First, I need the outline, which is due tomorrow, Wednesday the 31st CST.
Then the Key Assignment, which is due this Sunday, August 4th.
NEED TO FOLLOW AN OUTLINE FORMAT THAT IS SHOWN IN WORD (MICROSOFT WORD PROGRAM HAS SEVERAL OUTLINE TEMPLATES.)
Based on the following information, create a detailed outline for the Key Assignment
DO NOT MERELY REWRITE THE QUESTIONS IN OUTLINE FORM. Also, do not simply outline the assignment scenario. APA Format.
Key Assignment
Scenario: While working an undercover detail in a neighborhood known for drug activity, you notice a vehicle stopped at the intersection waiting for the light to change. The man in the vehicle makes eye contact with you. You approach his vehicle and begin carrying on a conversation with him. You ask him if he needs anything, and he responds by asking you, “What do you have?” You ask him what he is looking for, and he tells you he is looking to score. You show him a small bag containing a white powdery substance; he asks how much, and you respond, "20 dollars." He hands you a $20 bill, and you give him the bag and tip your hat to signal that the transaction was completed. At this time, the man drives off and is stopped a block away by a marked unit. The individual is placed under arrest for drug possession and purchasing drugs, and he is taken to jail.
The individual is charged with possession of a controlled substance. At his trial, he claimed that he was a victim of entrapment by the police. He was found guilty and sentenced to serve 5 years in jail and given credit for the 3 months he already had served in jail.
Assignment Guidelines
•Address the following in 1,250–1,500 words:
•Research and provide 2–3 case briefs on specific case law related to the entrapment defense as it may or may not apply in the case scenario. ◦Your case briefs should follow this format:
◾Title: Title of the selected case
◾Facts: Summary of the events, court timeline, evidence, and so forth
◾Issues: Issues that were present in this case
◾Decisions: The court's decision and the conclusion to the case
◾Reasoning: The rationale behind the final decision
◾Dissenting opinions: Any dissenting opinions, and an explanation of what they were and why they were raised
Answer the following questions:
◦Did you have probable cause to approach the defendant while he was parked at the traffic light? Why or why not? Defend your answer.
◦Do you feel that the entrapment defense is a valid one, considering the assignment scenario? Why or why not? Defend your answer.
◦Is providing the opportunity for someone to commit a crime the same as entrapment? Why or why not?
◦If the substance were marijuana, how much would be needed for a misdemeanor charge? A felony?
•Be sure to reference all sources using APA style.
Need outline checked, revised, & finished. I have started the outline, but have not finished it.
(TITLE OF OUTLINE) ENTRAPMENT
I. Introduction: Entrapment is when law enforcement office ...
U.S. Supreme Court Case Essay 1. The following presentation is i.docxmarilucorr
U.S. Supreme Court Case Essay
1. The following presentation is intended to help students complete the Supreme Court case essay assignment for Criminal Law.
2. Choose a Supreme Court case that interests you. You may choose any case on a criminal law topic heard by the Supreme Court of the United States to research and write an essay about it. One good case to review is Birchfield v. North Dakota, 579 U.S. ____ (2016).
3. Research the details about the case (answer the 5 research questions: Who, What, When, Where and Why). Take notes about what you discover. Note the sources of your information. You must list your sources at the end of the essay in BlueBook citation format, proper footnotes in Bluebook format throughout the essay, and properly cite the sources of each piece of information in the essay itself. For details on how to do this, please review the Legal Studies Program Writing Guide in the APUS Library. Of course you can also use the Bluebook, and you may ask your professor for assistance as required.
4. After researching a case, organize the information you have collected by making an outline. A basic structure for organizing your information might be as follows.
A. Introduction:
1. Identify the name of the case and when it was heard before SCOTUS.
2. Identify the parties involved in the case.
3. Briefly describe the focus of the case.
B. Describe the case itself: What was the controversy in the case?
C. How did the case move through the courts before reaching SCOTUS?
1. What court had original jurisdiction in the case?
2. How had previous courts ruled in the case?
D. What did the Supreme Court rule in the case?
1. What was the argument of the majority opinion?
2. What was the argument of the minority opinion?
E. What was the reasoning used by the Supreme Court to reach its decision? How did it reach its decision?
E. Conclusion: How does the Court’s ruling in the case affect Americans today?
1. Has the Court’s ruling in the case affected other rulings in other cases?
2. Has the Court’s ruling affected the interpretation and enforcement of any particular laws, and how those laws are enforced?
3. If applicable: Has the Court’s ruling in this case affected you, or someone you know, personally?
10. Write your essay. If you organized your information based on the suggested outline, then all you have to do is write down what you have learned from your research, and put it into a footnoted two to three page essay. Your first paragraph is the introduction (the information under letter A of your outline). The second paragraph is the information under letter B, and so on.
11. Sources: Be sure to cite your sources, using sequentially numbered footnotes. That means any information you learned from another source, such as a website, a magazine article, a videotaped interview etc., must be properly noted in your essay. Make sure you use footnotes in proper BlueBook citation style. Footnotes appear at the bottom of ...
HowtoBriefaCase A case brief is a written summary.docxpooleavelina
How to Brief a Case
A case brief is a written summary of a decided case. Each professor and lawyer has
their own format for briefing a case. A case brief will focus on the main issue(s) of the
case and is a valuable tool when conducting legal research. Not only does the act of
briefing a case help you to isolate the issue, it can clarify the facts that were instrumental
in coming to the conclusion that the Judges or Justices did. When asked to prepare a
brief for someone, it is a good idea to ask for a sample first to make sure you comply with
their format requirements. It is also vital for you to obtain a copy of the actual case. What
is in your textbook is usually a very abbreviated version of the case, which may or may
not even contain all of the issues decided in that case.
For the purposes of this class, you will use the following format:
Citation: The citation is the name, reporter and date the case was decided. It is also a
good idea to list the actual court if it is not apparent from the citation. For example:
Marbury v. Madison 5 US 137 (1803).
Facts: The facts section will only include the facts important to the actual holding in the
case. While you need to provide enough information so that the reader will know who is
doing what, you should exclude any matters which did not have an effect on the outcome
of the case. You do not want to copy of the facts straight from the case, it will be very
obvious and prevent your case brief from being “brief.”
You should make sure you know what the issue and reasoning is before you set down the
facts. You should indicate which party was the plaintiff and which was the defendant at
trial and refer to them by name throughout the brief. This is because at the appellate
level the winner will be called the appellee and the loser, the appellant. It gets confusing
if you continue to call them plaintiff and defendant or appellant and appellee.
Procedural History: The procedural history will indicate what happened in the trial level
(and appellate level if it made it to the Supreme Court). You should also indicate which
trial court the case came from. You would need to indicate what the causes of actions
were and how the court ruled on them. You will then indicate who brought the appeal
and why.
Issue: Unless the decision is very clear, this may be the most difficult part of the brief.
You need to indicate in question form, what the appellate court is being asked to decide.
If there is more than one question to be answered, you need to list them all.
Holding: This is the answer to the question(s). You will tell the conclusion of the appellate
court and what they have ordered: affirmed, reversed, or remanded.
Reasoning: This is the most important part of your brief. It is in this section that you
explain why the appellate court decided the way it did and include citations to any cases
they relied on in their decis ...
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.
Explain the 12 steps of the criminal justice process doc 25.docxintel-writers.com
The criminal justice
process involves a series of steps that are followed when dealing with a criminal case. While the specific details may vary depending on jurisdiction, here is a general overview of the 12 steps involved in the criminal justice process:
Investigation: The process begins with an investigation conducted by law enforcement agencies. Evidence is gathered, witnesses are interviewed, and the facts of the case are established.
Arrest: If the evidence suggests that a crime has been committed and a specific individual is believed to be responsible, they may be arrested. The person is taken into custody by law enforcement.
Booking: After the arrest, the suspect is taken to a police station or jail for processing. This involves recording their personal information, taking fingerprints and photographs, and conducting a background check.
Initial Appearance: The suspect is brought before a judge for their initial appearance, usually within 48 hours of the arrest. During this hearing, the charges are formally presented, the defendant is informed of their rights, and bail may be set.
Bail: If bail is set, the defendant may have the opportunity to be released from custody by posting bail. This is a financial guarantee to ensure the defendant’s appearance in future court proceedings.
Grand Jury or Preliminary Hearing: In some jurisdictions, a grand jury or preliminary hearing is conducted to determine if there is enough evidence to proceed to trial. This step is not present in all cases and varies depending on the jurisdiction.
Arraignment: The defendant appears in court for the arraignment, where they are formally notified of the charges against them. They enter a plea of guilty, not guilty, or no contest. If the defendant pleads guilty or no contest, the case may proceed to sentencing. If they plead not guilty, the case moves to the next step.
Discovery and Pre-trial Motions: The prosecution and defense exchange information and evidence through a process known as discovery. Pre-trial motions may also be filed by the defense, challenging the admissibility of evidence or requesting specific legal rulings.
Case Brief InstructionsYou will prepare a Case Brief on th.docxmichelljubborjudd
Case Brief Instructions
You will prepare a Case Brief on the provided judicial opinion regarding a criminal justice topic included below , CAVITT v. STATE. DO NOT USE INFORMATION FROM THE CASE BRIEF SAMPLE. The judicial opinion that you will prepare a Case Brief on can be found below. The Case Brief must include the following sections: Caption, Facts, Procedural History, Issue, Rule of Law, Holding, and Rationale. The Case Brief must be 1 page. A heading must be provided for each section of the Case Brief. Save your work as a Microsoft Word document and review the Sample Case Brief provided below.
CAVITT v. STATE Miss. 1199 Cite as 159 So.3d 1199 (Miss.App. 2015) preme court’s notation in Bounds, Bounds asserts that the judge, not the jury, set his sentence at life in prison. Id. Hence, he claims that the imposition of a life sentence by the circuit court judge created an illegal sentence that defeats the statute of limitations on his appeal. ¶ 3. In its order dated January 7, 2014, the circuit court summarily dismissed Bounds’s PCR motion—in part because Bounds failed to seek leave from the supreme court to file the PCR motion and in part because the circuit court found that his case is not excepted from the statute of limitations. On January 21, 2014, Bounds, having reviewed the circuit court’s order, filed a motion for leave from the supreme court to proceed with his PCR motion. On January 27, 2014, Bounds filed the instant appeal. Nonetheless, on June 25, 2014, the supreme court denied Bounds’s request for leave, stating: In the application for leave before this panel, Bounds merely states that his sentence was illegal. He offers no argument and does not support his contention. Bounds’s conviction and sentence were affirmed by this Court, and the mandate issued in 1972. Accordingly, we find that Bounds has failed to make a substantial showing of the denial of a state or federal right, and his application for leave should be dismissed as timebarred. Despite the supreme court’s denial of Bounds’s motion for leave to proceed with his PCR motion, Bounds has continued in his appeal of the matter. DISCUSSION [1, 2] ¶ 4. Mississippi law requires that a movant must obtain permission from the supreme court to file a PCR motion in a circuit court if the movant’s conviction has been affirmed by the appellate court on direct appeal or if the direct appeal has been dismissed. Miss.Code Ann. § 99–39– 7 (Supp.2014). ‘‘This procedure is not merely advisory, but jurisdictional.’’ Bownes v. State, 963 So.2d 1277, 1278 (¶ 3) (Miss.Ct.App.2007) (citation omitted). We have consistently held that when a movant fails to obtain the requisite permission from the supreme court, all other courts lack the jurisdiction necessary to review the movant’s PCR motion. See Doss v. State, 757 So.2d 1016, 1017 (¶ 7) (Miss.Ct. App.2000); Bownes, 963 So.2d at 1279 (¶ 4). Accordingly, both the circuit court and this Court are without jurisdiction to review Bounds’s appeal. As ...
MBA535 Case Brief Guidelines and Rubric How and Why to Brie.docxARIV4
MBA535: Case Brief Guidelines and Rubric
How and Why to Brief a Law Case
Purpose
The purpose of reading in the practice of law is different from the purpose of reading in many
other disciplines. In law, you read not just to familiarize yourself with someone else’s ideas but
to be able to use the information to answer a question. This requires understanding judicial
opinions in depth and being able to use the information in a number of cases to formulate an
answer to a new question. Therefore, passively reading cases is not sufficient; you must
deconstruct the opinion into its component parts and state those components in your own words
and in an easily accessible format. Then the information is at hand for you to apply to a new set
of facts.
