From: Boss Partner
To: Newbie
Date: 01/02/YR01
Re: Welcome!
Dear Newbie:
First, welcome to the firm of Aberdeen, Bernanke and Claustrophobic, situated
here in lovely downtown Fresno, California. I understand that you’re going to spend your
first day filling out forms and getting acclimated and settled in, but when you’re ready to
start working, take a look at the rest of this letter, which will introduce you to our client,
Jane Johnson.
Jane Johnson lives in Portland, Oregon. A few years back, Jane used to sell stuff
on ebay for a living. But she got a bad online reputation because of a few bad reviews
that were posted online about her by her disgruntled customers. After these reviews
steadily decreased her customer base, she was eventually forced to go out of business.
Based on this experience and her bitterness against online websites that are
devoted to allowing consumers who are upset to anonymously and maliciously post
reviews about producers, Jane came up with a new idea for how to make money. She
decided to create a new website that would be the devoted to allowing service providers
and other sellers to complain about customers that they didn't like.
Because Jane knew of a popular website devoted to allowing customers to
complain about service providers called “pissedconsumer.com” she decided to call her
own site “pissedproducer.com.” On April 14, YR-02, Jane registered the domain name
www. pissedproducer.com through godaddy.com. On April 15 she posted her homepage
which contained the following message:
This website is devoted to allowing the producer to fight back. While there are
myriads of websites out there devoted to allowing malicious crybaby consumers
to launch cowardly attacks against hard-working producers behind the safety and
anonymity of their own computers, this website levels the playing field.
Producers are encouraged to post feedback about consumers that other producers
should be wary of. Producers may post stories about deadbeat buyers, customers
who leave unwarranted negative reviews or anything else that other producers
might want to be aware of. Consumers have many outlets to complain about us
hard-working producers and so it's only fair that they be subject to the same kind
of public scrutiny for their wrongful actions.
However, false information of any sort may not be posted on this website.
Moreover, pissedproducer.com does not warrant that any information posted by
any third party on this website is true. The posted content is solely the
responsibility of the party who posted it and in no way will pissedproducer.com
assume any responsibility for any negative review posted by any person on this
site.
This site was an instant hit as, within months, thousands of companies posted
reviews about customers who had failed to pay their bills, made false and malicious
complaints against them and committed other malfeasance.
From Boss Partner To Newbie Date 0104YR01 .docxbudbarber38650
From: Boss Partner
To: Newbie
Date: 01/04/YR01
Re: Smith v. Johnson
Hi. I hope you’re settled in and that you like the office we've assigned to you.
Listen, about the Johnson case that I wrote you about the other day…
I had a very interesting conversation with a friend of mine who also practices law
here in Fresno. I told her all about the Johnson case and she told me that she heard that
there was a case in the federal district court for the Eastern District of California that had
many similar facts to our case. She tells me she thinks it discussed jurisdiction,
intellectual property issues and defamation which are all seemingly relevant to our case.
Unfortunately, my friend forgot the name of the case although she thinks it was
also about the publication of a website called something-“exposed” and a movie that was
made about some high-profile murders. In any case, I'd love to go search for it but I have
to prepare for my court hearing next Wednesday and I just don't have the time.
Please do me a favor and:
- Find the case that my friend was talking about; and
- Brief it formally in a way that will allow me to refer to it in the most useful
manner.
I know you've been given a copy of “Legal Research, Analysis and Writing” by
Hames and Ekern and I certainly expect that you will refer to their method in most
effectively briefing this case for me.
Thank you very much.
B. Partner
From: Boss Partner
To: Newbie
Date: 01/02/YR01
Re: Welcome!
Dear Newbie:
First, welcome to the firm of Aberdeen, Bernanke and Claustrophobic, situated
here in lovely downtown Fresno, California. I understand that you’re going to spend your
first day filling out forms and getting acclimated and settled in, but when you’re ready to
start working, take a look at the rest of this letter, which will introduce you to our client,
Jane Johnson.
Jane Johnson lives in Portland, Oregon. A few years back, Jane used to sell stuff
on ebay for a living. But she got a bad online reputation because of a few bad reviews
that were posted online about her by her disgruntled customers. After these reviews
steadily decreased her customer base, she was eventually forced to go out of business.
Based on this experience and her bitterness against online websites that are
devoted to allowing consumers who are upset to anonymously and maliciously post
reviews about producers, Jane came up with a new idea for how to make money. She
decided to create a new website that would be the devoted to allowing service providers
and other sellers to complain about customers that they didn't like.
Because Jane knew of a popular website devoted to allowing customers to
complain about service providers called “pissedconsumer.com” she decided to call her
own site “pissedproducer.com.” On April 14, YR-02, Jane registered the domain name
www. pissedproducer.com through godaddy.com. On April 15 .
ReprintsThis copy is for your personal, noncommercial use .docxsodhi3
Reprints
This copy is for your personal, noncommercial use only. You can order presentation-ready copies for distribution
to your colleagues, clients or customers here or use the "Reprints" tool that appears next to any article. Visit
www.nytreprints.com for samples and additional information. Order a reprint of this article now.
November 26, 2010
A Bully Finds a Pulpit on the Web
By DAVID SEGAL
SHOPPING online in late July, Clarabelle Rodriguez typed the name of her favorite eyeglass
brand into Google’s search bar.
In moments, she found the perfect frames — made by a French company called Lafont — on
a Web site that looked snazzy and stood at the top of the search results. Not the tippy-top,
where the paid ads are found, but under those, on Google’s version of the gold-medal
podium, where the most relevant and popular site is displayed.
Ms. Rodriguez placed an order for both the Lafonts and a set of doctor-prescribed Ciba
Vision contact lenses on that site, DecorMyEyes.com. The total cost was $361.97.
It was the start of what Ms. Rodriguez would later describe as one of the most maddening
and miserable experiences of her life.
The next day, a man named Tony Russo called to say that DecorMyEyes had run out of the
Ciba Visions. Pick another brand, he advised a little brusquely.
“I told him that I didn’t want another brand,” recalls Ms. Rodriguez, who lives in the
Chelsea neighborhood of Manhattan. “And I asked for a refund. He got rude, really
obnoxious. ‘What’s the big deal? Choose another brand!’ ”
With the contacts issue unresolved, her eyeglasses arrived two days later. But the frames
appeared to be counterfeits and Ms. Rodriguez, a lifelong fan of Lafont, remembers that
even the case seemed fake.
Soon after, she discovered that DecorMyEyes had charged her $487 — or an extra $125.
When she and Mr. Russo spoke again, she asked about the overcharge and said she would
return the frames.
“What the hell am I supposed to do with these glasses?” she recalls Mr. Russo shouting. “I
ordered them from France specifically for you!”
“I’m going to contact my credit card company,” she told him, “and dispute the charge.”
For DecorMyEyes, Bad Publicity Is a... http://www.nytimes.com/2010/11/28/b... 4/27/11 2:28 PM
Until that moment, Mr. Russo was merely ornery. Now he erupted.
“Listen, bitch,” he fumed, according to Ms. Rodriguez. “I know your address. I’m one bridge
over” — a reference, it turned out, to the company’s office in Brooklyn. Then, she said, he
threatened to find her and commit an act of sexual violence too graphic to describe in a
newspaper.
Ms. Rodriguez was shaken but undaunted. That day she called Citibank, which administers
her MasterCard account, and after submitting some paperwork, she won a provisional
victory. Her $487 would be refunded as the bank looked into the charge and discussed it
with the owner of DecorMyEyes. A final determination, she was told, would take 60 days.
As that two-month dea ...
Joseph P. started two companies - Concepts Inc. in 2007 and Corp. in 2009 - and solicited $1 million in investments for the first but then claimed it had gone bankrupt. He operated Corp. for a year until an employee started a competing business. Joseph then filed for personal bankruptcy. In 2014, he started a new company called Now LLC but his past business dealings and bankruptcy are publicly documented.
Fall 2007 closed memo assignment n z - laura jade coton v. tvx, inc. appropri...Lyn Goering
The memorandum assigns junior associates to analyze the likelihood that a plaintiff, Lara Jade Coton, will prevail on her claims against TVX, Inc. and Robert Augustus Burge. Coton alleges that the defendants misappropriated her likeness and portrayed her in a false light by using her photograph, which she had posted on Facebook, to promote their "Body Magic" DVD without her consent. The associates are asked to write a 6-8 page memo addressing the relevant issues of law based solely on the attached Florida statute and other research materials provided, citing cases and statutes consistently with ALWD. Discussion of the assignment is limited to other designated students, and independent work is required.
Fall 2009 closed memo assignment no. 1 lara jade coton misappropriation of ...Lyn Goering
The senior partner has assigned junior associates to analyze whether the plaintiff, Lara Jade Coton, will likely prevail on her claims against their client, TVX, Inc. TVX used Coton's self-portrait photograph from Facebook, without permission, on the packaging of its "Body Magic" DVD. The associates are limited to the facts in the memorandum and specific legal authorities provided. They must write a discussion section for a memo addressing the relevant issues of law and cite authority to support their analysis.
From Boss Partner To Newbie Date 0104YR01 .docxbudbarber38650
From: Boss Partner
To: Newbie
Date: 01/04/YR01
Re: Smith v. Johnson
Hi. I hope you’re settled in and that you like the office we've assigned to you.
Listen, about the Johnson case that I wrote you about the other day…
I had a very interesting conversation with a friend of mine who also practices law
here in Fresno. I told her all about the Johnson case and she told me that she heard that
there was a case in the federal district court for the Eastern District of California that had
many similar facts to our case. She tells me she thinks it discussed jurisdiction,
intellectual property issues and defamation which are all seemingly relevant to our case.
Unfortunately, my friend forgot the name of the case although she thinks it was
also about the publication of a website called something-“exposed” and a movie that was
made about some high-profile murders. In any case, I'd love to go search for it but I have
to prepare for my court hearing next Wednesday and I just don't have the time.
Please do me a favor and:
- Find the case that my friend was talking about; and
- Brief it formally in a way that will allow me to refer to it in the most useful
manner.
I know you've been given a copy of “Legal Research, Analysis and Writing” by
Hames and Ekern and I certainly expect that you will refer to their method in most
effectively briefing this case for me.
Thank you very much.
B. Partner
From: Boss Partner
To: Newbie
Date: 01/02/YR01
Re: Welcome!
Dear Newbie:
First, welcome to the firm of Aberdeen, Bernanke and Claustrophobic, situated
here in lovely downtown Fresno, California. I understand that you’re going to spend your
first day filling out forms and getting acclimated and settled in, but when you’re ready to
start working, take a look at the rest of this letter, which will introduce you to our client,
Jane Johnson.
Jane Johnson lives in Portland, Oregon. A few years back, Jane used to sell stuff
on ebay for a living. But she got a bad online reputation because of a few bad reviews
that were posted online about her by her disgruntled customers. After these reviews
steadily decreased her customer base, she was eventually forced to go out of business.
Based on this experience and her bitterness against online websites that are
devoted to allowing consumers who are upset to anonymously and maliciously post
reviews about producers, Jane came up with a new idea for how to make money. She
decided to create a new website that would be the devoted to allowing service providers
and other sellers to complain about customers that they didn't like.
Because Jane knew of a popular website devoted to allowing customers to
complain about service providers called “pissedconsumer.com” she decided to call her
own site “pissedproducer.com.” On April 14, YR-02, Jane registered the domain name
www. pissedproducer.com through godaddy.com. On April 15 .
ReprintsThis copy is for your personal, noncommercial use .docxsodhi3
Reprints
This copy is for your personal, noncommercial use only. You can order presentation-ready copies for distribution
to your colleagues, clients or customers here or use the "Reprints" tool that appears next to any article. Visit
www.nytreprints.com for samples and additional information. Order a reprint of this article now.
November 26, 2010
A Bully Finds a Pulpit on the Web
By DAVID SEGAL
SHOPPING online in late July, Clarabelle Rodriguez typed the name of her favorite eyeglass
brand into Google’s search bar.
In moments, she found the perfect frames — made by a French company called Lafont — on
a Web site that looked snazzy and stood at the top of the search results. Not the tippy-top,
where the paid ads are found, but under those, on Google’s version of the gold-medal
podium, where the most relevant and popular site is displayed.
Ms. Rodriguez placed an order for both the Lafonts and a set of doctor-prescribed Ciba
Vision contact lenses on that site, DecorMyEyes.com. The total cost was $361.97.
It was the start of what Ms. Rodriguez would later describe as one of the most maddening
and miserable experiences of her life.
The next day, a man named Tony Russo called to say that DecorMyEyes had run out of the
Ciba Visions. Pick another brand, he advised a little brusquely.
“I told him that I didn’t want another brand,” recalls Ms. Rodriguez, who lives in the
Chelsea neighborhood of Manhattan. “And I asked for a refund. He got rude, really
obnoxious. ‘What’s the big deal? Choose another brand!’ ”
With the contacts issue unresolved, her eyeglasses arrived two days later. But the frames
appeared to be counterfeits and Ms. Rodriguez, a lifelong fan of Lafont, remembers that
even the case seemed fake.
Soon after, she discovered that DecorMyEyes had charged her $487 — or an extra $125.
When she and Mr. Russo spoke again, she asked about the overcharge and said she would
return the frames.
“What the hell am I supposed to do with these glasses?” she recalls Mr. Russo shouting. “I
ordered them from France specifically for you!”
“I’m going to contact my credit card company,” she told him, “and dispute the charge.”
For DecorMyEyes, Bad Publicity Is a... http://www.nytimes.com/2010/11/28/b... 4/27/11 2:28 PM
Until that moment, Mr. Russo was merely ornery. Now he erupted.
“Listen, bitch,” he fumed, according to Ms. Rodriguez. “I know your address. I’m one bridge
over” — a reference, it turned out, to the company’s office in Brooklyn. Then, she said, he
threatened to find her and commit an act of sexual violence too graphic to describe in a
newspaper.
Ms. Rodriguez was shaken but undaunted. That day she called Citibank, which administers
her MasterCard account, and after submitting some paperwork, she won a provisional
victory. Her $487 would be refunded as the bank looked into the charge and discussed it
with the owner of DecorMyEyes. A final determination, she was told, would take 60 days.
As that two-month dea ...
Joseph P. started two companies - Concepts Inc. in 2007 and Corp. in 2009 - and solicited $1 million in investments for the first but then claimed it had gone bankrupt. He operated Corp. for a year until an employee started a competing business. Joseph then filed for personal bankruptcy. In 2014, he started a new company called Now LLC but his past business dealings and bankruptcy are publicly documented.
Fall 2007 closed memo assignment n z - laura jade coton v. tvx, inc. appropri...Lyn Goering
The memorandum assigns junior associates to analyze the likelihood that a plaintiff, Lara Jade Coton, will prevail on her claims against TVX, Inc. and Robert Augustus Burge. Coton alleges that the defendants misappropriated her likeness and portrayed her in a false light by using her photograph, which she had posted on Facebook, to promote their "Body Magic" DVD without her consent. The associates are asked to write a 6-8 page memo addressing the relevant issues of law based solely on the attached Florida statute and other research materials provided, citing cases and statutes consistently with ALWD. Discussion of the assignment is limited to other designated students, and independent work is required.
Fall 2009 closed memo assignment no. 1 lara jade coton misappropriation of ...Lyn Goering
The senior partner has assigned junior associates to analyze whether the plaintiff, Lara Jade Coton, will likely prevail on her claims against their client, TVX, Inc. TVX used Coton's self-portrait photograph from Facebook, without permission, on the packaging of its "Body Magic" DVD. The associates are limited to the facts in the memorandum and specific legal authorities provided. They must write a discussion section for a memo addressing the relevant issues of law and cite authority to support their analysis.
Bloom Legal was founded in 2004 to provide legal services to citizens in Louisiana and the New Orleans area. The law firm handles a range of legal issues including criminal defense, DUI cases, and personal injury litigation. Reviews praise the firm for being knowledgeable, professional, and dedicated to helping clients resolve their legal issues efficiently. However, one negative review complained of unhelpful and abrupt treatment from an attorney at the firm regarding an insurance matter.
Based on your review the LEGL210 Case who should held liabl.pdfsaravanfncy
Based on your review the LEGL210 Case, who should held liable for damages and what damages
might be available to the various parties involved in this scenario? Your response should include a
brief summary of the different types of damages available in a torts case.
Metropolitan Paper Company (MPC) is a small socially conscious manufacturer of a variety of
consumer paper goods most notably toilet paper owned by the Davenport family. MPC, located in
Michigan, has a modest-sized factory and distribution area but has been looking for opportunities
to expand their organization. At the beginning of the 2021 calendar year, Eliza Grapid, the
disreputable general manager of MPC, had been tasked with identifying different options for
increasing the companys revenue. Eliza immediately instructed employees to dump all trash
(including recyclable items!) into the woods behind the factory in an effort to eliminate their
expensive trash removal service.
In the spring of 2020, the Bolonavirus (commonly known in social media as BO-20) began rapidly
spreading across the United States and the nation quickly experienced a drastic and dramatic
shortage of toilet paper. Eliza, whose personal motto is carpe diem, saw the nationwide toilet
paper shortage as the answer she was looking for and decided to seize the day by markedly
increasing MPCs production of toilet paper. Despite the fact that increased costs would put a
financial strain on their customers during an already difficult market, she also tripled the price per
roll of toilet paper in an effort to increase the companys profits. After the mandated quarantine
period, MPC employees began returning to work at the factory in shifts to ensure that employees
were able to maintain the prescribed 7-foot social distance from each other. Eliza, caring more
about profits than employee safety, did not institute all of the necessary safety precautions for
MPCs staff.
