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I need help with final essay. The essay must be plagarism free , must f ollow the exact instructions that the instructor has provided. Must answer all questions that the instructor has placed in the instructions for essay. Will need to acquire references from school online library. Will provide login information to use school online library. Must be i n APA 6th ed format. Must include intext citations . Minimum word count is 1500 or more. Must guarantee an A quality paper . If the paper diesn't meet requirements or recieve atleast maximum points, a guaranteed refund of all monies paid will be given. When accepting to handshake means all requirements stated are acknowldege . Willing to pay $40 for an A quality nonplagarized, APA essay. Thanks for your time in advance Listed below is the instructions provided by my instructor to complete Week 5 Final Paper. Please follow all directions listed. Civil Liberties, Habeas Corpus, and the War on Terror The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade. Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012). An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution. Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police o.
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Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution with.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution.
The final assignment for this course is a Final Paper. The purpose o.docx
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participat.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final P.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing t.
Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx
Ashford 6: - Week 5 - Final Paper
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important quest.
Instructions are as followsThe final assignment for this course.docx
Instructions are as follows:
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will.
Recommended
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution with.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution.
The final assignment for this course is a Final Paper. The purpose o.docx
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participat.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final P.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing t.
Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx
Ashford 6: - Week 5 - Final Paper
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important quest.
Instructions are as followsThe final assignment for this course.docx
Instructions are as follows:
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will.
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fi.
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fi.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fina.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final P.
Ash pol 303 week 5 final paper new
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Case Analysis Content FormatThe case analysis must include the .docx
Case Analysis Content Format:
The case analysis must include the following content:
Introduction: 1-2 paragraph introduction of the case analysis.
What are we doing:Analyzing the problems between the parties which is a bone of contention and needs to be fixed: If there is more than one problem, slice it up into the individual specific set of problems: this makes it easier and keeps you from missing major things. This is to be general in nature: the specifics should be in the brief.
X vs a,b,c claims, defenses, etc
D vs e,f,g, claims, defenses, etc
G vs l,m,n, claims, defenses, etc.
Or
X vs a,b,c claims, pro & cons, etc.
Etc.
Case Brief: A complete case brief of the case to be analyzed, using the Case Brief format described in conference area, text A-1 listing the issues to be answered.
What are we doing:
Case Background: this is like we did for the brief Discussion of background of case,
The facts needed to understand the circumstances of each of the parties in each scenario. The questions for which a court would need to know to answer the issues or questions before it. An example may be, not necessarily the case. Is there a contract between a & b if so, why or why not, if not why or why not, what may you be requesting the court to do.
Case brief
Facts
Issues What answers are you seeking for the court to answer:
Answer: what you believe the courts' answer will be.
Reasoning why: what concepts the court will use to make their decision. Check out as you did before in text on A-1 as to format. You most likely will have several issues per scenario.
Case Background: and analysis of the case: taking the issues you have listed, include the discussion of previously decided related cases using the actual court opinions of other legal cases, law review journal articles, and other legal publication, articles as resources. This should discuss the court opinions of the legal cases to argue the pros and cons to your arguments in support of the issues, and defenses to the problems you have pointed out in your brief scenarios, ie an extensive analysis of applicable court cases related to this area of law and how it applies to the facts in this case.. This should lead you to an answer to your questions, issues, on what the court should do with these problems, based upon your cases. The best way to do this is to argue how the facts in this case, that you have researched is similar to the ones we now have before us and therefore the court should make a decision based upon those similarities you have listed .
Analysis of Current Implications of Case: Discussion of how this case decision is likely to affect current events and business law, using the actual court opinions of other legal cases, law review journal articles and legal publications as resources, what should one do to protect themselves both pro and con.
Analysis of Future Implications of Case: Discussion of how case decision is likely to affect/influence future business law and ...
Crj 514 constitutional & judicial processes entire course
Crj 514 constitutional & judicial processes entire course
Crj 514 constitutional & judicial processes entire course
Crj 514 constitutional & judicial processes entire course
WR 39C ARGUMENT & RESEARCH FOREIGN POLICY THROUGH THE DOMESTIC .docx
WR 39C ARGUMENT & RESEARCH:
FOREIGN POLICY THROUGH THE DOMESTIC LENS
_______________________________________
The Advocacy Project: A Multi-modal Composition
Like the HCP Project, the main assignment here is a multi-modal composition that uses various rhetorical positions and different types of evidence to make arguments. This one, however, is a bit different from the first in that over the course of these next few weeks, as you research and evaluate various sources, and as you draft, craft and organize your thoughts and evidence, you will at some point have to make a decision to become an advocate for solutions to your central problem in at least one of the following three ways: 1) you might advocate for one or more specific solutions to the significant and current political/social/cultural problem that sits at the center of your focus; 2) you might locate the next steps to potentially solving your project’s central problem; or, 3) you might argue for why the current solutions do not work and leave your readers with questions about possible next steps. In other words, your arguments for advocating solutions in combination with the analytical reasons you provide for why you have chosen to focus on particular solutions will after weeks and weeks of diligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for convincing for ways to move forward.
When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in such ways, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing even if it is as rigorous in its presentation of evidence.
This is not to say that academic writers are not advocates. They are, and over the course of this project, you will become such an advocate—one who uses academic research and methods to deliver persuasive arguments convincingly to a public of one’s peers. Academic writers in many disciplines often write with the purpose of advocating for solutions to political/social/cultural/environmental problems. When they do so, they are expected to consider and present positions that run against theirs in various ways – call them counter arguments – in order to meet the expectations of their academic audience. They must demonstrate their mastery of established arguments and knowledge in areas of discourse and recognize the legitimacy of other perspectives, even if the author seeks ultimately to dismiss them.
In the realm of public advocacy, argume ...
Consider the following points when researching and writing your pape.docx
Consider the following points when researching and writing your paper
:
1) Briefly describe the issues involved in the case. Identify the plaintiff and defendant.
2) When did it occur? What contexts (historical, political, judicial, etc.) are important to understanding the case and its outcome?
3) How and where did the case originate? What were the decisions of the lower courts (if any)?