Briefing a case requires you to put the material into your own words. To do this, you have to
understand it. Underlining text does not require you to understand it. Moreover, briefing a case
reduces the volume of material so you can find what you need. Underlining does not accomplish
this goal either.
Assignment
You will complete two Case Briefs as follows and submit each to the Dropbox no later than
Sunday 11:59 PM EST/EDT of the module in which it is due. (Each Dropbox basket is linked to
Turnitin.)
Details for each Case Brief are located within Modules 4 and 8.
Instructions
Every lawyer briefs cases differently. A case brief generally consists of a series of topic
headings with the specific information from the case under each heading. Most case briefs
contain similar information but the headings and their sequence may be different. Some
professors have a preferred briefing format. You are only required to follow the general format
as set forth below.
The following is adapted from A Practical Guide to Legal Writing and Legal Method (Dernbach,
et al., 2007).
1. Case name: Include the full citation, including the date of the opinion, for future
reference and citation. An example would be as follows: State v. Holloran, 140 NH 563
(1995). Refer to Bluebook to determine the correct name for the case.
2. Pincites: Include pinpoint cites (cites to a particular page in the case) throughout the
case brief so you can find material again quickly within a case.
3. Procedural History: What happened to the case before it arrived in this court? If it is an
appellate case, list the decisions made by the lower court(s) and note what decision is
being reviewed (e.g., jury verdict, summary judgment). You may need to look up
procedural phrases with which you are unfamiliar.
4. Facts: Include only the facts that were relevant to the court’s decision. You are unlikely
to know what these are until you have read the entire opinion. Many cases may include
procedural facts that are relevant to the decision in addition to the facts that happened
before litigation.
5. Issue: The particular question the court had to decide in this case. It usually includes
specific facts ...
U.S. Supreme Court Case Essay 1. The following presentation is i.docxmarilucorr
U.S. Supreme Court Case Essay
1. The following presentation is intended to help students complete the Supreme Court case essay assignment for Criminal Law.
2. Choose a Supreme Court case that interests you. You may choose any case on a criminal law topic heard by the Supreme Court of the United States to research and write an essay about it. One good case to review is Birchfield v. North Dakota, 579 U.S. ____ (2016).
3. Research the details about the case (answer the 5 research questions: Who, What, When, Where and Why). Take notes about what you discover. Note the sources of your information. You must list your sources at the end of the essay in BlueBook citation format, proper footnotes in Bluebook format throughout the essay, and properly cite the sources of each piece of information in the essay itself. For details on how to do this, please review the Legal Studies Program Writing Guide in the APUS Library. Of course you can also use the Bluebook, and you may ask your professor for assistance as required.
4. After researching a case, organize the information you have collected by making an outline. A basic structure for organizing your information might be as follows.
A. Introduction:
1. Identify the name of the case and when it was heard before SCOTUS.
2. Identify the parties involved in the case.
3. Briefly describe the focus of the case.
B. Describe the case itself: What was the controversy in the case?
C. How did the case move through the courts before reaching SCOTUS?
1. What court had original jurisdiction in the case?
2. How had previous courts ruled in the case?
D. What did the Supreme Court rule in the case?
1. What was the argument of the majority opinion?
2. What was the argument of the minority opinion?
E. What was the reasoning used by the Supreme Court to reach its decision? How did it reach its decision?
E. Conclusion: How does the Court’s ruling in the case affect Americans today?
1. Has the Court’s ruling in the case affected other rulings in other cases?
2. Has the Court’s ruling affected the interpretation and enforcement of any particular laws, and how those laws are enforced?
3. If applicable: Has the Court’s ruling in this case affected you, or someone you know, personally?
10. Write your essay. If you organized your information based on the suggested outline, then all you have to do is write down what you have learned from your research, and put it into a footnoted two to three page essay. Your first paragraph is the introduction (the information under letter A of your outline). The second paragraph is the information under letter B, and so on.
11. Sources: Be sure to cite your sources, using sequentially numbered footnotes. That means any information you learned from another source, such as a website, a magazine article, a videotaped interview etc., must be properly noted in your essay. Make sure you use footnotes in proper BlueBook citation style. Footnotes appear at the bottom of ...
HowtoBriefaCase A case brief is a written summary.docxpooleavelina
How to Brief a Case
A case brief is a written summary of a decided case. Each professor and lawyer has
their own format for briefing a case. A case brief will focus on the main issue(s) of the
case and is a valuable tool when conducting legal research. Not only does the act of
briefing a case help you to isolate the issue, it can clarify the facts that were instrumental
in coming to the conclusion that the Judges or Justices did. When asked to prepare a
brief for someone, it is a good idea to ask for a sample first to make sure you comply with
their format requirements. It is also vital for you to obtain a copy of the actual case. What
is in your textbook is usually a very abbreviated version of the case, which may or may
not even contain all of the issues decided in that case.
For the purposes of this class, you will use the following format:
Citation: The citation is the name, reporter and date the case was decided. It is also a
good idea to list the actual court if it is not apparent from the citation. For example:
Marbury v. Madison 5 US 137 (1803).
Facts: The facts section will only include the facts important to the actual holding in the
case. While you need to provide enough information so that the reader will know who is
doing what, you should exclude any matters which did not have an effect on the outcome
of the case. You do not want to copy of the facts straight from the case, it will be very
obvious and prevent your case brief from being “brief.”
You should make sure you know what the issue and reasoning is before you set down the
facts. You should indicate which party was the plaintiff and which was the defendant at
trial and refer to them by name throughout the brief. This is because at the appellate
level the winner will be called the appellee and the loser, the appellant. It gets confusing
if you continue to call them plaintiff and defendant or appellant and appellee.
Procedural History: The procedural history will indicate what happened in the trial level
(and appellate level if it made it to the Supreme Court). You should also indicate which
trial court the case came from. You would need to indicate what the causes of actions
were and how the court ruled on them. You will then indicate who brought the appeal
and why.
Issue: Unless the decision is very clear, this may be the most difficult part of the brief.
You need to indicate in question form, what the appellate court is being asked to decide.
If there is more than one question to be answered, you need to list them all.
Holding: This is the answer to the question(s). You will tell the conclusion of the appellate
court and what they have ordered: affirmed, reversed, or remanded.
Reasoning: This is the most important part of your brief. It is in this section that you
explain why the appellate court decided the way it did and include citations to any cases
they relied on in their decis ...
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.
Explain the 12 steps of the criminal justice process doc 25.docxintel-writers.com
The criminal justice
process involves a series of steps that are followed when dealing with a criminal case. While the specific details may vary depending on jurisdiction, here is a general overview of the 12 steps involved in the criminal justice process:
Investigation: The process begins with an investigation conducted by law enforcement agencies. Evidence is gathered, witnesses are interviewed, and the facts of the case are established.
Arrest: If the evidence suggests that a crime has been committed and a specific individual is believed to be responsible, they may be arrested. The person is taken into custody by law enforcement.
Booking: After the arrest, the suspect is taken to a police station or jail for processing. This involves recording their personal information, taking fingerprints and photographs, and conducting a background check.
Initial Appearance: The suspect is brought before a judge for their initial appearance, usually within 48 hours of the arrest. During this hearing, the charges are formally presented, the defendant is informed of their rights, and bail may be set.
Bail: If bail is set, the defendant may have the opportunity to be released from custody by posting bail. This is a financial guarantee to ensure the defendant’s appearance in future court proceedings.
Grand Jury or Preliminary Hearing: In some jurisdictions, a grand jury or preliminary hearing is conducted to determine if there is enough evidence to proceed to trial. This step is not present in all cases and varies depending on the jurisdiction.
Arraignment: The defendant appears in court for the arraignment, where they are formally notified of the charges against them. They enter a plea of guilty, not guilty, or no contest. If the defendant pleads guilty or no contest, the case may proceed to sentencing. If they plead not guilty, the case moves to the next step.
Discovery and Pre-trial Motions: The prosecution and defense exchange information and evidence through a process known as discovery. Pre-trial motions may also be filed by the defense, challenging the admissibility of evidence or requesting specific legal rulings.
Case Brief InstructionsYou will prepare a Case Brief on th.docxmichelljubborjudd
Case Brief Instructions
You will prepare a Case Brief on the provided judicial opinion regarding a criminal justice topic included below , CAVITT v. STATE. DO NOT USE INFORMATION FROM THE CASE BRIEF SAMPLE. The judicial opinion that you will prepare a Case Brief on can be found below. The Case Brief must include the following sections: Caption, Facts, Procedural History, Issue, Rule of Law, Holding, and Rationale. The Case Brief must be 1 page. A heading must be provided for each section of the Case Brief. Save your work as a Microsoft Word document and review the Sample Case Brief provided below.
CAVITT v. STATE Miss. 1199 Cite as 159 So.3d 1199 (Miss.App. 2015) preme court’s notation in Bounds, Bounds asserts that the judge, not the jury, set his sentence at life in prison. Id. Hence, he claims that the imposition of a life sentence by the circuit court judge created an illegal sentence that defeats the statute of limitations on his appeal. ¶ 3. In its order dated January 7, 2014, the circuit court summarily dismissed Bounds’s PCR motion—in part because Bounds failed to seek leave from the supreme court to file the PCR motion and in part because the circuit court found that his case is not excepted from the statute of limitations. On January 21, 2014, Bounds, having reviewed the circuit court’s order, filed a motion for leave from the supreme court to proceed with his PCR motion. On January 27, 2014, Bounds filed the instant appeal. Nonetheless, on June 25, 2014, the supreme court denied Bounds’s request for leave, stating: In the application for leave before this panel, Bounds merely states that his sentence was illegal. He offers no argument and does not support his contention. Bounds’s conviction and sentence were affirmed by this Court, and the mandate issued in 1972. Accordingly, we find that Bounds has failed to make a substantial showing of the denial of a state or federal right, and his application for leave should be dismissed as timebarred. Despite the supreme court’s denial of Bounds’s motion for leave to proceed with his PCR motion, Bounds has continued in his appeal of the matter. DISCUSSION [1, 2] ¶ 4. Mississippi law requires that a movant must obtain permission from the supreme court to file a PCR motion in a circuit court if the movant’s conviction has been affirmed by the appellate court on direct appeal or if the direct appeal has been dismissed. Miss.Code Ann. § 99–39– 7 (Supp.2014). ‘‘This procedure is not merely advisory, but jurisdictional.’’ Bownes v. State, 963 So.2d 1277, 1278 (¶ 3) (Miss.Ct.App.2007) (citation omitted). We have consistently held that when a movant fails to obtain the requisite permission from the supreme court, all other courts lack the jurisdiction necessary to review the movant’s PCR motion. See Doss v. State, 757 So.2d 1016, 1017 (¶ 7) (Miss.Ct. App.2000); Bownes, 963 So.2d at 1279 (¶ 4). Accordingly, both the circuit court and this Court are without jurisdiction to review Bounds’s appeal. As ...
MBA535 Case Brief Guidelines and Rubric How and Why to Brie.docxARIV4
MBA535: Case Brief Guidelines and Rubric
How and Why to Brief a Law Case
Purpose
The purpose of reading in the practice of law is different from the purpose of reading in many
other disciplines. In law, you read not just to familiarize yourself with someone else’s ideas but
to be able to use the information to answer a question. This requires understanding judicial
opinions in depth and being able to use the information in a number of cases to formulate an
answer to a new question. Therefore, passively reading cases is not sufficient; you must
deconstruct the opinion into its component parts and state those components in your own words
and in an easily accessible format. Then the information is at hand for you to apply to a new set
of facts.
Briefing a case requires you to put the material into your own words. To do this, you have to
understand it. Underlining text does not require you to understand it. Moreover, briefing a case
reduces the volume of material so you can find what you need. Underlining does not accomplish
this goal either.
Assignment
You will complete two Case Briefs as follows and submit each to the Dropbox no later than
Sunday 11:59 PM EST/EDT of the module in which it is due. (Each Dropbox basket is linked to
Turnitin.)
Details for each Case Brief are located within Modules 4 and 8.
Instructions
Every lawyer briefs cases differently. A case brief generally consists of a series of topic
headings with the specific information from the case under each heading. Most case briefs
contain similar information but the headings and their sequence may be different. Some
professors have a preferred briefing format. You are only required to follow the general format
as set forth below.
The following is adapted from A Practical Guide to Legal Writing and Legal Method (Dernbach,
et al., 2007).
1. Case name: Include the full citation, including the date of the opinion, for future
reference and citation. An example would be as follows: State v. Holloran, 140 NH 563
(1995). Refer to Bluebook to determine the correct name for the case.