Jong Lee and Jorge Johnson were MPCs lead production specialists, in charge of the companys
machinery and assembly line. Although Jong knew it wasnt the right thing to do, he frequently
snuck out of work while still on the clock to visit the local food truck, El Pollo Loco. Jorge didnt
think it was fair - and feeling a bit malicious - decided to send an email to all employees in the
MPC directory. Knowing how mindful Jong was about his reputation, Jorge stated: Jong wears the
same exact clothes to work everyday and only washes them once a week. Jorge snickered to
himself as he hit the send button.
One day, while working on the factory floor, Jong who was known as the company prankster as a
result of the frequent jokes played on colleagues used a face mask as a slingshot and launched a
roll of toilet paper at Jorge in an effort to make him laugh. Although Jong meant no harm, the roll
hit Jorge square in the face, took him by surprise, and he tumbled backwards hitting one of the
machines. Birdie Bashful, the companys compliance officer, saw Jorges accident an.
Based on your review the LEGL210 Case who should held liabl.pdfaisprayers
Based on your review the LEGL210 Case, who should held liable for damages and what damages
might be available to the various parties involved in this scenario? Your response should include a
brief summary of the different types of damages available in a torts case.
Metropolitan Paper Company (MPC) is a small socially conscious manufacturer of a variety of
consumer paper goods most notably toilet paper owned by the Davenport family. MPC, located in
Michigan, has a modest-sized factory and distribution area but has been looking for opportunities
to expand their organization. At the beginning of the 2021 calendar year, Eliza Grapid, the
disreputable general manager of MPC, had been tasked with identifying different options for
increasing the companys revenue. Eliza immediately instructed employees to dump all trash
(including recyclable items!) into the woods behind the factory in an effort to eliminate their
expensive trash removal service.
In the spring of 2020, the Bolonavirus (commonly known in social media as BO-20) began rapidly
spreading across the United States and the nation quickly experienced a drastic and dramatic
shortage of toilet paper. Eliza, whose personal motto is carpe diem, saw the nationwide toilet
paper shortage as the answer she was looking for and decided to seize the day by markedly
increasing MPCs production of toilet paper. Despite the fact that increased costs would put a
financial strain on their customers during an already difficult market, she also tripled the price per
roll of toilet paper in an effort to increase the companys profits. After the mandated quarantine
period, MPC employees began returning to work at the factory in shifts to ensure that employees
were able to maintain the prescribed 7-foot social distance from each other. Eliza, caring more
about profits than employee safety, did not institute all of the necessary safety precautions for
MPCs staff.
Jong Lee and Jorge Johnson were MPCs lead production specialists, in charge of the companys
machinery and assembly line. Although Jong knew it wasnt the right thing to do, he frequently
snuck out of work while still on the clock to visit the local food truck, El Pollo Loco. Jorge didnt
think it was fair - and feeling a bit malicious - decided to send an email to all employees in the
MPC directory. Knowing how mindful Jong was about his reputation, Jorge stated: Jong wears the
same exact clothes to work everyday and only washes them once a week. Jorge snickered to
himself as he hit the send button.
One day, while working on the factory floor, Jong who was known as the company prankster as a
result of the frequent jokes played on colleagues used a face mask as a slingshot and launched a
roll of toilet paper at Jorge in an effort to make him laugh. Although Jong meant no harm, the roll
hit Jorge square in the face, took him by surprise, and he tumbled backwards hitting one of the
machines. Birdie Bashful, the companys compliance officer, saw Jorges accident an.
Provide a brief explanation of negligence including its fou.pdfgbaskar26
Provide a brief explanation of negligence (including its four elements) in the space below
Metropolitan Paper Company (MPC) is a small socially conscious manufacturer of a variety of
consumer paper goods most notably toilet paper owned by the Davenport family. MPC, located in
Michigan, has a modest-sized factory and distribution area but has been looking for opportunities
to expand their organization. At the beginning of the 2021 calendar year, Eliza Grapid, the
disreputable general manager of MPC, had been tasked with identifying different options for
increasing the companys revenue. Eliza immediately instructed employees to dump all trash
(including recyclable items!) into the woods behind the factory in an effort to eliminate their
expensive trash removal service.
In the spring of 2020, the Bolonavirus (commonly known in social media as BO-20) began rapidly
spreading across the United States and the nation quickly experienced a drastic and dramatic
shortage of toilet paper. Eliza, whose personal motto is carpe diem, saw the nationwide toilet
paper shortage as the answer she was looking for and decided to seize the day by markedly
increasing MPCs production of toilet paper. Despite the fact that increased costs would put a
financial strain on their customers during an already difficult market, she also tripled the price per
roll of toilet paper in an effort to increase the companys profits. After the mandated quarantine
period, MPC employees began returning to work at the factory in shifts to ensure that employees
were able to maintain the prescribed 7-foot social distance from each other. Eliza, caring more
about profits than employee safety, did not institute all of the necessary safety precautions for
MPCs staff.
Jong Lee and Jorge Johnson were MPCs lead production specialists, in charge of the companys
machinery and assembly line. Although Jong knew it wasnt the right thing to do, he frequently
snuck out of work while still on the clock to visit the local food truck, El Pollo Loco. Jorge didnt
think it was fair - and feeling a bit malicious - decided to send an email to all employees in the
MPC directory. Knowing how mindful Jong was about his reputation, Jorge stated: Jong wears the
same exact clothes to work everyday and only washes them once a week. Jorge snickered to
himself as he hit the send button.
One day, while working on the factory floor, Jong who was known as the company prankster as a
result of the frequent jokes played on colleagues used a face mask as a slingshot and launched a
roll of toilet paper at Jorge in an effort to make him laugh. Although Jong meant no harm, the roll
hit Jorge square in the face, took him by surprise, and he tumbled backwards hitting one of the
machines. Birdie Bashful, the companys compliance officer, saw Jorges accident and as she ran
to assist Jorge, she slipped on a puddle of hand sanitizer that had leaked out of one of the many
dispensers and hit the floor with a loud thud. Jong called 9-1-1.
There are four torts present in the case study and they are .pdframeshkumar10100
There are four torts present in the case study and they are listed for you in the chart below.
Please correctly identify the type of tort (10 points).
Jong hits Jorge in the head with toilet paper.
Birdie Bashfuls slip and fall in the puddle of hand sanitizer.
Jorge sending the email to all MPC employees about Jong's clothing.
Eliza locks Jong in her office and would not let him leave
Metropolitan Paper Company (MPC) is a small socially conscious manufacturer of a variety of
consumer paper goods most notably toilet paper owned by the Davenport family. MPC, located in
Michigan, has a modest-sized factory and distribution area but has been looking for opportunities
to expand their organization. At the beginning of the 2021 calendar year, Eliza Grapid, the
disreputable general manager of MPC, had been tasked with identifying different options for
increasing the companys revenue. Eliza immediately instructed employees to dump all trash
(including recyclable items!) into the woods behind the factory in an effort to eliminate their
expensive trash removal service.
In the spring of 2020, the Bolonavirus (commonly known in social media as BO-20) began rapidly
spreading across the United States and the nation quickly experienced a drastic and dramatic
shortage of toilet paper. Eliza, whose personal motto is carpe diem, saw the nationwide toilet
paper shortage as the answer she was looking for and decided to seize the day by markedly
increasing MPCs production of toilet paper. Despite the fact that increased costs would put a
financial strain on their customers during an already difficult market, she also tripled the price per
roll of toilet paper in an effort to increase the companys profits. After the mandated quarantine
period, MPC employees began returning to work at the factory in shifts to ensure that employees
were able to maintain the prescribed 7-foot social distance from each other. Eliza, caring more
about profits than employee safety, did not institute all of the necessary safety precautions for
MPCs staff.
Jong Lee and Jorge Johnson were MPCs lead production specialists, in charge of the companys
machinery and assembly line. Although Jong knew it wasnt the right thing to do, he frequently
snuck out of work while still on the clock to visit the local food truck, El Pollo Loco. Jorge didnt
think it was fair - and feeling a bit malicious - decided to send an email to all employees in the
MPC directory. Knowing how mindful Jong was about his reputation, Jorge stated: Jong wears the
same exact clothes to work everyday and only washes them once a week. Jorge snickered to
himself as he hit the send button.
One day, while working on the factory floor, Jong who was known as the company prankster as a
result of the frequent jokes played on colleagues used a face mask as a slingshot and launched a
roll of toilet paper at Jorge in an effort to make him laugh. Although Jong meant no harm, the roll
hit Jorge square in the face, took him by surprise, and.
This document summarizes the services provided by Creditwrench, a company that teaches consumers how to defeat abusive debt collection practices without lawyers. It includes contact information for Creditwrench, links to videos and podcasts, and a question and answer forum where the CEO provides advice to consumers dealing with debt collectors and lawsuits. The CEO advises consumers on strategies for defeating lawsuits in local courts and provides information on filing federal lawsuits against collectors who violate laws.
List the five types of intentional torts against persons and.pdfrajavel251
List the five types of intentional torts against persons and provide a brief explanation of each
concept (10 points).
Metropolitan Paper Company (MPC) is a small socially conscious manufacturer of a variety of
consumer paper goods most notably toilet paper owned by the Davenport family. MPC, located in
Michigan, has a modest-sized factory and distribution area but has been looking for opportunities
to expand their organization. At the beginning of the 2021 calendar year, Eliza Grapid, the
disreputable general manager of MPC, had been tasked with identifying different options for
increasing the companys revenue. Eliza immediately instructed employees to dump all trash
(including recyclable items!) into the woods behind the factory in an effort to eliminate their
expensive trash removal service.
In the spring of 2020, the Bolonavirus (commonly known in social media as BO-20) began rapidly
spreading across the United States and the nation quickly experienced a drastic and dramatic
shortage of toilet paper. Eliza, whose personal motto is carpe diem, saw the nationwide toilet
paper shortage as the answer she was looking for and decided to seize the day by markedly
increasing MPCs production of toilet paper. Despite the fact that increased costs would put a
financial strain on their customers during an already difficult market, she also tripled the price per
roll of toilet paper in an effort to increase the companys profits. After the mandated quarantine
period, MPC employees began returning to work at the factory in shifts to ensure that employees
were able to maintain the prescribed 7-foot social distance from each other. Eliza, caring more
about profits than employee safety, did not institute all of the necessary safety precautions for
MPCs staff.
Jong Lee and Jorge Johnson were MPCs lead production specialists, in charge of the companys
machinery and assembly line. Although Jong knew it wasnt the right thing to do, he frequently
snuck out of work while still on the clock to visit the local food truck, El Pollo Loco. Jorge didnt
think it was fair - and feeling a bit malicious - decided to send an email to all employees in the
MPC directory. Knowing how mindful Jong was about his reputation, Jorge stated: Jong wears the
same exact clothes to work everyday and only washes them once a week. Jorge snickered to
himself as he hit the send button.
One day, while working on the factory floor, Jong who was known as the company prankster as a
result of the frequent jokes played on colleagues used a face mask as a slingshot and launched a
roll of toilet paper at Jorge in an effort to make him laugh. Although Jong meant no harm, the roll
hit Jorge square in the face, took him by surprise, and he tumbled backwards hitting one of the
machines. Birdie Bashful, the companys compliance officer, saw Jorges accident and as she ran
to assist Jorge, she slipped on a puddle of hand sanitizer that had leaked out of one of the many
dispensers and hit the floor with a l.
115
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Cumulative Essay Examination
You must type all of the answers to the examination questions.
Include your name, address, and student number on the top of
the first page of your exam answers. Use the exam number
50040700. Be certain to indicate the proper question number
before each of your answers.
When you’re ready to submit your answers to this exam, go to
http://www.pennfoster.edu, log in as a student, and go to your
My Courses page. Click the Take Exam button next to exam num-
ber 50040700, and attach your answers as a Word document.
Answer each of the following questions in a short composition
of one or two paragraphs. Each answer is worth 8 points.
EXAMINATION NUMBER
50040700
1. Discuss the advantages and disadvantages of alternative
dispute resolution compared to litigation. If you were enter-
ing into a business contract which would you prefer to see
in the contract? Why?
2. Shoplifting is a very serious problem for retail store owners,
with millions of dollars of merchandise stolen each year.
Obviously, some shoplifters put clothing and other items
under their clothes and then attempt to leave the store.
Video cameras in every bathroom and dressing room would
undoubtedly reduce successful shoplifting. Using rights
principles of ethics, what ethical issues are raised by
such action?
Cumulative Essay Examination116
3. Sally, 16 years old and unmarried, went to Hospital of the Good Shepherd with her
mother. Unknown to her mother, Sally was pregnant and in labor. She was in extreme
pain when she was admitted to the hospital and was told to just sign the medical
treatment authorization form so she could be treated. Sally delivered a healthy baby,
and both Sally and the baby were released the next day in good health. The hospital
attempted to collect their bill from Sally’s insurance carrier but it only paid a portion of
the costs. The hospital then sued Sally for the balance. Is Sally liable for the balance of
the medical bill? Is Sally’s mother responsible?
4. In many other countries, contracts aren’t as strictly construed and don’t contain all of
the terms of an agreement as they do in the United States. Often, business people
from other countries complain that U.S. contracts are viewed too formally. Generally,
contract law in the U.S. requires all parties to a contract to continue to perform the
contract even when conditions have changed and make it more difficult for one party
to continue to perform. Do you believe contracts should be more flexible to allow for
changes in the terms of the agreement when conditions change? Or, do you believe the
terms of a contract should be viewed as an absolute irrespective of any change in
conditions? Explain your answer.
5. John is in the process of buying a new house. He looks on the Internet for some
furnishings he believes he will need for the house. He finds exactly what he is looking
for on the shopforit.com website. The webs.
Fall 2007 closed memo assignment a m - laura jade coton v. tvx, inc. appropri...Lyn Goering
The memorandum assigns junior associates to analyze the likelihood that their new client, Lara Jade Coton, will prevail on her claims against defendants TVX, Inc. and Robert Augustus Burge. The defendants used Coton's photograph, taken when she was 14 and posted on Facebook, to promote a pornographic DVD without her consent. Associates are asked to write a 6-8 page memo assessing Coton's claims under relevant Florida law and addressing arguments that may be raised by the defendants. Research is limited to materials attached and associates may discuss the assignment only with designated peers.
Pittsburgh PA Auto Accident Lawyer Bernard Tully: Get Top Dollar for Your Per...Bernard Tully
Pittsburgh PA Auto Accident Lawyer Bernard Tully: Get Top Dollar for Your Personal Injury Case.
What is the most important thing your attorney can tell you? Think about it. What is the best news you can hear from your personal injury attorney? Is it that she wrote a good brief in your case? Is it that she answered the interrogatories in your case? Is it that she got your deposition scheduled with a court reporter?
Probably not. The most important thing that your injury attorney can tell you is that he or she got you $$ for your case. That is what I do.
I hope you are not turned off by the title of this book. But the fact is the law can only give you one thing for your injuries. $$. It cannot restore you to your pre-injury condition!
We try to get you more $$ for your injury case. That is our sole purpose in representing you. Our goal is to get you the most $$ we can for the injuries you received.
https://plus.google.com/+BernardMTullyAttorneyAtLawPittsburgh
http://www.telltully.net
Note To answer this question, first read Case Studies A and B, wh.docxabhi353063
Note:
To answer this question, first read Case Studies A and B, which you will find in the
Course Materials
section.
Should government impose a "discharge for cause" on employers who now have employment at will policies? Write a paragraph assessment for each question below and submit them to the drop box as instructed.
What costs and benefits do these two different employment policies have for a small employer like Discrimina, Inc. in Case Study A of the online course materials?
Address the same question for the larger employer, Defense Plants, Inc., in Case Study B of the online course materials
Below are the case studys to look at and answer the above questions
This is Case Study A
Course Materials
The following case study features problems and issues related to employment law. The case is fictional yet realistic to illustrate points in the lecture and text and to provide problems within legal cases to solve. This case and Case Study B will be used for a number of weeks.
Important Note: Your weekly class assignments will notify you when to work on this case.
A small corporation, Discrimina, Inc. is a small parts machining shop owned by Hank Discrimina and his daughter, Eunice Discrimina. Discrimina, Inc. makes high quality agricultural parts for some of the agricultural implement manufacturers.
Mr. Discrimina is thinking of retiring and has considered selling out for about $1.2 million. His machine shop has only 15 employees and is appraised at only $600,000.00 including the steel building, grounds, machines, parts, and going business value.
Defense Plants, Inc. has just offered to acquire the entire company for $1 million, and Hank Discrimina is allowing them to check out his company to see why they want to pay so much for a small machine shop. The agreement at this point gives both parties full rights to back out and allows Defense Plants executives to check out the place.
Defense Plants, Inc. has large government contracts and also does work for private individuals. They sell ammunition for military and sporting uses.
Because of their large contracts with the government, Defense Plants, Inc. has a group of people whose sole job is to comply with government regulations. Defense Plants also has an excellent human resources department that has developed a policy for nearly everything likely to come up in the area of employment disputes. The company is non-union. In contrast, Discrimina, Inc. is the alter ego of one man and to a lesser extent, his daughter. The company does not comply with employment laws. Up until recently, Discrimina was regulated mostly by state law, but recent expansions have put them into federal jurisdiction in a number of areas.
During the tour of his plant, Mr. Discrimina asks his visitors from Defense Plants what military purpose his small machine shop could possibly have. Dave from Defense Plants politely declines to answer the question.
A uniformed Navy officer appears the next day and asks Mr. Discr.
1. Discuss the advantages and disadvantages of alternative dispute.docxSONU61709
1. Discuss the advantages and disadvantages of alternative dispute resolution compared to litigation. If you were entering into a business contract which would you prefer to see in the contract? Why?
