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The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade. 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.
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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.
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.
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.
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.
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.
Recommended
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.
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.
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.
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.
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.
I need help with final essay. The essay must be plagarism free, .docx
I need help with final essay. The essay must be
plagarism free
, must f
ollow the exact instructions
that the instructor has provided. Must answer all questions that the instructor has placed in the instructions for essay. Will need to acquire references from school online library. Will provide login information to use school online library. Must be i
n APA 6th ed format.
Must
include intext citations
. Minimum
word count is 1500 or more.
Must guarantee an
A quality paper
. If the paper diesn't meet requirements or recieve atleast maximum points, a
guaranteed refund
of all monies paid will be given. When accepting to handshake means all requirements stated are acknowldege
. Willing to pay $40
for an A quality nonplagarized, APA essay.
Thanks for your time in advance
Listed below is the instructions provided by my instructor to complete Week 5 Final Paper. Please follow all directions listed.
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police o.
Civil Liberties, Habeas Corpus, and the War on 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 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.
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.
Ash pol 303 week 5 final paper new
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MG – C5POWER AND JUSTICEAssignment OverviewMediation models a.docx
MG – C5
POWER AND JUSTICE
Assignment Overview
Mediation models are prevalent in nearly all areas of management research. Structural Equation Modeling (SEM) has been often used as an analytical approach for mediation (theory) testing. This Case Assignment contains eight questions. To be able to address those questions you are asked to read the Williams et al., (2009) article on structural equation modeling (certain pages as it is specified in the reading material list), the Bauer et al., (2006) article that presents work that has examined procedural justice as a mediator of the relationship between information privacy and outcome favorability, and test taking motivation, organizational attraction, and intentions toward the organization; and the Colquitt et al., (2001) review article on justice, its dimensions, criteria, and effects on key organizational outcomes.
Case Assignment
Accurately interpret SEM results and create an alternative structural model.
Assignment Expectations
1. For study 1 in Bauer et al., (2006) article, indicate how many indicators each latent variable has. Please provide a detailed answer and include the names of the indicators and the variables, and explain the conceptual differences between them.
2. What are the problems associated with using items as indicators of latent variables? Please indicate at least three problems. Do Bauer et al., (2006) use items as indicators of latent variables? Please explain.
3. Draw a STRUCTURAL path diagram that represents the relationship between the variables in the first study (study 1) in Bauer et al., (2006) article. What is the data on which you base the values that appear in this structural model?
4. In Bauer et al., (2006) article, what do the various fit measures that are used in study 1 and 2 ultimately reflect?
5. In Bauer et al., (2006) article, Figure 2 presents the results of the SEM analysis for the longitudinal student sample. Please explain what the .47** on the arrow between procedural justice and orientation toward the organization represents, and also what does it actually mean?
6. Based on the results of study 2 (field model study) in Bauer et al., (2006) article, the researchers concluded that the partially mediated model is a better fit than the fully mediated model. What mediation refers to in the context of this study, and what is the difference between partial and full mediation in this specific context? How did the researchers reach this conclusion (that the partially mediated model is a better fit than the fully mediated model)? What do these results imply in terms of hypotheses support in this specific study? How do these results contribute to existing knowledge on procedural justice, and to practice in the organizational justice arena?
7. The findings in Colquitt et al., (2001) meta-analytical review, illustrate the relationships among different justice dimensions (such as distributive, procedural, and interpersonal justice), and several organizational outc.
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.
FPTP - Recent developments within the US Supreme Court
The Roberts Court usually hears around 70 to 80 cases a year. Most are of a dry and legalistic character, with little to capture the interest of students or teachers. However, there are times when the Court passes judgement on a case that could genuinely be considered a landmark.
Political Science 155 PAPER DUE M.docx
Political Science 155 PAPER DUE MARCH 11
Term Paper Format Page
Spring 2014
Requirements:
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research: A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment
-Social Security
-Welfare
-The Vietnam War
-The New Deal
-Euthanasia
-Terrorism
-The Iraq War
-Stem Cell Research
-Campaign Finance
-Tobacco
-Drug Laws
-Voting Rights
-Rights Of The Accused
-Political Parties
-Presidential Administrations
-Supreme Court Justices
-McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration
-The War On Terrorism
-Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
.
Assignment OverviewThe annotated bibliography is a companion.docx
Assignment Overview
The annotated bibliography is a companion to the
First Draft: Academic Argument Synthesis Essay
assignment. The purpose of an annotated bibliography is to help you to evaluate sources and determine what others have said about the topic you're researching. In short, an annotated bibliography helps you get familiar with the ongoing conversation about your topic, which is necessary for eventually writing an informed argument about your topic.
When you write an annotated bibliography, you create a list of research sources that you summarize, evaluate, and reflect upon. Building an annotated bibliography while you conduct research allows you to better understand and organize your research.
Assignment Guidelines
Each source in your annotated bibliography should be a source you synthesize in your
First Draft: Academic Argument Synthesis Essay
. Each source in your annotated bibliography starts with an MLA citation and then follows a four sentence pattern that 1) identifies the author and his or her credentials as well as his or her thesis, 2) identifies the medium or genre of the source and evaluates its credibility, 3) identifies the intended audience of the source, and 4) explains how the source can be useful in your research project.
Step 1:
To annotate a source,
first cite the source in correct MLA format
.
For example:
Gould, Joseph.
Citizen United and the Breakdown of Democracy.