2. Pincites: Include pinpoint cites (cites to a particular page in the case) throughout the
case brief so you can find material again quickly within a case.
3. Procedural History: What happened to the case before it arrived in this court? If it is an
appellate case, list the decisions made by the lower court(s) and note what decision is
being reviewed (e.g., jury verdict, summary judgment). You may need to look up
procedural phrases with which you are unfamiliar.
4. Facts: Include only the facts that were relevant to the court’s decision. You are unlikely
to know what these are until you have read the entire opinion. Many cases may include
procedural facts that are relevant to the decision in addition to the facts that happened
before litigation.
5. Issue: The particular question the court had to decide in this case. It usually includes
specific facts ...
Using the attached information, you will prepare a Case Brief on a.docxdaniahendric
Using the attached information, you will prepare a Case Brief on a recent United States Supreme Court decision regarding a criminal justice topic. You must include the following sections: caption, facts, procedural history, issue, rule of law, holding, and rationale. The Case Brief must be 1–2 pages. Save your work as a Microsoft Word document and submit it to Blackboard. Prior to submitting the assignment, review the Case Brief Grading Rubric to verify that all components of the assignment have been completed.
(Slip Opinion)
OCTOBER TERM, 2012 1
Syllabus
NOTE: Where it is feasible, a syllabus (headnote) will be released, as is being done in connection with this case, at the time the opinion is issued. The syllabus constitutes no part of the opinion of the Court but has been prepared by the Reporter of Decisions for the convenience of the reader. See
United States
v.
Detroit Timber & Lumber Co.,
200 U. S. 321, 337.
SUPREME COURT OF THE UNITED STATES
Syllabus
SALINAS
v
. TEXAS
CERTIORARI TO THE COURT OF CRIMINAL APPEALS OF TEXAS
No. 12–246. Argued April 17, 2013—Decided June 17, 2013
Petitioner, without being placed in custody or receiving
Miranda
warn- ings, voluntarily answered some of a police officer’s questions about a murder, but fell silent when asked whether ballistics testing would match his shotgun to shell casings found at the scene of the crime. At petitioner’s murder trial in Texas state court, and over his objection, the prosecution used his failure to answer the question as evidence of guilt. He was convicted, and both the State Court of Appeals and Court of Criminal Appeals affirmed, rejecting his claim that the pros- ecution’s use of his silence in its case in chief violated the Fifth Amendment.
Held
: The judgment is affirmed.
369 S. W. 3d 176, affirmed.
J
USTICE
A
LITO
, joined by T
HE
C
HIEF
J
USTICE
and J
USTICE
K
ENNEDY
,
concluded that petitioner’s Fifth Amendment claim fails because he did not expressly invoke the privilege in response to the officer’s question. Pp. 3
−
12.
(a) To prevent the privilege against self-incrimination from shield- ing information not properly within its scope, a witness who “ ‘desires the protection of the privilege . . . must claim it’ ” at the time he relies on it.
Minnesota
v.
Murphy
, 465 U. S. 420, 427. This Court has rec- ognized two exceptions to that requirement. First, a criminal de- fendant need not take the stand and assert the privilege at his own trial.
Griffin
v.
California
, 380 U. S. 609, 613–615. Petitioner’s si- lence falls outside this exception because he had no comparable un- qualified right not to speak during his police interview. Second, a witness’ failure to invoke the privilege against self-incrimination must be excused where governmental coercion makes his forfeiture of the privilege involuntary. See,
e.g.
,
Miranda
v.
Arizona
, 384 U. S. 436, 467
−
468, and n. 37. Petitioner cannot benefit from this principle
2
SALINAS
v.
TEX.
Pick two of the types of criminal acts discussed in the readings and.docxrowthechang
Pick two of the types of criminal acts discussed in the readings and conduct an internet search for cases in which a security professional was charged with those particular offenses. Explain in detail the facts of the case, why you selected it and the outcome of the case.
Technical Requirements
•
Your paper must be at a minimum of 2-3 pages (the Title and Reference pages do not count towards the minimum limit).
•
Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.
•
Type in Times New Roman, 12 point and double space.
Reference
Nemeth, C. (2011). Private Security and The Law-4th Edition (4th ed.). Waltham, MA: Elsevier
Butterworth-Heinemann.
Lola Rabon, Appellee, v. Guardsmark, Inc., Appellant No. 76-2398 UNITED STATES COURT OF APPEALS FOR THE FOURTH CIRCUIT
571 F.2d 1277; 1978 U.S. App. LEXIS 12576 November 9, 1977, Argued February 16, 1978, Decided
PRIOR HISTORY: Appeal from the United States District Court for the District of South Carolina, at Columbia. Sol Blatt, Jr., District Judge.
DISPOSITION: Reversed.
CASE SUMMARY: PROCEDURAL POSTURE: Appellant security company sought review of a judgment from the United States District Court for the District of South Carolina which granted summary judgment to appellee injured person in her action which sought damages from the security company after the injured person was sexually assaulted at her place of employment by a security guard employed by the security company.
OVERVIEW: The security company provided security services where the injured person was employed. The injured person was sexually assaulted by a security guard employed by the security company and sought to find the security company liable for the attack. The district court found that, under state law, the security company would have a higher standard of care because the assault occurred at the place where the security company's business was carried out and because it was committed with a gun supplied by the security company. The court noted that only common carriers owed its patrons the highest degree of care. The court, however, disagreed with the district court's extension of that standard of care to the security company. The court found that the cases which extended the highest degree of care to the employer all involved common carriers and that it was unclear from the law the reasons for the state's adoption of the higher standard of liability. The court refused to extend liability to the security company for the unauthorized acts of its employee without some reasonable basis in the law and noted that S.C. Code § 56-646.1 et seq. was a licensing statute and did not impute liability. (Lola Rabon, Appellee, v. Guardsmark, Inc.)
There are three reasons usually given for the extraordinary liability of common carriers. First, the contract of passage between the carrier and the passenger is said to contain an implied assurance that the passenger will be transpor.
CRJ 550Legal Issues in Criminal Justice AdministrationCase B.docxannettsparrow
CRJ 550
Legal Issues in Criminal Justice Administration
Case Brief ExampleThis is an example of a well-written case brief. Note the compliance with the required format and how the student gets right to the important points in plain language. If legal terms are encounter which are not understood, chances are that other students will not understand them, so it is best not to use them unless defined within the brief.
Assignment sub-heading: Sixth Amendment Right to Counsel
TITLE AND CITATION: Nix v. Williams, 467 U.S. 431, 104 S.Ct. 2501 (1984)
TYPE OF ACTION: Review by the U.S. Supreme Court of a lower court ruling that evidence should be suppressed as a result of a violation of the Sixth Amendment right to counsel. The state (Nix) sought to overturn the motion to suppress that was upheld by the U.S. District Court of Appeals.
FACTS OF THE CASE:
On December 24, 1968, ten year old Pamela Powers was kidnapped from an Iowa YMCA and her body was later found in a ditch, which was within an extensive area that was being searched by volunteers and law enforcement. The defendant was observed “carrying a large bundle wrapped in a blanket…two legs in it and they were skinny and white.” Williams’ car, which contained clothing items belonging to the victim, was found the next day approximately 160 miles from the incident. Based on this information, an extensive search was started that extended from Des Moines to Davenport, Iowa.
Law enforcement obtained a warrant for Williams’ arrest, and he subsequently turned himself into the authorities in Davenport. Williams was arraigned and had obtained and spoken with an attorney. Des Moines police detectives agreed to transport Williams and not interview him during the drive between Davenport and Des Moines. During the drive, one of the detectives on the case began to speak to Williams regarding the need to find the child’s body before it snowed so that her parents could give her a proper, “Christian” burial. The detective did not ask Williams any specific questions during this conversation. At that point, Williams provided statements to the detectives that led them to the child’s body.
Williams was then tried in state court and was found guilty of first degree murder. Williams filed a motion to suppress the evidence of the body and all related evidence concerning the body’s location based on illegally obtained testimony. When the conviction was affirmed by the Iowa state Supreme Court, Williams sought relief in the U.S. District Court for the Southern District of Iowa. The U.S. District Court, U.S. Court of Appeals, and the U.S. Supreme Court agreed with Williams and determined that he was denied the right to counsel and his statements, which led to the child’s body, could not be introduced into evidence.
Williams was tried in state court a second time, without the use by the prosecution of the statements he had given to detectives. Prosecutors introduced evidence of the child’s body under the premise.
[Type text][Type text][Type text] 1Running Head Disci.docxhanneloremccaffery
[Type text] [Type text] [Type text]
1
Running Head: Disciplinary Assignment
CJUS 520- Disciplinary Assignment
Jasonus Tillery
Liberty University
CJUS 520- Disciplinary Assignment-Part 1
The United States Supreme Court is the absolute highest court in the country. It generally hears cases that involve issues of federal law. The Supreme Court has appellate jurisdiction over the federal and state courts (Supreme Court of the United States, 2013). When a case is referred to the Supreme Court, the decision that is derived is final because there is no other court to appeal to. Generally, when a case is appealed to the Supreme Court, it usually means that there were issues or controversy involved in the cases in the State or Federal Court. There are three cases that were tried at the Supreme Court level that are of particular interest to this class: Brady vs. Maryland (1963), Giglio vs. United States (1972), and United States vs. Agurs (1976). Each of these cases presented issues, which will be discussed below.
Brady vs. Maryland, 373 U.S. 83 (1963)
In the Brady vs. Maryland case, Brady the defendant and his companion were convicted of first-degree murder and were sentenced to death. During the trial, Brady admitted to being at the crime scene and participating in the crime, but he stated that his companion was the one who actually committed the murder. Brady’s attorney did not contest the fact that Brady was guilty, he or she only pleaded with the jury to not return with a capital punishment verdict. The defendant’s lawyer however, was not privy to the fact that Brady’s companion had admitted to murdering the victim alone. Prior to the start of the trial, the defendant’s attorney requested to see all the evidence that the prosecutors had in their possession. However, the prosecutors failed to disclose Brady’s companion’s confession. Brady’s attorney was not aware of the confession until after his client’s trial. At that point, Brady had already been convicted and sentenced (Hooper & Thorpe, 2007). The prosecutor is required by law to disclose to the defense any evidence that is favorable to the defendant. Failure to do so denies the defendant to due process of the law. Therefore, there had to be a new trial, but not to determine guilt, rather than to determine Brady’s punishment. Brady had already confessed to his participation in the crime, so the sentence of death was what had to be re-tried. Although many would disagree with the fact that the prosecutor has to disclose information favorable to the defendant, it is still the law. Therefore, violating this law results in a violation of the defendant’s Fifth Amendment right.
Giglio vs. United States vs. 150 (1972)
In this case, the defendant Giglio was being prosecuted for forging $2300 in money orders, which at the time was a significant amount of money. The controversy in this case derived from the testimony of Giglio’s Co-conspirator Robert Tal.
This argument is important in yellow color to illustrate the first.docxchristalgrieg
This argument is important in yellow color to illustrate the first argument that needs some modification and I put the color red and yellow it to illustrate
The second argument is developed by yellow color and needs to work in this argument
Argument
Pricewter house rule.
Explanation of the rule
Barabano case
What happened
The defendant violated the title VII when HIS questions to not hire Ms. Beck was motivated factor to not hire her:
1- The defendant questions were discriminatory because they were unrelated to unrelated to occupational qualification.
This case relates to Price Waterhouse v. Hopkins in which the court ruled in favor of the plaintiff after it was found that her gender played a key role in the employment decision process. Maureen E. Barbano v. Madison County 922 F.2d 139 (1990) also relates to this case after the court found out that by the defendant (Madison County) asking the plaintiff (Barbano) questions pertaining to how her husband would react in relation to her taking the job was found to be discriminatory and the court in favor of the plaintiff. Similarly to our case, Firstly, the issue of discrimination arises from the questions that plaintiff was subjected to answer by defendant the first being what her boyfriend would think of her working long hours at the firm and traveling with male attorneys. Secondly, she was asked whether she was planning on having children in the future and if so how would she manage professional and personal responsibilities. Mr. Herrera also stated that he loses at least one attorney each year to “the baby”. In essence, these questions are not in any way part of the interview criteria and more importantly they are discriminatory and unrelated to occupational qualification. However, more importantly, none of the other interviewers cited the derailment in defandent 's questioning as they neither stopped the plaintiff from answering nor did they ask her about her other qualifications. Hence, the interviewing process was entirely discriminatory
1) To fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his compensation, terms, conditions, or privileges of employment, because of such individual's race, color, religion, sex, or national origin; SUMMARY case heir and citation, and You should write this in your own way and not copy the case, understanding the subject then write it in your own way and then put a citation from where you took this
or
2) To limit, segregate, or classify his employees or applicants for employment in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual's race, color, religion, sex, or national origin : SUMMARY case heir and citation, and You should write this in your own way and not copy the case ,understanding the subject then write it in your own way and then put a citation ...