2. Shoplifting is a very serious problem for retail store owners, with millions of dollars of merchandise stolen each year. Obviously, some shoplifters put clothing and other items under their clothes and then attempt to leave the store. Video cameras in every bathroom and dressing room would undoubtedly reduce successful shoplifting. Using rights principles of ethics, what ethical issues are raised by such action?
3. Sally, 16 years old and unmarried, went to Hospital of the Good Shepherd with her mother. Unknown to her mother, Sally was pregnant and in labor. She was in extreme pain when she was admitted to the hospital and was told to just sign the medical treatment authorization form so she could be treated. Sally delivered a healthy baby, and both Sally and the baby were released the next day in good health. The hospital attempted to collect their bill from Sally’s insurance carrier but it only paid a portion of the costs. The hospital then sued Sally for the balance. Is Sally liable for the balance of the medical bill? Is Sally’s mother responsible?
4. In many other countries, contracts aren’t as strictly construed and don’t contain all of the terms of an agreement as they do in the United States. Often, business people from other countries complain that U.S. contracts are viewed too formally. Generally, contract law in the U.S. requires all parties to a contract to continue to perform the contract even when conditions have changed and make it more difficult for one party to continue to perform. Do you believe contracts should be more flexible to allow for changes in the terms of the agreement when conditions change? Or, do you believe the terms of a contract should be viewed as an absolute irrespective of any change in conditions? Explain your answer. PF Blue + Charcoal PF Blue + White
5. John is in the process of buying a new house. He looks on the Internet for some furnishings he believes he will need for the house. He finds exactly what he is looking for on the shopforit.com website. The website even allows him to finance his purchase; all he has to do is to complete a short application and accept the terms of the financing by clicking on the “I Accept” button. John is so excited about finding what he is looking for that he quickly fills out the application and, without reading the financing terms, he clicks on the “I Accept” button. Two weeks later, John is in a store looking for other items for his home and he finds exactly the same thing that he had previously purchased but for less money and with much better financing terms. John e-mails shopforit.com and tells them he wants to cancel his purchase. Can John cancel his purchase with shopforit.com? Explain.
6. Penny, a senior vice president at Wholesale Foods LLC, sends a co ...
This email from an attorney to David Snead, legal counsel for ServInt Corporation, references an attached motion and proposed court order regarding preservation of evidence related to a legal case. The attorney states that evidence has already been destroyed in one instance and false evidence created in another by an employee of ServInt's client, with the goal of assisting their employer/principal in committing a felony. The attorney believes the employee may try to destroy additional evidence and warns that discovery will be conducted to obtain server logs and histories from ServInt that may show attempted destruction of evidence by people associated with their client. The attorney is contacting Snead to alert ServInt about the upcoming discovery and proposed evidence preservation order from the court.
The document summarizes various marketing campaigns conducted by the Better Business Bureau (BBB) to promote BBB Accredited Businesses. It mentions radio spots, bus advertisements, billboards, print ads, and social media promotions highlighting accredited businesses. It also announces an upcoming event hosted by the BBB called the "Celebration of Integrity" which will honor business leaders for their ethical practices and feature comments from the FBI about cybersecurity threats. Finally, it provides statistics about the BBB's activities and services from January to September 2014.
 Assignment 1 Discussion Question Prosocial Behavior and Altrui.docxbudbarber38650

Assignment 1: Discussion Question: Prosocial Behavior and Altruism
By Saturday, July 11, 2015, respond to the discussion question. Submit your responses to the appropriate Discussion Area. Use the same Discussion Area to comment on your classmates' submissions by Saturday, July 11, 2015, and continue the discussion until Wednesday, July 15, 2015 of the week.
Consider and discuss how the phenomena of prosocial behavior and pure altruism relate to each other and how they differ from each other.
Pure altruism is a specific kind of prosocial behavior where your sole motivation is to help a person in need without seeking benefit for yourself. It is often viewed as a truly selfless form of behavior.
Provide an example each of prosocial behavior and pure altruism.

.
● what is name of the new unit and what topics will Professor Moss c.docxbudbarber38650
● what is name of the new unit and what topics will Professor Moss cover? How does this unit correlate to modern times?
● what problems were apparent in urban America?
● what were the three main streams of immigration up through the 1920s? What are "birds of passage?" How were Japanese and Korean immigrants different than Chinese immigrants? What is meant by "pale of settlement" and "pogrom."
● What is meant by "Americanization" and how did this process occur?
● What were the various forms of popular culture during this era, and why were they important?
● what forms of popular culture did working women enjoy? How did middle-class reformers react to these forms?
● what is meant by "the new woman" and "mothers to society?"
● How did middle-class men generally respond to the changing times? Why were people like Eugene Sandow and Harry Houdini so significant at this time?
● What were some of the examples of nativism at this time?
● What was the Social Gospel and what are settlement houses?
.
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Metropolitan Paper Company (MPC) is a small socially conscious manufacturer of a variety of
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Michigan, has a modest-sized factory and distribution area but has been looking for opportunities
to expand their organization. At the beginning of the 2021 calendar year, Eliza Grapid, the
disreputable general manager of MPC, had been tasked with identifying different options for
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expensive trash removal service.
In the spring of 2020, the Bolonavirus (commonly known in social media as BO-20) began rapidly
spreading across the United States and the nation quickly experienced a drastic and dramatic
shortage of toilet paper. Eliza, whose personal motto is carpe diem, saw the nationwide toilet
paper shortage as the answer she was looking for and decided to seize the day by markedly
increasing MPCs production of toilet paper. Despite the fact that increased costs would put a
financial strain on their customers during an already difficult market, she also tripled the price per
roll of toilet paper in an effort to increase the companys profits. After the mandated quarantine
period, MPC employees began returning to work at the factory in shifts to ensure that employees
were able to maintain the prescribed 7-foot social distance from each other. Eliza, caring more
about profits than employee safety, did not institute all of the necessary safety precautions for
MPCs staff.
Jong Lee and Jorge Johnson were MPCs lead production specialists, in charge of the companys
machinery and assembly line. Although Jong knew it wasnt the right thing to do, he frequently
snuck out of work while still on the clock to visit the local food truck, El Pollo Loco. Jorge didnt
think it was fair - and feeling a bit malicious - decided to send an email to all employees in the
MPC directory. Knowing how mindful Jong was about his reputation, Jorge stated: Jong wears the
same exact clothes to work everyday and only washes them once a week. Jorge snickered to
himself as he hit the send button.
One day, while working on the factory floor, Jong who was known as the company prankster as a
result of the frequent jokes played on colleagues used a face mask as a slingshot and launched a
roll of toilet paper at Jorge in an effort to make him laugh. Although Jong meant no harm, the roll
hit Jorge square in the face, took him by surprise, and he tumbled backwards hitting one of the
machines. Birdie Bashful, the companys compliance officer, saw Jorges accident an.
Based on your review the LEGL210 Case who should held liabl.pdfaisprayers
Based on your review the LEGL210 Case, who should held liable for damages and what damages
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Metropolitan Paper Company (MPC) is a small socially conscious manufacturer of a variety of
consumer paper goods most notably toilet paper owned by the Davenport family. MPC, located in
Michigan, has a modest-sized factory and distribution area but has been looking for opportunities
to expand their organization. At the beginning of the 2021 calendar year, Eliza Grapid, the
disreputable general manager of MPC, had been tasked with identifying different options for
increasing the companys revenue. Eliza immediately instructed employees to dump all trash
(including recyclable items!) into the woods behind the factory in an effort to eliminate their
expensive trash removal service.
In the spring of 2020, the Bolonavirus (commonly known in social media as BO-20) began rapidly
spreading across the United States and the nation quickly experienced a drastic and dramatic
shortage of toilet paper. Eliza, whose personal motto is carpe diem, saw the nationwide toilet
paper shortage as the answer she was looking for and decided to seize the day by markedly
increasing MPCs production of toilet paper. Despite the fact that increased costs would put a
financial strain on their customers during an already difficult market, she also tripled the price per
roll of toilet paper in an effort to increase the companys profits. After the mandated quarantine
period, MPC employees began returning to work at the factory in shifts to ensure that employees
were able to maintain the prescribed 7-foot social distance from each other. Eliza, caring more
about profits than employee safety, did not institute all of the necessary safety precautions for
MPCs staff.
Jong Lee and Jorge Johnson were MPCs lead production specialists, in charge of the companys
machinery and assembly line. Although Jong knew it wasnt the right thing to do, he frequently
snuck out of work while still on the clock to visit the local food truck, El Pollo Loco. Jorge didnt
think it was fair - and feeling a bit malicious - decided to send an email to all employees in the
MPC directory. Knowing how mindful Jong was about his reputation, Jorge stated: Jong wears the
same exact clothes to work everyday and only washes them once a week. Jorge snickered to
himself as he hit the send button.
One day, while working on the factory floor, Jong who was known as the company prankster as a
result of the frequent jokes played on colleagues used a face mask as a slingshot and launched a
roll of toilet paper at Jorge in an effort to make him laugh. Although Jong meant no harm, the roll
hit Jorge square in the face, took him by surprise, and he tumbled backwards hitting one of the
machines. Birdie Bashful, the companys compliance officer, saw Jorges accident an.
Provide a brief explanation of negligence including its fou.pdfgbaskar26
Provide a brief explanation of negligence (including its four elements) in the space below
Metropolitan Paper Company (MPC) is a small socially conscious manufacturer of a variety of
consumer paper goods most notably toilet paper owned by the Davenport family. MPC, located in
Michigan, has a modest-sized factory and distribution area but has been looking for opportunities
to expand their organization. At the beginning of the 2021 calendar year, Eliza Grapid, the
disreputable general manager of MPC, had been tasked with identifying different options for
increasing the companys revenue. Eliza immediately instructed employees to dump all trash
(including recyclable items!) into the woods behind the factory in an effort to eliminate their
expensive trash removal service.
In the spring of 2020, the Bolonavirus (commonly known in social media as BO-20) began rapidly
spreading across the United States and the nation quickly experienced a drastic and dramatic
shortage of toilet paper. Eliza, whose personal motto is carpe diem, saw the nationwide toilet
paper shortage as the answer she was looking for and decided to seize the day by markedly
increasing MPCs production of toilet paper. Despite the fact that increased costs would put a
financial strain on their customers during an already difficult market, she also tripled the price per
roll of toilet paper in an effort to increase the companys profits. After the mandated quarantine
period, MPC employees began returning to work at the factory in shifts to ensure that employees
were able to maintain the prescribed 7-foot social distance from each other. Eliza, caring more
about profits than employee safety, did not institute all of the necessary safety precautions for
MPCs staff.
Jong Lee and Jorge Johnson were MPCs lead production specialists, in charge of the companys
machinery and assembly line. Although Jong knew it wasnt the right thing to do, he frequently
snuck out of work while still on the clock to visit the local food truck, El Pollo Loco. Jorge didnt
think it was fair - and feeling a bit malicious - decided to send an email to all employees in the
MPC directory. Knowing how mindful Jong was about his reputation, Jorge stated: Jong wears the
same exact clothes to work everyday and only washes them once a week. Jorge snickered to
himself as he hit the send button.
One day, while working on the factory floor, Jong who was known as the company prankster as a
result of the frequent jokes played on colleagues used a face mask as a slingshot and launched a
roll of toilet paper at Jorge in an effort to make him laugh. Although Jong meant no harm, the roll
hit Jorge square in the face, took him by surprise, and he tumbled backwards hitting one of the
machines. Birdie Bashful, the companys compliance officer, saw Jorges accident and as she ran
to assist Jorge, she slipped on a puddle of hand sanitizer that had leaked out of one of the many
dispensers and hit the floor with a loud thud. Jong called 9-1-1.
There are four torts present in the case study and they are .pdframeshkumar10100
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Jong hits Jorge in the head with toilet paper.
Birdie Bashfuls slip and fall in the puddle of hand sanitizer.
Jorge sending the email to all MPC employees about Jong's clothing.
Eliza locks Jong in her office and would not let him leave
Metropolitan Paper Company (MPC) is a small socially conscious manufacturer of a variety of
consumer paper goods most notably toilet paper owned by the Davenport family. MPC, located in
Michigan, has a modest-sized factory and distribution area but has been looking for opportunities
to expand their organization. At the beginning of the 2021 calendar year, Eliza Grapid, the
disreputable general manager of MPC, had been tasked with identifying different options for
increasing the companys revenue. Eliza immediately instructed employees to dump all trash
(including recyclable items!) into the woods behind the factory in an effort to eliminate their
expensive trash removal service.
In the spring of 2020, the Bolonavirus (commonly known in social media as BO-20) began rapidly
spreading across the United States and the nation quickly experienced a drastic and dramatic
shortage of toilet paper. Eliza, whose personal motto is carpe diem, saw the nationwide toilet
paper shortage as the answer she was looking for and decided to seize the day by markedly
increasing MPCs production of toilet paper. Despite the fact that increased costs would put a
financial strain on their customers during an already difficult market, she also tripled the price per
roll of toilet paper in an effort to increase the companys profits. After the mandated quarantine
period, MPC employees began returning to work at the factory in shifts to ensure that employees
were able to maintain the prescribed 7-foot social distance from each other. Eliza, caring more
about profits than employee safety, did not institute all of the necessary safety precautions for
MPCs staff.
Jong Lee and Jorge Johnson were MPCs lead production specialists, in charge of the companys
machinery and assembly line. Although Jong knew it wasnt the right thing to do, he frequently
snuck out of work while still on the clock to visit the local food truck, El Pollo Loco. Jorge didnt
think it was fair - and feeling a bit malicious - decided to send an email to all employees in the
MPC directory. Knowing how mindful Jong was about his reputation, Jorge stated: Jong wears the
same exact clothes to work everyday and only washes them once a week. Jorge snickered to
himself as he hit the send button.
One day, while working on the factory floor, Jong who was known as the company prankster as a
result of the frequent jokes played on colleagues used a face mask as a slingshot and launched a
roll of toilet paper at Jorge in an effort to make him laugh. Although Jong meant no harm, the roll
hit Jorge square in the face, took him by surprise, and.
This document summarizes the services provided by Creditwrench, a company that teaches consumers how to defeat abusive debt collection practices without lawyers. It includes contact information for Creditwrench, links to videos and podcasts, and a question and answer forum where the CEO provides advice to consumers dealing with debt collectors and lawsuits. The CEO advises consumers on strategies for defeating lawsuits in local courts and provides information on filing federal lawsuits against collectors who violate laws.
List the five types of intentional torts against persons and.pdfrajavel251
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Metropolitan Paper Company (MPC) is a small socially conscious manufacturer of a variety of
consumer paper goods most notably toilet paper owned by the Davenport family. MPC, located in
Michigan, has a modest-sized factory and distribution area but has been looking for opportunities
to expand their organization. At the beginning of the 2021 calendar year, Eliza Grapid, the
disreputable general manager of MPC, had been tasked with identifying different options for
increasing the companys revenue. Eliza immediately instructed employees to dump all trash
(including recyclable items!) into the woods behind the factory in an effort to eliminate their
expensive trash removal service.
In the spring of 2020, the Bolonavirus (commonly known in social media as BO-20) began rapidly
spreading across the United States and the nation quickly experienced a drastic and dramatic
shortage of toilet paper. Eliza, whose personal motto is carpe diem, saw the nationwide toilet
paper shortage as the answer she was looking for and decided to seize the day by markedly
increasing MPCs production of toilet paper. Despite the fact that increased costs would put a
financial strain on their customers during an already difficult market, she also tripled the price per
roll of toilet paper in an effort to increase the companys profits. After the mandated quarantine
period, MPC employees began returning to work at the factory in shifts to ensure that employees
were able to maintain the prescribed 7-foot social distance from each other. Eliza, caring more
about profits than employee safety, did not institute all of the necessary safety precautions for
MPCs staff.
Jong Lee and Jorge Johnson were MPCs lead production specialists, in charge of the companys
machinery and assembly line. Although Jong knew it wasnt the right thing to do, he frequently
snuck out of work while still on the clock to visit the local food truck, El Pollo Loco. Jorge didnt
think it was fair - and feeling a bit malicious - decided to send an email to all employees in the
MPC directory. Knowing how mindful Jong was about his reputation, Jorge stated: Jong wears the
same exact clothes to work everyday and only washes them once a week. Jorge snickered to
himself as he hit the send button.
One day, while working on the factory floor, Jong who was known as the company prankster as a
result of the frequent jokes played on colleagues used a face mask as a slingshot and launched a
roll of toilet paper at Jorge in an effort to make him laugh. Although Jong meant no harm, the roll
hit Jorge square in the face, took him by surprise, and he tumbled backwards hitting one of the
machines. Birdie Bashful, the companys compliance officer, saw Jorges accident and as she ran
to assist Jorge, she slipped on a puddle of hand sanitizer that had leaked out of one of the many
dispensers and hit the floor with a l.
115
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E
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Cumulative Essay Examination
You must type all of the answers to the examination questions.
Include your name, address, and student number on the top of
the first page of your exam answers. Use the exam number
50040700. Be certain to indicate the proper question number
before each of your answers.
When you’re ready to submit your answers to this exam, go to
http://www.pennfoster.edu, log in as a student, and go to your
My Courses page. Click the Take Exam button next to exam num-
ber 50040700, and attach your answers as a Word document.
Answer each of the following questions in a short composition
of one or two paragraphs. Each answer is worth 8 points.
EXAMINATION NUMBER
50040700
1. Discuss the advantages and disadvantages of alternative
dispute resolution compared to litigation. If you were enter-
ing into a business contract which would you prefer to see
in the contract? Why?
2. Shoplifting is a very serious problem for retail store owners,
with millions of dollars of merchandise stolen each year.
Obviously, some shoplifters put clothing and other items
under their clothes and then attempt to leave the store.
