The case Fisher v. TexasThe issue Abigail Fisher contends that.docx
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The case: Fisher v. Texas The issue: Abigail Fisher contends that when she applied to the University of Texas at Austin in 2008, she was rejected on the basis of race—that she was white. Up until now, federal courts have upheld a school's right to deny admission based on race, most recently in 2003 with Grutter v. Bollinger , a case which arose from a similar situation at the University of Michigan Law School. There, the court found that the constitution "does not prohibit the law school's narrowly tailored use of race in admissions decisions to further a compelling interest in obtaining the educational benefits that flow from a diverse student body." Though Fisher v. Texas does not seek to overrule Grutter v. Bollinger , Fisher wants UT to "properly apply the Supreme Court's principles that require using race-neutral alternatives first." Do you think the affirmative action should be applied in any case? What do you think? .
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Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas.
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Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
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In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
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Regents of University of California v. Bakke, 438 U.S. 265 (1978.docx
Regents of University of California v. Bakke, 438 U.S. 265 (1978)
98 S.Ct. 2733, 17 Fair Empl.Prac.Cas. (BNA) 1000, 17 Empl. Prac. Dec. P 8402...
© 2018 Thomson Reuters. No claim to original U.S. Government Works.
KeyCite Yellow Flag - Negative Treatment
Not Followed as Dicta Johnson v. Board of Regents of University of Georgia, 11th Cir.(Ga.), August 27, 2001
98 S.Ct. 2733
Supreme Court of the United States
REGENTS OF the UNIVERSITY OF CALIFORNIA, Petitioner,
v.
Allan BAKKE.
No. 76–811.
|
Argued Oct. 12, 1977.
|
Decided June 28, 1978.
Synopsis
White male whose application to state medical school was rejected brought action challenging legality of the school’s special admissions program under which 16 of the 100 positions in the class were reserved for “disadvantaged” minority students. School cross-claimed for declaratory judgment that its program was legal. The trial court declared the program illegal but refused to order the school to admit the applicant. The California Supreme Court, 18 Cal.3d 34, 132 Cal.Rptr. 680, 553 P.2d 1152, affirmed the finding that the program was illegal and ordered the student admitted and the school sought certiorari. The Supreme Court, Mr. Justice Powell, held that: (1) the special admissions program was illegal, but (2) race may be one of a number of factors considered by school in passing on applications, and (3) since the school could not show that the white applicant would not have been admitted even in the absence of the special admissions program, the applicant was entitled to be admitted.
Affirmed in part and reversed in part.
Mr. Justice Brennan, Mr. Justice White, Mr. Justice Marshall and Mr. Justice Blackmun filed an opinion concurring in the judgment in part and dissenting.
Mr. Justice White filed a separate opinion.
Mr. Justice Marshall filed a separate opinion.
Mr. Justice Blackmun filed a separate opinion.
Mr. Justice Stevens concurred in the judgment in part and dissented in part and filed an opinion in which Mr. Chief Justice Burger, Mr. Justice Stewart and Mr. Justice Rehnquist joined.
West Headnotes (19)
[1]
Federal Courts
Review of State Courts
Where, in action brought by white applicant to medical school for declaratory and injunctive relief against the school’s denial of admission, the school had cross-claimed for declaratory judgment that its special admissions program for minority applicants was constitutional and where the lower court had determined, as a reason for its judgment in favor of the applicant, that the school’s use of race in its consideration of any candidate’s application was unlawful, it was proper for the Supreme Court to deal not only with the issue of the denial of admission to the white applicant but also to deal with the propriety of the use of race as a factor in reviewing applications generally.
26 Cases that cite this headnote
[2]
Federal Courts
Review of State Courts
Although the petitioner for certiorari did not object to respondent’s ...
Education is a hallmark of civic life in America, so it’s no surpr.docx
Education is a hallmark of civic life in America, so it’s no surprise that it’s been at the center of many landmark controversies over the years. Here are 10 Supreme Court cases related to education that impacted both constitutional law and the public school experience.
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9. Engel v. Vitale(1962) and 8. Abington School District v. Schempp (1963)
This pair of cases shaped the modern understanding of how the Establishment Clause of the First Amendment constrains prayer in public schools. In Engel, the Court struck down a New York State rule that allowed public schools to hold a short, nondenominational prayer at the beginning of the school day. The Court decided that these prayers amounted to an “official stamp of approval” upon one particular kind of prayer and religious service, and said that, since teachers are agents of the federal government, the scheme violated the Establishment Clause.