The final project for this course will allow you to see yourself in chestnutkaitlyn
The final project for this course will allow you to see yourself in a range of criminal justice practitioner roles. Each position will require you to address different issues and concerns indicative of that area of criminal justice—some requiring research, others requiring you to apply methods of inquiry, all leading to the creation of a case analysis portfolio. The final project is supported by two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two and Four. The final submission will occur in Module Seven. In this assignment, you will demonstrate your mastery of the following course outcomes: •Illustrate the major historical milestones of criminal law in the United States for their impact on the criminal Justice system and the role of the practitioner
•Evaluate constitutional parameters set by courts for their influence on the performance of law‐enforcement agencies
•Evaluate the impact of emerging technology on the development of an ethical criminal investigation • Apply the sociological and criminological scientific methods of inquiry to determine a defendant’s mental state and possible criminal defenses for case preparation
Prompt For the final assessment, you will need to imagine yourself in a variety of criminal justice practitioner roles. You will be presented with a series of case scenarios and will be required to address each of them by utilizing case law research. You will then have to make decisions based on your findings, evidence, and any procedural knowledge you have obtained throughout the course.
The final submission will require you to respond to each one of the following situations and compile them together for a case analysis portfolio. Specifically, the following critical elements must be addressed:
I. Miranda
A uniformed police officer is dispatched to a bank robbery. Upon arrival, John Smith is already under arrest by the detectives for committing the robbery and shooting the guard. He is placed in the back of the officer’s cruiser. During the drive back to the station, Smith yells out, “I am so sorry I shot him!” One month later, the officer is called to testify about Smith’s statement. Smith’s defense attorney argues that the officer failed to read him his Miranda rights. Consider if his statements are admissible given the fact he was not read his Miranda Rights prior to making them.
A.
Imagine yourself as the judge presiding over this case. Clearly and accurately evaluate the constitutional parameters that emerged from the Miranda decision. How has this case influenced the practice of law enforcement?
B.
Describe your ruling for the bank robbery case, citing the Miranda case. How did Miranda influence your decision‐making process?
II. Jewelry Store Robbery
A detective was conducting surveillan ...
An update of key employment law developments in 2014 in the District of Columbia, Maryland, and Virginia written by veteran employment lawyer Robert B. Fitzpatrick, principal of Robert B. Fitzpatrick, PLLC.
Cost and benefit analysisWe are doing group presentation.docxvoversbyobersby
Cost and benefit analysis
We are doing group presentation tomorrow but we are struggling to make the
presentation sldies. We need presentation slides.
Could you guys help me? Maximum slides we have to make are 11 pages.
Below are structure of prejesentation we should do.
<>
In your analysis, make sure you take the followings into consideration:
•
the alternative projects ,
•
the groups who benefit and suffer from project,
•
list the physical impact of alternatives,
•
predict monetary value of those impacts (benefit and cost) over the life of project in terms of their present value,
•
conclude which of the alternative project should be selected.
-----------------
Addendum: PT slides
•
1 intro slide that discusses the motivation behind the project and CBA
•
Information about which groups have standing, and how they either benefit or lose from the considered policies
•
Numbers, sources
•
Conclusion
•
1-2 slides on other key information you would need to conduct a thorough analysis
•
1-2 slides at the end with a list of sources
Addendum: PT slides
Do Not Include:
•
Typos and spelling/grammar mistakes.
•
Basic definitions of CBA terms.
•
Too many pictures.
•
Unsubstantiated claims (unless you explicitly states that you had made the judgement call because there was insufficient data)
.
Cosmetics as endocrine disruptors are they a health risk.docxvoversbyobersby
Cosmetics as endocrine disruptors: are they a health risk?
Polyxeni Nicolopoulou-Stamati1 & Luc Hens2 & Annie J. Sasco3
Published online: 29 January 2016
# Springer Science+Business Media New York 2016
Abstract Exposure to chemicals from different sources in
everyday life is widespread; one such source is the wide range
of products listed under the title Bcosmetics^, including the
different types of popular and widely-advertised sunscreens.
Women are encouraged through advertising to buy into the
myth of everlasting youth, and one of the most alarming con-
sequences is in utero exposure to chemicals. The main route of
exposure is the skin, but the main endpoint of exposure is
endocrine disruption. This is due to many substances in cos-
metics and sunscreens that have endocrine active properties
which affect reproductive health but which also have other
endpoints, such as cancer. Reducing the exposure to endocrine
disruptors is framed not only in the context of the reduction of
health risks, but is also significant against the background and
rise of ethical consumerism, and the responsibility of the cos-
metics industry in this respect. Although some plants show
endocrine-disrupting activity, the use of well-selected natural
products might reduce the use of synthetic chemicals.
Instruments dealing with this problem include life-cycle
analysis, eco-design, and green labels; in combination with
the committed use of environmental management systems,
they contribute to Bcorporate social responsibility .̂
Keywords Endocrine active substances . Endocrine
disruptors . Cosmetics . Sunscreens
1 Introduction
Women and men all over the world use large amount of cos-
metic products in pursuit of everlasting youth, ignoring the
probable health risks. The commercial category of Bcosmetic
products^ entails substances or mixtures of substances that are
designed mainly for external use, for instance to improve the
appearance; clean; perfume; and sometimes protect as in the
case of sunscreens [1]. Many cosmetic products such as oils
and lipsticks contain UV filters, even though they are not
marketed under the term Bsunscreens^ or Bsun lotions^.
Cosmetic products contain active substances, preservatives
and also the so-called Bfragrances^ or Bperfumes^, the exact
composition of which remains a secret under the trade secret
standards [2].
Increasing scientific concern exists about the nature and the
safety of the ingredients used by the cosmetics industry re-
garding their endocrine-disrupting effects. Although numer-
ous studies have proved the endocrine-disrupting potential of
many ingredients, such as parabens, phthalates and UV filters,
and also their ability to cause reproductive impairments [3–6],
these substances are still extensively used and characterized as
Bsafe^. The main justification is the fact that manufacturers
keep the concentrations of the suspected chemical substances
low in accordance with the relevant legislation. However, the
possib.
COSC2737 Assignment 2 IT Infrastructure in the Cloud. .docxvoversbyobersby
COSC2737 Assignment 2: IT Infrastructure in the Cloud.
In this assignment, you will combine 3 different cloud services to build an application of your choice.
Typically, this might include a web-facing component. The focus of the assignment is not this content, but
the infrastructure behind it – the “wiring”, if you will.
As part of the assignment, you will create a presentation video. If this is done well, you will be able to add
these to a portfolio of work that you can demonstrate at job interviews, etc….
NB. This assignment is focused on Amazon products, primarily because that is what we teach in ITIS,
but, you are also allowed to use Google or Microsoft products, or a combination – but only with prior
permission from the Course Coordinator. And we may not be able to help you if problems between
vendor products arises.
For this assignment, you will provide a simple working cloud implementation, and submit the contents in a
ZIP file to Canvas, along with a presentation video, a report, and an initial PDF “pitch” document submitted
some weeks earlier than the deadline.
Note that the web content itself is not evaluated, only how it is set up. So you can use material from
anywhere (as long as you cite it on the web pages).
List of Amazon Services: https://aws.amazon.com/products/
List of Amazon services available to AWS Educate: https://s3.amazonaws.com/awseducate-starter-account-
services/AWS_Educate_Starter_Accounts_and_AWS_Services.pdf also available on Canvas.
Submission Details
1. Build a cloud infrastructure using at least 3 components from the AWS list of products above:
1. This could be a server and storage, or compute, or whatever.
2. One of the components counted could be the use of Alexa services for query.
2. The topic of the website is up to you, but must have a least (say) 5 different pages, and must ideally
be some form of B2B flavour.
3. Submission will be the following:
1. Pitch Document – An initial “pitch” where you describe your proposal in a few paragraphs
(not more than a page)
1. This will be due in week 11
2. Worth 5%, and will provide feedback from your tutor.
2. Report – A PDF report containing the following sections
1. Rationale
- The rationale behind this website or cloud construction. More or less a copy
of the pitch in its final form.
2. Cost Estimates
- both development, fixed and cloud running and how these running cost
scales for LOW (1-1000 transactions/day), MEDIUM (1000-1,000,000), and
HIGH (above 1,000,000+ transactions per day) – hese costs all to be
itemised and justified
- Imagine you are a professional quoting for the job
3. An installation manual that
- contains instructions to recreate the website(s)
- A marker should be able to rebuild it him/herself from this
4. There is no limit on report size, but a guide is about 10-15 pages including figures,
screen dumps, etc.
.
https://aws.amazon.com/prod.
More Related Content
Similar to First, I need the outline, which is due tomorrow, Wednesday the 31.docx
Using the attached information, you will prepare a Case Brief on a.docxdaniahendric
Using the attached information, you will prepare a Case Brief on a recent United States Supreme Court decision regarding a criminal justice topic. You must include the following sections: caption, facts, procedural history, issue, rule of law, holding, and rationale. The Case Brief must be 1–2 pages. Save your work as a Microsoft Word document and submit it to Blackboard. Prior to submitting the assignment, review the Case Brief Grading Rubric to verify that all components of the assignment have been completed.
(Slip Opinion)
OCTOBER TERM, 2012 1
Syllabus
NOTE: Where it is feasible, a syllabus (headnote) will be released, as is being done in connection with this case, at the time the opinion is issued. The syllabus constitutes no part of the opinion of the Court but has been prepared by the Reporter of Decisions for the convenience of the reader. See
United States
v.
Detroit Timber & Lumber Co.,
200 U. S. 321, 337.
SUPREME COURT OF THE UNITED STATES
Syllabus
SALINAS
v
. TEXAS
CERTIORARI TO THE COURT OF CRIMINAL APPEALS OF TEXAS
No. 12–246. Argued April 17, 2013—Decided June 17, 2013
Petitioner, without being placed in custody or receiving
Miranda
warn- ings, voluntarily answered some of a police officer’s questions about a murder, but fell silent when asked whether ballistics testing would match his shotgun to shell casings found at the scene of the crime. At petitioner’s murder trial in Texas state court, and over his objection, the prosecution used his failure to answer the question as evidence of guilt. He was convicted, and both the State Court of Appeals and Court of Criminal Appeals affirmed, rejecting his claim that the pros- ecution’s use of his silence in its case in chief violated the Fifth Amendment.
Held
: The judgment is affirmed.
369 S. W. 3d 176, affirmed.
J
USTICE
A
LITO
, joined by T
HE
C
HIEF
J
USTICE
and J
USTICE
K
ENNEDY
,
concluded that petitioner’s Fifth Amendment claim fails because he did not expressly invoke the privilege in response to the officer’s question. Pp. 3
−
12.
(a) To prevent the privilege against self-incrimination from shield- ing information not properly within its scope, a witness who “ ‘desires the protection of the privilege . . . must claim it’ ” at the time he relies on it.
Minnesota
v.
Murphy
, 465 U. S. 420, 427. This Court has rec- ognized two exceptions to that requirement. First, a criminal de- fendant need not take the stand and assert the privilege at his own trial.
Griffin
v.
California
, 380 U. S. 609, 613–615. Petitioner’s si- lence falls outside this exception because he had no comparable un- qualified right not to speak during his police interview. Second, a witness’ failure to invoke the privilege against self-incrimination must be excused where governmental coercion makes his forfeiture of the privilege involuntary. See,
e.g.
,
Miranda
v.
Arizona
, 384 U. S. 436, 467
−
468, and n. 37. Petitioner cannot benefit from this principle
2
SALINAS
v.
TEX.
Pick two of the types of criminal acts discussed in the readings and.docxrowthechang
Pick two of the types of criminal acts discussed in the readings and conduct an internet search for cases in which a security professional was charged with those particular offenses. Explain in detail the facts of the case, why you selected it and the outcome of the case.
Technical Requirements
•
Your paper must be at a minimum of 2-3 pages (the Title and Reference pages do not count towards the minimum limit).
•
Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.
•
Type in Times New Roman, 12 point and double space.
