorneys to look up particular court cases and judicial opinions. The citation serves as a designation of the case and generally includes a.) the volume number, b.) name of reporter, and c.) the page number. For example, if a case were decided by the Supreme Court and cited as 60 S. Ct. 710, the case would be found in volume 60 of the Supreme Court Reporter on page 710.
II. Facts: The facts of the case provide a concise synopsis of the processes involved in how the case appeared before the Supreme Court. The facts component of the brief should be a maximum of a half to one double spaced, typed page in length.
III. Issue(s): The issue component of a brief should always be framed as a question.The issue serves as the question or questions that the Supreme Court will be trying to decide. Therefore, what are the main legal issues at stake in this case?
IV. Holding: The holding is a yes or no answer to the legal issue at hand in the case. It is important to note that the issue component and holding component of the brief should represent the most succinct components of the brief.
V. Rationale: The rationale component of the brief will provide the reader with a longer explanation of the Supreme Court’s holding in the determination of the legal issues.Thus, in this component ...
Requirements1. The paper should center around issues, events,.docxdebishakespeare
Requirements:
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research: A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment
-Social Security
-Welfare
-The Vietnam War
-The New Deal
-Euthanasia
-Terrorism
-The Iraq War
-Stem Cell Research
-Campaign Finance
-Tobacco
-Drug Laws
-Voting Rights
-Rights Of The Accused
-Political Parties
-Presidential Administrations
-Supreme Court Justices
-McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration
-The War On Terrorism
-Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
...
Case Analysis Content FormatThe case analysis must include the .docxtidwellveronique
Case Analysis Content Format:
The case analysis must include the following content:
Introduction: 1-2 paragraph introduction of the case analysis.
What are we doing:Analyzing the problems between the parties which is a bone of contention and needs to be fixed: If there is more than one problem, slice it up into the individual specific set of problems: this makes it easier and keeps you from missing major things. This is to be general in nature: the specifics should be in the brief.
X vs a,b,c claims, defenses, etc
D vs e,f,g, claims, defenses, etc
G vs l,m,n, claims, defenses, etc.
Or
X vs a,b,c claims, pro & cons, etc.
Etc.
Case Brief: A complete case brief of the case to be analyzed, using the Case Brief format described in conference area, text A-1 listing the issues to be answered.
What are we doing:
Case Background: this is like we did for the brief Discussion of background of case,
The facts needed to understand the circumstances of each of the parties in each scenario. The questions for which a court would need to know to answer the issues or questions before it. An example may be, not necessarily the case. Is there a contract between a & b if so, why or why not, if not why or why not, what may you be requesting the court to do.
Case brief
Facts
Issues What answers are you seeking for the court to answer:
Answer: what you believe the courts' answer will be.
Reasoning why: what concepts the court will use to make their decision. Check out as you did before in text on A-1 as to format. You most likely will have several issues per scenario.
Case Background: and analysis of the case: taking the issues you have listed, include the discussion of previously decided related cases using the actual court opinions of other legal cases, law review journal articles, and other legal publication, articles as resources. This should discuss the court opinions of the legal cases to argue the pros and cons to your arguments in support of the issues, and defenses to the problems you have pointed out in your brief scenarios, ie an extensive analysis of applicable court cases related to this area of law and how it applies to the facts in this case.. This should lead you to an answer to your questions, issues, on what the court should do with these problems, based upon your cases. The best way to do this is to argue how the facts in this case, that you have researched is similar to the ones we now have before us and therefore the court should make a decision based upon those similarities you have listed .
Analysis of Current Implications of Case: Discussion of how this case decision is likely to affect current events and business law, using the actual court opinions of other legal cases, law review journal articles and legal publications as resources, what should one do to protect themselves both pro and con.
Analysis of Future Implications of Case: Discussion of how case decision is likely to affect/influence future business law and ...
Political Science 155 PAPER DUE MARCH 8
Term Paper Format Page
Spring 2018
Requirements:
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research: A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment
-Social Security
-Welfare
-The Vietnam War
-The New Deal
-Euthanasia
-Terrorism
-The Iraq War
-Stem Cell Research
-Campaign Finance
-Tobacco
-Drug Laws
-Voting Rights
-Rights Of The Accused
-Political Parties
-Presidential Administrations
-Supreme Court Justices
-McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration
-The War On Terrorism
-Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
.