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7. Lemon v. Kurtzman(1971)
This case adjudicated a different sort of Establishment Clause challenge, where the controversy dealt with a statute providing financial support for teacher salaries and textbooks in parochial schools. The Burger Court unanimously decided that this financial aid scheme violated the Establishment Clause and delineated the governing precedent for Establishment Clause cases known as the Lemon test. Under Lemon, statutes (1) must have a secular legislative purpose; (2) must have primary effects that neither inhibit nor advance religion; and (3) cannot foster an “excessive government entanglement with religion.” The Court held that this scheme violated the third prong of the Lemon test.
6. Wisconsin v. Yoder (1972)
Among the litany of public school cases from the Warren and Burger eras is the landmark Free Exercise Clause decision in Yoder. Wisconsin mandated that all children attend public school until age 16, but Jonas Yoder, a devoutly religious Amish man, refused to send his children to school past eighth grade. He argued that his children didn’t need to be in school that long t ...
133 S.Ct. 2411 (2013)Abigail Noel FISHER, Petitionerv.UNIVER.docx
133 S.Ct. 2411 (2013)
Abigail Noel FISHER, Petitioner
v.
UNIVERSITY OF TEXAS AT AUSTIN et al.
No. 11-345.
Supreme Court of United States.
Argued October 10, 2012.
Decided June 24, 2013.
2414*2414 Bert W. Rein, Washington, DC, Petitioner.
Gregory G. Garre, Washington, DC, for Respondents.
Donald B. Verilli, Jr., for the United States as amicus curiae, by special leave of the Court, supporting the Respondents.
Bert W. Rein, Counsel Of Record, William S. Consovoy, Thomas R. McCarthy, Claire J. Evans, Wiley Rein LLP, Washington, DC, for Petitioner.
Patricia C. Ohlendorf, Vice President for Legal Affairs, The University of Texas at Austin Flawn Academic Center, Austin, TX, Douglas Laycock, University of Virginia 2415*2415 School of Law, Charlottesville, VA, Gregory G. Garre, Counsel of Record, Maureen E. Mahoney, J. Scott Ballenger, Lori Alvino McGill, Katya S. Georgieva, Latham & Watkins LLP, Washington, DC, James C. Ho, Gibson, Dunn & Crutcher LLP, Dallas, TX, for Respondents.
Justice KENNEDY delivered the opinion of the Court.
The University of Texas at Austin considers race as one of various factors in its undergraduate admissions process. Race is not itself assigned a numerical value for each applicant, but the University has committed itself to increasing racial minority enrollment on campus. It refers to this goal as a "critical mass." Petitioner, who is Caucasian, sued the University after her application was rejected. She contends that the University's use of race in the admissions process violated the Equal Protection Clause of the Fourteenth Amendment.
The parties asked the Court to review whether the judgment below was consistent with "this Court's decisions interpreting the Equal Protection Clause of the Fourteenth Amendment, including Grutter v. Bollinger, 539 U.S. 306, 123 S.Ct. 2325, 156 L.Ed.2d 304 (2003)." Pet. for Cert. i. The Court concludes that the Court of Appeals did not hold the University to the demanding burden of strict scrutiny articulated in Grutter and Regents of Univ. of Cal. v. Bakke, 438 U.S. 265, 305, 98 S.Ct. 2733, 57 L.Ed.2d 750 (1978) (opinion of Powell, J.). Because the Court of Appeals did not apply the correct standard of strict scrutiny, its decision affirming the District Court's grant of summary judgment to the University was incorrect. That decision is vacated, and the case is remanded for further proceedings.
I
A
Located in Austin, Texas, on the most renowned campus of the Texas state university system, the University is one of the leading institutions of higher education in the Nation. Admission is prized and competitive. In 2008, when petitioner sought admission to the University's entering class, she was 1 of 29,501 applicants. From this group 12,843 were admitted, and 6,715 accepted and enrolled. Petitioner was denied admission.
In recent years the University has used three different programs to evaluate candidates for admission. The first is the program it used for some years before .
DEBATE 22 EDUCATION POLICYASSIGNING STUDENTS TO SCHOOLS BA.docx
DEBATE
22
EDUCATION POLICY
ASSIGNING STUDENTS TO SCHOOLS BASED ON RACE:
Justified or Unacceptable? ADVOCATE: National Education Association, et al.