Video cameras in every bathroom and dressing room would
undoubtedly reduce successful shoplifting. Using rights
principles of ethics, what ethical issues are raised by
such action?
Cumulative Essay Examination116
3. Sally, 16 years old and unmarried, went to Hospital of the Good Shepherd with her
mother. Unknown to her mother, Sally was pregnant and in labor. She was in extreme
pain when she was admitted to the hospital and was told to just sign the medical
treatment authorization form so she could be treated. Sally delivered a healthy baby,
and both Sally and the baby were released the next day in good health. The hospital
attempted to collect their bill from Sally’s insurance carrier but it only paid a portion of
the costs. The hospital then sued Sally for the balance. Is Sally liable for the balance of
the medical bill? Is Sally’s mother responsible?
4. In many other countries, contracts aren’t as strictly construed and don’t contain all of
the terms of an agreement as they do in the United States. Often, business people
from other countries complain that U.S. contracts are viewed too formally. Generally,
contract law in the U.S. requires all parties to a contract to continue to perform the
contract even when conditions have changed and make it more difficult for one party
to continue to perform. Do you believe contracts should be more flexible to allow for
changes in the terms of the agreement when conditions change? Or, do you believe the
terms of a contract should be viewed as an absolute irrespective of any change in
conditions? Explain your answer.
5. John is in the process of buying a new house. He looks on the Internet for some
furnishings he believes he will need for the house. He finds exactly what he is looking
for on the shopforit.com website. The webs.
Fall 2007 closed memo assignment a m - laura jade coton v. tvx, inc. appropri...Lyn Goering
The memorandum assigns junior associates to analyze the likelihood that their new client, Lara Jade Coton, will prevail on her claims against defendants TVX, Inc. and Robert Augustus Burge. The defendants used Coton's photograph, taken when she was 14 and posted on Facebook, to promote a pornographic DVD without her consent. Associates are asked to write a 6-8 page memo assessing Coton's claims under relevant Florida law and addressing arguments that may be raised by the defendants. Research is limited to materials attached and associates may discuss the assignment only with designated peers.
Pittsburgh PA Auto Accident Lawyer Bernard Tully: Get Top Dollar for Your Per...Bernard Tully
Pittsburgh PA Auto Accident Lawyer Bernard Tully: Get Top Dollar for Your Personal Injury Case.
What is the most important thing your attorney can tell you? Think about it. What is the best news you can hear from your personal injury attorney? Is it that she wrote a good brief in your case? Is it that she answered the interrogatories in your case? Is it that she got your deposition scheduled with a court reporter?
Probably not. The most important thing that your injury attorney can tell you is that he or she got you $$ for your case. That is what I do.
I hope you are not turned off by the title of this book. But the fact is the law can only give you one thing for your injuries. $$. It cannot restore you to your pre-injury condition!
We try to get you more $$ for your injury case. That is our sole purpose in representing you. Our goal is to get you the most $$ we can for the injuries you received.
https://plus.google.com/+BernardMTullyAttorneyAtLawPittsburgh
http://www.telltully.net
Note To answer this question, first read Case Studies A and B, wh.docxabhi353063
Note:
To answer this question, first read Case Studies A and B, which you will find in the
Course Materials
section.
Should government impose a "discharge for cause" on employers who now have employment at will policies? Write a paragraph assessment for each question below and submit them to the drop box as instructed.
What costs and benefits do these two different employment policies have for a small employer like Discrimina, Inc. in Case Study A of the online course materials?
Address the same question for the larger employer, Defense Plants, Inc., in Case Study B of the online course materials
Below are the case studys to look at and answer the above questions
This is Case Study A
Course Materials
The following case study features problems and issues related to employment law. The case is fictional yet realistic to illustrate points in the lecture and text and to provide problems within legal cases to solve. This case and Case Study B will be used for a number of weeks.
Important Note: Your weekly class assignments will notify you when to work on this case.
A small corporation, Discrimina, Inc. is a small parts machining shop owned by Hank Discrimina and his daughter, Eunice Discrimina. Discrimina, Inc. makes high quality agricultural parts for some of the agricultural implement manufacturers.
Mr. Discrimina is thinking of retiring and has considered selling out for about $1.2 million. His machine shop has only 15 employees and is appraised at only $600,000.00 including the steel building, grounds, machines, parts, and going business value.
Defense Plants, Inc. has just offered to acquire the entire company for $1 million, and Hank Discrimina is allowing them to check out his company to see why they want to pay so much for a small machine shop. The agreement at this point gives both parties full rights to back out and allows Defense Plants executives to check out the place.
Defense Plants, Inc. has large government contracts and also does work for private individuals. They sell ammunition for military and sporting uses.
Because of their large contracts with the government, Defense Plants, Inc. has a group of people whose sole job is to comply with government regulations. Defense Plants also has an excellent human resources department that has developed a policy for nearly everything likely to come up in the area of employment disputes. The company is non-union. In contrast, Discrimina, Inc. is the alter ego of one man and to a lesser extent, his daughter. The company does not comply with employment laws. Up until recently, Discrimina was regulated mostly by state law, but recent expansions have put them into federal jurisdiction in a number of areas.
During the tour of his plant, Mr. Discrimina asks his visitors from Defense Plants what military purpose his small machine shop could possibly have. Dave from Defense Plants politely declines to answer the question.
A uniformed Navy officer appears the next day and asks Mr. Discr.
1. Discuss the advantages and disadvantages of alternative dispute.docxSONU61709
1. Discuss the advantages and disadvantages of alternative dispute resolution compared to litigation. If you were entering into a business contract which would you prefer to see in the contract? Why?
2. Shoplifting is a very serious problem for retail store owners, with millions of dollars of merchandise stolen each year. Obviously, some shoplifters put clothing and other items under their clothes and then attempt to leave the store. Video cameras in every bathroom and dressing room would undoubtedly reduce successful shoplifting. Using rights principles of ethics, what ethical issues are raised by such action?
3. Sally, 16 years old and unmarried, went to Hospital of the Good Shepherd with her mother. Unknown to her mother, Sally was pregnant and in labor. She was in extreme pain when she was admitted to the hospital and was told to just sign the medical treatment authorization form so she could be treated. Sally delivered a healthy baby, and both Sally and the baby were released the next day in good health. The hospital attempted to collect their bill from Sally’s insurance carrier but it only paid a portion of the costs. The hospital then sued Sally for the balance. Is Sally liable for the balance of the medical bill? Is Sally’s mother responsible?
4. In many other countries, contracts aren’t as strictly construed and don’t contain all of the terms of an agreement as they do in the United States. Often, business people from other countries complain that U.S. contracts are viewed too formally. Generally, contract law in the U.S. requires all parties to a contract to continue to perform the contract even when conditions have changed and make it more difficult for one party to continue to perform. Do you believe contracts should be more flexible to allow for changes in the terms of the agreement when conditions change? Or, do you believe the terms of a contract should be viewed as an absolute irrespective of any change in conditions? Explain your answer. PF Blue + Charcoal PF Blue + White
5. John is in the process of buying a new house. He looks on the Internet for some furnishings he believes he will need for the house. He finds exactly what he is looking for on the shopforit.com website. The website even allows him to finance his purchase; all he has to do is to complete a short application and accept the terms of the financing by clicking on the “I Accept” button. John is so excited about finding what he is looking for that he quickly fills out the application and, without reading the financing terms, he clicks on the “I Accept” button. Two weeks later, John is in a store looking for other items for his home and he finds exactly the same thing that he had previously purchased but for less money and with much better financing terms. John e-mails shopforit.com and tells them he wants to cancel his purchase. Can John cancel his purchase with shopforit.com? Explain.
6. Penny, a senior vice president at Wholesale Foods LLC, sends a co ...
This email from an attorney to David Snead, legal counsel for ServInt Corporation, references an attached motion and proposed court order regarding preservation of evidence related to a legal case. The attorney states that evidence has already been destroyed in one instance and false evidence created in another by an employee of ServInt's client, with the goal of assisting their employer/principal in committing a felony. The attorney believes the employee may try to destroy additional evidence and warns that discovery will be conducted to obtain server logs and histories from ServInt that may show attempted destruction of evidence by people associated with their client. The attorney is contacting Snead to alert ServInt about the upcoming discovery and proposed evidence preservation order from the court.
The document summarizes various marketing campaigns conducted by the Better Business Bureau (BBB) to promote BBB Accredited Businesses. It mentions radio spots, bus advertisements, billboards, print ads, and social media promotions highlighting accredited businesses. It also announces an upcoming event hosted by the BBB called the "Celebration of Integrity" which will honor business leaders for their ethical practices and feature comments from the FBI about cybersecurity threats. Finally, it provides statistics about the BBB's activities and services from January to September 2014.
Similar to From Boss Partner To Newbie Date 0102YR01 Re.docx (20)
 Assignment 1 Discussion Question Prosocial Behavior and Altrui.docxbudbarber38650

Assignment 1: Discussion Question: Prosocial Behavior and Altruism
By Saturday, July 11, 2015, respond to the discussion question. Submit your responses to the appropriate Discussion Area. Use the same Discussion Area to comment on your classmates' submissions by Saturday, July 11, 2015, and continue the discussion until Wednesday, July 15, 2015 of the week.
Consider and discuss how the phenomena of prosocial behavior and pure altruism relate to each other and how they differ from each other.
Pure altruism is a specific kind of prosocial behavior where your sole motivation is to help a person in need without seeking benefit for yourself. It is often viewed as a truly selfless form of behavior.
Provide an example each of prosocial behavior and pure altruism.

.
● what is name of the new unit and what topics will Professor Moss c.docxbudbarber38650
● what is name of the new unit and what topics will Professor Moss cover? How does this unit correlate to modern times?
● what problems were apparent in urban America?
● what were the three main streams of immigration up through the 1920s? What are "birds of passage?" How were Japanese and Korean immigrants different than Chinese immigrants? What is meant by "pale of settlement" and "pogrom."
● What is meant by "Americanization" and how did this process occur?
● What were the various forms of popular culture during this era, and why were they important?
● what forms of popular culture did working women enjoy? How did middle-class reformers react to these forms?
● what is meant by "the new woman" and "mothers to society?"
● How did middle-class men generally respond to the changing times? Why were people like Eugene Sandow and Harry Houdini so significant at this time?
● What were some of the examples of nativism at this time?
● What was the Social Gospel and what are settlement houses?
.
…Multiple intelligences describe an individual’s strengths or capac.docxbudbarber38650
“…Multiple intelligences describe an individual’s strengths or capacities; learning styles describe an individual’s traits that relate to where and how one best learns” (Puckett, 2013, sec. 7.3).
This week you’ve read about the importance of getting to know your students in order to create relevant and engaging lesson plans that cater to multiple intelligences and are multimodal.
Assignment Instructions:
A. Using
SurveyMonkey
, create a survey that has:
At least five questions based on Gardner’s theory of multiple intelligences
At least five additional questions on individual learning style inventory
A specific targeted student population grade level (elementary/ middle/ high school/adults)
Include the survey link for your peers
B. Post a minimum 150 word introduction to your survey, using at least one research-based article (cited in APA format) explaining how it will:
Evaluate students’ abilities in terms of learning styles/preferences
Assist in the creation of differentiated lesson plans.
.
• World Cultural Perspective Paper Final SubmissionResources.docxbudbarber38650
•
World Cultural Perspective Paper Final Submission
Resources
•
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:
•
Competency 1:
Evaluate communication issues and trends of various cultures within the United States.
•
Utilize effective research methods using a variety of applicable sources.
•
Demonstrate an ability to connect suitably selected research information with course content.
•
Competency 2:
Develop cultural self-awareness and other-culture awareness.
•
Investigate the interactive effect that cultural tendencies, issues, and trends of various cultures have on communication.
•
Competency 4:
Analyze how nonverbal communication (body language) affects intercultural communication.
•
Explain how personal interactions are affected by the nonverbal characteristics and differences specific to the U.S. culture.
•
Competency 5:
Communicate effectively in a variety of formats and contexts.
•
Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
Instructions
This paper is one piece of your course project. Complete the following:
•
Choose a world culture that is unfamiliar to you and is represented domestically in the United States.
•
Use research to collect a variety of resources about the culture. This includes interacting with members of the culture. In particular, focus your research on a small number of social issues surrounding the culture, along with cultural tendencies and trends, and the effect of these things on communication. Types of resources include interviews, media presentations, Web sites, text readings, scholarly articles, and other related materials.
•
In a paper of 500–1,000 words, address these things:
•
Investigate the effect that the tendencies, issues, and trends of the culture have on communication.
•
Explain how characteristics of nonverbal communication and other differences between your selected culture and U.S. culture affect personal interactions between members of the two cultures.
•
Connect the research you gathered to your ideas and explanations.
Refer to the World Cultural Perspective Paper Final Submission Scoring Guide as you develop this assignment.
Assignment Requirements
•
Written Communication:
Written communication is free of errors that detract from the overall message.
•
APA Formatting:
Resources and citations are formatted according to APA style and formatting.
•
Page Requirements:
500–1,000 words.
•
Font and Font Size:
Times New Roman or Arial, 12 point.
Develop your assignment as a Microsoft Word document. Submit your document as an attachment in the assignment area.
Note:
Your instructor may also use the Writing Feedback Tool to provide feedback on your writing.
In the tool, click on the linked resources for helpful writing information.
•
Intercultural Competence Reflection
Resources
Review the situation in the media.
• Write a story; explaining and analyzing how a ce.docxbudbarber38650
•
W
rite a story; explaining and analyzing
how a certain independent variable ( at the individual, group or organization levels) affects a dependent variable (behaviour or attitude),
•
You will freely select your story from “ life” : from college, home, neighborhood, a book , a video/ movie, TV…etc. as long as the story has two clear dependent and independent variables.
•
You will finish with a conclusion that lists both variables and explain their relationship (cause and effect).
•
Assignment words limits 200 words (minimum)
WITH REFRENCES ABOUT THE STORY/ SCENARIO SOURCE !
.
•Use the general topic suggestion to form the thesis statement.docxbudbarber38650
•Use the general topic suggestion to form the
thesis statement
which will be an opinion on the topic. The thesis must have
three
controlling ideas.
•Develop an essay
map or informal outline
•Develop each paragraph using a specific
topic sentence
related to the controls in your thesis; thus, announcing the subject matter of that paragraph.
•Use
transitional devices
throughout the essay and in each paragraph.
•Use any combination of modes to support your arguments.
• Have a well-developed introduction and conclusion.
•Use quotes from the text to support your arguments.
•You must have a title.
•Make a “Work Cited” page with the text as the only source.
Topic:
Reading helps students to develop skills that will make them into a more optimally rounded person. Choose any three skills learned in reading and discuss how each one can help students to be more academically inclined.
the text
“The 1960s: A Decade of Promise and Heartbreak”
By Kenneth T. Walsh
March 9, 2010
US News
It was a decade of extremes, of
transformational
change and
bizarre
contrasts: flower children and
assassins
,
idealism
and
alienation
, rebellion and
backlash
. For many in the
massive
post-World War II baby boom generation, it was both the best of times and the worst of times. (7 words)
There will be many 50-year anniversaries to mark significant events of the 1960s, and a big reason is that what happened in that remarkable era still
resonates
today. At the dawn of that decade of contrasts a half century ago—on Jan. 2 ,1960—a
charismatic
young senator from Massachusetts named John F. Kennedy announced that he was running for president, and he won the nation's highest office the following November. He remains one of the
iconic
figures in U.S. history. On February 1, four determined black men sat at a whites-only lunch counter at a Woolworth's in Greensboro, N.C., and were denied service. Their act of
defiance
triggered a wave of sit-ins for civil rights across the South and brought
unrelenting
national attention to America's original sin of racism. On March 3, Elvis Presley returned to the United States from his Army stint in Germany, resuming his career as a pioneer of rock-and-roll and an icon of the youth culture celebrating freedom and a growing sense of rebellion.(5 words)
By the end of the decade, Kennedy had been
assassinated
, along with his brother Robert and the Rev. Martin Luther King Jr. America's cities had become powder kegs as African-Americans, despite historic gains toward legal equality, became more impatient than ever at being second-class citizens. Women began demanding their rights in
unprecedented
numbers. Young people and their parents felt a widening generation gap as seen in their differing perceptions of
patriotism
, drug use, sexuality, and the work ethic. The now familiar culture wars between liberals and conservatives caused angry divisions over law and order, busing, racial preferences, abortion, the Vie.
•The topic is culture adaptation ( adoption )16 slides.docxbudbarber38650
•
The topic is
culture adaptation ( adoption )
16 slides
FIrst part
1- I have to interview 4 people ( Indians Chinese....)
(Experts professors students......)
-What kind or type of culture shock they experienced when they first came to Kuwait?
And whether they tolerated? how do they feel where they tolerated by Kuwaitis ?
- why culture tolerance of a foreign country is required in international marketing.
Based on what you learn those people, you will learn about feelings and their problems and difficulties when they first arrived in foreign countries. And knowing this, now you have to take this knowledge and apply to marketing and answer the questions whether it's difficult to adopt to foreign culture if it's difficult for people it's probably will be very difficult to also introduce those products and adopt those products to foreign culture. So that's why am asking you why culture tolerance in other nations are important and required to International marketing. you have to answer those
The second part of the presentation
You will identify or you will give domestic examples and foreign examples ( culture imperatives + culture electives + culture exclusive) examples of each category what is it about
The last question of the presentation
To Discuss the factor that determined successfully global adaptation
you have to
inculde a video
( 1 min max: 2 min)
Chapter 5 and you may find it in other chapters
This is the book for my course marketing you can get infomation from it :
https://docs.google.com/file/d/0B8pig2KdTaOBSkRzVjJvR1pLUkU/edit
.