Similar to Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx (20)
1. Discuss Blockchains potential application in compensation system.docxmonicafrancis71118
1. Discuss Blockchain's potential application in compensation systems (base wages, incentives, rewards).
2. How can a token economy affect employee compensation?
3. Based on your readings, do worldwide executives believe Blockchain has the potential to radical change the future of organizations?
.
1. Describe the characteristics of the aging process. Explain how so.docxmonicafrancis71118
1. Describe the characteristics of the aging process. Explain how some of the characteristics may lead to elder abuse (memory issues, vulnerability, etc.). Discuss the types of consideration a nurse must be mindful of while performing a health assessment on a geriatric patient as compared to a middle-aged adult.
2.
End-of-life care becomes an issue at some point for elderly clients. Even with the emergence of palliative care programs and hospice programs, most elderly people do not die in their own home as is their preference. What are the reasons for this trend? Discuss what you can do as a nurse to support your clients regarding end-of-life care in accordance with their wishes. Support your response with evidence-based literature.
.
1. Dis. 7Should we continue to collect data on race and .docxmonicafrancis71118
1. Dis. 7
Should we continue to collect data on race and ethnicity?
Topic
In what situations should we continue collecting data on race and ethnicity, and in what situations should we stop collecting data on race and ethnicity? (see Desmond & Emirbayer)
2. Jour. 7
We determine whether our society is "colorblind." Our objectives this week are to:
· Describe colorblind racism and new racism;
· Discuss social policy implications of erroneous beliefs that we live in a post-racial or colorblind society; and
· Summarize the perception gap between majority and minority groups and how that impacts support for public policy aimed at combating racial inequality.
Please read all the information provided within the module and the indicated course book readings, then proceed to complete and submit this week's assignments in a timely and effective manner.
Due Thursday
Both 200 each words
.
1. Differentiate crisis intervention from other counseling therapeut.docxmonicafrancis71118
1. Differentiate crisis intervention from other counseling therapeutic interventions. Provide examples to support your rationale. For follow-up discussion, critique the examples provided by your peers for validity.
2. Is the use of standard psychotherapeutic interventions appropriate during a crisis? Why or why not?
.
1. Describe the ethical challenges faced by organizations operating .docxmonicafrancis71118
1. Describe the ethical challenges faced by organizations operating globally. 550 words .
2. Pick one of the following terms for your research: code of ethics, conscious capitalism, corporate social responsibility (CSR), culture, ethical dilemma, external adaptation, mission culture, social capital, values-based leadership, or whistle-blowing. 500 words
.
1. Describe in your own words the anatomy of a muscle. This sho.docxmonicafrancis71118
1. Describe in your own words the anatomy of a muscle. This should include from the muscle down to the myofibrils.
2. Explain in your own words how an action potential results in a muscle contraction.
3. List and describe in your own words the characteristics of skeletal muscle (aka the abilities that a skeletal muscle has).
4. Muscle Tissue
: Describe the appearance of the three types of muscle tissue.
a. Skeletal muscle:
b. Cardiac muscle:
c. Smooth muscle:
5. Muscle Anatomy
: Put the structures in anatomical order from superficial to deep.
Sarcolemma
Perimysium
Endomysium
Epimysium
6. Muscle Identification
: Palpate or locate each of the following muscles and list its origin, insertion, and action.
a. Masseter
b. Upper, middle, and lower trapezius
c. Sternocleidomastoid
d. Temporalis
e. Occipitofrontalis
f. Erector spinae
g. Scalenes
h. External/internal intercostalis
i. Rectus abdominis
j. External/internal oblique
k. Transverse abdominis
l. Rhomboids
m. Serratus anterior
n. Pectoralis major and minor
o. Teres major and minor
p. Latissimius Dorsi
q. Infraspinatus
r. Suprasinatus
s. Subscapularis
t. Deltoid
u. Triceps brachii
v. Biceps brachii
w. Brachialis
x. Brachioradialis
y. Wrist and finger flexors
z. Wrist and finger extensors
aa. Iliopsoas
bb. Tensor fasciae latae
cc. Gluteus maximus
dd. Gluteus medius
ee. Quadriceps
ff. Hamstrings
gg. Sartorius
hh. Adductor longus
ii. Gracilis
jj. Tibialis anterior
kk. Gastrocnemius
ll. Soleus
mm. Peroneals
.