4) Provide relevant details about the Court itself. What was the final vote tally on the decision? Who was the Chief Justice? Who wrote the majority decision? Discuss their backgrounds, if important. You can
pay for a paper to be written
here.
5) How was the decision situated with regard to existing constitutional precedents? Did it build on them or represent a new direction? Place your case firmly in the context of important related decisions.
6) Were there significant dissents to the decision of the Court majority? How was the decision publicly received? Was it politically controversial? Who favored and who opposed it?
7) Describe the significance of the Court’s decision in both the short and long term. Remember, the specific details of the case itself are sometimes less important than the platform that the decision provided for the Court to set forth doctrines of much wider significance.
Some papers may focus on one or more of these questions as opposed to others, depending on their relative importance to the particular case. But understanding historical events means placing them in contexts, so the second question always deserves attention in your paper.
Research Paper Guidelines
Each student will submit an original report of six-to-twelve full pages (plus a Works Cited list) on the origins, outcome, significance, and context of a Supreme Court decision from a preapproved list. These papers are due in three groups on dates staggered throughout the semester. Students should also be present and prepared to informally discuss their case and answer questions about it in class on the date that the decision is listed on the detailed weekly course schedule.
Format Requirements
:
1) Papers should run at least 6 full pages in length and no more than 12. No headers or footers except page numbers should appear in the text of the paper.
2) Separately include a cover page (title, name, course info, etc.) and a Works Cited list.
3) Use a 12-point font (Times New Roman or Arial
only
!)
4) All lines of the text should be double-spaced. Do
not
place an extra line between paragraphs.
5) Margins should be one-inch in width (top, bottom, and both sides).
Submission
: The due dates for Groups 1, 2, and 3 are listed on the syllabus. Papers must be submitted in hardcopy and also uploaded online to the E-Learn dropbox. If you have trouble, then send me the paper as an e-mail attachment. All electronic versions should be saved and uploaded as
MSWord or rich text format (.rtf) files only
!
Late Papers
: These will be subject to steep penalties per what is d.
Political Science 1101 American Government Your NameMr. .docx
Political Science 1101 American Government Your Name
Mr. Kevin W. Wright Paper due date
“Paper Title”
Political Science 1101; Introduction to American Government
Presented by
Your Name
Section #_____
for
Mr. Kevin W. Wright
and the American People
This paper provides instructions on your paper requirement which comprises 20% of your total grade and is due, hard copy, no later than the start of class on the due date. NO LATE PAPERS accepted. An excel spread sheet is posted in the folder with this word document which is a rubric outlining the basis of my grading/evaluation of your paper. It complements and adds to this document's guidance with specific details. I am happy to review any of your draft work and provide comment up until the week prior to submission. Papers will be no fewer than 6 and no more than 8 pages in length not including the cover page and bibliography. Your paper is a Critical Thinking Essay (this is a hyperlink to an article that describes an approach to writing a critical thinking essay and what it is).
Your paper is a proposal for an Amendment to the United States Constitution. It may be either a revision to current "law of the land" (which is the U.S. Constitution) or an entirely new proposal. It can replace or revise either existing amendment(s) to the Constitution or the main body of the Constitution. Either way, you must be absolutely clear about what your proposal will do and convince the reader to agree with your proposal. Your explanation of your proposal must be precise in what words will be removed from the Constitution, or its Amendments, and what words will be added AND where. It is not easy to amend the Constitution-for good reason. There is more than one means for a proposed amendment to be ratified. Your proposal and critical thinking must take this into account. Your argument(s) must be supported with documented evidence.
The substance of your paper must address each of the following:
1. What words will be removed from the Constitution, or its Amendments, and what words will be added AND where.
2. Rationale for why you propose the Amendment. What problem do you want to remedy or fix and how does your proposal fix it?
3. Why does it require a Constitutional Amendment and not some lesser means such as legislation?
4. Of the several methods of ratification which one do you suggest is the best approach and why?
5. How does your Amendment transcend ideals of any political party? Why should both Democrats and Republicans support it?
6. How does your amendment support or adhere to the Constitutional ideals of balance of power and separation of powers between the branches of government and between the national/federal and state/local governments?
7. What is your strategy to use the media, political parties, interest groups and(or) state legislatures to win over Americans to fast track your proposal to ratification?
Papers must be appropriately and correctly do.
Capstone Paper Introduction Students will select a s.docx
Capstone Paper
Introduction
Students will select a specific problem or policy discussed in the Alexander book and discuss the ramifications of the problem/policy within the criminal justice system. The paper should take the form of a problem/policy analysis and should indicate whether the problem is theoretical or practical (applied). Furthermore, students should include, at minimum, answers to the problem including, but not limited to, who, what, when, where, why, and how the problem originated within the criminal justice system as well as how it continues to be a problem.
1-2 pages
Literature Review
Students are expected to read and review historical and current research on their specific problem; this includes prior studies on the problem selected.
3-4 pages
Criminological Theory
Students should review criminological theory and ascertain how the problem/policy is rooted in a particular theory. Students should consult the text from Nature and Causes of Crime/Criminological Theory as a starting place.
1-2 pages
Cases
Students should review case law to determine the extent to which the problem/policy has been reviewed by the courts and provide a thorough background of the case(s) and the judicial opinion. If the problem/policy has not yet been reviewed by the courts, students should research case precedents that are closely aligned to the problem.
1-2 pages
Position
Students must clearly articulate their opinion on the problem/policy and how it should be addressed. A plan of action to support your position is expected.
1-2 pages
Alternative Positions
Provide a critique of logical alternatives to dealing with the problem.
1-2 pages
Critical Reflection
Using critical thinking and reflection skills, explain how the problem/policy, your position (and alternatives) affect police, courts, and corrections.
1-2 pages
Conclusion
Finally, provide a final description of the problem, theory, literature review, position and alternative positions.
1-2 pages
References
A detailed References section including a minimum of 15 resources is required. Resources may include professional trade journals, books, peer reviewed publications, and government publications. Wikipedia is not permitted. Internet resources will be limited to EBSCO, NCJRS, BJA, BJS, DOJ, OJJDP, and FirstGov. APA format must be used. Papers with incorrect APA format will be returned with no grade for revision.