•Choose 1 of the department work flow processes, and put together a .docxbudbarber38650
•Choose 1 of the department work flow processes, and put together a thorough 1-paragraph summary to explain to the team the importance of this process and how it works with the EHR. Choose 1 work flow process from the following choices: ◦Appointment scheduling
◦Front desk or check-in
◦Nursing or clinical support
◦Care provider
◦Check-out desk
◦Business office or billing
◦Clinical staff or care provider
•Discuss and describe 3 facility software applications that integrate with the EHR. Examples of software applications are electronic prescribing, speech recognition, master patient index, encoder, picture archiving and communication, personal health record (PHR), decision support, and more.
•Prepare a 3-paragraph summary of each application for the implementation team, and discuss any problems that may be encountered during EHR implementation.
•Describe the impact of 2 advantages and 2 disadvantages of the EHR so that the implementation team can start to prepare for this discussion with the administrators
650 words
.
‘The problem is not that people remember through photographs, but th.docxbudbarber38650
Sontag argues that while photographs can shock people, they are limited in helping people understand complex issues. Photographs alone do not provide context or narrative to help viewers comprehend what they are seeing. Narratives are better able to help people understand by providing more information and details beyond a single image. This has implications for how contemporary politics and humanitarian organizations use photographs and narrative to educate people and raise awareness.
·
C
hoose an article
o
1000 words
o
Published in 5 years
o
Credible (e.g. Wall Street Journal, Asia Times, Fortune)
·
Write 3 single spaced analysis
o
Relate to Organizational Behavior
o
APA style
o
Name of theory; Definition of the theory; Location of link in the article
o
Explain and make analysis
.
·You have been engaged to prepare the 2015 federal income tax re.docxbudbarber38650
·
You have been engaged to prepare the 2015 federal income tax return for Bob and Melissa Grant.
·
Your tax form submission should include: Form 1040, Schedules A, B, D, E, and Forms 4684 and 8949 as applicable. You will come across many items on the tax return we have not talked about in class; if we have not covered it in class, and it is not included in the information below, you do
not
need to address it on this assignment.
·
Your solution should contain a detailed workpaper that calculates the tax due or refunded with the return and calculated in the form of the tax formula (see Ch. 4 lecture slides). The calculation should be well labeled and EASY to follow. This presentation will be factored into your grade. Do NOT include any references or citations on your workpaper.
·
You may complete the return by hand (
neatly
) or typed using 2015 forms found on Blackboard or the IRS website. You may complete the form using software, one version of which is available in the ACELAB.
o
Note – ACELAB software is for the 2014 tax year; if you choose to use this method, you do not need to override the automatically calculated 2014 information, but your workpaper must detail each line item that will differ between the 2014 form generated and the 2015 forms).
·
Use the following assumptions in preparing the return:
o
The general method of accounting used by the Grants is the cash method.
o
Use all opportunities under law to minimize the 2015 federal income tax.
o
Use whole dollars when preparing the tax return.
o
Do not prepare a state income tax return.
o
Ignore the Line 45 calculation for alternative minimum tax.
o
If required information is missing, use reasonable assumptions to fill in the gaps.
Client memo (5 points)
·
Complete a letter to the client regarding tax planning advice. Identify and explain two reasonable tax planning items the family could use to minimize their tax liability and/or maximize their wealth. All items would be implemented in future years and do not impact the current tax return.
BOB AND MELISSA GRANT
INDIVIDUAL FEDERAL INCOME TAX RETURN
Bob (age 43, SSN #987-45-1234) and Melissa Grant (age 43, SSN #494-37-4893) are married and live in Lexington, Kentucky. The Grants would like to file a joint tax return for the year. The Grants’ mailing address is 95 Hickory Road, Lexington, Kentucky 40502.
The Grants have two children Jared (SSN #412-32-5690), age 18, and Alese (SSN #412-32-6940), age 12. Jared is still in high school and works part time as a waiter and earns about $2,000 a year. The Grant’s also provide financial support to Bob’s aged (85 years) grandfather, Michael Sr., who is widowed and lives alone. Michael Sr.’s Social Security number is 982-21-5543. He has no income and the Grant’s provide 100 percent of his support.
Bob Grant’s Forms W-2 provided the following wages and withholding for the year:
Employer
Gross Wages
Federal Income Tax Withholding
State Income Tax Withholding
National Sto.
·Time Value of MoneyQuestion A·Discuss the significance .docxbudbarber38650
·
Time Value of Money
Question A
·
Discuss the significance of recognizing the time value of money in the long-term impact of the capital budgeting decision.
Question B
·
Discuss how the internal rate of return (IRR) method differs from the net present value (NPV) method. Be sure to include an explanation of what the IRR method is and what the NPV method is.
The initial post by day 5 should be a minimum of 150 words. If you use any source outside of your own thoughts, you should reference that source. Include solid grammar, punctuation, sentence structure, and spelling.
.
·Reviewthe steps of the communication model on in Ch. 2 of Bus.docxbudbarber38650
·
Reviewthe steps of the communication model on in Ch. 2 of
Business Communication
. See Figure 2.1.
·
Identify one personal or business communication scenario.
Describe each step of that communication using your personal or business scenario. Use detailed paragraphs in the boxes provided
Steps of communication model
Personal or business scenario
1.
Sender has an idea.
2.
Sender encodes the idea in a message.
3.
Sender produces the message in a medium.
4.
Sender transmits message through a channel.
5.
Audience receives the message.
6.
Audience decodes the message.
7.
Audience responds to the message.
8.
Audience provides feedback to the sender.
Additional Insight
Identify
two potential barriers that could occur in your communication scenario and then explain how you would overcome them. Write your answer(s) below.
.
·Research Activity Sustainable supply chain can be viewed as.docxbudbarber38650
·
Research Activity
Sustainable supply chain can be viewed as Management of raw materials and services from suppliers to manufacturers/ service provider to customer - with improvement of the social and environmental impacts explicitly considered.
Carry out a literature review on sustainable / green supply chain and prepare:
·
A report (provide an example) -2500-3000 words approximately and
Issues/topics that
you may like
to address/consider are:
1.
Drivers for Sustainable SCM
2.
Analysing the impact of carbon emissions on manufacturing operation, cost and profit by focusing on product life cycle analysis.
Analyse aspects of the product life cycle in terms of; Outlining CO2 emission points and scope, defining CO2 baseline, prioritising measures to reduce or off set emissions and finally planning and initiating actions.
3.
New ways of thinking/information sharing
Seven key solution areas were identified:
·
In- store logistics: includes in-store visibility, shelf-ready products, shopper interaction
·
Collaborative physical logistics: shared transport, shared warehouse, shared infrastructure
·
Reverse logistics: product recycling, packaging recycling, returnable assets
·
Demand fluctuation management: joint planning, execution and monitoring
·
Identification and labelling: through the use of barcodes and RFID tags. Identification is about providing all partners in the value chain with the ability to use the same standardised mechanism to uniquely identify parties/locations, items and events with clear rules about where, how, when and by whom these will be created, used and maintained. Labels currently are the most widely used means to communicate about relevant sustainability and security aspects of a certain product towards consumers
·
Efficient assets: alternative forms of energy, efficient/aerodynamic vehicles, switching modes, green buildings
·
Joint scorecard and business plan: this solution consists of a suite of industry-relevant measurement tools falling into two broad categories: qualitative tools, which are a set of capability metrics designed to measure the extent to which the trading partners (supplier, service provider and retailer) are working collaboratively; and quantitative tools, which include business metrics aimed at measuring the impact of collaboration
4.
Sustainability in the carbon economy
5.
Introducing/developing sustainable KPI
s
to SC, SCOR,GSCF Models
Wal-Mart
may be a good example to look at: when you burn less, you pay less and emit less, and the benefits can ripple further. The big advantages for organisations in becoming sustainable are reducing costs and helping the environment. For example: Wal-Mart sells 25% of detergent sold in the United States, by replacing regular washing detergent with concentrate they will save: 400 million gallons of water, 125 million pounds of cardboard and packaging, 95 million pounds of plastic.
.
·DISCUSSION 1 – VARIOUS THEORIES – Discuss the following in 150-.docxbudbarber38650
·
DISCUSSION 1 – VARIOUS THEORIES – Discuss the following in 150-200 words with in text citations and references:
·
Differentiate between the various dispositional, biological and evolutionary personality theories.
·
DISCUSSION 2 – STRENGTHS AND LIMITATIONS – Discuss the following in 150-200 words with in text citations and references:
·
Explain the strengths and limitations of dispositional, biological and evolutionary personality theories.
·
DISCUSSION 3 – ANALYZE PERSONALITY CHARACTERISTICS – Discuss the following in 150-200 words with in text citations and references:
·
Analyze individual personality characteristics using dispositional, biological and evolutionary personality theories.
·
DISCUSSION 4 – INTERPERSONAL RELATIONS – Discuss the following in 150-200 words with in text citations and references:
·
Explain interpersonal relations using dispositional and biological or evolutionary personality theories.
·
DISCUSSION 5 – ALLPORTS BELIEF – Discuss the following in 150-200 words with in text citations and references:
·
Do you agree or disagree with Allport's belief that individuals are motivated by present drives, not past events? Why?
.
·
Module 6 Essay Content
:
o
The Module/Week 6 essay requires you to discuss the history and contours of the “original intent” vs. “judicial activism” debate in American jurisprudence.
o
Part 1: Introduce and explain the key arguments supporting the “original intent” perspective and the argument for “judicial activism.”
o
Part 2: Weigh the merits of both sides and provide an assessment of both based upon research and analysis.
·
P
age Length:
At least three (3) pages in addition to the title page, abstract page, and bibliography page
·
Sources/Citations
: At least ten (10) sources, combining course material and outside material, are required. Key ideas from the required reading must be incorporated.
.
·Observe a group discussing a topic of interest such as a focus .docxbudbarber38650
·
Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group
·
Study how the group members interact and impact one another
·
Analyze how the group behaviors and communication patterns influence social facilitation
·
Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources
Purpose:
To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Process:
You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
Part I
·
How were the people arranged in the physical environment (layout of room and seating arrangement)?
·
What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.?
·
What are the group purpose, mission, and goals?
·
What is the duration of the group (short, long-term)? Explain.
·
Did the group structure its discussion around an agenda, program, rules of order, etc.?
·
Describe the structure of the group. How is the group organized?
·
Who are the primary facilitators of the group?
·
What subject or issues did the group members examine during the meeting?
·
What types of information did members exchange in their group?
·
What were the group's norms, roles, status hierarchy, or communication patterns?
·
What communication patterns illustrated if the group was unified or fragmented? Explain.
·
Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)?
·
Was there any indication that members might be vulnerable to Groupthink? Why or why not?
·
In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.
Part II
Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion.
Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence.
Integrate your findings with literature from the textbook, peer-reviewed journal articles, and additional scholarly sources. Format your paper consistent with APA guidelines.
.
·Identify any program constraints, such as financial resources, .docxbudbarber38650
·
Identify any program constraints, such as financial resources, human capital, and local culture.
·
Analyze the relationships between the policy developers and the policy implementers for the selected program.
Topic is Special Supplemental Nutrition Program for Women, Infants and Children (WIC) program. 380 words, APA format.
.
·Double-spaced·12-15 pages each chapterThe followi.docxbudbarber38650
·
Double-spaced
·
12-15 pages each chapter
The following is my layout for thesis:
CHAPTER 5
·
Brazil’s current outcomes in government, Financial, environmental, and community aspects.
1.
Variation in Government economic politics
2.
Yearly Financial growth
3.
Environmental risk factors
4.
Changes in community aspects
CHAPTER 6
·
Predictions of Market progression, Industrial variations, and government changes between 2007 to 2017
1.
Predictions for Industrial progression
a)
Financial variations and deviations
b)
Funding distribution for new technologies research and development
2.
Prediction for Brazil’s political outlook
a)
New economic laws and tax exemptions
b)
Changes in Political parties
3.
Predictions for deviations and variations in Brazil’s Market
a)
International growth
b)
Domestic growth
.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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1. From: Boss Partner
To: Newbie
Date: 01/02/YR01
Re: Welcome!
Dear Newbie:
First, welcome to the firm of Aberdeen, Bernanke and
Claustrophobic, situated
here in lovely downtown Fresno, California. I understand that
you’re going to spend your
first day filling out forms and getting acclimated and settled in,
but when you’re ready to
start working, take a look at the rest of this letter, which will
introduce you to our client,
Jane Johnson.
Jane Johnson lives in Portland, Oregon. A few years back, Jane
used to sell stuff
on ebay for a living. But she got a bad online reputation because
of a few bad reviews
2. that were posted online about her by her disgruntled customers.
After these reviews
steadily decreased her customer base, she was eventually forced
to go out of business.
Based on this experience and her bitterness against online
websites that are
devoted to allowing consumers who are upset to anonymously
and maliciously post
reviews about producers, Jane came up with a new idea for how
to make money. She
decided to create a new website that would be the devoted to
allowing service providers
and other sellers to complain about customers that they didn't
like.
Because Jane knew of a popular website devoted to allowing
customers to
complain about service providers called “pissedconsumer.com”
she decided to call her
own site “pissedproducer.com.” On April 14, YR-02, Jane
registered the domain name
www. pissedproducer.com through godaddy.com. On April 15
she posted her homepage
3. which contained the following message:
This website is devoted to allowing the producer to fight back.
While there are
myriads of websites out there devoted to allowing malicious
crybaby consumers
to launch cowardly attacks against hard-working producers
behind the safety and
anonymity of their own computers, this website levels the
playing field.
Producers are encouraged to post feedback about consumers that
other producers
should be wary of. Producers may post stories about deadbeat
buyers, customers
who leave unwarranted negative reviews or anything else that
other producers
might want to be aware of. Consumers have many outlets to
complain about us
hard-working producers and so it's only fair that they be subject
to the same kind
of public scrutiny for their wrongful actions.
However, false information of any sort may not be posted on
this website.
4. Moreover, pissedproducer.com does not warrant that any
information posted by
any third party on this website is true. The posted content is
solely the
responsibility of the party who posted it and in no way will
pissedproducer.com
assume any responsibility for any negative review posted by any
person on this
site.
This site was an instant hit as, within months, thousands of
companies posted
reviews about customers who had failed to pay their bills, made
false and malicious
complaints against them and committed other malfeasance.
One July 18, TR-02, Jane added a feature to the website that
allowed producers to
upload multimedia files that portrayed poor consumer behavior.
Using this feature, users
of the website are able to upload audio and/or video files that
show interactions with
5. consumers even if the consumer did not know that he or she was
being recorded.
Jane did not, and still does not, charge any sort of fee to the
user or to the poster
of any information. However, in August of YR-02, Jane began
selling advertising on the
website. Within two months, the website was generating tens of
thousands of dollars of
advertising revenue each month. Today, the website generates
almost $30,000 of
advertising revenue each month and Jane's business is worth in
excess of $1 million
according to her estimate.
On September 12, YR-02, Jane got a letter from the operators of
the website
“pissedconsumer.com,” ordering her to “cease and desist” from
operating a website with
a name that was so similar to their name. Naturally, Jane
promptly through the letter into
the garbage and paid the issue no more consideration.
On June 12, YR-01, Brenda James, who owns an auto repair
garage here in
6. Fresno, posted the following review about Douglas Smith on
pissedproducer.com:
Douglas Smith came into my shop the other day with his beat up
old YR-09
Toyota Corolla for an oil change and a diagnostic, since his
check engine light
was on. After a thorough diagnostic, I informed him that his
catalytic converter
needed to be replaced or his car would not pass its next
inspection. He asked me
for an estimate and I told him that it would cost approximately
$800 to replace the
converter and that I would throw in the oil change for free. He
agreed. When I
finished the job, I gave him a bill for $808 and he then claimed
that he had never
agreed to pay that much. When I reminded him about the earlier
estimate, he lied
and denied that he had agreed to allow me to go ahead with the
work.
I told him I would not return his car without payment and he
then cursed at me
7. but give me his credit card which I promptly processed. The
next week, I found
that he had disputed the credit card charge, claiming that I had
forced him to make
the charge by threat of withholding his car and that he had
never agreed to the
work in the first place. This was plainly a lie. He also
complained about me to the
Better Business Bureau even though I had done absolutely
nothing wrong. I was
forced to spend many hours defending myself both in the credit
card dispute and
to the Better Business Bureau all because one bitter customer’s
lies.
Brenda also posted a video from a camera that overlooks the
waiting area of her
garage. Because of its innocuous location, it's unlikely that
customers know that they are
being videotaped when they speak to Brenda or whomever is
working as cashier at
Brenda's garage.
8. The video that Brenda posted is of Douglas Smith in a heated
exchange with
Brenda. Throughout the discussion, Douglas appears to be angry
and several times yells
obscenities in the direction of Brenda.
Brenda then posted Douglas Smith's home address and
telephone number and for
kicks, the make and model of Douglas’ car and his license plate
number.
On July 2, YR-01, Douglas was told by a friend about the post
that Brenda had
made about him. Furious, he immediately sent an e-mail to
[email protected]
demanding that the entire post about him be deleted
immediately. Jane wrote him back a
polite e-mail wherein she suggested that he take advantage of a
feature of the website that
allows consumers to refute the allegations against them on the
same page on which the
allegations appear. She also politely refused to remove Brenda's
post, explaining to
Douglas that Brenda's post does not violate any site guidelines
or rules.
9. On November 20, YR-01, Douglas (through his attorney, Pete
Bull), filed a
lawsuit against Jane personally and against the business
pissedproducer.com in the
federal district court for the Eastern District of California (here
in Fresno), alleging
various causes of action, including defamation and invasion of
privacy. I could show you
the complaint, but the complaint is full of tenuous causes of
action that don’t really apply
and I’d really like a fresh take on the matter uninfluenced by
Attorney Bull’s list of
dubious allegations. Jane was properly served with the
complaint on November 22.