1. Describe how your attitude of including aspects of health literac.docxmonicafrancis71118
1. Describe how your attitude of including aspects of health literacy changed during this course.
2. Describe your approach to incorporating evidence-based literature in health teaching.
3. Describe one theory of teaching or learning that you applied it to your power point presentation.
4. Describe two ways that you have grown as a health educator by taking health promotion course
.
1. Choose a behavior (such as overeating, shopping, Internet use.docxmonicafrancis71118
1. Choose a behavior (such as overeating, shopping, Internet use, etc.) Identify examples of each of the stages of change—pre-contemplation through maintenance—using the behavior you selected as the focus.
2. What are your thoughts on using the readiness assessment tool for addictive behaviors?
What is the stage of readiness in each of these areas for Brian and/or Alyssa?
Need for change
Commitment to change
Self-awareness
Environmental awareness
Personal closeness
Identify a possible next step in the process for the individual you selected that you feel will assist them in their readiness for change.
Be sure to rate each of the readiness assessment areas. Your next steps should be appropriate to the data you discuss in the readiness assessment.
see attachment:
.
1. Case 3-4 Franklin Industries’ Whistleblowing (a GVV Case)Natali.docxmonicafrancis71118
1. Case 3-4 Franklin Industries’ Whistleblowing (a GVV Case)
Natalie got the call she had been waiting for over six long months. Her complaint to the human resources department of Franklin Industries had been dismissed. It was HR’s conclusion that she was not retaliated against for reporting an alleged embezzlement by the Accounting Department manager. In fact, HR ruled there was no embezzlement at all. Natalie had been demoted from assistant manager of the department to staff supervisor seven months ago after informing Stuart Masters, the controller, earlier in 2015, about the embezzlement. Her blood started to boil as she thought about all the pain and agony she’d experienced these past six months without any level of satisfaction for her troubles.
Natalie Garson is a CPA who works for Franklin Industries, a publicly owned company and manufacturer of trusses and other structural components for home builders throughout the United States. Six months ago she filed a complaint with HR after discussing a sensitive matter with her best friend and coworker, Roger Harris. Natalie trusted Harris, who had six years of experience at Franklin. The essence of the discussion was that Natalie was informed by the accounting staff of what appeared to be unusual transactions between Denny King, the department manager, and an outside company no one had never heard of before. The staff had uncovered over $5 million in payments, authorized by King, to Vic Construction. No one could find any documentation about Vic, so the staff dug deeper and discovered that the owner of Vic Construction was Victoria King. Further examination determined that Victoria King and Denny King were siblings.
Once Natalie was convinced there was more to the situation than meets the eye, she informed the internal auditors, who investigated and found that Vic Construction made a $5 million electronic transfer to a separate business owned by Denny King. One thing lead to another, and it was determined by the internal auditors that King had funneled $5 million to Vic Construction, which, at a later date, transferred the money back to King. It was a $5 million embezzlement from Franklin Industries.
Natalie met with Roger Harris that night and told him about the HR decision that went against her. She was concerned whether the internal auditors would act now in light of that decision She knew the culture at Franklin was “don’t rock the boat.” That didn’t matter to her. She was always true to her values and not afraid to act when a wrongdoing had occurred. She felt particularly motivated in this case—it was personal. She felt the need to be vindicated. She hoped Roger would be supportive.
As it turned out, Roger cautioned Natalie about taking the matter any further. He had worked for Franklin a lot longer than Natalie and knew the board of directors consisted mostly of insider directors. The CEO of Franklin was also the chair of Page 181the board. It was well known in the company that whatev.