His 330
Fall 2013
Writing Assignments—Tupelo
General Guidelines
Writing assignments should be doubled spaced and use a standard 12 point font. Remember to always put your name on your work.
Writing assignments should be submitted via SafeAssign on Blackboard before class on the date listed below. One letter grade will be deducted for each day the paper is late. Papers more than four days late will not be graded and given a zero. It is your responsibility to insure that papers are properly submitted to Blackboard on time. If in doubt, email a ...
PLSC 102 Term Paper on Political IdeologiesThe purpose of this.docx
PLSC 102 Term Paper on Political Ideologies
The purpose of this assignment, according to Thomas Jefferson:
“Difference of opinion leads to inquiry, and inquiry to truth.”
Check the list on Blackboard to see which issue of the following issues you’ve been assigned.
Illegal Immigration, Stem Cell Research, Affirmative Action, or US Foreign Aid (only non-military aid).
After getting your assigned issue from the list on Blackboard, address the following in at least 6-7 typed pages. You will need to use your lecture notes on the ideological spectrum, and outside research. In addition to books and journals, the following online databases will help you locate opposing views and recent laws/court decisions: Britannica Online, the Opposing Viewpoints Resource Center, ProQuest and LexisNexis (newspaper and newsmagazine searches), and the CQ Researcher. These and other MiraCosta databases can be accessed for free at MCC libraries or at home (using your Surf password). Simply click on “Library” on the MCC website, and then click on “All Online Databases” under “Online Resources.”
You should start your research with your textbooks (check the index), Britannica Online (or another trustworthy encyclopedia), and the Opposing Viewpoints database. Then, after you have a better understanding of your issue, you can move on to other specific sources such as newspaper and journal articles, newsmagazines such as Newsweek and Time, websites for political parties and other sources.
You will need to use at least 8 different sources for your paper other than your course textbooks. At least three of your sources must be something other than websites (i.e articles, books, etc). If you can find a source in print, but you choose to get it online (like a newspaper article from LATimes.com), it does not count as a website source. All sources must be cited in the paper and listed in a separate bibliography (citation format described below).
The paper must be double-spaced, with size 12 Times New Roman font, one-inch margins, and your name, class, and date in the header (not in the body of the paper – click View-->Header&Footer). Do not use any cover pages or folders – only a staple in the upper left corner. Your paper must be in essay format (no outlines). Do not include an introduction or conclusion. Points will be deducted for spelling and grammatical errors, and for deviations from the format described below.
Section 1: Describe how contemporary American liberals approach this issue. You will need to provide an objective, unbiased description, so that most liberals would agree with what you have written. Specifically,
a) Describe their beliefs about this issue – are they in favor, opposed? More importantly, what arguments do they give to support their position?
b) Describe the specific changes they propose to address this issue. You will need to research and describe several policies or ideas for reform, including recent laws (state and federa.
Unit 6 Assignment Death Penalty Retributivist v. Utilitarian Theor.docx
Unit 6 Assignment: Death Penalty: Retributivist v. Utilitarian Theories
In this assignment, imagine that your state legislature is considering repealing its death penalty and the legislators wish to hear the opinions of the top legal philosophers on both sides of the death penalty debate - imagine yourself as a modern day Jeremy Bentham and present three utilitarian arguments against the death penalty and therefore in favor of its repeal. Then, step into the shoes of a modern day Immanuel Kant and present to the legislature three retributivist arguments in favor of the death penalty and therefore, in opposition to its repeal. For each side of the debate, present each argument in detail, using headings and subheadings to keep your paper well-organized so that it will serve as a useful resource for your state legislators to be able to clearly grasp the key arguments on both sides. Include at least two examples to illustrate the arguments on each side.
In addition, the state legislators would like to hear your assessment of which theory of punishment, utilitarian or retributivist, you find most persuasive. Compare the persuasiveness of the two theories and provide a recommendation of which theory the legislators should follow (utilitarian for repeal of the state’s death penalty or retributivist for retention of the state’s death penalty).
Supplement your discussion with material from at least two sources other than the textbook (Chapter 4 of the Murphy textbook is an excellent starting point). Be sure to cite your sources in APA format, using in-text citations and references.
In addition to fulfilling the specifics of the Assignment, a successful paper must also meet the following criteria:
Length of the paper should be 750 - 1,000 words, excluding cover page and references.
Viewpoint and purpose should be clearly established and sustained.
Assignment should follow the conventions of Standard American English (correct grammar, punctuation, etc.).
Writing should be well ordered, logical and unified, as well as original and insightful.
Your work should display superior content, organization, style, and mechanics.
Appropriate citation style should be followed.
.
A COMPREHENSIVE BRIEF / TUTORIALOUTLET DOT COM
STUDENT BRIEFS
A comprehensive brief will include following elements:
1. Title and Citation
I need help with aSocialization Paper Write a 350 to 500 (1 to.docx
I need help with a
Socialization Paper
Write
a 350 to 500 (1 to 1 1/2 pages) word paper in which you consider social behaviors. In your paper, include the following:
Describe the various factors that contribute to attitude (affects, behaviors, and cognitions).
Explain the role of prejudice, aggression, and attraction in social interaction.
Explain the influence that groups play on a person's behavior.
Describe the difference between conformity (shifting your thoughts to align with someone else's) and obedience (changing because someone tells you to).
Describe the role of social psychology in the workplace environment. For example, how can understanding social psychology help you at your place of work?
Note. Be sure to properly cite any resources you use.
.
I need help with citing the two sources i used for my paper. One of .docx
I need help with citing the two sources i used for my paper. One of them is a
kindle
edition book (Cross-Cultural Management: Problem-Solving Through Case Studies [Kindle Edition]. In this book i used case 9 (A Naive Sahab in India). The other book was (The Cultural Dimension of Global Business 7th Edition), in this book i refered to chapter 2 (Lenses for Understanding Culture and Cultural Differences) pp29-65
.
I need help with creating a thesis and map for a paper that is alrea.docx
I need help with creating a thesis and map for a paper that is already written. I can attach the final paper to build the thesis and map for this assignment also since they need to go together.