Reference
Nemeth, C. (2011). Private Security and The Law-4th Edition (4th ed.). Waltham, MA: Elsevier
Butterworth-Heinemann.
Lola Rabon, Appellee, v. Guardsmark, Inc., Appellant No. 76-2398 UNITED STATES COURT OF APPEALS FOR THE FOURTH CIRCUIT
571 F.2d 1277; 1978 U.S. App. LEXIS 12576 November 9, 1977, Argued February 16, 1978, Decided
PRIOR HISTORY: Appeal from the United States District Court for the District of South Carolina, at Columbia. Sol Blatt, Jr., District Judge.
DISPOSITION: Reversed.
CASE SUMMARY: PROCEDURAL POSTURE: Appellant security company sought review of a judgment from the United States District Court for the District of South Carolina which granted summary judgment to appellee injured person in her action which sought damages from the security company after the injured person was sexually assaulted at her place of employment by a security guard employed by the security company.
OVERVIEW: The security company provided security services where the injured person was employed. The injured person was sexually assaulted by a security guard employed by the security company and sought to find the security company liable for the attack. The district court found that, under state law, the security company would have a higher standard of care because the assault occurred at the place where the security company's business was carried out and because it was committed with a gun supplied by the security company. The court noted that only common carriers owed its patrons the highest degree of care. The court, however, disagreed with the district court's extension of that standard of care to the security company. The court found that the cases which extended the highest degree of care to the employer all involved common carriers and that it was unclear from the law the reasons for the state's adoption of the higher standard of liability. The court refused to extend liability to the security company for the unauthorized acts of its employee without some reasonable basis in the law and noted that S.C. Code § 56-646.1 et seq. was a licensing statute and did not impute liability. (Lola Rabon, Appellee, v. Guardsmark, Inc.)
There are three reasons usually given for the extraordinary liability of common carriers. First, the contract of passage between the carrier and the passenger is said to contain an implied assurance that the passenger will be transpor.
CRJ 550Legal Issues in Criminal Justice AdministrationCase B.docxannettsparrow
CRJ 550
Legal Issues in Criminal Justice Administration
Case Brief ExampleThis is an example of a well-written case brief. Note the compliance with the required format and how the student gets right to the important points in plain language. If legal terms are encounter which are not understood, chances are that other students will not understand them, so it is best not to use them unless defined within the brief.
Assignment sub-heading: Sixth Amendment Right to Counsel
TITLE AND CITATION: Nix v. Williams, 467 U.S. 431, 104 S.Ct. 2501 (1984)
TYPE OF ACTION: Review by the U.S. Supreme Court of a lower court ruling that evidence should be suppressed as a result of a violation of the Sixth Amendment right to counsel. The state (Nix) sought to overturn the motion to suppress that was upheld by the U.S. District Court of Appeals.
FACTS OF THE CASE:
On December 24, 1968, ten year old Pamela Powers was kidnapped from an Iowa YMCA and her body was later found in a ditch, which was within an extensive area that was being searched by volunteers and law enforcement. The defendant was observed “carrying a large bundle wrapped in a blanket…two legs in it and they were skinny and white.” Williams’ car, which contained clothing items belonging to the victim, was found the next day approximately 160 miles from the incident. Based on this information, an extensive search was started that extended from Des Moines to Davenport, Iowa.
Law enforcement obtained a warrant for Williams’ arrest, and he subsequently turned himself into the authorities in Davenport. Williams was arraigned and had obtained and spoken with an attorney. Des Moines police detectives agreed to transport Williams and not interview him during the drive between Davenport and Des Moines. During the drive, one of the detectives on the case began to speak to Williams regarding the need to find the child’s body before it snowed so that her parents could give her a proper, “Christian” burial. The detective did not ask Williams any specific questions during this conversation. At that point, Williams provided statements to the detectives that led them to the child’s body.
Williams was then tried in state court and was found guilty of first degree murder. Williams filed a motion to suppress the evidence of the body and all related evidence concerning the body’s location based on illegally obtained testimony. When the conviction was affirmed by the Iowa state Supreme Court, Williams sought relief in the U.S. District Court for the Southern District of Iowa. The U.S. District Court, U.S. Court of Appeals, and the U.S. Supreme Court agreed with Williams and determined that he was denied the right to counsel and his statements, which led to the child’s body, could not be introduced into evidence.
Williams was tried in state court a second time, without the use by the prosecution of the statements he had given to detectives. Prosecutors introduced evidence of the child’s body under the premise.
[Type text][Type text][Type text] 1Running Head Disci.docxhanneloremccaffery
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1
Running Head: Disciplinary Assignment
CJUS 520- Disciplinary Assignment
Jasonus Tillery
Liberty University
CJUS 520- Disciplinary Assignment-Part 1
The United States Supreme Court is the absolute highest court in the country. It generally hears cases that involve issues of federal law. The Supreme Court has appellate jurisdiction over the federal and state courts (Supreme Court of the United States, 2013). When a case is referred to the Supreme Court, the decision that is derived is final because there is no other court to appeal to. Generally, when a case is appealed to the Supreme Court, it usually means that there were issues or controversy involved in the cases in the State or Federal Court. There are three cases that were tried at the Supreme Court level that are of particular interest to this class: Brady vs. Maryland (1963), Giglio vs. United States (1972), and United States vs. Agurs (1976). Each of these cases presented issues, which will be discussed below.
Brady vs. Maryland, 373 U.S. 83 (1963)
In the Brady vs. Maryland case, Brady the defendant and his companion were convicted of first-degree murder and were sentenced to death. During the trial, Brady admitted to being at the crime scene and participating in the crime, but he stated that his companion was the one who actually committed the murder. Brady’s attorney did not contest the fact that Brady was guilty, he or she only pleaded with the jury to not return with a capital punishment verdict. The defendant’s lawyer however, was not privy to the fact that Brady’s companion had admitted to murdering the victim alone. Prior to the start of the trial, the defendant’s attorney requested to see all the evidence that the prosecutors had in their possession. However, the prosecutors failed to disclose Brady’s companion’s confession. Brady’s attorney was not aware of the confession until after his client’s trial. At that point, Brady had already been convicted and sentenced (Hooper & Thorpe, 2007). The prosecutor is required by law to disclose to the defense any evidence that is favorable to the defendant. Failure to do so denies the defendant to due process of the law. Therefore, there had to be a new trial, but not to determine guilt, rather than to determine Brady’s punishment. Brady had already confessed to his participation in the crime, so the sentence of death was what had to be re-tried. Although many would disagree with the fact that the prosecutor has to disclose information favorable to the defendant, it is still the law. Therefore, violating this law results in a violation of the defendant’s Fifth Amendment right.
Giglio vs. United States vs. 150 (1972)
In this case, the defendant Giglio was being prosecuted for forging $2300 in money orders, which at the time was a significant amount of money. The controversy in this case derived from the testimony of Giglio’s Co-conspirator Robert Tal.
This argument is important in yellow color to illustrate the first.docxchristalgrieg
This argument is important in yellow color to illustrate the first argument that needs some modification and I put the color red and yellow it to illustrate
The second argument is developed by yellow color and needs to work in this argument
Argument
Pricewter house rule.
Explanation of the rule
Barabano case
What happened
The defendant violated the title VII when HIS questions to not hire Ms. Beck was motivated factor to not hire her:
1- The defendant questions were discriminatory because they were unrelated to unrelated to occupational qualification.
This case relates to Price Waterhouse v. Hopkins in which the court ruled in favor of the plaintiff after it was found that her gender played a key role in the employment decision process. Maureen E. Barbano v. Madison County 922 F.2d 139 (1990) also relates to this case after the court found out that by the defendant (Madison County) asking the plaintiff (Barbano) questions pertaining to how her husband would react in relation to her taking the job was found to be discriminatory and the court in favor of the plaintiff. Similarly to our case, Firstly, the issue of discrimination arises from the questions that plaintiff was subjected to answer by defendant the first being what her boyfriend would think of her working long hours at the firm and traveling with male attorneys. Secondly, she was asked whether she was planning on having children in the future and if so how would she manage professional and personal responsibilities. Mr. Herrera also stated that he loses at least one attorney each year to “the baby”. In essence, these questions are not in any way part of the interview criteria and more importantly they are discriminatory and unrelated to occupational qualification. However, more importantly, none of the other interviewers cited the derailment in defandent 's questioning as they neither stopped the plaintiff from answering nor did they ask her about her other qualifications. Hence, the interviewing process was entirely discriminatory
1) To fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his compensation, terms, conditions, or privileges of employment, because of such individual's race, color, religion, sex, or national origin; SUMMARY case heir and citation, and You should write this in your own way and not copy the case, understanding the subject then write it in your own way and then put a citation from where you took this
or
2) To limit, segregate, or classify his employees or applicants for employment in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual's race, color, religion, sex, or national origin : SUMMARY case heir and citation, and You should write this in your own way and not copy the case ,understanding the subject then write it in your own way and then put a citation ...
The final project for this course will allow you to see yourself in chestnutkaitlyn
The final project for this course will allow you to see yourself in a range of criminal justice practitioner roles. Each position will require you to address different issues and concerns indicative of that area of criminal justice—some requiring research, others requiring you to apply methods of inquiry, all leading to the creation of a case analysis portfolio. The final project is supported by two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two and Four. The final submission will occur in Module Seven. In this assignment, you will demonstrate your mastery of the following course outcomes: •Illustrate the major historical milestones of criminal law in the United States for their impact on the criminal Justice system and the role of the practitioner
•Evaluate constitutional parameters set by courts for their influence on the performance of law‐enforcement agencies
•Evaluate the impact of emerging technology on the development of an ethical criminal investigation • Apply the sociological and criminological scientific methods of inquiry to determine a defendant’s mental state and possible criminal defenses for case preparation
Prompt For the final assessment, you will need to imagine yourself in a variety of criminal justice practitioner roles. You will be presented with a series of case scenarios and will be required to address each of them by utilizing case law research. You will then have to make decisions based on your findings, evidence, and any procedural knowledge you have obtained throughout the course.
The final submission will require you to respond to each one of the following situations and compile them together for a case analysis portfolio. Specifically, the following critical elements must be addressed:
I. Miranda
A uniformed police officer is dispatched to a bank robbery. Upon arrival, John Smith is already under arrest by the detectives for committing the robbery and shooting the guard. He is placed in the back of the officer’s cruiser. During the drive back to the station, Smith yells out, “I am so sorry I shot him!” One month later, the officer is called to testify about Smith’s statement. Smith’s defense attorney argues that the officer failed to read him his Miranda rights. Consider if his statements are admissible given the fact he was not read his Miranda Rights prior to making them.
A.
Imagine yourself as the judge presiding over this case. Clearly and accurately evaluate the constitutional parameters that emerged from the Miranda decision. How has this case influenced the practice of law enforcement?
B.
Describe your ruling for the bank robbery case, citing the Miranda case. How did Miranda influence your decision‐making process?
II. Jewelry Store Robbery
A detective was conducting surveillan ...
An update of key employment law developments in 2014 in the District of Columbia, Maryland, and Virginia written by veteran employment lawyer Robert B. Fitzpatrick, principal of Robert B. Fitzpatrick, PLLC.
Cost and benefit analysisWe are doing group presentation.docxvoversbyobersby
Cost and benefit analysis
We are doing group presentation tomorrow but we are struggling to make the
presentation sldies. We need presentation slides.
Could you guys help me? Maximum slides we have to make are 11 pages.
Below are structure of prejesentation we should do.
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In your analysis, make sure you take the followings into consideration:
•
the alternative projects ,
•
the groups who benefit and suffer from project,
•
list the physical impact of alternatives,
•
predict monetary value of those impacts (benefit and cost) over the life of project in terms of their present value,
•
conclude which of the alternative project should be selected.
-----------------
Addendum: PT slides
•
1 intro slide that discusses the motivation behind the project and CBA
•
Information about which groups have standing, and how they either benefit or lose from the considered policies
•
Numbers, sources
•
Conclusion
•
1-2 slides on other key information you would need to conduct a thorough analysis
•
1-2 slides at the end with a list of sources
Addendum: PT slides
Do Not Include:
•
Typos and spelling/grammar mistakes.
•
Basic definitions of CBA terms.
•
Too many pictures.
•
Unsubstantiated claims (unless you explicitly states that you had made the judgement call because there was insufficient data)
.
Cosmetics as endocrine disruptors are they a health risk.docxvoversbyobersby
Cosmetics as endocrine disruptors: are they a health risk?