1. Cryptography is used to protect confidential data in many areas. .docxmonicafrancis71118
1. Cryptography is used to protect confidential data in many areas. Chose one type of cryptography attack and briefly explain how it works (examples include: ciphertext-only attack, known-plain-test attack, chosen-plaintext, chosen-ciphertext attack, timing attack, rubber hose attack, adaptive attack).
2. Select one type of cryptography or encryption and explain it in detail. Include the benefits as well as the limitations of this type of encryption. Your summary should be 2-3 paragraphs in length and uploaded as a TEXT DOCUMENT
.
1. Compare and contrast steganography and cryptography.2. Why st.docxmonicafrancis71118
1. Compare and contrast steganography and cryptography.
2. Why steganography and how does it work? List examples of suitable carriers of steganographic payloads.
3. Experiment with the tool – Steganography Online (http://stylesuxx.github.io/steganography/) to get a feel of how the steganographic tool works.
4. In steganalysis, which methods are used to detect steganography?
Briefly describe how cryptography is applied in ATM, SSL, digital signatures, hashes and drive encryption.
.
1. Date September 13, 2017 – September 15, 2017 2. Curr.docxmonicafrancis71118
1. Date: September 13, 2017 – September
15, 2017
2. Current Exchange Rate ($ / rupee):
1/64.16
3. During the past week (or since your last entry), what has been the major economic or
business news relating to
India? http://www.thehindu.com/business/Industry/economy-suffers-as-firms-tackle-
debt/article19677814.ece
In India this year, there are a fair amount of firms and businesses that are having issues paying off
interest on their loans. On top of this, fewer loans are happening and the state’s GDP growth rate has
lowered this year. The article lists several factors, one of which is pretty simple; interest rates are high
at the moment. This article on business interested me because this is an issue that is relatable to every
modernized country on Earth, how to pay off debt when you aren’t making enough this year to cover
costs? You can’t, so the unpaid portions add up. I didn’t feel like there was a strong bias in this article,
but I’m also not accustomed to the Indian financial market or its businesses. How is this story relevant
to my understanding of India? It lets me take an inside look at the current economy and how they might
be fairing in comparison. It also shows that business and banking policies are not that different on some
levels.
4. During the past week (or since your last entry), what has been the major political
news in India? http://www.thehindu.com/news/national/andhra-pradesh/patronising-congress-
again-a-historic-necessity/article19679153.ece
First, why do I consider this major political news in India? The discussions and accusations being talked
about in the article are serious and can definitely effect votes for the mentioned political parties, which
in turn can change or add new laws, regulations, taxes, and etc. The title seemed incredibly familiar to
what we always see in American newspapers about our politics. I felt that the author, or maybe the
newspaper, might actually lean more towards the BJP and TDP’s opposing forces. Other than that, there
were tons of biased quotes from both parties. So, why do I think this topic is relevant to my
understanding of India? Simply put, just as with business and banking, there is this kind of familiarity in
a way. This article lets me get an inside view on the current parties and the accusations being made,
showing me that politics is a somewhat universal language, one part attack ads, one part confusion, and
one part progress.
5. What new information have you found related to religion in
India?http://www.thehindu.com/society/faith/tendencies-of-
prakriti/article19656107.ece
We talked a lot about how the culture of India and the religions of it can definitely be intertwined. This
short article tells of the three ‘gunas’, which I didn’t know much about if anything really. As far as biases
go, you could say that the article is biased to what it is teaching about this religious aspect, but honestly,
it feels more informative. Why is thi.
1. compare and contrast predictive analytics with prescriptive and d.docxmonicafrancis71118
1. compare and contrast predictive analytics with prescriptive and descriptive analytics. Use examples. (250 words and two references no plagiarism)
2. Discuss the process that generates the power of AI and discuss the differences between machine learning and deep learning.(250 words and two references no plagiarism)
.
1. Creating and maintaining relationships between home and schoo.docxmonicafrancis71118
1. Creating and maintaining relationships between home and school are pivotal to the overall success of our ELL students. Discuss some ways you might cultivate these partnerships throughout the school year.
2. There is research supporting the theory that students who are literate in their home language are more likely to be literate in their second or subsequent language. Thinking of this, what are the potential effects of home language on the development of English and classroom learning?
.