JUSTIFIED
SOURCE: Amicus curiae brief to the U.S. Supreme Court in Parents
Involved in Community Schools v. Seattle School District No. 1 (2007) UNACCEPTABLE
ADVOCATE: Asian American Legal Foundation
SOURCE: Amicus curiae brief to the U.S. Supreme Court in Parents
Involved in Community Schools v. Seattle School District No. 1 (2007)
The intersection between education and race has long sparked emotional debate. Prior to the Civil War it was uncommon and in some places illegal to educate children who were not white. The Fourteenth Amendment (1868) requiring equal protection of the law for all citizens made it illegal to overtly deny children of color an education or to give them an expressly inferior one. However, the changes were more cosmetic that substantive. In many places, Jim Crow laws legalized accommo- dations that were supposedly “separate but equal,” but in reality were highly unequal. Blacks were the most numerous victims, but Asian Americans, Hispanics, and others also were relegated to second-class facilities and services. The Supreme Court upheld this fictitious equality in Plessy v. Ferguson (1896), a case that involved railroad car accommodations but also applied to schools and many other points of segregation. That decision stood until the Supreme Court overturned it in Brown v. Board of Education (1954). Writing for the unanimous court, Chief Justice Earl Warren opined that in “public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal.”
Over the years, the application Brown v. Board of Education slowly eliminated the overtly intentional school segregation, but, like the Fourteenth Amendment, there was a large gap between theoretical importance and practical impact. Two factors lim- ited Brown. One was that some school districts build schools or drew district lines in ways that maintained or created schools that were de facto racially segregated. The second factor involved living patterns. Whites fled cities to the suburbs or sent their children to private schools to avoid racially integrated schools, and urban schools became more and more minority dominated. These population shifts also left cities with diminished tax bases, and the schools declined for want of adequate funding.
In response, the courts moved to a more proactive stance. In a case involving the region centered on Charlotte, North Carolina, where schools remained very segre- gated and the school board resisted moving to desegregate, a federal judge in 1965 found that the segregation was intentional, ordered that all 105 schools integrate, and specified that children be bussed between schools in necessary. The Supreme Court in Swann v. Charlotte-Mecklenburg Board of Education (1971) unanimously backed
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As the largest health care workforce group, nurses are well suited to collaborate with other team members in the clinical work for an effective healthcare delivery (Matthys, Remmen, & Van Bogaert, 2017).
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In my healthcare setting, we use several health informatics methods such as pagers, mobile phones, communication system, medicine dispensing devices and barcode systems, but one that has been much applauded during this COVID 19 era is Telemedicine. I work in a psych/detox hospital.
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As the intake worker at a local community mental health access center, a thorough assessment needs to be completed for every person that comes in looking for support and services. Because of the variety of illnesses and treatment options, the more accurate your assessment and treatment plan the more help you will provide for the client.
Choose from one of the provided
case studies
to complete the
assessment and treatment plan
using the template provided.
Directions:
Choose a case study.
Fill out the assessment and treatment form.
Write a separate summary at the end of the form explaining the best psychological theory that would best fit understanding this case study. Be sure to include ethical and cultural considerations.
Assignment 1 Grading Criteria
Maximum Points
Assessment form.
20
Description of the disorder and explanation of the symptoms best explain the behavior of the case study.
32
Apply assessment information to treatment planning stage.
36
Choice and justification of a theory that fits best with this particular case.
32
Complete treatment plan form.
20
Summary of case study.
28
Analysis of the most appropriate treatment theory.
36
Explanation of where ethical and cultural considerations may arise and what could be done to provide ethical and culturally sensitive treatment.
32
Organization: Writing, Ideas, Transitions, and Conclusion
16
Usage and Mechanics: Grammar, Spelling, and Sentence structure
16
APA Elements: Attribution, Paraphrasing, and Quotations
24
Style: Audience, and Word Choice
8
Total:
300
*
Case Studies to choose from Just choose The easiest one an there is a Acessment form that needs to be completed all are attached.
Case Study #1
Young-Hwa, a 40-year-old Korean male, had immigrated to the United States 15 years ago without proper documentation. He had a hard life because, despite his training as a chef in Korea, he had difficulty finding a well-paying job without proper documentation. He also had a hard time getting along with others for long periods of time in some of the kitchens that he worked for.