Polyxeni Nicolopoulou-Stamati1 & Luc Hens2 & Annie J. Sasco3
Published online: 29 January 2016
# Springer Science+Business Media New York 2016
Abstract Exposure to chemicals from different sources in
everyday life is widespread; one such source is the wide range
of products listed under the title Bcosmetics^, including the
different types of popular and widely-advertised sunscreens.
Women are encouraged through advertising to buy into the
myth of everlasting youth, and one of the most alarming con-
sequences is in utero exposure to chemicals. The main route of
exposure is the skin, but the main endpoint of exposure is
endocrine disruption. This is due to many substances in cos-
metics and sunscreens that have endocrine active properties
which affect reproductive health but which also have other
endpoints, such as cancer. Reducing the exposure to endocrine
disruptors is framed not only in the context of the reduction of
health risks, but is also significant against the background and
rise of ethical consumerism, and the responsibility of the cos-
metics industry in this respect. Although some plants show
endocrine-disrupting activity, the use of well-selected natural
products might reduce the use of synthetic chemicals.
Instruments dealing with this problem include life-cycle
analysis, eco-design, and green labels; in combination with
the committed use of environmental management systems,
they contribute to Bcorporate social responsibility .̂
Keywords Endocrine active substances . Endocrine
disruptors . Cosmetics . Sunscreens
1 Introduction
Women and men all over the world use large amount of cos-
metic products in pursuit of everlasting youth, ignoring the
probable health risks. The commercial category of Bcosmetic
products^ entails substances or mixtures of substances that are
designed mainly for external use, for instance to improve the
appearance; clean; perfume; and sometimes protect as in the
case of sunscreens [1]. Many cosmetic products such as oils
and lipsticks contain UV filters, even though they are not
marketed under the term Bsunscreens^ or Bsun lotions^.
Cosmetic products contain active substances, preservatives
and also the so-called Bfragrances^ or Bperfumes^, the exact
composition of which remains a secret under the trade secret
standards [2].
Increasing scientific concern exists about the nature and the
safety of the ingredients used by the cosmetics industry re-
garding their endocrine-disrupting effects. Although numer-
ous studies have proved the endocrine-disrupting potential of
many ingredients, such as parabens, phthalates and UV filters,
and also their ability to cause reproductive impairments [3–6],
these substances are still extensively used and characterized as
Bsafe^. The main justification is the fact that manufacturers
keep the concentrations of the suspected chemical substances
low in accordance with the relevant legislation. However, the
possib.
COSC2737 Assignment 2 IT Infrastructure in the Cloud. .docxvoversbyobersby
COSC2737 Assignment 2: IT Infrastructure in the Cloud.
In this assignment, you will combine 3 different cloud services to build an application of your choice.
Typically, this might include a web-facing component. The focus of the assignment is not this content, but
the infrastructure behind it – the “wiring”, if you will.
As part of the assignment, you will create a presentation video. If this is done well, you will be able to add
these to a portfolio of work that you can demonstrate at job interviews, etc….
NB. This assignment is focused on Amazon products, primarily because that is what we teach in ITIS,
but, you are also allowed to use Google or Microsoft products, or a combination – but only with prior
permission from the Course Coordinator. And we may not be able to help you if problems between
vendor products arises.
For this assignment, you will provide a simple working cloud implementation, and submit the contents in a
ZIP file to Canvas, along with a presentation video, a report, and an initial PDF “pitch” document submitted
some weeks earlier than the deadline.
Note that the web content itself is not evaluated, only how it is set up. So you can use material from
anywhere (as long as you cite it on the web pages).
List of Amazon Services: https://aws.amazon.com/products/
List of Amazon services available to AWS Educate: https://s3.amazonaws.com/awseducate-starter-account-
services/AWS_Educate_Starter_Accounts_and_AWS_Services.pdf also available on Canvas.
Submission Details
1. Build a cloud infrastructure using at least 3 components from the AWS list of products above:
1. This could be a server and storage, or compute, or whatever.
2. One of the components counted could be the use of Alexa services for query.
2. The topic of the website is up to you, but must have a least (say) 5 different pages, and must ideally
be some form of B2B flavour.
3. Submission will be the following:
1. Pitch Document – An initial “pitch” where you describe your proposal in a few paragraphs
(not more than a page)
1. This will be due in week 11
2. Worth 5%, and will provide feedback from your tutor.
2. Report – A PDF report containing the following sections
1. Rationale
- The rationale behind this website or cloud construction. More or less a copy
of the pitch in its final form.
2. Cost Estimates
- both development, fixed and cloud running and how these running cost
scales for LOW (1-1000 transactions/day), MEDIUM (1000-1,000,000), and
HIGH (above 1,000,000+ transactions per day) – hese costs all to be
itemised and justified
- Imagine you are a professional quoting for the job
3. An installation manual that
- contains instructions to recreate the website(s)
- A marker should be able to rebuild it him/herself from this
4. There is no limit on report size, but a guide is about 10-15 pages including figures,
screen dumps, etc.
.
https://aws.amazon.com/prod.
Cortes and the Aztecs Respond in writing to the following questi.docxvoversbyobersby
Cortes and the Aztecs
Respond in writing to the following questions after reading Cortés' letter on page 260 and watching the two videos above.
1. What aspects of Aztec life and culture favorably impressed Cortés? Of what was he critical?
2. With their belief in a pantheon of deities, how might an Aztec have reacted upon visiting a Christian house of worship such as Chartres Cathedral?
3. What is the Colombian Exchange? List the consequences of the exchange.
Make sure to:
· Write a short essay or paragraph of at least 100 words. Do not go over 250 words.
· Use concrete examples/details and avoid generalities.
· Address all questions.
· Use proper grammar and punctuation.
· If you researched your topic and are using information from what you learned, remember to cite your sources.
· Do not plagiarize. Your work will be checked by turnitin.com.
.
Correlation and RegressionForecasting is a critical job for mana.docxvoversbyobersby
Correlation and Regression
Forecasting is a critical job for managers. Correlation and regression are two statistical methods used by managers for forecasting.
Correlation allows you to quantify how closely two variables are related. The correlation values or correlation coefficients have a range between -1.0 and +1.0. The closer the value is to the absolute value of 1, the stronger the correlation. The negative or positive sign indicates if the variables have a negative or positive correlation. A positive correlation exists when both variables increase or decrease. A negative correlation exists when one variable increases while the other variable decreases. If the two variables are independent and have no relationship, then the correlation is 0.
Be careful not to confuse correlation and causality. For instance, you can be reasonably sure that higher distribution and lower prices both cause higher sales; however, there are many things in this world that are correlated mathematically but are not at all related.
Regression is a statistical technique that lets you construct an equation to describe the relationship between the movements of two variables. On a scatter plot, the regression equation would calculate the best-fit line through the points. Regression allows you to forecast and simulate different scenarios by ascertaining the relationship between causes and effects. The causes are known as independent variables or drivers. The effects are known as dependent variables or what is being forecast.
You need to have a sufficient amount of history for the dependent variable and all the independent variables that you might think are useful in predicting the dependent variable to build a regression model. The minimum number of observations required is generally between 20 and 30. A key concept for regression is that it uses the past to predict the future. It assumes that relationships between historical dependent and independent variables will hold true for present of future dependent and independent variables.
There is an extension to the regression model, known as the multiple regression model. Adding another independent variable to a regression model turns it into a multiple regression model. The equation can become quite complex when more than two independent variables are added to the model, but these equations are rarely calculated by hand. Most commercial spreadsheet, accounting, and statistics software include these in their function library.
Counselor Dispositional Expectations
Dispositions are the values, commitments, and professional ethics that influence behaviors toward others, and, if sincerely held, dispositions lead to actions and patterns of professional conduct. The Grand Canyon University Counseling Program’s dispositions adhere to the University’s mission statement, as well as to the established counseling profession codes of ethics.
The Grand Canyon University Counseling Program have adopted the following disposition.
Correlation and Regression StudyBackground During this week .docxvoversbyobersby
Correlation and Regression Study
Background
During this week you will identify a research question created in Week 1 for which correlation or regression would be the best statistical approach to take. If you do not have a research question that indicates correlation or regression, review the research questions posted by your peers last week and select one that is ideal for correlation or regression.
Discussion Assignment Requirements
Initial Posting – In your initial posting for this assignment, include the following:
•Identify an appropriate research question that would require the use of correlation and regression to answer.
•Describe why this question is appropriate for a correlational study.
•Identify the two variables in this study and each of their attributes: discrete or continuous, quantitative or categorical, and scale of measurement (nominal, ordinal, interval, or ratio).
•Do the variables fit the qualifications of a correlational study? Explain.
•What type of correlation would you expect to find for this study (i.e., positive or negative)? Explain.
•What predictions might you be interested in making with these variables if the correlation is found to be significant?
Article Critique: Correlation & Regression
The readings for this week focus on the concepts of correlation and regression. In this discussion we will apply those concepts to the review and critique of Wagenheim & Anderson (2008). For information on how to critique a research article, see the Coughlan et al. (2007) from your resources in Week 1 and UIS (n.d.) from your resources in Week 2.
In the body of your posting, include an overview of the following topics:
•Research question – State the research question for the study.
•Methods and study design – Describe the basic methods used, including the variables, sampling methods, data collection, etc.
•Data analysis – Summarize the statistical tests conducted, the results obtained from each test, and the conclusions regarding the research question.
•Critique – Critique the results of the study, paying specific attention to the appropriateness of the analyses conducted, any biases or assumptions that were made, practical significance of the results, and recommendations for improving upon the study (methods or analyses).
•Summary – Provide a brief summary of the study's findings in 2-3 sentences. Do not use any numbers or statistical terms, but provide a review that would make sense to someone who has not studied research methods or statistics.
Be sure to put information in your own words and to cite appropriately. Respond substantively to at least two of your classmates’ postings. Specifically, focus on their critique of the results and discussion of the analysis. Do you agree with their assessment? What questions did the study leave you with? How might you have done this study differently? What do you see as the limitations of the study as compared to your classmates?
Z, T, or Chi-Square Test Study
Background
During th.
Correlate your job responsibilities with the Disaster recovery c.docxvoversbyobersby
Correlate your job responsibilities with the Disaster recovery course outcomes listed above. Should be Minimum 200 words
Disaster Recovery Course Out-come
• Recognize the need for disaster recovery plans within organizations.
• Develop a complete and accurate disaster recovery plan.
• Assess risks that may impact an organization
• Identify data storage and recovery sites.
• Develop plans, procedures and relationships.
• Develop procedures for special circumstances.
• Test the disaster recovery plan.
• Continue to assess needs, threats, and solutions after testing the disaster recovery
plan.
Job Responsibility:
· Responsible in delivering the complete
Project Plan with total supporting data which included the status Reports, Issues Log, Performance Testing Matrix, detailed Testing Reports, Fine tuning Recommendation reports to both Executive Management & Senior Management
· Responsible to provide Technical and Functional Support to the users, tester and Business System Analysts
· Managing and Preparation of the Test Plan and Test strategy for the various projects
· Liaison with the onsite and offshore teams for testing status and issue resolution
· Tested the data mapping, fixing errors
· Tested staging table for EDI 210 Invoice, Balance Due Invoice, EDI 810 Invoice inbound, 850 Inbound Purchase order
· Tested Web service using SoapUI
· Involved in User acceptance testing (UAT)
· Written standard test scripts for Oracle Financial, Procure to Pay, SOA, web services
· Involved in standard Functionality testing in Phase I Phase II for 3 Instance
· Documented and communicated test results to the test Management and Business Management Team
· Worked closely with Developers team for different issues
· Experience with test automation tools like JIRA
· Worked on the testing of SaaS, Web services, XML and web application.
.
Correctional CounselingRobert HanserScott Mire20111 The .docxvoversbyobersby
Correctional Counseling
Robert Hanser
Scott Mire
2011
1 The Role of the Correctional Counselor
CHAPTER OBJECTIVES
After reading this chapter, you will be able to:
· 1. Identify the functions and parameters of the counseling process.
· 2. Discuss the competing interests between security and counseling in the correctional counseling process.
· 3. Know common terms and concerns associated with custodial corrections.
· 4. Understand the role of the counselor as facilitator.
· 5. Identify the various personal characteristics associated with effective counselors.
· 6. Be aware of the impact that burnout can have on a counselor’s professional performance.
· 7. Identify the various means of training and supervision associated with counseling.
PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS
There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders.