1. Compare and contrast Strategic and Tactical Analysis and its .docxmonicafrancis71118
1. Compare and contrast Strategic and Tactical Analysis and its application to street crimes such as robbery and property crimes such as burglary. In your opinion is one more suited in addressing criminal behavior?
Strategic analysis involves the analysis over the long-term, whereas tactical analysis involves analysis in a more direct manner. Each has analysis scheme has their uses in addressing criminal behavior. To use an example with drug activity strategic analysis would be better suited to understanding who could be the future customers of drug dealers, where are possible locations that could facilitate such deals, and helping law-enforcement and community leaders come up with measures to combat drug sales. However, the tactical analysis would focus more on finding out where the current supply of drugs is coming in from, who the leader(s) is(are), and cracking down on local dealers. While there is overlap between the two, I believe that tactical analysis is the best when addressing criminal behavior, because of the more immediate results that it provides.
2. What is CPTED? Please elaborate on how CPTED may be an effective means to reduce a criminals Modus operandi? Provide an example.
CPTED is an acronym that stands for crime prevention through environmental design which is “The proper design and effective use of the built environment can lead to a reduction in the fear and incidence of crime, and an improvement in the quality of life” (Cozens, Saville, & Hillier, 2005). This means that CPTED is all of the passive defenses that the environment provides law-abiding citizens against criminally minded individuals. These defenses can be broken down into six different aspects that work together to create CPTED they are: territoriality, surveillance, access control, target hardening, image/maintenance, and active support (Cozens, Saville, & Hillier, 2005). All of these aspects work together to decrease crime in the area.
respond to this discussion question in 250 words
.
1. Coalition ProposalVaccination Policy for Infectious Disease P.docxmonicafrancis71118
1. Coalition Proposal
Vaccination Policy for Infectious Disease Prevention and Control
Scope of the Problem
Vaccines have done an excellent job at preventing many diseases, some of which can be deadly if not prevented. When bacteria or viruses enter the body, they immediately begin to attack and multiply, which then causes an infection. The immune system will then fight off the infection and establish antibodies, which will help recognize and fight off the same disease in the future. For this very reason, it has been important for children to be vaccinated at an early age so that they may establish those antibodies their bodies need. Vaccines act as the disease so that the body may produce antibodies, but the good thing is that it won’t cause an infection (CDC, 2017).
There are current policies that mandate vaccinations in the U.S., for example, all children are required to be up to date on their vaccines before beginning school. The problem is that there are many loopholes and exceptions to the rule, whether it’s due to religious reasons or other medical issues. Because of this, there are still many children and adults who have yet to be fully compliant with vaccine requirements
Some important statistics to note (Johns Hopkins Medicine):
· CDC estimated 2,700 new cases of hepatitis A in the U.S.
· It is estimated that in 2011, 19,000 new cases of hepatitis B and 17,000 cases of hepatitis C occurred.
· In 2012, nearly 10,000 new cases of tuberculosis were reported.
· Approximately 36,000 people per year die from influenza and pneumonia.
· 50,000 new cases of HIV infection occur annually.
· In 2012, new cases of STD’s were reported, including HPV, Chlamydia, Gonorrhea, HIV, and Syphilis.
Who is affected by this problem? Identify.
Children are mainly affected by this problem due to parents’ hesitancy for vaccinations. Although law mandates for children to be vaccinated for school enrollment, parents have the option to use exemptions to avoid having their children vaccinated. Currently, medical exemptions are allowed for medical reasons in all states, and it is estimated that one to three percent of children are excused from vaccinations because of these exemptions. Parents have continued to use reasons to avoid vaccinations, for example, the belief that the decline in vaccine-preventable diseases is due to improved health care, hygiene, and sanitation (Ventola, C. L., 2016).
Health disparities among Blacks, Hispanics, and Whites have played a huge role in terms of vaccination coverage. Studies have shown that health insurance has a direct impact on the vaccination coverage in adults, therefore, low-income families who can’t afford health insurance will most likely not get the vaccines they need. With that being said, uninsured prevalence was higher among non-Hispanic blacks (19.5%) and Hispanics (30.1%) compared with non-Hispanic whites (11.1%) (Lu, P., et al, 2015).