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After many years of various positions including kitchen assistant and assistant cook, he finally landed his dream job of a top chef in a Korean restaurant.
He recently was married to a Caucasian woman who had a daughter from a prior relationship and now they have twin sons.
Their marriage would be described as fairly good with some hard times.
His wife knows his work history and occasionally will threatened that if he messes this one up, she and the children will be leaving him.
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As the evidence in the case study implies, the murder of Scowen .docx
As the evidence in the case study implies, the murder of Scowen by Mayo cannot be deemed a planned one. The rationale behind such a stance is that Mayo claims that he acted in self-defense, meaning that he did not intend to kill Scowen. Yet, this situation raises major doubts regarding the rightfulness of Mayo’s course of action. From the case study, it is clear that Mayo demonstrated disregard of human life when he used a firearm. In the first place, he killed a human being who did not pose a major threat to him because verbally threatening someone and taking the actions to carry out those threats are not the same thing. Apart from that, the use of firearms is associated with a major risk to the lives of people around the area. That is to say that Mayo could have wounded or even killed others who were at the bar at that time. According to Mayo, the killing was premised on Scowen’s taking the beer bottle accompanied by the threat to kill him. That is not a sufficient ground to kill a person. The fact that Scowen did not break the bottle also indicates that he might have not implied any malice action toward Mayo, while verbal threats, as heard by Mayo, do not justify his actions either.
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As the above commentary states, the black writers discussed in these.docx
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Use examples from scholarly and academic sources to support your response.
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As shown by the timeline of major employment laws, sometimes referre.docx
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Media
section of the
Insert
tab in the top menu bar for each slide.
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.
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Notes Length: 200-350 words for
each slide
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As someone with Attention Deficit Hyperactivity Disorder (ADHD),.docx
As someone with Attention Deficit Hyperactivity Disorder (ADHD), I have struggled with short-term memory issues for my entire life. However, since I was diagnosed later in life, I spent the bulk of my school-age years developing strategies to deal with what I thought were typical memory issues that everyone faced. By the time I entered university I knew that unless I physically wrote out my notes with a pen on paper, I would not remember them because it was too easy for me to type notes while my mind was ‘elsewhere’ not paying attention. If I needed to remember a list of things, I needed to write it somewhere I would see it repeatedly, like the back of my hand or the leg of my jeans; a list on paper in my pocket was quickly forgotten – out of sight out of mind.
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Issues with short-term memory loss as related to ADHD and the working memory model comes from reported deficits in the ability to control attention and an oversaturation of information input into the central executive (Ortega et al., 2020; Mcleod, 2012). This results in information input being disorganized and not always making it to the long-term memory. Meaning, my central executive may not function in the manner in which Baddeley (2003) suggests it should and it can get easily overwhelmed, resulting in the interference of informational input and encoding. Issues with short-term memory are often considered to be as a result of decay or interference, though decay is difficult to prove due to issues with testability and overall understanding of the cause (Jonides et al., 2008).
It was explained to me that many people who have unknowingly existed with ADHD throughout their lives have developed both conscious and unconscious strategies to manage any cognitive processing issues they deal with. I mentioned writing things down as a conscious strategy that I have implemented over the years. Another strategy that I’ve used and continue to practice is repeating someone’s name back to them when being introduced. The act of saying their name out loud forces my attention to be focused on that singular piece of information, allowing for a better chance of it being appropriately encoded and therefore retrieved. Another option is to use a multisensory strategy when possible, allowing for auditory and visual input of the same information. Saying someone’s name out loud and reading it on a name tag for example. I’ve also asked people in the past .
As she continues her journey at CSU, Claudia has been asked to deter.docx
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You should use the details found within the lessons to help establish a detailed schedule for Claudia. Do not forget to embrace the reading assignments for this unit as well. Review the material that is found within the lessons from Units I and II, and help Claudia develop a weekly schedule to rank her numerous priorities. Once you have assisted Claudia, you must help her reflect on her current actions and formulate ideas for any improvements that are necessary.
Click
here
(See Attached)
to access the homework worksheet for this assignment.
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As promised, here is the rubric that I will be using for grading you.docx
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Regents of University of California v. Bakke, 438 U.S. 265 (1978)
98 S.Ct. 2733, 17 Fair Empl.Prac.Cas. (BNA) 1000, 17 Empl. Prac. Dec. P 8402...
© 2018 Thomson Reuters. No claim to original U.S. Government Works.