On November 27, YR-01, Jane called us and asked her to help
her defend against
this action. She told us that since the action is in Fresno, she
wants attorneys from Fresno
to represent her. She came down to our office for a meeting on
November 29 and
formally retained our services. On December 6 (less than a
month ago), we filed an
10. answer, denying most of her allegations. Some procedural
pretrial motions are on the
court’s calendar, to be held in a couple of weeks from now.
Shortly after that, we should
begin the discovery process.
Oh, and Jane thinks it's a little ridiculous for her to have to
come all the way from
Portland to Fresno to have to defend against this action. She
thinks that Douglas should
have to sue her, if at all, in Portland. Although that would mean
that we cannot handle the
case since we are not licensed to practice law in Oregon, we do
owe it to Jane to at least
think about whether we can have the case dismissed or moved to
Portland.
Anyway, for now just get settled in to you office and think
about this case a little
bit and I’ll be in touch with your shortly with more information
and maybe a request or
two.
mailto:[email protected]
11. This article was downloaded by: [Jeffrey Golden]
On: 06 August 2013, At: 18:33
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered
Number: 1072954 Registered
office: Mortimer House, 37-41 Mortimer Street, London W1T
3JH, UK
Justice Quarterly
Publication details, including instructions for authors and
subscription information:
http://www.tandfonline.com/loi/rjqy20
Police Officers in Schools: Effects on
School Crime and the Processing of
Offending Behaviors
Chongmin Na & Denise C. Gottfredson
Published online: 03 Oct 2011.
To cite this article: Chongmin Na & Denise C. Gottfredson
(2013) Police Officers in Schools: Effects
on School Crime and the Processing of Offending Behaviors,
Justice Quarterly, 30:4, 619-650, DOI:
10.1080/07418825.2011.615754
To link to this article:
http://dx.doi.org/10.1080/07418825.2011.615754
PLEASE SCROLL DOWN FOR ARTICLE
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13. Police Officers in Schools: Effects on
School Crime and the Processing of
Offending Behaviors
Chongmin Na and Denise C. Gottfredson
The use of police in schools has increased dramatically in the
past 12 years,
largely due to increases in US Department of Justice funding.
This study used
data from the School Survey on Crime and Safety to assess the
extent to which
the addition of police in schools is associated with changes in
levels of school
crime and schools responses to crime. We found that as schools
increase their
use of police, they record more crimes involving weapon and
drugs and report
a higher percentage of their non-serious violent crimes to law
enforcement.
The possibility that placement of police officers in schools
increases referrals
to law enforcement for crimes of a less serious nature and
increases recording
of weapon and drug offenses requires that more rigorous
research be carried
out to assess more carefully the school climate and school
safety outcomes
related to this popular and costly practice.
Keywords policing; school crime
Chongmin Na is an Assistant Professor at the University of
Houston - Clear Lake, School of Human
Sciences and Humanities. He received a Ph.D. in Criminology
14. and Criminal Justice from the University
of Maryland. His research interests include school-based crime
prevention, criminological theory, as
well as quantitative methods. Denise C. Gottfredson is a
Professor at the University of Maryland,
Department of Criminology and Criminal Justice. She received
a Ph.D. in Social Relations from The
Johns Hopkins University, where she specialized in Sociology
of Education. D. Gottfredson’s research
interests include delinquency and delinquency prevention, and
particularly the effects of school
environments on youth behavior. Gottfredson’s most recent
research projects include experimental
evaluations of the effectiveness of the Baltimore City Drug
Treatment Court, the Strengthening
Families Program in Washington D.C., and structured after
school programs in Baltimore County,
Maryland. Correspondence to: Chongmin Na, School of Human
Sciences and Humanities, University of
Houston - Clear Lake, 2700 Bay Area Blvd, Houston, TX
77058, USA. E-mail: [email protected]
JUSTICE QUARTERLY, 2013
Vol. 30, No. 4, 619–650,
http://dx.doi.org/10.1080/07418825.2011.615754
� 2013 Academy of Criminal Justice Sciences
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16. School resource officers (SROs)1 are used extensively,
especially in secondary
schools, to maintain safe, orderly, and secure school
environments. According
to the most recent School Crime Supplement to the National
Crime Victimiza-
tion Survey (NCVS), the percentage of students aged 12-18 who
reported the
presence of security guards and/or assigned police officers at
their schools was
69% in 2007 (Dinkes, Kemp, & Baum, 2009). Sixty-seven
percent of teachers in
majority-black or Hispanic middle and high schools reported
armed police offi-
cers stationed in their schools, according to a 2004 national
survey (Public
Agenda, 2004). A recent New York Times article (4 January
2009) reported that
more than 17,000 police officers are now placed in the nation’s
schools.
The use of police in schools has not always been so common. In
1975, princi-
pals in only 1% of the nation’s schools reported police stationed
in the schools
(National Institute of Education, 1978). Non-city schools and
elementary
schools almost never had police stationed in them. Only
between 10 and 20%
17. of high schools had police officers assigned to the schools.2 By
1997, principals
in 22% of all schools reported having a police officer stationed
at the school at
least 1 h per week or available as needed (Heaviside, Rowand,
Williams, &
Farris, 1998). The School Survey on Crime and Safety (SSCS)
data used in this
report show that by the 2003-2004 school year, principals in
36% of schools
reported police stationed in the schools, and by 2007-2008, the
percentage
had risen to 40%. Other data sources concur. Data collected
from a nationally
representative sample of local police departments (from the Law
Enforcement
Management and Administrative Statistics survey) show the
number of SROs
placed in public schools grew from 9,400 in 1997 to 14,337 in
2003 (Bureau of
Justice Statistics, 2000, 2006), and the percentage of students
aged 12-18 who
reported the presence of security guards or assigned police
officers at their
schools increased from 54% in 1999 to 69% in 2007, according
to the NCVS.
The increased use of police in schools is driven at least in part
by increased
federal funding. The Department of Justice Office of
18. Community Policing Ser-
vices (COPS) initiated the “COPS in Schools” (CIS) grant
program in 1999, just
1. The SRO concept first emerged during the 1950s in Flint,
Michigan, as part of the implementa-
tion of community policing (Girouard, 2001). The concept grew
during the 1960s and 1970s, primar-
ily in Florida, although did not spread nationally until the mid-
1990s, when legislation such as the
Safe Schools Act of 1994 and a 1998 amendment to the
Omnibus Crime Control and Safe Streets
Act of 1968 encouraged partnerships between schools and law
enforcement. The US Department of
Justice “COPS in Schools” grant program dramatically
increased the use of SROs in schools begin-
ning in 1999. SROs are typically uniformed, armed officers who
have been trained for their role as
school-based officers. Their duties typically involve patrolling
the school, investigating criminal
complaints, handling student rule/law violators, and trying to
minimize disruptions. They are also
often involved with educational and prevention-related
programming, such as counseling students
and providing DARE instruction. Although the specific goals of
SRO programs may vary across time
and space, the federal “COPS in Schools” program has two
primary objectives: to “encourage work-
ing relationships between police and schools, thus bringing the
principles and philosophy of com-
munity policing directly into the school environment,” and to
“assist communities in focusing
leadership and resources on the issues related to creating and
maintaining a safe school environ-
ment” (Girouard, 2001).
19. 2. Principals in 10% of high school in smaller and 20% of high
school in larger cities reported having
police stationed in the schools.
620 NA AND GOTTFREDSON
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20. 3
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13
after the highly publicized shootings at Columbine High School.
As of July
2005, COPS has awarded in excess of $753 million to more than
3,000 grantees
to hire more than 6,500 SROs through the CIS program and
more than $10 mil-
lion to hire approximately 100 SROs through the Safe
Schools/Healthy Students
program. In 2004 the CIS program provided an additional $1.5
million in federal
funding for SROs in conjunction with the Office of Justice
Program’s Gang
Reduction Project (COPs in Schools, 2010). States also provide
funding to sup-
port school security, sometimes requiring that schools employ
SROs to qualify
for certain state money (Addigton, 2009).
21. The increased funding for police in schools was a highly visible
response to
increasing rates of juvenile crime throughout the 1980s and the
numerous school
shootings that occurred during the 1990s, culminating in the
Columbine event.
Between 1984 and 1994, the homicide rate for adolescents
doubled and nonfatal
victimizations increased nearly 20% (Elliott, Hamburg, &
Williams, 1998; see
also Cook & Laub, 1998). Rates of victimization at school were
also high during
this period, with 56% of juvenile victimizations occurring at
school in 1991
(Elliott et al., 1998). These realities created an urgency to do
something about
the problem. But why police in schools? Hirschfield (2008)
places this response
in larger historical, structural, and political context, tracing the
origins of the
trend toward “criminalization of school discipline.” The
placement of police in
schools is but one element of a larger shift toward more formal
treatment of
student discipline. Legal reforms have mandated that certain
offenses (such as
drug and weapon possession) be referred to the police when
they occur on
school property. Other reforms have increased surveillance by
22. using a variety of
security technologies including metal detectors and security
cameras, and have
broadened the conditions under which student searches are
conducted.
This trend, according to Hirschfield (2008), was in part a
delayed response
to the student rights movement during the 1960s and 1970s that
resulted in
several judicial rulings limiting the discretion of school
personnel to exclude
students from school for disciplinary reasons. Teachers unions
and associations
and the national school principals associations, seeking to limit
their constitu-
ents’ liability for disciplinary actions, strongly supported more
defined roles
for teachers and principals with respect to school discipline in
general, and
zero-tolerance policies in particular. With increasing youth
violence and highly
publicized school shootings, the passage of the Gun-Free
Schools Act of 1994
requiring that schools adopt a “zero tolerance” approach to
weapons in schools
became politically feasible. Many schools extended zero-
tolerance policies to
apply also to the use of drugs and alcohol. As of 1998, 91% of
school principals
23. reported that their schools automatically or usually (after a
hearing) expelled
or suspended students for possession of a gun, drugs, alcohol, or
a knife (Gott-
fredson & Gottfredson, 2001). This shift away from school
personnel discretion
and toward formalization of school responses to school
discipline set the stage
for the more widespread use of police in schools that would
soon follow.
Kupchik and Monahan (2006) also discuss the increased use of
police in
schools within the broader context of shifts in social relations
over the past
POLICE IN SCHOOLS 621
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25. facilitated the link between schools and the criminal justice
system. Similarly,
Wacquant (2001) suggests that the constant presence of armed
guards and high-
technology security measures in today’s urban schools creates a
prison-like envi-
ronment and has the effect of habituating lower income and
minority youths to
the treatment many are bound to eventually experience in
prison.
Possible Explanations for and Consequences of Increased Police
Presence
Increasing police presence in schools may have made sense as a
reaction to
increasing rates of youth violence and school shootings, but
these events cannot
explain why police continue to be stationed in school buildings
today. Since 1993,
schools have enjoyed a strong downward trend in crime of all
types that mimics
the downward trend in overall youth victimization. Based on the
NCVS data,
Cook, Gottfredson, and Na (2010) report that the victimization
rates of youths
aged 12-18 at and away from schools declined between 1992
and 2005. For theft
and violence, the 2005 figures were about one-third of the peak
in 1993.3 Yet the
use of police in schools continued to rise as school crime rates
26. declined.
In all likelihood, schools continue to use SROs because these
officers are
widely regarded as effective for maintaining school safety.
Proponents believe
that SROs contribute to school safety not only through their
surveillance and
enforcement functions, but also because they create bonds of
trust with stu-
dents, who are then more likely to report potential crimes to
them (McDevitt
& Panniello, 2005). SROs might also contribute to improved
relations between
youth and police (Jackson, 2002). Of course, the presence of
police in schools
also provides readily available first responders in the case of
real emergencies,
and they help school administrators determine if certain
behaviors constitute
law violations.
Others share a less optimistic view of the consequences of
keeping police in
schools. One of the most troubling consequences is that SROs
can shape the
school discipline climate in ways that could potentially harm
students. The
findings from qualitative analysis of SRO effectiveness (e.g.
Kupchik, 2010) sug-
gest that increased use of police officers facilitates the formal
27. processing of
minor offenses and harsh response to minor disciplinary
situations. That is,
school principals tend to rely on the officer as a legal adviser
when there is an
uncertainty about the relevant rules of law to apply.4 Police
officers are more
3. This study analyzed the trend of in-school and out-of-school
crimes of a more serious nature
(e.g. homicide, violence, property, etc.), but did not include
school incidents or disciplinary prob-
lems.
4. For example, a principal may be uncertain whether a Swiss
Army knife qualifies as a deadly
weapon or whether a student found with somebody else’s
prescription drugs should be reported as
a drug offender (Kupchik, 2010).
622 NA AND GOTTFREDSON
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29. tolerance policies.
To the extent that minor behavioral problems are redefined as
criminal prob-
lems and teachers are expected to rely on police in dealing with
disciplinary
problems, discipline responsibilities tend to be shifted away
from teachers,
administrators, and other school staffs to the SROs.
Similarly, Hirschfield (2008) regards the increased use of SROs
in schools as
part of a larger shift toward school accountability, a force that
encourages
schools to remove poorly performing and infrequently attending
students from
their rolls. Zero-tolerance policies and other exclusionary
practices effectively
increase school averages on standardized test scores and reduce
truancy rates
by removing problematic students from the pool of students for
whom schools
are held accountable. Perceptions of teachers and administrators
about the
future prospects of students also influence their use of SROs in
schools. Lim-
ited job prospects and high rates of incarceration, especially in
inner city
areas, translate into lower expectations for student success, and
make the use
30. of exclusionary disciplinary responses for students with poor
prospects a rea-
sonable choice for school personnel. As youths lose more days
of school to sus-
pension, promotion to the next grade becomes less likely. And
as youths fall
farther behind grade, they become much less likely to graduate
(Alexander,
Entwisle, & Horsey, 1997; Entwisle, Alexander, & Olson, 1997;
Jimerson et al.,
2006; Lee & Burkam, 2003). To the extent that the presence of
police in
schools increases detection and formal response to disciplinary
infractions, the
increased use of police in schools supports this “push-out”
process.
There are also civil liberties issues to be considered. A recent
inquiry about
civil rights violations related to the use of SROs highlighted
another potential
downside of the program. As reported in the New York Times (4
January 2009),
an ACLU inquiry into school-based arrests in Hartford,
Connecticut, found that
the presence of SROs disproportionately affected minority
youths. This accords
with a larger body of research showing that the use of
suspension, especially
long-term suspension, has a disproportionate impact on minority
and special
31. education populations (Gregory, 1995; McFadden & Marsh,
1992), whose behav-
ior places them more at risk for suspension. Civil liberties
advocates have long
argued that zero-tolerance policies rob youths of their right to a
public educa-
tion (Skiba, 2000). Unfortunately, these possible negative and
positive conse-
quences of increasing police presence in schools remain
untested.
Prior Research on SROs
Here we summarize what has been learned from evaluations of
SRO programs
involving the placement of one or more sworn law-enforcement
officers into a
school. To assess the effect of placing SROs in schools on a
range of outcome
variables of interest, it is necessary to compare a reliable and
objective mea-
sure of the outcome pertaining to a period during which SROs
worked in the
POLICE IN SCHOOLS 623
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33. schools to suitable measures representing the counterfactual
condition——e.g.
no SRO officers. The counterfactual measurement might be
based on a reliable
estimate of the outcomes taken from comparable schools with
no SRO, or from
a time period before placement of the SRO. In either case, the
number of
observations of both the treatment and control conditions must
be sufficient
to generate stable estimates for each condition, and the outcome
measure-
ment must not be influenced by the placement of the officers in
the school as
it would be, for example, if the officers’ own incident reports
were used.
No evaluation of SROs to date meets this standard. National
assessments of
SRO programs supported by the National Institute of Justice
(e.g. Finn &
McDevitt, 2005; Finn, Shively, McDevitt, Lassiter, & Rich,
2005; Travis & Coon,
2005) focus exclusively on the roles played by SROs, factors
related to these
roles, and how the SRO programs have been implemented.
When they discuss
34. the program effects, they either present descriptive statistics or
simply rely on
perceptions of campus safety as outcomes. Several other
evaluations of SRO
programs have also asked key stakeholders such as SROs or
school administra-
tors to report on their perceptions of the effectiveness of the
SRO programs
for increasing school safety. Not surprisingly, almost all (99%)
SROs report that
their presence has increased school safety (Trump, 2001) and
most school
administrators also report generally positive impressions of the
SRO programs
(e.g. May, Fessel, & Means, 2004). However, it is well known
that positive
impressions of the effectiveness of an intervention are often not
corroborated
with more objective measures (McCord, 1978). SROs tend to be
welcomed by
key stakeholders for many reasons other than their actual impact
on school
safety. For example, SROs help school administrators by
lending legitimacy to
a variety of school initiatives and policies——sometimes
unpopular and
coercive——while outsourcing legal and moral responsibilities
to an officer
(Kupchik, 2010).
35. Other studies rely on surveys of students in schools with SROs
to assess the
likelihood of reporting crimes to the SRO officer, perceptions
of safety,
opinions about the SRO officer, and frequency of interactions
with SRO officers
(e.g. McDevitt & Panniello, 2005). While providing useful
information about
youth impressions of SRO officers, these studies do little to
inform us about
program effectiveness because they cannot compare the
experiences of stu-
dents exposed to SROs with those of students not exposed. For
example, McDe-
vitt and Panniello (2005) report that students feel comfortable
reporting
crimes to SROs and that they feel safe at school. The important
question,
though, is whether students in schools with SROs feel safer than
students in
schools without SROs, and whether they are more likely to
report crimes to an
adult in schools with SROs than in schools without SROs.