This is the assignment requirements*******
For this piece of the Humanities Project, submit your topic choice along with your thesis and map as a single 1-2 page Word document.
Note that instead of a formal outline, focus on constructing a formatted map of your project. This map will be a guide of how your paper will flow.
Sample Map for any topic
Introduction
Opening to capture interest
Transition sentence that leads to thesis
Thesis statement
Body
First Supporting Evidence
Quote / elaboration on quote
Example
Second Supporting Evidence
Quote / elaboration on quote
Example
Details
Third Supporting Evidence
Quote / elaboration on quote
Details
Conclusion
Wrap up the essay by summarizing your thesis. Do not simply repeat your thesis statement; instead, reiterate the thesis while finalizing your thoughts on the entire topic.
Fine-Tuning Your Thesis to Build a Strong Outline
Adapted from the
Pocket Wadsworth Handbook
Tentative Thesis Statement (rough, vague)
These musicians were very popular and made good music.
Final Thesis Statement (more precise)
Although both musicians/composers contributed a great deal to the music world, their journeys are vastly different. While Beethoven suffered in silence, Elton John has had to face other struggles in his personal and professional life.
Tentative Map Based on Final Thesis Statement
Introduction
- Begin with two quotes - one from each subject regarding their craft. Transition into the thesis statement as follows:
Although both musicians/composers contributed a great deal to the music world, their journeys are vastly different. While Beethoven suffered in silence, Elton John has had to face other struggles in his personal and professional life.
First Section -
with examples to support the thesis. Discusses how Beethoven and Elton John discovered music as an interest. Includes quotes from researched sources.
Second Section -
with examples to support the thesis. Discusses how both subjects faced challenges along their journey to success. Includes quotes from researched sources.
Third Section -
with examples to support the thesis. Discusses some of the major works of each subject and how that particular music has affected the world. Includes quotes from researched sources.
Conclusion
- Wraps everything up by referring back to thesis and supporting examples. Clinch with a closing point and leaves final thoughts.
.
I need help with my online English class (digital media). I am requi.docx
I need help with my online English class (digital media). I am required to post a 300 word comment on the readings and two 750 words comment on my classmates post. Can you help? I have one that is due tomorrow at 8pm central time. I will provide the readdings.
classmates post:
1. Chapter one of Julian McDougall’s “Media Studies: The Basics” gives me an understanding of what media is and the history behind it, as well as the reasons why it is being studied in schools today. There are two points from the chapter that McDougall writes that stand out to me. The first one is when he gives reasons as to why one should study media. McDougall (2012) writes for his third reason, “...the idea that Media Studies might want to ‘change the world’” and later writes, “... then, studying media critically ought to be considered a serious and important project for any mature democracy” (p. 8). The explanation he gives for this being a reason to study media is something I completely agree with. Media has a great impact on what a person chooses to believe in and shapes the way they view others. Studying media and the way it works allows a person to become more literate when it comes to media, which in turn allows them to become aware of what the media is portraying and acknowledge any negative underlying messages that may be present that those who are unaware of how the media works, may miss. The second point that stands out is when he writes, “Theories of creativity are becoming more important to students of media as more and more ordinary people start to make their own media” (McDougall, 2012, p. 32). YouTube comes to mind when I think about people who make their own media. YouTube is a powerful platform where “ordinary” people have their own channels and create their own videos on whatever subject they are interested in like beauty, music, film etc. They give their own ideas and opinions on any subject they want to talk about or represent while giving their audience the choice of agreeing or disagreeing with what they have just watched. McDougall asks, “If we produce our own versions of media texts but stay faithful to the conventions of ‘real media,’ is this creative or just imitation? Or is all imitation an act of parody which is always creative, a reworking of a template and its meanings?” (p. 24). I believe media such as YouTube to be an imitation of ‘real media” since users produce their own versions of media texts and shape them into fitting what they want their message to be and like McDougall writes, this imitation is a “form of parody which is always creative” (p. 24).
McDougall, J. (2012). Studying Media. In Media Studies: The basics (pp. 1-33). Abingdon, Oxon: Routledge.
2. Despite mediation’s potential to empower and expand individual participation in the development of popular culture, its potential downsides are apparent: distortion of reality enabled by bombardment of images the Mad Men could only dream of; disengagement from local community .
I need help with an assignment that is due. It has to be done in Exc.docx
I need help with an assignment that is due. It has to be done in Excel.
Balance Sheet and Single-Step Income Statement
Objective
To prepare a comprehensive balance sheet and Single-Step Income Statement presented in good form and derived from a list of various accounts. The amounts relative to each account will be given and the student will learn to determine whether an account is a balance sheet account or a temporary account that belongs to the income statement. The accounts will be comprised of all the various subgroupings in the balance sheet (Current Assets, Investment, Fixed Assets, Intangibles, and Other Assets, as well as Current Liabilities, Long-term Liabilities, and the Equity sections).
Guidelines
Obtain the list of accounts under the title of Course Project in Doc Sharing
Determine which accounts belong to the Balance Sheet and which accounts belong to the Income Statement
Determine to which subgroup each account belongs
Arrange the accounts in proper order and functionality
Prepare a Comprehensive Balance Sheet in good form
Prepare a Single-step Income Statement in good form
Grading Rubrics
Category
Points
%
Description
Making proper selection of accounts relative to the balance sheet or the income statement
30
20
From the provided listing of accounts determine which accounts are Balance Sheet accounts and which accounts are Income Statement accounts.
Putting the accounts into the proper subgroup according to functionality
15
10
Each account belongs to a particular subgroup. The student is to determine which subgroup the account belongs. This should be done according to functionality.
Preparing the balance sheet in good form
45
30
Proper form is important in the preparation of the balance sheet. Examples can be found in the text.
Preparing the income statement in good form
45
30
Proper form is important in the preparation of the income statement. Examples can be found in the text.
Ensuring that the Balance Sheet and the Income Statement have been computed correctly
15
10
It is important that the balance sheet and income statement are computed correctly and have the correct totals. An incorrect total in any part of the financials can invalidate the entire project.