KeyCite Yellow Flag - Negative Treatment
Not Followed as Dicta Johnson v. Board of Regents of University of Georgia, 11th Cir.(Ga.), August 27, 2001
98 S.Ct. 2733
Supreme Court of the United States
REGENTS OF the UNIVERSITY OF CALIFORNIA, Petitioner,
v.
Allan BAKKE.
No. 76–811.
|
Argued Oct. 12, 1977.
|
Decided June 28, 1978.
Synopsis
White male whose application to state medical school was rejected brought action challenging legality of the school’s special admissions program under which 16 of the 100 positions in the class were reserved for “disadvantaged” minority students. School cross-claimed for declaratory judgment that its program was legal. The trial court declared the program illegal but refused to order the school to admit the applicant. The California Supreme Court, 18 Cal.3d 34, 132 Cal.Rptr. 680, 553 P.2d 1152, affirmed the finding that the program was illegal and ordered the student admitted and the school sought certiorari. The Supreme Court, Mr. Justice Powell, held that: (1) the special admissions program was illegal, but (2) race may be one of a number of factors considered by school in passing on applications, and (3) since the school could not show that the white applicant would not have been admitted even in the absence of the special admissions program, the applicant was entitled to be admitted.
Affirmed in part and reversed in part.
Mr. Justice Brennan, Mr. Justice White, Mr. Justice Marshall and Mr. Justice Blackmun filed an opinion concurring in the judgment in part and dissenting.
Mr. Justice White filed a separate opinion.
Mr. Justice Marshall filed a separate opinion.
Mr. Justice Blackmun filed a separate opinion.
Mr. Justice Stevens concurred in the judgment in part and dissented in part and filed an opinion in which Mr. Chief Justice Burger, Mr. Justice Stewart and Mr. Justice Rehnquist joined.
West Headnotes (19)
[1]
Federal Courts
Review of State Courts
Where, in action brought by white applicant to medical school for declaratory and injunctive relief against the school’s denial of admission, the school had cross-claimed for declaratory judgment that its special admissions program for minority applicants was constitutional and where the lower court had determined, as a reason for its judgment in favor of the applicant, that the school’s use of race in its consideration of any candidate’s application was unlawful, it was proper for the Supreme Court to deal not only with the issue of the denial of admission to the white applicant but also to deal with the propriety of the use of race as a factor in reviewing applications generally.
26 Cases that cite this headnote
[2]
Federal Courts
Review of State Courts
Although the petitioner for certiorari did not object to respondent’s ...
Education is a hallmark of civic life in America, so it’s no surpr.docx
Education is a hallmark of civic life in America, so it’s no surprise that it’s been at the center of many landmark controversies over the years. Here are 10 Supreme Court cases related to education that impacted both constitutional law and the public school experience.
10. Brown v. Board of Education (1954)
Arguably the most well-known ruling of the 20th century, Brown overturned Plessy v. Fergusonand established that “separate educational facilities are inherently unequal.” The Warren Court’s unanimous decision explained that the separate-but-equal doctrine violated the Equal Protection Clause of the 14th Amendment, and ordered an end to legally mandated race-segregated schools. While the Brown decision marked only the beginning of a prolonged struggle to achieve actual integration, its impact cannot be understated.
9. Engel v. Vitale(1962) and 8. Abington School District v. Schempp (1963)
This pair of cases shaped the modern understanding of how the Establishment Clause of the First Amendment constrains prayer in public schools. In Engel, the Court struck down a New York State rule that allowed public schools to hold a short, nondenominational prayer at the beginning of the school day. The Court decided that these prayers amounted to an “official stamp of approval” upon one particular kind of prayer and religious service, and said that, since teachers are agents of the federal government, the scheme violated the Establishment Clause.
The reasoning in Engel was also applied in Schempp, in which the Court struck down a Pennsylvania policy that required all students to read 10 Bible verses and say the Lord’s Prayer at the beginning of each day. While a student could get an exemption with a parent’s note, the Warren Court decided that this still amounted to an unconstitutional government endorsement of a particular religious tradition.