The first published evaluation of an SRO program to go beyond
stakeholder
impressions (Johnson, 1999) also used cross-sectional self-
report data collected
from SROs, program administrators, and school principals in
five schools in Bir-
36. mingham, Alabama, all of which had SRO officers. But the
evaluation also
included a comparison of suspension counts from the year
before the SROs
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were placed in the city’s schools until the semester after they
were placed for
all 18 schools that received SROs. Although the evaluation
concluded that the
placement of SROs into the schools was effective for reducing
suspensions, the
lack of a non-SRO comparison group, the reliance on a single
time point of
pre-treatment data for schools with SROs, and the use of
suspensions counts
rather than rates meant that the study was not sufficiently
rigorous to enable
confident conclusions to be drawn regarding the effectiveness
of SRO programs
on youth behavior.
38. Subsequent evaluations have also failed to meet the standard
necessary for
drawing causal conclusions about program effectiveness. Only
two studies have
compared SRO schools with non-SRO schools. One (Theriot,
2009) found that
the presence of SROs increased rates of arrest for disorderly
conduct but
decreased rates of arrest for more serious assault and weapons
charges. The
other (Jackson, 2002) reported no effects of SRO presence on
students’ beliefs
about the acceptability of offending or on their perceptions of
the police, but
students in the SRO schools were less likely than controls to
report that they
would be identified if they were to participate in delinquent
activities. The con-
tribution of these studies are limited because they were based
on small num-
bers of non-representative schools and non-representative
samples of students
within the schools (Jackson, 2002), lacked comparable non-SRO
schools or a
sufficiently long pre-treatment assessment period (Jackson,
2002; Theriot,
2009), or lacked measures of actual student behaviors or
perceptions of school
safety (Jackson, 2002). Also, Theriot (2009) compared the SRO
39. condition with
non-SRO schools that employed law-enforcement officers who
were not trained
in school-based policing, making the results less interesting for
our purposes. In
short, there is a dearth of knowledge about the effectiveness of
SRO programs
on the main outcome they are designed to achieve: increased
school safety.
In this study, we use a nationally representative sample of US
public schools
to assess the extent to which the addition of police in schools is
related to
change in crime-related outcomes during the same period. In
contrast to prior
evaluation research on SRO programs, our interests are not
limited to school
safety issues but also encompass other possible consequences of
SRO programs
as discussed in the previous section. We seek to answer four
research
questions:
(1) Does adding police to schools reduce crime?
(2) Does adding police to schools increase formal processing of
offending
behaviors?
(3) Does adding police to schools increase the use of harsh
discipline and
40. exclusionary practices?
(4) Does adding police to schools have a disproportionate effect
on minority
and special education students?
Outcomes include principal reports of the number of school
crimes, the
percentage of those school crimes that were reported to the
police, and the
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percentage of offenses for which the offending student was
removed, trans-
ferred or suspended. If the presence of police in schools
increases school
safety, we would expect, all else equal, declining crime rates as
the presence
of police increases, and this should be true across all crime
types.5 The per-
centage of crimes reported to the police is expected to increase
42. with police
presence, particularly for serious violent crimes and weapon-
and drug-related
crimes. Consistent with the expectation that police presence
increases the for-
mality of the school’s response to misbehavior, the percentage
of crimes for
which the offender was removed, transferred or suspended from
school would
also be expected to increase with police presence.
Our study adds to existing research on the effects of police in
schools by
using a nationally representative sample, by including a
comparison group of
schools that did not experience an increase in the use of SROs,
and by relying
on principal reports of actual crimes rather than on perceptions
of the effec-
tiveness of SRO officers. This study also explores other
possible consequences
SRO programs, which has been neglected in the prior
evaluations.
Methods
School Survey on Crime and Safety
In this study, we use data from the SSCS. This ongoing US
Department of Educa-
tion effort collects data from principals in a sample of
43. approximately 3,000
public schools. Principals report the number of violent incidents
and thefts that
occurred in their schools6 each year, and indicate how many of
these incidents
were reported to the police. The SSCS survey is cross-sectional
by design and is
administered to a random sample of US schools every two
years. The sample
design is stratified7 and over-samples middle and high schools.
Unweighted
response rates for 2003-2004, 2005-2006, and 2007-2008 were
approximately
75, 78, and 75%, respectively. When the responding schools
were weighted to
account for their original sampling probabilities, the response
rate increased to
approximately 77, 81, and 77% for each year. Reports from the
project indicate
that nonresponse bias is not an issue for any of the school years
included in our
5. Of course, police presence might also be associated with
increased opportunities to detect and
record crimes, especially for specific types of crime under the
zero tolerance policies (see “Limita-
tions” section).
6. In the survey, principals were asked to record the number of
incidents that occurred “at school”
during each school year, which includes activities happening in
school buildings, on school grounds,
44. on school buses, and at places that hold school-sponsored
events or activities. Unless otherwise spec-
ified, this refers to normal school hours or to times when school
activities/events were in session.
7. The population of schools is stratified into four instructional
levels, four types of locale settings,
and four enrollment size categories. In order to obtain a
reasonable sample size of lower enroll-
ment schools while giving a higher probability of selection to
higher enrollment schools, the sample
is allocated to each subgroup in proportion to the sum of the
square roots of the total student
enrollment in each school in that stratum.
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study (see Guerino, Hurwitz, Noonan, & Kaffenberger, 2006;
Neiman & DeVoe,
2009; Nolle, Guerino, & Dinkes, 2007 for more detail).
Some schools are included in multiple years just by chance. By
merging data
from three consecutive cross-sectional surveys (from the 2007-
2008, 2005-2006,
46. and 2003-2004 surveys), we created a longitudinal sample
containing records
for 580 schools that had records in more than one year.8
However, 40 of these
schools had multiple longitudinal records and were included in
the sample three
times, violating the assumption of independent observations.
After omitting
these records, the final longitudinal sample contained 470
schools.
Measures
All measures are taken from SSCS data files provided by the
National Center
for Education Statistics. These files contained school IDs to
enable merging of
records across multiple years.
The outcome variables of primary interest are as follows:
number of crimes
recorded by the school (converted to a rate using a measure of
school enroll-
ment); percentage of these crimes reported to law enforcement;
and percent-
age of crimes for which the offending student was removed,
transferred, or
suspended for five or more days (labeled “percentage harsh
discipline”). For
each measure of crime or reporting to law enforcement, results
are reported
47. separately by type of offense. Offense types include violent
crime, which is
further broken down into serious and non-serious violent crime,
property
crime, and weapon and drug-related crimes that are subject to
zero-tolerance
policies in most schools. Serious violent crime includes rape,
sexual battery
other than rape, robbery with or without a weapon, physical
attack or fight
with a weapon, and threat of physical attack with a weapon.
Non-serious vio-
lent crime includes physical attack or fight without a weapon
and threat of
physical attack without a weapon. Property crime includes theft
and vandal-
ism. Weapon/drug crimes include possession of a firearm or
explosive device;
possession of a knife or sharp object; and distribution,
possession, or use of
illegal drugs or alcohol.
Police presence and the increase of police presence were the
primary predic-
tors in cross-sectional and longitudinal analyses, respectively.
Principals were
also asked to report on police presence in their schools during
2003-2004, 2005-
2006, and 2007-2008 school years. They were asked, “During
the ___ school
year, how many of the following (e.g. SRO or sworn law
48. enforcement officers)
were at your school at least once a week?” They were also asked
how many
were full-time and part-time. Officers who work full-time
across various schools
in the district were counted as part-time. We coded schools as
having police
8. Unweighted sample size numbers rounded to nearest 10 to
comply with IES requirements for
restricted-use data.
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present if the principal reported at least one full-time officer
was present at
least once a week during school year.9 This variable was coded
to reflect
increase in the use of police in schools during the period
between the first and
the second survey. Schools with police at time 2 and not at time
1 are coded
50. “1”. Schools that did not add police during the same period are
coded “0”.
The following variables are used as control variables: total
enrollment;
percent of students male; percent of students in special
education; percent
of students who are eligible for free or reduced-price lunch;
percent of stu-
dents who are members of racial/ethnic minority groups;
average daily
attendance percentage; crime level in the area where school is
located
(1 = high, 2 = moderate, and 3 = low); and student/teacher ratio.
Percent
minority and percent free or reduced-price lunch were averaged
to create
an index of percentage low Socio-Economic Status (SES)
because these two
variables were too highly correlated to justify retaining them as
individual
measures (r = 0.73). Dummy-coded measures of school location
(urban fringe,
town, and rural vs. city) and level (middle, high, and combined
vs. elemen-
tary) were also included. All control variables were taken from
the time 1
survey. In addition, a measure of the number of years elapsed
between sur-
veys and a time 1 measure of dependent variable were added as
51. control
variables.
In the SSCS data, missing responses were imputed for
questionnaires in
which at least 60% of all items and 80% of critical items had
been com-
pleted.10 The overall weighted unit response rates were 77, 81,
and 76% for
2003-2004, 2005-2006, and 2007-2008 school years,
respectively. The imputa-
tion methods utilized were tailored to the nature of the survey
item (see
Ruddy, Neiman, Hryczaniuk, Thomas, & Parmer, 2010, pp. 35-
38 for more
detail).
Table 1 shows descriptive statistics for all study variables, both
in the full
SSCS 2007-2008 sample and in the longitudinal sample. The
appendix table
shows correlations among the study variables. Although the full
cross-sectional
sample is representative of US public schools, the longitudinal
sample over-
represents secondary schools, large schools, and schools in
areas that are not
located in rural areas. This is understandable considering that
the longitudinal
sample was created by merging unweighted cross-sectional
samples, which
52. over-sampled such schools by design (see Footnote 7). In
addition, the schools
included in the longitudinal sample have higher levels for all
outcome variables
except non-serious violence, which is also not surprising
because large, urban,
and secondary schools are more likely to experience crime
problems and
respond to them formally and harshly.
9. In the longitudinal sample, 70.5% of schools that had an
officer also had at least one full-time
officer.
10. Questionnaires that did not meet these imputation criteria
were considered incomplete and
were excluded from the data-set.
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Data Analysis
The analyses were carried out as follows: first, principal reports
(from the
2007-2008 SSCS survey) about how police are used are
presented for schools in
which police are stationed. Bivariate associations are presented
next: the per-
129. centage of schools reporting at least one crime, percentage of
crimes reported
to the police, and percentage of offenses for which the
offending student was
removed, transferred or suspended for schools are shown for
schools with and
without police present in 2007-2008. These comparisons are
provided for
descriptive purposes and are reported for each crime separately.
As will be shown, schools reporting the presence of police in
2007-2008
are dissimilar in many respects from those who do not have
police simply
due to pre-existing differences that informed decisions about
where to place
police. To attempt to control for these selection artifacts, we
focus not
simply on the presence of police in a given period but also on
increase in
the use of police over the period between surveys. In the latter
analyses,
each school is used as its own control to examine the extent to
which the
outcomes of interest change coincidental with the increase in
the use of
police. We conduct a series of regression analyses, first using
2007-2008
cross-sectional data and then using the 2005-2006 and 2007-
2008 outcomes
130. as dependent variables, controlling for the level of crime
measured in an
earlier survey,11 to examine the extent to which increase in the
presence of
police is related to change in the outcomes.12 The outcome
variables are
grouped by offense category, and the control variables
described earlier are
included in the equation to help rule out the possibility that
extraneous fac-
tors might be responsible for both an increase in change in
police presence
and a change in observed outcomes.
Also, we examine interactions of police presence and racial
composition of
the school as well as percentage of the students receiving
special education
services to assess evidence in support of the claim that police
presence dispro-
portionately affects minority and disabled youth. Because the
longitudinal
sample contains too few schools to support these exploratory
tests for condi-
tional effects, these analyses use cross-sectional data from the
2007-2008
school year.
Results
131. During the 2007-2008 school year, principals in 21.1% of the
nation’s schools
reported that at least one full-time police officer was stationed
at the school
11. Most often, the prior measure comes from the survey taken
two years prior. In 160 cases, the
prior measure comes from the survey taken four years prior. A
control from number of years
elapsed since prior survey is included.
12. Although the longitudinal sample has relatively fewer
schools whose use of police increased
(n = 50) than whose use of police remained unchanged (n =
420), the two groups were not signifi-
cantly different in terms of the characteristics included in Table
1 (p < 0.05).
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at least once a week. Among those with at least one officer, the
breakdown by
type of officer was as follows: 47.4% of schools had only part-
time officers and
are not coded as having an officer in this study. Among schools
133. with a full-time
officer, 27.9% also had at least one part-time officer as well.
The modal num-
ber of full-time officers per school was one (mean 1.66) with
over 2/3 of those
schools having only one officer.
The use of police officers in school varies considerably by both
level and
location. Figure 1 shows this variation: it shows that the
percentage of schools
with full-time police assigned varies from 5% in rural
elementary schools to
68% in urban high schools.
Principals reported that the vast majority of officers stationed in
their
schools wore uniforms or other identifiable clothing (93.7%),13
and carried a
firearm (81.7%). Smaller percentages carried chemical sprays
(63.5%) and stun
guns (43.8%). SSCS data indicate that most officers conduct
security enforce-
ment and patrol (90.8%). Principals reported that 76.0% were
involved in
maintaining school discipline, 77.5% in mentoring students,
45.8% in teaching
law-related education courses of other direct student training,
and 62.4% in
training for teachers and staff related to security or crime
134. prevention. These
reported activities are consistent with data from other surveys
which suggest
that the typical police officer spends approximately half his or
her time on
law-enforcement activities, 25% on mentoring or counseling
students, and 13%
on teaching (Finn et al., 2005).
0
10
20
30
40
50
60
70
80
90
100
HighMiddleCombinedElementary
P
er
ce
135. nt
Rural Town Urban Fringe City
Source: Original tabulation from SSCS 2007-2008.
Figure 1 Percentage of schools with police by school level and
location, 2007-2008.
Note. Percentage is calculated based on 82,999 (weighted) US
public schools.
13. Percentages are calculated from the 2007-2008 SSCS sample
of schools that had at least one
full-time officer, excluding schools that had only a security
guard or part-time officer. Percentages
are weighted.
POLICE IN SCHOOLS 633
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140. Va
nd
al
ism
**
Types of Crime
P
er
ce
nt
Schools without Police Schools with Police
Source: Original tabulation from SSCS 2007-2008.
Figure 2 Percentage of schools reporting at least one offense, by
crime type and the
presence of police officers, 2007-2008.
Note. Percentage is calculated based on 82,999 (weighted) US
public
schools——including schools without (65,494) and with
(17,505) full-time police.
⁄p < 0.05; ⁄⁄p < 0.01 (two-tailed t-test).
0
10
20
30
40
50
60
144. Va
nd
al
ism
**
Types of Crime
P
er
ce
nt
Schools without Police Schools with Police
Source: Original tabulation from SSCS 2007-2008.
Figure 3 Percentage of crimes reported to law enforcement, by
crime type and the
presence of police officers, 2007-2008.
Note. Percentage is calculated based on 82,999 (weighted) US
public
schools——including schools without (65,494) and with
(17,505) full-time police.
⁄p < 0.05; ⁄⁄p < 0.01 (two-tailed t-test).
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146. Associations Between Police Use and Outcomes
Figure 2 shows the percentage of schools reporting at least one
of each type
of offense14 during the 2007-2008 school year, separately by
type of offense
and the presence of full-time police officers. Many types of
crimes are exceed-
ingly rare. Very few schools record crimes involving rape,
robbery, sexual bat-
tery, attacks, and firearms. Simple assault without a weapon is
the most
common crime recorded by schools, followed by theft,
vandalism, and posses-
sion of a knife. For all types of crime except the least common
offenses (rape
and robbery with a weapon), the percentage of schools
recording at least one
crime is higher in schools with at least one full-time SRO or
other sworn law-
enforcement officer.
Figure 3 shows the percentage of crimes recorded at the school
in 2007-2008
that were reported to law enforcement, separately by type of
offense and the
presence of police officers. As expected, more serious crimes
147. are more likely to
be reported to the police, regardless of whether an officer is
present. However,
for almost all types of crime, the percentage reported to the
police is higher in
schools with at least one full-time SRO or other sworn law-
enforcement officer.
The presence of an officer in the school is associated with more
than a doubling
of the rate of referrals to law enforcement for the most common
crime perpe-
trated by students in schools——simple assault without a
weapon.
0
10
20
30
40
50
60
70
80
90
148. 100
Firearm** Weapon** Drug Alcohol Attack** Insubordination**
P
er
ce
nt
Schools without Police Schools with Police
Source: Original tabulation from SSCS 2007-2008.
Figure 4 Average percentage of offending students who were
removed, transferred,
or suspended, by crime type and the presence of police officers,
2007-2008.
Note. Percentage is calculated based on 82,999 (weighted) US
public
schools——including schools without (65,494) and with
(17,505) full-time police.
⁄p < 0.05; ⁄⁄p < 0.01 (two-tailed t-test).
14. Regression analyses to be reported next examine crime
rates. Crime rates vary considerably by
type of crime and cannot be compared easily on a single graph.
We therefore present bivariate
associations with the percentage of schools reporting at least
one of each crime type.
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13
Principals also reported the consequences applied to students
who commit-
ted a variety of crimes and other offenses. Figure 4 shows the
percentage of
offending students who were removed from the school,
transferred, or sus-
pended, by crime type and the presence of police officers. For
all types of
crime, the harsher response was more likely in schools with the
presence of at
least one full-time SRO or other sworn law-enforcement officer.