Total
150
100
A quality project will meet or exceed all of the above requirements.
Course Project Listing of Accounts:
Accounts Payable
$197,532
Account Receivable
165,824
Accrued Interest on Notes Payable
500
Accrued Liabilities
9,500
Accumulated Depreciations
341,200
Additional Paid-in Capital
37,500
Administrative Expenses
350,000
Allowance for doubtful accounts
1,850
Building
975,800
Cash
42,485
Common Stock
400,000
Copyrights
105,000
Cost of Goods Sold
1,000,000
Customer Deposits
(expected to be paid next year)
420
Deposits with Vendors
(based on a long-term purchase contract) 50,000
Depreciation Expense
(40% - Selling, 60% - Administrative)
100,000
Dividend Income
30,000
Goodwill
100,0.
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Introduction: 1-2 paragraph introduction of the case analysis.
What are we doing:Analyzing the problems between the parties which is a bone of contention and needs to be fixed: If there is more than one problem, slice it up into the individual specific set of problems: this makes it easier and keeps you from missing major things. This is to be general in nature: the specifics should be in the brief.
X vs a,b,c claims, defenses, etc
D vs e,f,g, claims, defenses, etc
G vs l,m,n, claims, defenses, etc.
Or
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Case Brief: A complete case brief of the case to be analyzed, using the Case Brief format described in conference area, text A-1 listing the issues to be answered.
What are we doing:
Case Background: this is like we did for the brief Discussion of background of case,
The facts needed to understand the circumstances of each of the parties in each scenario. The questions for which a court would need to know to answer the issues or questions before it. An example may be, not necessarily the case. Is there a contract between a & b if so, why or why not, if not why or why not, what may you be requesting the court to do.
Case brief
Facts
Issues What answers are you seeking for the court to answer:
Answer: what you believe the courts' answer will be.
Reasoning why: what concepts the court will use to make their decision. Check out as you did before in text on A-1 as to format. You most likely will have several issues per scenario.
Case Background: and analysis of the case: taking the issues you have listed, include the discussion of previously decided related cases using the actual court opinions of other legal cases, law review journal articles, and other legal publication, articles as resources. This should discuss the court opinions of the legal cases to argue the pros and cons to your arguments in support of the issues, and defenses to the problems you have pointed out in your brief scenarios, ie an extensive analysis of applicable court cases related to this area of law and how it applies to the facts in this case.. This should lead you to an answer to your questions, issues, on what the court should do with these problems, based upon your cases. The best way to do this is to argue how the facts in this case, that you have researched is similar to the ones we now have before us and therefore the court should make a decision based upon those similarities you have listed .
Analysis of Current Implications of Case: Discussion of how this case decision is likely to affect current events and business law, using the actual court opinions of other legal cases, law review journal articles and legal publications as resources, what should one do to protect themselves both pro and con.
Analysis of Future Implications of Case: Discussion of how case decision is likely to affect/influence future business law and ...
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WR 39C ARGUMENT & RESEARCH:
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_______________________________________
The Advocacy Project: A Multi-modal Composition
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When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in such ways, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing even if it is as rigorous in its presentation of evidence.
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Consider the following points when researching and writing your paper
:
1) Briefly describe the issues involved in the case. Identify the plaintiff and defendant.
2) When did it occur? What contexts (historical, political, judicial, etc.) are important to understanding the case and its outcome?
3) How and where did the case originate? What were the decisions of the lower courts (if any)?
4) Provide relevant details about the Court itself. What was the final vote tally on the decision? Who was the Chief Justice? Who wrote the majority decision? Discuss their backgrounds, if important. You can
pay for a paper to be written
here.
5) How was the decision situated with regard to existing constitutional precedents? Did it build on them or represent a new direction? Place your case firmly in the context of important related decisions.
6) Were there significant dissents to the decision of the Court majority? How was the decision publicly received? Was it politically controversial? Who favored and who opposed it?
7) Describe the significance of the Court’s decision in both the short and long term. Remember, the specific details of the case itself are sometimes less important than the platform that the decision provided for the Court to set forth doctrines of much wider significance.
Some papers may focus on one or more of these questions as opposed to others, depending on their relative importance to the particular case. But understanding historical events means placing them in contexts, so the second question always deserves attention in your paper.
Research Paper Guidelines
Each student will submit an original report of six-to-twelve full pages (plus a Works Cited list) on the origins, outcome, significance, and context of a Supreme Court decision from a preapproved list. These papers are due in three groups on dates staggered throughout the semester. Students should also be present and prepared to informally discuss their case and answer questions about it in class on the date that the decision is listed on the detailed weekly course schedule.
Format Requirements
:
1) Papers should run at least 6 full pages in length and no more than 12. No headers or footers except page numbers should appear in the text of the paper.
2) Separately include a cover page (title, name, course info, etc.) and a Works Cited list.
3) Use a 12-point font (Times New Roman or Arial
only
!)
4) All lines of the text should be double-spaced. Do
not
place an extra line between paragraphs.
5) Margins should be one-inch in width (top, bottom, and both sides).
Submission
: The due dates for Groups 1, 2, and 3 are listed on the syllabus. Papers must be submitted in hardcopy and also uploaded online to the E-Learn dropbox. If you have trouble, then send me the paper as an e-mail attachment. All electronic versions should be saved and uploaded as
MSWord or rich text format (.rtf) files only
!
Late Papers
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Political Science 1101 American Government Your Name
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“Paper Title”
Political Science 1101; Introduction to American Government
Presented by
Your Name
Section #_____
for
Mr. Kevin W. Wright
and the American People
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Capstone Paper
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1-2 pages
Cases
Students should review case law to determine the extent to which the problem/policy has been reviewed by the courts and provide a thorough background of the case(s) and the judicial opinion. If the problem/policy has not yet been reviewed by the courts, students should research case precedents that are closely aligned to the problem.
1-2 pages
Position
Students must clearly articulate their opinion on the problem/policy and how it should be addressed. A plan of action to support your position is expected.
1-2 pages
Alternative Positions
Provide a critique of logical alternatives to dealing with the problem.