7. Lemon v. Kurtzman(1971)
This case adjudicated a different sort of Establishment Clause challenge, where the controversy dealt with a statute providing financial support for teacher salaries and textbooks in parochial schools. The Burger Court unanimously decided that this financial aid scheme violated the Establishment Clause and delineated the governing precedent for Establishment Clause cases known as the Lemon test. Under Lemon, statutes (1) must have a secular legislative purpose; (2) must have primary effects that neither inhibit nor advance religion; and (3) cannot foster an “excessive government entanglement with religion.” The Court held that this scheme violated the third prong of the Lemon test.
6. Wisconsin v. Yoder (1972)
Among the litany of public school cases from the Warren and Burger eras is the landmark Free Exercise Clause decision in Yoder. Wisconsin mandated that all children attend public school until age 16, but Jonas Yoder, a devoutly religious Amish man, refused to send his children to school past eighth grade. He argued that his children didn’t need to be in school that long t ...
133 S.Ct. 2411 (2013)Abigail Noel FISHER, Petitionerv.UNIVER.docx
133 S.Ct. 2411 (2013)
Abigail Noel FISHER, Petitioner
v.
UNIVERSITY OF TEXAS AT AUSTIN et al.
No. 11-345.
Supreme Court of United States.
Argued October 10, 2012.
Decided June 24, 2013.
2414*2414 Bert W. Rein, Washington, DC, Petitioner.
Gregory G. Garre, Washington, DC, for Respondents.
Donald B. Verilli, Jr., for the United States as amicus curiae, by special leave of the Court, supporting the Respondents.
Bert W. Rein, Counsel Of Record, William S. Consovoy, Thomas R. McCarthy, Claire J. Evans, Wiley Rein LLP, Washington, DC, for Petitioner.
Patricia C. Ohlendorf, Vice President for Legal Affairs, The University of Texas at Austin Flawn Academic Center, Austin, TX, Douglas Laycock, University of Virginia 2415*2415 School of Law, Charlottesville, VA, Gregory G. Garre, Counsel of Record, Maureen E. Mahoney, J. Scott Ballenger, Lori Alvino McGill, Katya S. Georgieva, Latham & Watkins LLP, Washington, DC, James C. Ho, Gibson, Dunn & Crutcher LLP, Dallas, TX, for Respondents.
Justice KENNEDY delivered the opinion of the Court.
The University of Texas at Austin considers race as one of various factors in its undergraduate admissions process. Race is not itself assigned a numerical value for each applicant, but the University has committed itself to increasing racial minority enrollment on campus. It refers to this goal as a "critical mass." Petitioner, who is Caucasian, sued the University after her application was rejected. She contends that the University's use of race in the admissions process violated the Equal Protection Clause of the Fourteenth Amendment.
The parties asked the Court to review whether the judgment below was consistent with "this Court's decisions interpreting the Equal Protection Clause of the Fourteenth Amendment, including Grutter v. Bollinger, 539 U.S. 306, 123 S.Ct. 2325, 156 L.Ed.2d 304 (2003)." Pet. for Cert. i. The Court concludes that the Court of Appeals did not hold the University to the demanding burden of strict scrutiny articulated in Grutter and Regents of Univ. of Cal. v. Bakke, 438 U.S. 265, 305, 98 S.Ct. 2733, 57 L.Ed.2d 750 (1978) (opinion of Powell, J.). Because the Court of Appeals did not apply the correct standard of strict scrutiny, its decision affirming the District Court's grant of summary judgment to the University was incorrect. That decision is vacated, and the case is remanded for further proceedings.
I
A
Located in Austin, Texas, on the most renowned campus of the Texas state university system, the University is one of the leading institutions of higher education in the Nation. Admission is prized and competitive. In 2008, when petitioner sought admission to the University's entering class, she was 1 of 29,501 applicants. From this group 12,843 were admitted, and 6,715 accepted and enrolled. Petitioner was denied admission.
In recent years the University has used three different programs to evaluate candidates for admission. The first is the program it used for some years before .
DEBATE 22 EDUCATION POLICYASSIGNING STUDENTS TO SCHOOLS BA.docx
DEBATE
22
EDUCATION POLICY
ASSIGNING STUDENTS TO SCHOOLS BASED ON RACE:
Justified or Unacceptable? ADVOCATE: National Education Association, et al.