What has been written on the issue and policy options?
There ha.
1. Company Description and Backgrounda. Weight Watchers was cr.docxmonicafrancis71118
1. Company Description and Background
a. Weight Watchers was created by Jean Nindetch in 1963 when she began to invite her friends and neighbors so that they can discuss their weight loss issues and how they could lose weight successfully. The basic concept of WW plan consisted of two components: the WW program and group support. Comprised of a food plan and an activity plan. WW eliminated counting calories by introducing a point system.
b. Targeted women 25 to 55
c. 2017 about 1 million members who attended 32,000 WW meetings around the world organized by more then 9,000 leaders who had successful lost weight using WW.
d. Record high revenue 2011 $1.8 billion, in 2012 a slight reduction occurred but beat all pre-2011 numbers, in 2013 is when business began take a turn for the worse.
e. December 2015, WW launched a SmartPoints system which was a scale for food management. It was introduced to work along with a new weight management program called “Beyond the Scale.” Even thought doctors and nutrition’s approved the program, then-CEO David Kirchhoff felt it wasn’t enough because the programs didn’t take into account social, environmental and behavioral factors that led members to fail at their weight loss journey. Shortly after in August 2013, CEO Kirchhoff resigned in order to “pursue other opportunities” which left WW struggling to adjust their business strategy in the Internet Age.
2. Problems Posed In The Case
a. CEO Jim Chambers resigned in September 2016 afterward a tumultuous year with stock prices dropping 54% that year alone and seven straight quarters of declining sales.
b. Next generation diet programs and online apps like MyFitnessPal and FitBit were providing the same services for free of charge. CEO Chambers admitted that “consumers have changed and that WW hadn’t kept the pace.”
c. As obesity levels increased worldwide, the market for weight loss products was growing exponentially, however, WW had to increase customer value and seek new target segments to fend off competitors from traditional rivalry’s like Nutrisystem, Slim Fast, Medifast, Jenny Craig and the Biggest Loser.
d. Emergence of fad diets
e. Decreased effectiveness of marketing and advertising programs
f. The need for developing new and innovative products and services that could be delivered online or via mobile apps
g. WW International faced stock price volatility because of rival weight management options such as the over-the-counter weight-loss drug Alli launched by GlaxoSmithKline in June 2006 and the development of Allergan’s Lap-Band device.
h. Worldwide Health Organization estimated 2.3 billion people to be overweight by 2015 and more than 700 million obese.
i. The development of effective weight-management methods i.e. pharmaceuticals, surgical options such as the Lap-Band.
3. Financial Analysis
a. In 2017, revenue was 1.3 billion and in 2018 revenue was up by 5.77% at 1.5 billion.
4. Strategic Options
a. During the dot-com era they creat.
1. Come up with TWO movie ideas -- as in for TWO screenplays that .docxmonicafrancis71118
1. Come up with TWO movie ideas -- as in for TWO screenplays that you'd be interested in writing.
You will eventually choose ONE screenplay to live with for the duration of this course. You will distill each idea into a single sentence. We call this a LOGLINE.
A good logline: 1. Must include your PROTAGONIST. 2. Must be under 50 words. 3. Must contain the word "BUT" ("but" signifies conflict).
After you write the logline. Tell us about your PROTAGONIST. What is her/his most pressing DESIRE? What are some of the potential OBSTACLES that can get in the way?
TRY TO KEEP IT SIMPLE!
Here's an example:
MOVIE IDEA #1
WORKING TITLE: "COLLATERAL"
LOGLINE: A cab driver dreams of starting his own limo company, BUT when a hitman gets into his cab, our hero must figure out how to survive the night.
PROTAGONIST: Max (Cab Driver)
DESIRE: To stop Vincent (the Hitman)
POTENTIAL OBSTACLES: The HITMAN who never fails. THE COPS who think Max is the hitman. THE GANGSTERS who want the hitman dead. MAX’s own timid and hesitant nature.
2.What is the INCITING INCIDENT in your two film ideas? What is the 1stACT BREAK?