1-2 pages
Critical Reflection
Using critical thinking and reflection skills, explain how the problem/policy, your position (and alternatives) affect police, courts, and corrections.
1-2 pages
Conclusion
Finally, provide a final description of the problem, theory, literature review, position and alternative positions.
1-2 pages
References
A detailed References section including a minimum of 15 resources is required. Resources may include professional trade journals, books, peer reviewed publications, and government publications. Wikipedia is not permitted. Internet resources will be limited to EBSCO, NCJRS, BJA, BJS, DOJ, OJJDP, and FirstGov. APA format must be used. Papers with incorrect APA format will be returned with no grade for revision.
His 330
Fall 2013
Writing Assignments—Tupelo
General Guidelines
Writing assignments should be doubled spaced and use a standard 12 point font. Remember to always put your name on your work.
Writing assignments should be submitted via SafeAssign on Blackboard before class on the date listed below. One letter grade will be deducted for each day the paper is late. Papers more than four days late will not be graded and given a zero. It is your responsibility to insure that papers are properly submitted to Blackboard on time. If in doubt, email a ...
PLSC 102 Term Paper on Political IdeologiesThe purpose of this.docx
PLSC 102 Term Paper on Political Ideologies
The purpose of this assignment, according to Thomas Jefferson:
“Difference of opinion leads to inquiry, and inquiry to truth.”
Check the list on Blackboard to see which issue of the following issues you’ve been assigned.
Illegal Immigration, Stem Cell Research, Affirmative Action, or US Foreign Aid (only non-military aid).
After getting your assigned issue from the list on Blackboard, address the following in at least 6-7 typed pages. You will need to use your lecture notes on the ideological spectrum, and outside research. In addition to books and journals, the following online databases will help you locate opposing views and recent laws/court decisions: Britannica Online, the Opposing Viewpoints Resource Center, ProQuest and LexisNexis (newspaper and newsmagazine searches), and the CQ Researcher. These and other MiraCosta databases can be accessed for free at MCC libraries or at home (using your Surf password). Simply click on “Library” on the MCC website, and then click on “All Online Databases” under “Online Resources.”
You should start your research with your textbooks (check the index), Britannica Online (or another trustworthy encyclopedia), and the Opposing Viewpoints database. Then, after you have a better understanding of your issue, you can move on to other specific sources such as newspaper and journal articles, newsmagazines such as Newsweek and Time, websites for political parties and other sources.
You will need to use at least 8 different sources for your paper other than your course textbooks. At least three of your sources must be something other than websites (i.e articles, books, etc). If you can find a source in print, but you choose to get it online (like a newspaper article from LATimes.com), it does not count as a website source. All sources must be cited in the paper and listed in a separate bibliography (citation format described below).
The paper must be double-spaced, with size 12 Times New Roman font, one-inch margins, and your name, class, and date in the header (not in the body of the paper – click View-->Header&Footer). Do not use any cover pages or folders – only a staple in the upper left corner. Your paper must be in essay format (no outlines). Do not include an introduction or conclusion. Points will be deducted for spelling and grammatical errors, and for deviations from the format described below.
Section 1: Describe how contemporary American liberals approach this issue. You will need to provide an objective, unbiased description, so that most liberals would agree with what you have written. Specifically,
a) Describe their beliefs about this issue – are they in favor, opposed? More importantly, what arguments do they give to support their position?
b) Describe the specific changes they propose to address this issue. You will need to research and describe several policies or ideas for reform, including recent laws (state and federa.
Unit 6 Assignment Death Penalty Retributivist v. Utilitarian Theor.docx
Unit 6 Assignment: Death Penalty: Retributivist v. Utilitarian Theories
In this assignment, imagine that your state legislature is considering repealing its death penalty and the legislators wish to hear the opinions of the top legal philosophers on both sides of the death penalty debate - imagine yourself as a modern day Jeremy Bentham and present three utilitarian arguments against the death penalty and therefore in favor of its repeal. Then, step into the shoes of a modern day Immanuel Kant and present to the legislature three retributivist arguments in favor of the death penalty and therefore, in opposition to its repeal. For each side of the debate, present each argument in detail, using headings and subheadings to keep your paper well-organized so that it will serve as a useful resource for your state legislators to be able to clearly grasp the key arguments on both sides. Include at least two examples to illustrate the arguments on each side.
In addition, the state legislators would like to hear your assessment of which theory of punishment, utilitarian or retributivist, you find most persuasive. Compare the persuasiveness of the two theories and provide a recommendation of which theory the legislators should follow (utilitarian for repeal of the state’s death penalty or retributivist for retention of the state’s death penalty).
Supplement your discussion with material from at least two sources other than the textbook (Chapter 4 of the Murphy textbook is an excellent starting point). Be sure to cite your sources in APA format, using in-text citations and references.
In addition to fulfilling the specifics of the Assignment, a successful paper must also meet the following criteria:
Length of the paper should be 750 - 1,000 words, excluding cover page and references.
Viewpoint and purpose should be clearly established and sustained.
Assignment should follow the conventions of Standard American English (correct grammar, punctuation, etc.).
Writing should be well ordered, logical and unified, as well as original and insightful.
Your work should display superior content, organization, style, and mechanics.
Appropriate citation style should be followed.
.
A COMPREHENSIVE BRIEF / TUTORIALOUTLET DOT COM
STUDENT BRIEFS
A comprehensive brief will include following elements:
1. Title and Citation
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For this piece of the Humanities Project, submit your topic choice along with your thesis and map as a single 1-2 page Word document.
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Sample Map for any topic
Introduction
Opening to capture interest
Transition sentence that leads to thesis
Thesis statement
Body
First Supporting Evidence
Quote / elaboration on quote
Example
Second Supporting Evidence
Quote / elaboration on quote
Example
Details
Third Supporting Evidence
Quote / elaboration on quote
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Tentative Thesis Statement (rough, vague)
These musicians were very popular and made good music.
Final Thesis Statement (more precise)
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Tentative Map Based on Final Thesis Statement
Introduction
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Although both musicians/composers contributed a great deal to the music world, their journeys are vastly different. While Beethoven suffered in silence, Elton John has had to face other struggles in his personal and professional life.