JUSTIFIED
SOURCE: Amicus curiae brief to the U.S. Supreme Court in Parents
Involved in Community Schools v. Seattle School District No. 1 (2007) UNACCEPTABLE
ADVOCATE: Asian American Legal Foundation
SOURCE: Amicus curiae brief to the U.S. Supreme Court in Parents
Involved in Community Schools v. Seattle School District No. 1 (2007)
The intersection between education and race has long sparked emotional debate. Prior to the Civil War it was uncommon and in some places illegal to educate children who were not white. The Fourteenth Amendment (1868) requiring equal protection of the law for all citizens made it illegal to overtly deny children of color an education or to give them an expressly inferior one. However, the changes were more cosmetic that substantive. In many places, Jim Crow laws legalized accommo- dations that were supposedly “separate but equal,” but in reality were highly unequal. Blacks were the most numerous victims, but Asian Americans, Hispanics, and others also were relegated to second-class facilities and services. The Supreme Court upheld this fictitious equality in Plessy v. Ferguson (1896), a case that involved railroad car accommodations but also applied to schools and many other points of segregation. That decision stood until the Supreme Court overturned it in Brown v. Board of Education (1954). Writing for the unanimous court, Chief Justice Earl Warren opined that in “public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal.”
Over the years, the application Brown v. Board of Education slowly eliminated the overtly intentional school segregation, but, like the Fourteenth Amendment, there was a large gap between theoretical importance and practical impact. Two factors lim- ited Brown. One was that some school districts build schools or drew district lines in ways that maintained or created schools that were de facto racially segregated. The second factor involved living patterns. Whites fled cities to the suburbs or sent their children to private schools to avoid racially integrated schools, and urban schools became more and more minority dominated. These population shifts also left cities with diminished tax bases, and the schools declined for want of adequate funding.
In response, the courts moved to a more proactive stance. In a case involving the region centered on Charlotte, North Carolina, where schools remained very segre- gated and the school board resisted moving to desegregate, a federal judge in 1965 found that the segregation was intentional, ordered that all 105 schools integrate, and specified that children be bussed between schools in necessary. The Supreme Court in Swann v. Charlotte-Mecklenburg Board of Education (1971) unanimously backed
2
John T. Rourke, You Decide! 2012 Copy.
Court Case 5 - William Allan Kritsonis, PhD
School Law & Educational Law
Professor William Allan Kritsonis
Similar to The case Fisher v. TexasThe issue Abigail Fisher contends that.docx (10)
Affirmative Action in College and University Admissions - UCEA
Affirmative Action in College and University Admissions - UCEA
Affirmative Action Supreme Court Cases 1970s-Present
Affirmative Action Supreme Court Cases 1970s-Present
Regents of University of California v. Bakke, 438 U.S. 265 (1978.docx
Regents of University of California v. Bakke, 438 U.S. 265 (1978.docx
Education is a hallmark of civic life in America, so it’s no surpr.docx
Education is a hallmark of civic life in America, so it’s no surpr.docx
133 S.Ct. 2411 (2013)Abigail Noel FISHER, Petitionerv.UNIVER.docx
133 S.Ct. 2411 (2013)Abigail Noel FISHER, Petitionerv.UNIVER.docx
DEBATE 22 EDUCATION POLICYASSIGNING STUDENTS TO SCHOOLS BA.docx
DEBATE 22 EDUCATION POLICYASSIGNING STUDENTS TO SCHOOLS BA.docx
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Advanced 92-100 (A- to A):
Satisfies criteria w/ excellence
Proficient 84-91 (B- to B+):
Satisfies Criteria
Developing 76-90 (C- to C+):
Satisfies most criteria
Below Expectations 74-75 (F to D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Summary
28-30 pts.
· The summary is an exceptional, concise, tightly worded, in-depth, insightful précis of the core concepts of the entire book.
· 400-500 word count has been met
26-27 pts.
1. The summary is a concise, tightly worded, in-depth, insightful précis of most of the core concepts of the entire book.
· 400-500 word count has been met
23-25 pts.
· The summary section needs to be organized and developed more fully.
· The summary needs to demonstrate a familiarity with the entire book.
1-22 pts.
· The summary was poorly written and did not demonstrate a familiarity with the entire book.
0 points
Concrete Response
23-25 pts.
· Response in first person voice relates in an exceptional manner how the specific content of this book connected to an experience in your own life.
· 250- 300 word count has been met
21-22 pts.
1. Response in first person voice adequately relates how the content of this book connected to an experience in your own life.
1. 250- 300 .