It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and emotional problems (Brown & Srebalus, 2003). Around the same time (1890), Sigmund Freud began treating mental patients with his patented technique of psychoanalysis. As a result, the origins of counseling can be traced to two different but simultaneous movements: (1) guidance and (2) psychotherapy.
Guidance
Guidance has been used as a concept to describe the process of helping individuals identify and choose what they value most (Gladding, 1996). Guidance can occur in any instance where one individual, usually more experienced, helps another to identify choices that best refle.
Correlate health and safety issues at workplace with ideals. Y.docxvoversbyobersby
Correlate health and safety issues at workplace with ideals.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Hartman, L., DesJardins, J., & MacDonald, C. (2014). 1.
Business ethics: decision making for personal integrity and social responsibility
(3rd ed., pp. 276-283). New York: McGraw-Hill.
No Wiki, Dictionary.com or Plagiarism
.
Correctional Program ShowcaseSubmitted BY Intensive moti.docxvoversbyobersby
Correctional Program Showcase
Submitted BY
Intensive motivational program of alternative correctional treatment (IMPACT)
IMPACT- Two phase program
Mission: to engage and rehabilitate the offenders with sentence of seven years
Goals: To engage the offenders into correction program for their betterment
To help the offenders to live a life with worth with out committing a crime.
Intensive motivational program of alternative correctional treatment (IMPACT) is a program that is based on the two phases, it is continuation shock incarcerations that initially started in the 1987. The mission of the program is to engage the offenders who are sentenced for 7 years into correctional program. Goals of the program is to engage the offender voluntarily in the two phase program and they can quite if they are not willing to continue the program. The offenders ahs to pass through the phases and complete the instructions of the drill instructors. The target population is based on the offender who do not mix in to normal general population. IMPACT is among the top three programs of the state to correct and rehabilitate the offenders (Mackenzie & Shaw, 2006).
2
Intensive motivational program of alternative correctional treatment (IMPACT)
Population : Offenders with sentence of seven years
Effectiveness:
Increased the prosocial behavior in offenders
Decreased the aggression and anxiety
Improvements have been seen in the offenders that lead them towards rehabilitation.
The program is effective for the offenders by send in to the offenders into military boot camps. Offenders who were engage in the IMPACT program were reported as having the high prosocial behaviors anxiety and aggression have been lowered in the offenders who have completed the program. Offender with change are promoted to the next phase of rehabilitation (Mackenzie & Shaw, 2006). It was designed because authorities are aware of that emotional instability is a main reason behind the offenses. Thus this program helped to provide emotional stability and also help in rehabilitation process.
3
Reentry Program
Reentry program is basically developed as a correctional program which is covering different aspects.
Educational paradigm
Health sector
Rehabilitation sector
Job skills and Employment Readiness program
Reentry programs is an effort made by the Louisiana corrections. The mission of the program is to provide the services regarding education, job and employment skills, substance abuse treatment and rehabilitation services are offered by the programs to education the offenders and help them rehabilitate in the society. Reentry program was designed to motivate those offenders who came again after relapse of drugs or crime. This program focus on all areas of life of offenders because it not only provided basic education but also provide job skills to make them productive member of society. Some profit and not for profit organizations help to design and to make it effective by financ.
Corrections in America - please type the answers separateDiscu.docxvoversbyobersby
Corrections in America - please type the answers separate
Discussion Board #2A : Research and discuss the differences between State and Federal Prison Systems. Who goes to Prison in each of these systems? What about Women Offenders? What about Juvenile Offenders?
iscussion Board #2B concerns Racial Issues within Prison Systems. Research and discuss if there is racial disparity as to who is sent to jail/prison. Are all groups sentenced equally? Why is there an issue with fair sentencing? Who is to blame?
.
Correction to be made for my code of ethical plan Inclusion of.docxvoversbyobersby
Correction to be made for my code of ethical plan: Inclusion of a letter from leadership to the reader of the Code of Ethics. This sets the tone and lets the reader know why the Board of Directors and management consider the code of Ethics important.
2. Accetable and unacceptable behavior on the part of employees.
3. Resources for more information and what to do if unethical behavior is seen such as contact information for an Ethics Compliance Officer or if someone needs to report unethical conduct. This includes reporting procedures.
4. Ethics training and awarness program for your company.
5. Consequences of unethical /or illegal behavior
6. The legal regulations of conducting business overseas.
7. The ethical code of conduct for employees and vendors
8. Distingushing between right and wrong in business dealings when the action is legal
9. Identifying the issues surrounding the motivation behind unethical or illegal business operations when the consequences are properly documented.
10. Anything else that you deem important support your ethical code of conduct plan.
11. Your ethical code of conduct plan should demonstrate your understanding of the concepts and ideas covered throughout the course.
1,250--1,500 words and references.
.
Correct the following paragraph. Insert or delete hyphens as nee.docxvoversbyobersby
Correct the following paragraph.
Insert or delete hyphens as needed in the following paragraph:
1
Attending College in New York City can be pretty scary, especially for a small-town girl from Des Moines, Iowa.
2
Since I am studying nursing, I decided to join Scorpions for Smiles, a student-volunteer-group that visits children who spend a-lot of time in the hospital wards for recovery or treatment purposes.
3
It's a great feeling knowing that a sick or hurting child is benefiting from my time and up-beat attitude.
4
The last time I visited, I brought coloring supplies so that Amy, the eight year old patient I usually spend time with, and I could draw pictures for her family.
5
Amy is a very well known patient; she is always playing practical jokes on the nurses and doctors!
6
When I went visited with my student group this past week, Amy wasn't there because she had an X-ray scheduled.
7
I left her a note with some crayons so that she could color after the procedure.
8
Next week is her birth-day.
9
. I won't be visiting that day, but when I do, I'll bring two plain t shirts to decorate with paints and markers.
10
The corner store near my dorm has cake-mix for only ninety nine cents!
11
. I'll bring a cake for Amy and-the-rest of her friends, too!
Step 2
Save and submit your assignment.
.
Correctional AdministratorsPrisons and jails are both clas.docxvoversbyobersby
Correctional Administrators
Prisons and jails are both classified as correctional facilities, however their missions and day-to-day operations can vary significantly. The types of offenders being held and the reasons they are incarcerated are notably different between a state or federal prison and a county jail.
In your initial response,
A)
Compare and contrast the role of a correctional administrator at a prison vs. a jail.
B)
Be sure to highlight the missions of both and how those missions impact the way day-to-day operations are managed by a correctional administrator.
Assignment Instructions:
1) Based on research, and
2) Using professional, scholarly sources, and
3) Submitted in APA 6th ed style, and
4) A minimum of 350 words, excluding the references list.
.
Corporations are making the assumption that everyone uses a sm.docxvoversbyobersby
Corporations are making the assumption that everyone uses a smartphone. How does this perpetuate the negative outcomes created by the “Digital Divide”?
Your rough draft is your work-in-progress version of your final paper (which is due on Sunday). The purpose of the rough draft assignment is to allow me to understand where your team is at, and to be able to provide feedback that you can use for refining your paper.
Your paper should have the following characteristics:
Be in APA format
Have the following sections:
Title page
Abstract (from Friday's assignment - revised according to the feedback that was given (if any).
Rough draft, this should address:
Introduction
Background/Literature Review
Relevant Theory Exploration
Findings/Examples
Lessons Learned
Future Research
References (non-annotated)
Appendix:
.
Corporation M, a calendar year corporation that began doing business.docxvoversbyobersby
Corporation M, a calendar year corporation that began doing business on January 1, 20X1, had accumulated earnings and profits of $30,000 as of January 1, 20X8. On July 2, 20X8, M distributed $22,000 cash to Mrs. C, M's sole shareholder. M had a $20,000 deficit in earnings and profits for 20X8. Mrs. C had an adjusted basis of $14,000 in her stock before the distribution. What is the amount of Mrs. C's basis in the stock after the distribution?
.
CORPORATE TRAINING 1
Running head: APA IS EASY
Paper Title
Student’s Name, Class
University of the Cumberlands
Note the
header &
the page
number.
Also this
the header
is l/2 inch
from the
top (p. 306)
Double spaced,
upper/lower case and
centered on the page.
See pg 41, APA, 6th
edition
Ask your facilitator if
they desire the date/their
name on title page.
APA doesn’t require it.
Running
head is
typically
optional –
ask your
instructor –
used
primarily if
publishing
CORPORATE TRAINING 2
Corporate Training
Today, managers need well-trained employees and are finding they do not exist.
Corporations are, therefore, providing additional training for their employees. One such training
program that is being added to corporate learning environments is an awareness of emotional
intelligence. Business managers are learning that successful managers need high Emotional
Quotient (EQ) or Emotional Intelligence (EI) to work effectively. Emotional intelligence is the
ability to accurately perceive emotions in self and others, to identify different emotional
responses, and to use emotional information to make intelligent decisions (Goleman, 2000). A
leading expert on EQ finds that “people good at managing relationships tend also to be self-
aware, self-regulating, and empathetic” (Goleman, 2000, p. 33). Emotional intelligence is
especially important “at the highest levels of the company, where differences in technical skills
are of little importance. In other words, the higher the rank of the person, the more emotional
intelligence capabilities are needed for decision making effectiveness” (Goleman, 1986, p. 94).
Emotional intelligence is crucial to a successful business career and for effective group
performance (Goleman, 1986). The core competencies required for emotional intelligence are
“the perception of emotions in one’s self and others, the understanding of these emotions, and
the management of emotions” (Feldman, 2001, ¶ 4). Success in the modern workplace requires
teamwork and collaboration. Emotional Intelligence training is essential since most modern
Title of
paper is
centered.
Do not
bold. Do
not cap.
Text is
ragged
edge,
double-
spaced
This is a
direct
quote
complete
with
quotation
marks so
the writer
must
provide
needs to
direct
readers to
direct
This is not
a direct
quote but
para-
phrased
Period after
Citation of
Short
quotes
CORPORATE TRAINING 3
companies rely on teams of employees working together, rather tha.
Corporate TAX homework problems. Need help with solving. email is .docxvoversbyobersby
Corporate TAX homework problems. Need help with solving. email is
[email protected]
Notes
Ch1 corporations
Complete the problems as presented in this document. You may create a new document and/or spreadsheet as needed. Any memo should be no more than 3 pages in length. Please state any assumptions used if problems are not clear.
Problem 1
Your client, a physician, recently purchased a yacht on which he flies a pennant with a medical emblem on it. He recently informed you that he purchased the yacht and flies the pennant to advertise his occupation and thus attract new patients. He has asked you if he may deduct as ordinary and necessary business expenses the costs of insuring and maintaining the yacht. In search of an answer, consult RIA’s CHECKPOINT TAX available on-line through the SNHU Shapiro Library. Explain the steps taken to find your answer.
Problem 2
Stacey Small has a small salon that she has run for a few years as a sole proprietorship. The proprietorship uses the cash method of accounting and the calendar year as its tax year. Stacey needs additional capital for expansion and knows two people who might be interested in investing. One would like to practice hairdressing in the salon. The other would only invest.
Stacey wants to know the tax consequences of incorporating the business. Her business assets include a building, equipment, accounts receivable and cash. Liabilities include a mortgage on the building and a few accounts payable, which are deductible when paid.
Write a memo to Stacey explaining the tax consequences of the incorporation. As part of your memo examine the possibility of having the corporation issue common and preferred stock and debt for the shareholders’ property and money.
Problem 3
Five years ago, Lacey, Kaylee, and Doug organized a software corporation, DLK, which develops and sells Online Meetings software for businesses. DLK is a C corporation. Each individual contributed $10,000 to the company in exchange for 1,000 shares of DLK stock (for a total of 3,000 shares). The corporation also borrowed $250,000 from ACME Venture Capital to finance operating costs and capital expenditures.
Because of intense competition, DLK struggled for the first few years of operation and the corporation sustained chronic losses. This year, Lacey, DLK’s president, decided to seek additional funds to finance DLK’s working capital.
CME declined to extend additional funds because of the money already invested in DLK. High Tech Venture Capital Inc. proposed to lend DLK $100,000, but at a 10% premium over the prime rate. (Other software manufacturers in the same market can borrow at a 3% premium.) First Round Capital proposed to invest $50,000 of equity capital into DLK, but on the condition that the investment firm be granted the right to elect five members to DLK’s board of directors. Discouraged by the “high cost” of external borrowing, Lacey decides to approach Kaylee and Doug.
Lac.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
First, I need the outline, which is due tomorrow, Wednesday the 31.docx
1. First, I need the outline, which is due tomorrow, Wednesday the
31st CST.