The differences between schools with and without police shown
in Figures
2-4 reflect differences in the characteristics of the schools
selected for place-
ment of police. Table 2 demonstrates the selection artifact. It
shows, using
the longitudinal sample, that schools in which police were
placed during the
2005-2006 or 2007-2008 school year had higher recorded rates
of each type of
crime than school without police, statistically significant for
151. weapon/drug
crimes and crimes overall. These schools also had significantly
higher percent-
ages of all crimes (except serious violent crimes) reported to
law enforcement,
and significantly greater use of harsh responses to offending
behavior. But the
table shows that differences in the same direction and of
approximately the
same magnitude existed prior to the 2005-2006 or 2007-2008
school year for
most of the variables. To avoid confounding these selection
artifacts with the
effects of police placement, we focused our analysis on increase
in the use of
police officers. Specifically, we regressed each set of outcomes,
grouped by
offense category, on an earlier measure of the outcome as well
as a measure
of increase in the presence of police.15 Control variables
related to each out-
come were also included.
Table 3 reports results from regressions of the total number of
recorded
crimes during the 2005-2006 and 2007-2008 school years for
serious, violent
crimes, non-serious violent crimes, property, and weapon/drug
crimes. The
negative binomial regression model is used in these regressions
because the
152. dependent variables are over-dispersed counts of crimes.
Following Osgood
(2000), the natural log of school enrollment is also included to
convert the
15. We first conducted regressions of each set of outcomes,
grouped by offense category, on the
presence of police as well as a set of control variables using
2007-2008 cross-sectional data. Analy-
ses were run in which each outcome was regressed on time 2
police presence as well as on time 1
police presence. These analyses have more statistical power
than do the change analyses reported
in the text because a larger number of schools report using
police in one or the other year (see
Table 1) than report changing their use of police, and they are
based on the full sample of schools,
which is more representative than the longitudinal sample. On
the other hand, these analyses do
not control for selection effects as well as do the change
analyses because although the control
variables mentioned in the text were included in the equations,
unmeasured factors are likely to
influence both the placement of police in schools and the
change in the outcome variables. Never-
theless, the results from these analyses mirrored the results
reported in the paper for the most
part. The only substantive differences in results were found in
the regressions for crimes reported
to the police (Table 4). In these analyses: (a) the association
between police presence at time 1 and
the percentage of non-serious violent crimes reported to law
enforcement did not reach statistical
significance and (b) the associations between police presence
and percentage of property crimes
153. and total crimes (which are driven primarily by property crimes)
reported to law enforcement were
significant in the analyses of time 1 police presence and time 2
police presence, but not in the anal-
yses using increase in police. The direction of the association
was the same in all analyses. Com-
plete results from these cross-sectional analyses are available
from the authors upon request.
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model from a model of crime counts to one of per capita crime
rates. Also, to
test the possibility that crime rates vary with population size,
the coefficient
for enrollment is estimated rather than fixed at 1. The table
shows that
increasing presence of police in schools is positively and
significantly related to
increases in per capita weapon/drug crimes. It is not
significantly related to
increases in any other crime type. To interpret the regression
coefficients, we
266. must take into account the logarithmic transformation in the
negative binomial
regression model. Osgood (2000, p. 39) suggests that a
relatively straightfor-
ward approach is to report that an increase of x in an
explanatory variable will
multiply the fitted mean crime rate by the exp(bx). Because
increasing pres-
ence of police in schools is coded as a dummy variable, an
increase of one in
this variable corresponds to the contrast between increase and
no-increase
schools. Thus, the statistically significant coefficient of 0.256
indicates that
schools with added SROs have a 29% higher rate of
weapon/drug crimes than
those that did not add SROs [exp(�0.256 ⁄ 1) = 1.29].
As expected, higher crime rates are reported for schools that
reported higher
levels of crime earlier, in schools serving lower SES student
populations, and in
secondary schools. Crime rates overall are also lower in schools
located in rural
areas (compared with urban areas) and in schools with higher
attendance rates.
Table 4 reports results from Ordinary Least Squares (OLS)
regressions of the per-
centage of recorded crimes reported to law enforcement during
the 2005-2006
267. and 2007-2008 school years for the same categories of offenses.
The table shows
that schools with added SROs have a 12.3% higher percentage
of reporting non-
serious violent crime to law enforcement than those that did not
add SROs.
Recall that these crimes include physical attack or fight without
a weapon and
threat of physical attack without a weapon. This finding is
consistent with our
prediction that increased use of SROs facilitates the formal
processing of minor
offenses. The reporting of other crime types,16 and the
reporting of crime over-
all, are not influenced by the addition of SRO officers. Few of
the control vari-
ables predict change in the percentage of crimes reported to law
enforcement.
Larger schools report a higher percentage than do smaller
schools, and schools
that reported a higher percentage of crimes to the police in a
previous year con-
tinue to do so. A higher percentage of non-serious violent
crimes are reported in
high schools, but the same is not true for other crime types.
Table 5 reports results from OLS regressions of the percentage
of offenses
for which the offending student was removed, transferred or
suspended during
268. the 2005-2006 and 2007-2008 school years. The table shows
that increase in
the use of police in schools is not significantly related to
changes in the use of
harsh discipline, which is contrary to the prediction that the
increased use of
police in schools facilitates the “push-out” process of
problematic students.
High schools and schools reporting the use of harsh discipline
in a previous year
are more likely to report harsh discipline in the later year.
16. The test for the percentage of serious violent crimes lacks
sufficient statistical power because
relatively few crimes of this type were reported by the
principals (N = 70).
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270. the student
population in special education and the percentage ethnic
minority. Reports
that police in schools have a disproportionate effect on
outcomes for disadvan-
taged groups suggest that we should observe a stronger
association between
police presence/increased use of police and harsh responding in
schools with
greater representation of these groups. These tests regressed
each outcome on
police presence/increased use of police, percentage minority
students or per-
centage students in special education, and an interaction term
computed by
multiplying police presence/increased use of police by the
percentage minority
or special education. Across 14 tests (six for percentage
reported to the police
and one for removal, transfer or suspension for each of the two
interaction
terms) for each of cross-sectional and longitudinal samples,
only one interac-
tion term reached nominal significance levels (p < 0.05). A
significant interac-
tion was observed in the cross-sectional sample only for total
crime reported
to the police by percentage racial and ethnic minority: the
presence of police
271. was more highly related to the reporting in schools with lower
percentages of
minorities. This direction is opposite to what was anticipated.
We conclude
that the results of our tests of interaction with percent in special
education
and percentage minority do not suggest a pattern of
disproportionate impact
of police use on socially or educationally disadvantaged
populations. However,
Table 5 Harsh discipline regressed on police presence,
longitudinal sample (N = 440)
Harsh discipline
b SE
Add police 1.770 4.812
(ln) Total enrollment (t1) 5.612 2.954
Prior % crime reported (t1) 0.195⁄⁄ 0.050
# Years between t1 and t2 �4.267⁄⁄ 1.626
% Male (t1) �0.215 0.207
% Special education (t1) 0.154 0.214
% Low SES (t1) 0.080 0.074
Crime where school located (t1) �3.153 3.122
% Attendance (t1) 0.213 0.200
Student-teacher ratio (t1) �0.207 0.358
Urban fringe (t1) 2.512 4.013
272. Town (t1) 1.697 5.798
Rural (t1) 6.160 4.959
Middle school (t1) 17.154⁄ 8.739
High school (t1) 22.492⁄ 9.134
Combined school (t1) 24.144 13.835
Constant �24.910 31.525
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finer-grained analyses conducted at the individual-level might
uncover patterns
that our school-level analysis could not.
Summary and Conclusions
This study adds to research on the effects of police in schools
by using a
nationally representative sample, by comparing schools that
increased their
use of police during the study period to a comparison group of
schools that did
274. not, and by relying on principal reports of actual crimes rather
than on percep-
tions of the effectiveness of SRO officers. Unlike studies that
have reported on
key stakeholders’ perceptions of the effectiveness of the SRO
programs for
increasing school safety, this study found no evidence
suggesting that SRO or
other sworn law-enforcement officers contribute to school
safety. That is, for
no crime type was an increase in the presence of police
significantly related to
decreased crime rates. The preponderance of evidence suggests
that, to the
contrary, more crimes involving weapons possession and drugs
are recorded in
schools that add police officers than in similar schools that do
not. The analy-
ses also showed that as schools increase their use of police
officers, the per-
centage of crimes involving non-serious violent offenses that
are reported to
law enforcement increases. These findings are consistent with
the conclusions
from a previous qualitative research (Kupchik, 2010, p. 115)
which found that
the presence of police officers helps to redefine disciplinary
situations as crimi-
nal justice problems rather than social, psychological, or
275. academic problems,
and accordingly increases the likelihood that students are
arrested at school.
Adding police, however, does not increase the reporting of
serious violent
crimes or crimes involving weapons and drugs to law
enforcement, probably
because the rates of reporting of these crimes to law
enforcement are already
very high (see Figure 3). Contrary to speculations that the
presence of SRO
officers may unjustly rob students of their right to a public
education through
increased use of suspension and expulsion or may contribute to
civil rights vio-
lations by disproportionately impacting minority or special
education youth,
our study found that students in schools that add police officers
are no more
likely to be removed, transferred or suspended from school as a
result of an
offense than are students in schools that do not. Last but not
least, no evi-
dence of adverse impact of police officer presence on minority
groups or on
special education populations was observed.
Limitations
Although this study uses more rigorous methods than prior
276. studies of the effects
of police officer presence in schools, several limitations must
be noted. The
most important limitation is that the measurement of school
crime may be influ-
enced by the placement of a police officer in the school. That is,
the number of
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crimes reported by the principal may reflect the level of crime
in the school,
the accuracy of the recording of school crime, or both. In
general, principals
may be less willing to report school violence at their schools
due to the fear of
being labeled as a school with a crime problem. To the extent
that police offi-
cers increase the accuracy of reporting in the school in which
they are sta-
tioned, or to the extent that police officers redefine ambiguous
situations to
278. conform to legal definitions of law violations, the observed
increase in recorded
school crime due to increased police officer presence in our
study may reflect a
change in measurement practices rather than an increase in
actual crime.
Another possible explanation is that, as SROs increase
surveillance and befriend
students who provide information about crime, more crimes are
detected and
recorded officially than before regardless of the actual change
in the number of
crimes committed at schools. In these cases, the addition of
SROs may make it
appear as though crime is increasing even if it is in fact
decreasing or staying
steady. Future studies of the effects of police officer presence
on school crime
should use crime measures that cannot be influenced by changes
in official
recording, such as student self-reports of victimization and
offending in school.
Second, the longitudinal data-set used in our paper is not a
representative
sample of the nation’s schools. Although the larger SSCS
sample is representa-
tive, our sample included schools that happened to fall in the
representative
279. cross-sectional sample more than once. As shown in Table 1,
the longitudinal
sample over-represents secondary schools, large schools and
schools in areas
that are not located in rural areas due to over-sampling of these
schools.
A final limitation is that the addition of police officers to a
school may be
confounded with the installation of other security devices (e.g.
security cam-
eras, metal detectors) or security-related policies (e.g. limiting
access to
school building, limiting weapons on campus, increased
surveillance of stu-
dents, reacting to a crisis or violent incident: Addigton, 2009, p.
1430). To the
extent this is true, our study is incapable of disentangling the
effects of these
activities. For example, the increased recording of weapon or
drug-related
crimes we observed may be due to the installation of security
cameras or some
other security practice that was implemented simultaneously
with the addition
of the SRO. Future evaluations of the effects of placing police
in schools
should randomly assign schools to have police officers stationed
therein or not,
thus uncoupling the decisions to add police and to implement
other security
280. devices and policies.
Recommendations
Any intervention strategy that adds new personnel to a system is
bound to be
very costly. Programs that station police in schools are no
exception. In the
US, federal and local tax dollars pay these costs. In addition to
the apparent
costs of the program are hidden costs related to increases in the
formal pro-
cessing of youthful offending in the schools in which police are
placed. Note
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that in our study, less serious crime (but not serious violent and
weapons or
drug-related crimes) were more likely to be reported to law
enforcement in
schools in which police were added.
282. The use of police in schools has increased dramatically in the
past 12 years,
largely due to increases in US Department of Justice Office of
COPS funding for
these programs. Compared to 1975 when only 1% of the
nation’s schools had
police stationed in them, as of the 2007-2008 school year, 40%
of schools had
police stationed in them. The percentages are twice the national
average for
urban secondary schools.
Like many social programs that are motivated by a sense of
urgency to do
something about a perceived crisis situation, this program has
grown dramati-
cally without the benefit of scientific evaluation. No rigorous
study to date has
demonstrated that placing police in schools promotes school
safety. Our study
finds no evidence that increased use of SROs decreases school
crime. The only
statistically significant association with school crime was in the
opposite direc-
tion: more crimes involving weapons and drugs were recorded
in schools where
SROs were added than in schools with no such change.
How likely is it that this finding reflects an actual increase in
weapons and
283. drug use as a result of increasing police presence in schools?
Scholars have sug-
gested a number of mechanisms through which increased police
presence might
have the unintended effect of increasing school crime. For
example, the
school’s capacity to exercise effective informal social control
might be reduced
when responsibility for maintaining order is shifted from the
teachers to police.
Increased reliance on surveillance and an emphasis on formal
controls may cre-
ate an environment of fear and distrust, weakening the school’s
sense of com-
munity and diminishing students’ willingness to confide in
school staff when
they are experiencing problems (e.g. Brotherton, 1996; Devine,
1996; Noguera,
1995). Kupchik (2010, p. 115) also claims that SROs affect the
overall school cli-
mate. Our finding that the increasing presence of police
increases referrals to
law enforcement for less serious crimes suggests that there is
indeed a shift
toward more formal processing of youthful offending in these
schools, which
may provide a basis for reduced perceptions of school as a
cohesive, caring
community. A third possible mechanism through which
increased police pres-
284. ence may increase crime is that the counseling services
provided by the police
may be, on average, less effective than those provided by
trained counselors.
As noted earlier, the typical police officer spends approximately
25% of his or
her time mentoring or counseling students (Finn et al., 2005).
The findings from
qualitative research concur (Kupchik, 2010, pp. 105-114). By
shifting responsi-
bility for counseling troubled youth to police, problems may be
exacerbated
rather than resolved. Finally, police presence may result in role
confusion
regarding school disciplinary procedures, which may undermine
the school’s
ability to administer discipline in a fair, consistent way.
None of these mechanisms have been tested in studies of SRO
effectiveness,
and they seem to be contradicted to some extent by evidence
suggesting that
police contribute to a more positive school climate by
encouraging student
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trust (McDevitt & Panniello, 2005), and that enhanced security
may increase
students’ and teachers’ sense of safety and ability to concentrate
on academ-
ics. Further, these mechanisms seem unlikely to explain the
pattern of results
reported in this paper because the only category of crime that
was significantly
and positively related to increased police presence was the
category involving
weapon and drug offenses. The mechanisms outlined in the
previous paragraph
would influence all types of crime. Therefore, we conclude that
the most
likely explanation for the observed pattern of results is that the
recording of
crimes involving weapons and drugs is influenced by the
presence of police.
That is, police officers may increase the accuracy of school
records of these
crimes, or they may redefine ambiguous situations to conform to
legal defini-
tions of weapon or substance possession.
The main conclusion from our research is that more rigorous
research on
287. this topic is absolutely essential. The possibility that placement
of law-
enforcement officers in schools increases referrals to law
enforcement for
crimes of a less serious nature, and results in systematic
construal of ambigu-
ous situations as law-violating behavior requires us to assess
more carefully the
school climate and school safety outcomes related to this
popular and costly
practice. Studies involving enough schools to provide sufficient
statistical
power to detect important differences on the outcomes of
interest, using a
research design that can effectively rule out selection effects,
and using
objective measures that are not likely to be influenced by the
presence of
police in the schools are needed. It would also be desirable if
the studies had
sufficient statistical power to detect differences by type of
school or commu-
nity in the effectiveness of SRO programs. Hirschfield (2008),
for example, pro-
vides a rationale for anticipating that the functions of SROs will
differ in
suburban and urban schools. The effectiveness of SRO programs
may also differ
depending on the perceived level of crime in the school and
288. community.
In the meantime, a more cautious approach to maintaining order
in schools
would be to rely on approaches that have been demonstrated in
research to
reduce school crime. As Addigton (2009) noted, the belief that
the use of
enhanced security measures ensures school safety as well as the
comparatively
high cost of these measures contribute to a reduced likelihood
that schools will
adopt policies and practices whose effectiveness for promoting
school safety is
better established. There is no shortage of such evidence-based
practices. Sev-
eral narrative reviews and meta-analyses of school-based
interventions aimed
at reducing conduct problems and delinquent behavior have
been published in
the last 10 years (e.g. Gottfredson, 2001; Gottfredson, Wilson,
& Najaka,
2002; Hahn et al., 2007; Wilson & Lipsey, 2007; Wilson,
Gottfredson, & Najaka,
2001). All of these sources identify numerous school-based
programs and prac-
tices that have been demonstrated in high-quality research to
enhance school
safety. Many of these effective practices are also known to be
cost-effective
289. (Drake, Aos, & Miller, 2009). Until the effectiveness of the
practice of placing
police officers in schools can be demonstrated, schools are
encouraged to
make more extensive use of these non-SRO programs.
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Acknowledgments
This paper was presented at the annual meeting of the American
Society of
Criminology, San Francisco, CA, November 2010. It extends
work originally
published in a more detailed chapter (Cook et al., 2010) that
reviews statistics
on crime in school, documents trends and patterns, summarizes
research on
school effects, and discusses organizational characteristics of
schools that
might influence crime. The authors thank Philip Cook for his
contributions to
this work and Jean McGloin, Gary Gottfredson, and three
291. anonymous reviewers
for helpful comments on a previous draft.
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