As our course materials make clear, ideasimages of heroes or .docx
As our course materials make clear, ideas/images of heroes or heroic figures are pervasive and seem to have both universal and unique (cultural, temporal, geographic, etc.) characteristics and meanings. For your research paper, I would like you to focus on one specific character or individual who has been, or arguably could be, proclaimed a heroic (or at least celebrated) figure. The “hero” you choose may be most frequently encountered in oral tradition (myth, folktale, legend, personal experience narratives, etc.), print (classical mythology, novels, children’s literature, written history, comic books, etc.) or visual/multi-media formats (art works, film, television, Internet, etc.). In all likelihood, crucial understandings (current or past) of any particular hero/celebrity will be found in multiple forms of communication and representation. For example, how many different ways can one come to “know” Hercules, George Washington, or Luke Skywalker?
What hero figure, heroic ideal, or celebrity will you specifically focus on? What data/modes of communication will you deal with? Why, based on your preliminary research, is this important to study?
.
As part of the IEP team, general education and special education t.docx
As part of the IEP team, general education and special education teachers must possess an understanding of the eligibility categories used to determine if a student is eligible to receive special education services. These categories are broad and many types of diagnoses fall under each category. For example, attention deficit disorder is one common disability that falls under the category of Other Health Impaired, and Down syndrome falls under Intellectual Disability. Dyslexia is also a diagnosis that usually falls under the category of Specific Learning Disability in the area of Reading and has specific, unique characteristics. General education and special education teachers must collaborate and communicate in a professional and articulate manner with school psychologists, related service providers, administrators, colleagues, and families when determining eligibility and providing a rationale to support the need for delivery of services.
Use the provided “Disability Matrix Template” to complete this assignment. Follow the example “Autism” row in the template.
Identify and research the disability categories under IDEA.
Support your findings with an additional three scholarly resources.
.
As managers acquire experience some of what they had utilized with.docx
As managers acquire experience some of what they had utilized with regards to their managerial styles change (Bauer and Erdogan, 2015). For this week, after reading the article on what makes a great manager by Buckingham as cited in HBR (2011) as well as viewing the video that is located under Media and adding other professional resources that you have read, discuss your personal experiences with either how you have seen a manager alter his/her style as time went by or your own personal experience with it.
The discussion post this week should address two items:
1. Share examples of what you have learned about managing so that the optimum performance, as well as motivation from a team, has been the results. Take into consideration the article from the last discussion by Walker as cited in HBR (2011) with regards to novice managers and compare the two author's ideas about management styles. You may also refer to the other readings and video selections provided in the course if that is a better fit for your work and helps you to build out your research paper.
2. Additionally, please research for the upcoming research papers and share two sources in your discussion thread that speaks to your topic area. You may use a selection from our coursework or a new source. Please share a comment about how your topic area is relevant to managing and leading others or your approach to the research paper, and why this is an important topic to you.
Reference
Bauer, T. & Erdogan, B. (2015). Organizational behavior V2.0. Washington, DC: Flat World.
Harvard Business Review. (2011). HBR's 10 must reads: On managing people. Boston, MA: Harvard Business Review Press.
Audi and the Audi Cup case
In the ‘Audi and the Audi Cup’ case, select one of the key stakeholders and develop a new brand concept which leverages a sponsorship asset which has not featured prominently in recent activations.
When developing this concept, explain:
i. Why have you chosen this sponsorship asset?
ii. How will this asset compliment or help achieve key objectives for Audi?
iii. How can you make this activation scalable (i.e. Increase in size, reach) without significantly increasing the budget?
iv. What KPI’s could be used in order to measure the success of this activation?
v. Name two Critical Success Factors that will influence the outcome or success of this activation for the stakeholder you have chosen.
Guidance to answering Activity
When developing concepts for sponsorship activation for a brand (sponsor) there is a tendency to start with an ‘idea’. Perhaps you will have an idea which is creative and different to other activation ideas that have not been used by this particular brand or partner (i.e. football club or cycling team). This does not always lead to the best fit ot address the marketing or business objectives of the sponsor.
When assessing the suitability and strength of concepts for sponsors, there are a number of .
As many healthcare facilities seek to implement analytical patie.docx
As many healthcare facilities seek to implement analytical patient quality and clinical value in collaboration with electronic health record management. Automated algorithms are capable of sifting through thousands of patient records to identify potential clinical errors and systematically measure patient safety in ways never before anticipated (Davenport, 2014). Discuss how social media can impact the present and future outlook on health care analytics.
.
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