Then the Key Assignment, which is due this Sunday, August
4th.
NEED TO FOLLOW AN OUTLINE FORMAT THAT IS
SHOWN IN WORD (MICROSOFT WORD PROGRAM HAS
SEVERAL OUTLINE TEMPLATES.)
Based on the following information, create a detailed outline for
the Key Assignment
DO NOT MERELY REWRITE THE QUESTIONS IN OUTLINE
FORM. Also, do not simply outline the assignment scenario.
APA Format.
Key Assignment
Scenario: While working an undercover detail in a
neighborhood known for drug activity, you notice a vehicle
stopped at the intersection waiting for the light to change. The
man in the vehicle makes eye contact with you. You approach
his vehicle and begin carrying on a conversation with him. You
ask him if he needs anything, and he responds by asking you,
“What do you have?” You ask him what he is looking for, and
he tells you he is looking to score. You show him a small bag
containing a white powdery substance; he asks how much, and
you respond, "20 dollars." He hands you a $20 bill, and you
give him the bag and tip your hat to signal that the transaction
was completed. At this time, the man drives off and is stopped a
block away by a marked unit. The individual is placed under
arrest for drug possession and purchasing drugs, and he is taken
to jail.
2. The individual is charged with possession of a controlled
substance. At his trial, he claimed that he was a victim of
entrapment by the police. He was found guilty and sentenced to
serve 5 years in jail and given credit for the 3 months he already
had served in jail.
Assignment Guidelines
•Address the following in 1,250–1,500 words:
•Research and provide 2–3 case briefs on specific case law
related to the entrapment defense as it may or may not apply in
the case scenario. ◦Your case briefs should follow this format:
◾Title: Title of the selected case
◾Facts: Summary of the events, court timeline, evidence, and so
forth
◾Issues: Issues that were present in this case
◾Decisions: The court's decision and the conclusion to the case
◾Reasoning: The rationale behind the final decision
◾Dissenting opinions: Any dissenting opinions, and an
explanation of what they were and why they were raised
Answer the following questions:
◦Did you have probable cause to approach the defendant while
he was parked at the traffic light? Why or why not? Defend your
answer.
◦Do you feel that the entrapment defense is a valid one,
3. considering the assignment scenario? Why or why not? Defend
your answer.
◦Is providing the opportunity for someone to commit a crime the
same as entrapment? Why or why not?
◦If the substance were marijuana, how much would be needed
for a misdemeanor charge? A felony?
•Be sure to reference all sources using APA style.
Need outline checked, revised, & finished. I have started the
outline, but have not finished it.
(TITLE OF OUTLINE) ENTRAPMENT
I. Introduction: Entrapment is when law enforcement officers
or their go-betweens encourage or sway an individual to carry
out a criminality, which s/he possessed no prior objective to do.
If this is the case, the bylaw prohibits a guilty verdict (Sobel, u.
d.).
II. Case Number One (FindLaw, u. d.)
When law enforcement officers or their go-betweens encourage
or sway an individual to carry out a criminality, which s/he
possessed no prior objective to do. If this is the case, the
bylaw prohibits a guilty verdict II
A.
Title: Jacobson v. United States, 503 U.S. 540 (1992) No. 90-
1124
B.
Facts: Argued November 6, 1991 Decided April 6, 1992
1.
Jacobson ordered two magazines, which contained pictures of
unclothed pre-adolescent and adolescent males (when it was not
4. illegal to do so)
2.
Government agencies sent Jacobson correspondences via
fabricated businesses, and a fake letter writer, in order to
investigate his readiness to commit an offence.
3.
After 2 1/2 years on the Government mailing list, Jacobson was
invited to purchase child pornography
C.
Issues:
1.
He was arrested after a controlled delivery of a photocopy of
the magazine
2.
Jacobson pleaded entrapment at his jury trial
3.
He was convicted, and the Court of Appeals affirmed
D.
Decisions:
1.
A reasonable doubt existed that Jacobson had the necessary
tendency, prior to the Government's investigation
2.
This existed independent of the Government's numerous and
diverse tactics used on to him, reversed.
E.
5. Reasoning:
1.
Because the Government overstepped the line between setting a
trap for the "unwary innocent" and the "unwary criminal," and
failed to establish that Jacobson was independently inclined to
do the crime that he was arrested
2.
Reversed the Court of Appeals' judgment affirming Jacobson’s
conviction.
F.
Dissenting opinions:
1.
Of the Court's concern, the bottom line that the Government
went too far and "abused" the "`processes of detection and
enforcement'"
2.
Through enticing an innocent person to violate the law.
3.
As a result, the Court holds that the Government failed to prove
beyond a reasonable doubt that Mr. Jacobson was predisposed to
commit the crime.
4.
it was the jury's task, to decide if Mr. Jacobson was a willing
participant in the criminal activity here or an innocent target
5.
There is no dispute that the jury in this case was fully and
accurately instructed on the law of entrapment, and nonetheless
found Mr. Jacobson guilty.
6. 6.
Because the judge believed there was sufficient evidence to
support the jury's verdict, he reverentially disagreed/dissented
III. Case Number Two (Justia US Supreme Court Center, u. d)
B.
Title: Hampton v. United States - 425 U.S. 484 (1976) No. 74-
5822
C.
Facts: Argued December 1, 1975. Decided April 27, 1976.
1.
As a result of selling to Government agents heroin supplied by a
Government informant, petitioner was convicted of a federal
offense.
2.
The Court of Appeals affirmed, rejecting petitioner's argument
that, if the jury believed that the drug was supplied to him by
the Government informant he should have been acquitted under
the defense of entrapment regardless of his predisposition to
commit the crime.
3.
Petitioner contends that, although such predisposition renders
unavailable an entrapment defense, the Government's
outrageous conduct in supplying him with the contraband denied
him due process.
D.
Issues: Issues that were present in this case
1.
7. The Government's supplying of contraband in the course of an
investigation
2.
The case resulted from two sales of heroin by petitioner to
agents of the DEA in St. Louis on February 25 and 26, 1974
3.
If you find that the defendant's sales of narcotics were sales of
narcotics supplied to him by an informer in the employ of or
acting on behalf of the government, then you must acquit the
defendant because the law as a matter of policy forbids his
conviction in such a case.
4.
Under this particular defense, you need not consider the
predisposition of the defendant to commit the offense charged,
because if the governmental involvement through its informer
reached the point that I have just defined in your own minds,
then the predisposition of the defendant would not matter.
E.
Decisions:
1.
Held: The judgment is affirmed.
2.
was convicted of two counts of distributing heroin in the United
States District Court for the Eastern District of Missouri
3.
Sentenced to concurrent terms of five years' imprisonment
(suspended).
F.
8. Reasoning:
1.
Mr. Justice Rehnquist, joined by The Chief Justice and Mr.
Justice White, concluded that, where, as here, the Government
agents, the Government informant, and the defendant acted in
concert with one another, and the defendant conceded a
predisposition to commit the crime in question, not only is the
defense of entrapment unavailable but also a violation of due
process rights cannot properly be claimed.
2.
In order to convict petitioner they had to find that the
Government proved "that the defendant knowingly did an act
which the law forbids, purposely intending to violate the law."
G.
Dissenting opinions:
1.
The heroin, a completely illegal substance, had been supplied
entirely by the DEA.
2.
The beginning and end of this crime thus coincided exactly with
the Government's entry into and withdrawal from the criminal
activity involved in this case
IV. Case No. 3 (The Law Offices of Parviz A. Heshmati, u. d.)
A.
Title: United States v. Russell, 411 U.S. 423 (1973)
B.
Facts: Argued February 27, 1973, Decided April 24, 1973
(Summary of the events, court timeline, evidence, and so forth)
9. C.
Issues: Issues that were present in this case
D.
Decisions: The court's decision and the conclusion to the case
E.
Reasoning: The rationale behind the final decision
F.
Dissenting opinions: Any dissenting opinions, and an
explanation of what they were and why they were raised
V. (Change this wording to something else) Was there probable
cause to approach the defendant while he was parked at the
traffic light? ('Lectric Law Library, u. d.)
A.
Why or why not? (Change this wording to something else)
B.
Defend Your Answer (Change this wording to something else)
VI. (Change this wording to something else) Do I feel that the
entrapment defense is a valid one, considering the assignment
scenario?
A.
Why or why not? (Change this wording to something else)
B.
(Change this wording to something else) Defend your answer
(Sobel, u. d.)
10. VII. (Change this wording to something else) Is providing the
opportunity for someone to commit a crime the same as
entrapment?
A.
My answer is, “No, because…”(Leszkay, 2012)
A.
Merely furnishing an individual the chance to perform a
criminality is not a setup. (Leszkay, 2012)
VII.
If the substance were marijuana…
A.
How much would be needed for a misdemeanor charge?
(Imhoff & Associates, u. d.)
1.
Less than one ounce (or 28.5 grams)
B.
How much would be needed for a Felony?
1. in almost all states, possession of amounts greater than one
kilogram (NOLA, u. d.).
VIII.
Conclusion (Change this wording to something else) summary
of the paper
IX. References
FindLaw (u. d.). JACOBSON v. UNITED STATES, 503
U.S. 540 (1992). Retrieved
11. July 29, 2013 from
http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=us&vol=
503&invol=540
Imhoff & Associates. (u. d.). MARIJUANA
POSSESSION, How Much
Marijuana. Retrieved July 28, 2013from
http://www.criminalattorney.com/Marijuana/possession/
Justia US Supreme Court Center (u. d.). Hampton v.
United States - 425 U.S. 484.
Retrieved July 29, 2013 from
http://supreme.justia.com/cases/federal/us/425/484/case.html
'Lectric Law Library, (u. d.). ENTRAPMENT. Retrieved July
28, 2013 from
http://www.lectlaw.com/def/e024.htm
Leszkay, B. (08/30/2012). Does an Undercover Police Officer
Have to Answer
When Asked, Are You a Cop? Retrieved from
http://www.criminaldefense lawyer.com/resources/criminal-
defense-case/entrapment-police-create-
criminal.htm
NOLA (u. d.). Marijuana Possession: Laws &
Penalties. Retrieved July 29, 2013
from
http://www.criminaldefenselawyer.com/crimepenalties/federal/
12. Marijuana-Possession.htm
Sobel, D. (u. d.). Entrapment. When the Police Create a
Criminal. Retrieved Jul 28,
Sobel, D. (u. d.). Entrapment. When the Police Create a
Criminal. Retrieved July 28,
2013 from
http://www.criminaldefenselawyer.com/resources/criminal-
defense-
case/entrapment-police-create-criminal.htm
The Law Offices of Parviz A. Heshmati (u. d.). Entrapment
Defense. Retrieved July 29,
2013 from
http://www.lasvegascriminal-lawyer.com/Nevada-Criminal-
Defense.shtml
Title
ABC/123 Version X
1
Religious and Ethnic Groups Paper Instructions
ETH/125 Version 8
1
DUE:
8/4/2013
Associate Program MaterialReligious and Ethnic Groups Paper
13. Instructions
Part I
Select at least 1 religious and 1 ethnic/racial group not your
own from the list below.
· Religious groups (based on
http://religions.pewforum.org/pdf/affiliations-all-traditions.pdf)
· Christianity
· Evangelical Protestant
· Mainline Protestant
· Historically Black Churches
· Roman Catholic
· Latter-Day Saints (Mormons)
· Jehovah’s Witnesses
· Orthodox (Greek, Eastern)
· Judaism (Orthodox, Conservative, or Reform)
· Buddhism (Theravada or Mahayana)
· Islam (Sunni, Shia, Sufism)
· Hinduism
· Racial/ethnic groups (based on divisions in U.S. Census
Bureau documents)
14. · Asian (Asian descent)
· Black (African descent)
· Hispanic and Latino (South or Central American descent)
· Pacific Islander (Polynesian descent)
· White (European descent)
Part II
Write a 750- to 1,400-word paper in which you consider the
following regarding the religious group and racial/ethnic group
you selected:
Religious group:
· How does your selected religious group differ from other
religious groups (such as in their beliefs, worship practices, or
values)?
· What has been the experience of your selected religious group
with others that do not share its beliefs or practices?
· In what ways has the religious group you selected contributed
to American culture?
· Provide specific examples of prejudice or discrimination your
selected religious group has experienced.
· What were the sources of this prejudice or discrimination?
· Does what you’ve learned about this religious group help you
understand it? In what ways?