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Second Section -
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McDougall, J. (2012). Studying Media. In Media Studies: The basics (pp. 1-33). Abingdon, Oxon: Routledge.
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Balance Sheet and Single-Step Income Statement
Objective
To prepare a comprehensive balance sheet and Single-Step Income Statement presented in good form and derived from a list of various accounts. The amounts relative to each account will be given and the student will learn to determine whether an account is a balance sheet account or a temporary account that belongs to the income statement. The accounts will be comprised of all the various subgroupings in the balance sheet (Current Assets, Investment, Fixed Assets, Intangibles, and Other Assets, as well as Current Liabilities, Long-term Liabilities, and the Equity sections).
Guidelines
Obtain the list of accounts under the title of Course Project in Doc Sharing
Determine which accounts belong to the Balance Sheet and which accounts belong to the Income Statement
Determine to which subgroup each account belongs
Arrange the accounts in proper order and functionality
Prepare a Comprehensive Balance Sheet in good form
Prepare a Single-step Income Statement in good form
Grading Rubrics
Category
Points
%
Description
Making proper selection of accounts relative to the balance sheet or the income statement
30
20
From the provided listing of accounts determine which accounts are Balance Sheet accounts and which accounts are Income Statement accounts.
Putting the accounts into the proper subgroup according to functionality
15
10
Each account belongs to a particular subgroup. The student is to determine which subgroup the account belongs. This should be done according to functionality.
Preparing the balance sheet in good form
45
30
Proper form is important in the preparation of the balance sheet. Examples can be found in the text.
Preparing the income statement in good form
45
30
Proper form is important in the preparation of the income statement. Examples can be found in the text.
Ensuring that the Balance Sheet and the Income Statement have been computed correctly
15
10
It is important that the balance sheet and income statement are computed correctly and have the correct totals. An incorrect total in any part of the financials can invalidate the entire project.
Total
150
100
A quality project will meet or exceed all of the above requirements.
Course Project Listing of Accounts:
Accounts Payable
$197,532
Account Receivable
165,824
Accrued Interest on Notes Payable
500
Accrued Liabilities
9,500
Accumulated Depreciations
341,200
Additional Paid-in Capital
37,500
Administrative Expenses
350,000
Allowance for doubtful accounts
1,850
Building
975,800
Cash
42,485
Common Stock
400,000
Copyrights
105,000
Cost of Goods Sold
1,000,000
Customer Deposits
(expected to be paid next year)
420
Deposits with Vendors
(based on a long-term purchase contract) 50,000
Depreciation Expense
(40% - Selling, 60% - Administrative)
100,000
Dividend Income
30,000
Goodwill
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Introduction
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Book (( artform prebles ))
Sample Short Answer and Essay Questions.
Why is the human figure rare in Islamic art?
What are the key features of a typical mosque?
Why are carpets extremely important to the history of Islamic art?
What is the importance of calligraphy in the Islamic culture?
Sample Short Answer and Essay Questions
What are some community functions for art in Africa?
chapter 23: Between world wars
Dada
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Desceibe the rise of the Dada movement. what were its aims?
Surealism -
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Define "automotism" and describe the art movement associated with the method.
De Stijl
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How and where did De Stijl develop and what was its goal?
Latin American Modrnism -
Frida Kahlo
American Regionalism -
Frant Wood, Edward Hopper
African American Modernism
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Sargent Johnson
chapter 24; Postwar Mpdern Movements
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NEW YORK SCHOOL
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ABSTRACT EXPRESSIONISM
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Color Field Painting - Mark Rothko, Helen Frankenthaler, Robert Motherwell.
EVENTS AND HAPPENINGS
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POP ART
- James Rosenquisr, Andy Warhol, Roy lichtentein
How does the work of Andy Warhol best express pop art ?
Minimal Art
- Donald Judd, Ellsworth Kelly, Frank Stella
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Conceptual - Joseph Kosuth
Early Feminism
- Judy Chicago, Nancy Spero
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chapter 25: post modernity and global art
Street Art- Bansky, Renta and Risk
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The Global Present - Shahzia Sikander
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I used Starbucks for my company
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What were the justifications for European colonialism?
2)
How did European colonialism influence the development of Arab cinema?
3)
What types of media were popular in the Arab and African societies during the colonial period?
4)
Why did Egypt become the center of film industry?
5)
What were the main genres of early (beginning of the 20th century) Arab cinema?
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i need an evaluation essay about the
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cite everything in MLA style for reference.
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I need an essay about these two poems: compare and contrast them with quotes and explanatios
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MLA FORMAT, 2 PAGES
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Contagion (2011)
Directed by Steven Soderbergh
Recent reports concerning the Ebola virus offer a ‘real-time’ example of the themes we have
been discussing in class. The virus is a bio-organic entity with the capacity to become a global
event. Its effects must be managed and contained in order to sustain normative levels of
health. Given its potential for mass fatality, information about the virus is volatile, and thus
subject to bias and misinformation. Contagious viruses are a public health concern, and the
intervention against such events, the managed response, is an inherently political question,
which exposes the raw linkages between power and knowledge. Who is responsible for
quarantining and controlling the ‘outbreak?’ What do such ‘outbreaks’ reveal about our
shared world and the systems that sustain its homeostasis? How does it bring into question
the movement of bodies across boundaries and borders? What kinds of moral judgments and
stereotypes circulate around the infected? What role does the media play in such events? In
what ways does Science, in its official capacity, consider itself exempt from the media?
Questions to consider during the film:
How does the film establish the rules of the world it is depicting? Do you believe its portrayal is
realistic? How so? What factors lead you to this conclusion? If it is our world, how then is it
our world?
The director Soderbergh is often praised for his narrative techniques involving perspectives on
multiple-characters. How is this so-called ‘hyper-linked’ narration used to portray the story of
the ‘contagion?’ Why are ‘disaster’ films so adept at revealing the world as we imagine it to be?
What is the role of fear and paranoia in the film (including you as the viewer)?