Example:
MOVIE TITLE: COLLATERAL
INCITING INCIDENT: Vincent gets into Max’s cab, makes Max an offer
1STACT BREAK: Body drops on Max’s cab; Reveal Vincent is a Hitman
(To discover your inciting incident possibly contemplate what the worst thing that could happen to your particular character would be)
Interview questions
1. Do you have a specific reason why you wanted to become a physical therapist?
2. Why do think it’s a good idea to be a physical therapist?
3. What did you get your bachelor degree on?
4. Were you in any kind of program for PT?
5. What kind of opportunities were there for you after getting your bachelor degree?
6. What were some of the difficulties you faced when you were looking for jobs?
7. What are some things I should know before I continue?
8. What are some jobs that I can apply to, to get experience with what a want to pursue?
9. How long did it take you to finish school and start your job?
10. What are some skills a person should have that wants to do DPT?
Unal 2
Seyma Unal
English 101 Z02N
Ms. Claytor
24 June 2019
Isabella Mia Interview as a Physical Therapist
Isabella Mia is a physical therapist who is working in the US as a therapist for the last 10 years. I have selected her for the interview because the physical therapist is a tough job and it is important to consider a person who has worked in it for a long time to get the right insights. She is a very dedicated person towards her work and this the reason behind her success in this field. I met her for this interview on a coffee shop and following is the information that I got from her.
Seyma Unal : Do you have a specific reason why you wanted to become a physical therapist?
Isabella Mia : I believe that this is a very rewarding career. I always wanted to do something that can ease other people and in this profession, we have contact with customers .
1. Choose a case for the paper that interests you. Most choose a .docxmonicafrancis71118
1. Choose a case for the paper that interests you. Most choose a case that they experienced on the job (e.g., company merger, reorganization, adoption of innovation or new procedure). If you have never experienced anything remotely like this, then you could choose a case in your community that interested you (e.g., political issues like taxes, land acquisition, school boards). If none of those apply then you can choose a case that is personal to you (e.g., getting a raise, selling something to a client or customer). If you have never worked, then choose a case you may experienced as an intern or student. I am pretty liberal about the kind of case that you choose.
2. Choose a case that involved a failed change attempt or proposes a change that has never been attempted. DO NOT CHOOSE A CASE THAT WAS SUCCESSFUL. The outline is hard to use when describing successful change attempts.
3. Write the paper as an expanded outline. That means writing paragraphs under the lower level headings. By using the outline as headings, you won’t leave something out.
4. With regard to length, some overwrite Section I. I think they get into describing the problem and go on a tirade. Although cathartic, it eats space. Section II should be relatively brief and the shortest of the three sections. Section III is where you should be writing a lot. That is where you are showing me that you can use the course content to propose an effective change.
5. Remember that you will be sending the paper to me as an attachment. I will grade it and make comments in the file. I will return it to you at the SAME address from which I received it. IF FOR SOME REASON, YOU DON’T WANT ANYONE TO SEE THE PAPER, USE YOUR STUDENT EMAIL ADDRESS. DO NOT USE YOUR WORK ADDRESS.
6. I will erase all papers at the end of the term. I never share papers with others.
Below I will give you some insights into the outline.
SUGGESTED OUTLINE FOR CHANGE MANAGEMENT PAPERS
I. Statement of problem area. In this section, describe the change attempt and the key players.
A. Background of change attempt.
1. Nature of change (What is being proposed?).
In this section, provide an overview of the change including a brief history.
2. Issues (Why is it being proposed?).
If you are writing about a failed change, indicate why it was proposed and how it failed. If you are writing about a proposed change, then describe the problem it is intended to resolve.
3. Change Agent(s). This section is focused on the people who proposed or will propose the change. If there are only a few change agents, you can describe what each on is like. If you are there many, then describe their general characteristics.
4.
A. Personality. What are they like? If you want, you can refer to the personalities I mention in the handout on integrative bargaining.
B. Power. What kind of power do the change agents have and how much? Is their power formal (e.g., authority) and/or or informal (e.g., expertise, chari.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
1. 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
2. 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:
1. Explain the historical evolution of habeas corpus, including
its English and American traditions. The explanation of its
evolution within the American tradition should include the
general meaning of the right of habeas corpus in the U.S.