Resources about Ebola:
http://www.nytimes.com/interactive/2014/07/31/world/africa/ebola-virus-outbreak-qa.html?_r=0
http://www.newyorker.com/magazine/2014/08/25/ebolanomics
Richard Preston, The Hot Zone. Classic, popular account (originally a New Yorker essay)
Other Medical Disaster/Disease Films:
Outbreak (1995) Dir. Wolfgang Petersen
Andromeda Strain (1971)---based on Michael Crichton novel
The Satan Bug (1965)
12 Monkeys (1995) Dir. Terry Gilliam
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I need help with an assignment that is due. It has to be done in Exc.docx
I need help with my art homework, description is belowATTACHED .docx
I need help with my art homework, description is belowATTACHED .docx
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I need help with an English homework. I have to read an small articl.docx
I need help with a physics essay I attached the outline and prompt.docx
I need help with a physics essay I attached the outline and prompt.docx
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I need help in correcting the grammar and spelling mistakes of this .docx
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I need help developing an operations plan for a single owneroperato.docx
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i need help in a sociology paper due to 1032014, the assignment ba.docx
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I need help for writing essay for Composition 1.---should be.docx
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I need help for writing essays for Composition 1.---I have 2 ess.docx
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I NEED AYou will have two hours to answer all 50 questions. O.docx
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i need answers for these study guide ART101Book (( artform prebles.docx
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I need answers in at least 100 or more wordsNo plagiarismNee.docx
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I need at least 2 pages to answer these questions below from the tw.docx
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i need an evaluation essay about the entitled The ‘F-Word essay.docx
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I need an essay about these two poems compare and contrast them wit.docx
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i need an essay about the subject attatched below, MLA format 3 page.docx
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- 1. I need help with final essay. The essay must be plagarism free , must f ollow the exact instructions that the instructor has provided. Must answer all questions that the instructor has placed in the instructions for essay. Will need to acquire references from school online library. Will provide login information to use school online library. Must be i n APA 6th ed format. Must include intext citations . Minimum word count is 1500 or more. Must guarantee an A quality paper . If the paper diesn't meet requirements or recieve atleast maximum points, a guaranteed refund of all monies paid will be given. When accepting to handshake means all requirements stated are acknowldege . Willing to pay $40 for an A quality nonplagarized, APA essay. Thanks for your time in advance Listed below is the instructions provided by my instructor to complete Week 5 Final Paper. Please follow all directions listed. Civil Liberties, Habeas Corpus, and the War on Terror The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall
- 2. course grade. Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012). An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution. Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court. Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without
- 3. the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra- judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate. Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics: Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution within the American tradition should include the general meaning of the right of habeas corpus in the U.S. Constitution and its relationship to the protection of other civil liberties. Provide examples from U.S. history of the suspension of habeas corpus and their applicability to the present. Analyze the relevance of habeas corpus to the contemporary U.S. situation during the war on terror, especially with respect to persons characterized by as enemy combatants or illegal combatants. Explain the U.S. Supreme Court's interpretation of the right of habeas corpus with respect to enemy combatants or illegal combatants (i.e., the views of the five justices making up the majority in Boumediene v. Bush as well as the views of the four dissenting justices). Evaluate a minimum of four perspectives on this topic expressed by justices of the Supreme Court, leaders in other branches of government, and commentators in both the
- 4. academic and popular media. Your evaluation should consider perspectives on the following topics as they relate to habeas corpus: The role of the President as Commander-in-Chief. The role of Congress in determining when habeas corpus can be suspended. The role of the Supreme Court in protecting civil liberties, including the judicial philosophy which should guide the Court in this role, and In your evaluation, you should also include your personal philosophy, values, or ideology about the balance between civil liberties and national security in the context of an unending war on terror. Follow these requirements when writing the Final Paper: The body of the paper (excluding the title page and reference page) must be at least 1,500 words long. The paper must start with a short introductory paragraph which includes a clear thesis statement. The thesis statement must tell readers what the essay will demonstrate. The paper must end with a short paragraph that states a conclusion. The conclusion and thesis must be consistent. The paper must logically develop the thesis in a way that leads to the conclusion, and that development must be supported by facts, fully explained concepts and assertions, and persuasive reasoning. The paper must address all subtopics outlined above. At least 20% of the essay must focus on subtopic five, listed above (your evaluation of perspectives on the topic). Your paper must cite at least three academic articles (excluding the course textbook) and at least four other kinds of sources (e.g., Supreme Court opinions, magazine or newspaper articles, the course textbook, and reliable websites or videos). Use your own words. While brief quotes from sources may be used, altogether the total amount of quoted text must be less than five percent of the body of your paper. When you use someone else's words, they must be enclosed in
- 5. quotation marks followed by an APA in-text short citation (author, year, and page) to your source. The in-text citation must correspond to a full APA citation for the source on the reference page at the end of the essay. When you express in your own words someone else's ideas, arguments or facts, your statement must be followed by an APA in-text short citation (author, year, and page) to your source. The in-text citation must correspond to a full APA citation for the source in the reference page. The form of the title page, the body pages, and the reference page must comply with APA style. Additionally, the title page must include the course number and name, the instructor's name, and the date submitted. The paper must use logical paragraph and sentence transitions, complete and clear sentences, and correct grammar, spelling, and punctuation. For this paper you need to do research in peer-reviewed journals or other sources that are considered to have reliable information. In addition to your required course text, you need at least seven scholarly sources, three of which must be peer- reviewed journal articles from the Ashford Online Library. Academic research papers must meet university level standards of quality. What constitutes quality, academic research? Primary sources written by experts in the field of study Secondary sources supported by research in primary sources Credible sources (experts in the area of study) Relevant research (materials are pertinent to the area of study) Peer-reviewed journal articles (journal articles reviewed by recognized experts in the relevant field of study). Educational and government websites (those ending with a web URL suffix of .edu or .gov) may be appropriate in some cases but should be evaluated carefully. Please visit the Academic Research section on your course homepage (accessible through the Student Responsibilities and Policies tab on the left navigation toolbar) to review what types of materials are not acceptable for academic, university level
- 6. research. The paper must be at least 1,500 words in length and formatted according to APA style. Cite your sources within the text of your paper and on the reference page.