Constitution and its relationship to the protection of other civil
liberties.
2. Provide examples from U.S. history of the suspension of
habeas corpus and their applicability to the present.
3. Analyze the relevance of habeas corpus to the contemporary
3. U.S. situation during the war on terror, especially with respect
to persons characterized by as enemy combatants or illegal
combatants.
4. Explain the U.S. Supreme Court's interpretation of the right
of habeas corpus with respect to enemy combatants or illegal
combatants (i.e., the views of the five justices making up the
majority in Boumediene v. Bush as well as the views of the four
dissenting justices).
5. Evaluate a minimum of four perspectives on this topic
expressed by justices of the Supreme Court, leaders in other
branches of government, and commentators in both the
academic and popular media. Your evaluation should consider
perspectives on the following topics as they relate to habeas
corpus:
a. The role of the President as Commander-in-Chief.
b. The role of Congress in determining when habeas corpus can
be suspended.
c. The role of the Supreme Court in protecting civil liberties,
including the judicial philosophy which should guide the Court
in this role, and
d. In your evaluation, you should also include your personal
philosophy, values, or ideology about the balance between civil
liberties and national security in the context of an unending war
on terror.
Follow these requirements when writing the Final Paper:
1. The body of the paper (excluding the title page and reference
page) must be at least 1,500 words long.
2. The paper must start with a short introductory paragraph
which includes a clear thesis statement. The thesis statement
must tell readers what the essay will demonstrate.
3. The paper must end with a short paragraph that states a
conclusion. The conclusion and thesis must be consistent.
4. The paper must logically develop the thesis in a way that
leads to the conclusion, and that development must be supported
by facts, fully explained concepts and assertions, and persuasive
reasoning.
4. 5. The paper must address all subtopics outlined above. At least
20% of the essay must focus on subtopic five, listed above
(your evaluation of perspectives on the topic).
6. Your paper must cite at least three academic articles
(excluding the course textbook) and at least four other kinds of
sources (e.g., Supreme Court opinions, magazine or newspaper
articles, the course textbook, and reliable websites or videos).
7. Use your own words. While brief quotes from sources may be
used, altogether the total amount of quoted text must be less
than five percent of the body of your paper.
8. When you use someone else's words, they must be enclosed
in quotation marks followed by an APA in-text short citation
(author, year, and page) to your source. The in-text citation
must correspond to a full APA citation for the source on the
reference page at the end of the essay.
9. When you express in your own words someone else's ideas,
arguments or facts, your statement must be followed by an APA
in-text short citation (author, year, and page) to your source.
The in-text citation must correspond to a full APA citation for
the source in the reference page.
10. The form of the title page, the body pages, and the reference
page must comply with APA style. Additionally, the title page
must include the course number and name, the instructor's
name, and the date submitted.
11. The paper must use logical paragraph and sentence
transitions, complete and clear sentences, and correct grammar,
spelling, and punctuation.
For this paper you need to do research in peer-reviewed journals
or other sources that are considered to have reliable
information. In addition to your required course text, you need
at least seven scholarly sources, three of which must be peer-
reviewed journal articles from the Ashford Online Library.
Academic research papers must meet university level standards
of quality. What constitutes quality, academic research?
· Primary sources written by experts in the field of study
· Secondary sources supported by research in primary sources
5. · Credible sources (experts in the area of study)
· Relevant research (materials are pertinent to the area of study)
· Peer-reviewed journal articles (journal articles reviewed by
recognized experts in the relevant field of study).
· Educational and government websites (those ending with a
web URL suffix of .edu or .gov) may be appropriate in some
cases but should be evaluated carefully.
Please visit the Academic Research section on your course
homepage (accessible through the Student Responsibilities and
Policies tab on the left navigation toolbar) to review what types
of materials are not acceptable for academic, university level
research.
The paper must be at least 1,500 words in length and formatted
according to APA style. Cite your sources within the text of
your paper and on the reference page. For information regarding
APA, including samples and tutorials, visit the Ashford Writing
Center within the Learning Resources tab on the left navigation
toolbar.
Micro Chip Computer Corporation
Selected Financial Data
2007 2006 2005 2004 2008