New York: University of New York Press, 2012.
Step 2:
Break down the source into the
four sentence pattern
:
Sentence 1 (Credentials and Thesis
): Joseph Gould, a noted journalist covering issues of public policy and elections for the
Washington Post
, argues that the
Citizens United
decision has irrevocably undermined the democratic process of our electoral system.
Sentence 2 (Medium / Genre and Evaluation
): Gould constructs a thesis-driven, book-length, academic argument in the field of political science.
Sentence 3 (Audience
): Gould’s audience consists of academics in the field of political science and public policy as well as public officials.
Sentence 4 (How You Can Use This Source):
This source provides information about the effects of
Citizens United
that I can use to support my thesis, and because it is written by a noted expert it lends credibility to my argument.
Annotations should be written as paragraphs
and should follow the four sentence pattern above. Do not include labels, bold text, or spaces between sentences. These are provided here so that you can more easily identify the parts of the annotation. Yours will look more like this:
Gould, Joseph.
Citizen United and the Breakdown of Democracy.
New York: University of New York Press, 2012.
Joseph Gould, a noted journalist covering issues of public policy and elections for the
Washington Post
, argues that the
Citizens United
decision has irrevocably undermined the democratic process of our electoral system. Gould constructs a.
A COMPREHENSIVE BRIEF / TUTORIALOUTLET DOT COM
STUDENT BRIEFS
A comprehensive brief will include following elements:
1. Title and Citation
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 ...
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
1. The paper should center around issues, events, or law perta.docx
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research:
A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The
Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment -Social Security -Welfare -The Vietnam War
-The New Deal -Euthanasia -Terrorism -The Iraq War
-Stem Cell Research -Campaign Finance -Tobacco -Drug Laws
-Voting Rights -Rights Of The Accused -Political Parties
-Presidential Administrations -Supreme Court Justices -McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration -The War On Terrorism -Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
.
Case Analysis Content FormatThe case analysis must include the .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 ...
Title Criminal Justice and ConstitutionType of service Essay.docx
Title: Criminal Justice and Constitution
Type of service: Essay
Subject: Law and International Law
Academic Level: College
Format: APA
Pages: 4 (1200 words)
Sources: 4
Spacing: Double
Description
Discuss the following;
· Could a country such as the United States function without a federal constitution?
· Would it be possible for each state to merely abide by its own constitution?
· Why shouldn't the U.S Constitution include an overall criminal code specifying crimes and punishments that could apply [universally] throughout the US?
· Can you think of current tensions between states' rights and the federal government (e.g., gun laws, physician assisted suicide, legalization of marijuana, e.t.c.)
Reference (Required)
Constitutional Law and the Criminal Justice System by J. Scott Harr, Kären M. Hess, Christine Hess Orthmann, Jonathon Kingsbury Cengage Learning, 6th Edition, 2014
Before you submit, have you;
· Answered or addressed all the components of each question?
· Used and defined terms from the text?
· Discussed the appropriate cases, if applicable?
· Justified your responses?
· Cited your sources properly using APA style?
The paper will be graded on comprehensiveness, scope, content, accuracy, grammar & spelling, APA style.
...
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.
The following pairs of co-morbid disorders and a write 700 words .docx
The following pairs of co-morbid disorders and a write 700 words
based on your research:
Depression and substance abuse
Address
the following:
Discuss the general concept of co-morbidity.
Format
your paper consistent with APA guidelines.
.
The following is an access verification technique, listing several f.docx
The following is an access verification technique, listing several files and the access allowed for a single use.
Identify the control technique used here and for each,
explain the type of access allowed
.
a. File_1 R-E-
b. File_12 RWE
c. File_13 RW--
d. File_14 --E-
2.
. The following is an access verification technique, listing several users and the access allowed for File_13.
Identify the control technique used here and for each and
explain the type of access allowed.
Finally, describe who is included in the WORLD category.
a. User_10 --E-
b. User_14 RWED
c. User_17 RWE-
d. WORLD R---
.
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I need help with final essay. The essay must be
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ollow the exact instructions
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Listed below is the instructions provided by my instructor to complete Week 5 Final Paper. Please follow all directions listed.
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police o.
Civil Liberties, Habeas Corpus, and the War on 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 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.
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.
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MG – C5POWER AND JUSTICEAssignment OverviewMediation models a.docx
MG – C5
POWER AND JUSTICE
Assignment Overview
Mediation models are prevalent in nearly all areas of management research. Structural Equation Modeling (SEM) has been often used as an analytical approach for mediation (theory) testing. This Case Assignment contains eight questions. To be able to address those questions you are asked to read the Williams et al., (2009) article on structural equation modeling (certain pages as it is specified in the reading material list), the Bauer et al., (2006) article that presents work that has examined procedural justice as a mediator of the relationship between information privacy and outcome favorability, and test taking motivation, organizational attraction, and intentions toward the organization; and the Colquitt et al., (2001) review article on justice, its dimensions, criteria, and effects on key organizational outcomes.
Case Assignment
Accurately interpret SEM results and create an alternative structural model.
Assignment Expectations
1. For study 1 in Bauer et al., (2006) article, indicate how many indicators each latent variable has. Please provide a detailed answer and include the names of the indicators and the variables, and explain the conceptual differences between them.
2. What are the problems associated with using items as indicators of latent variables? Please indicate at least three problems. Do Bauer et al., (2006) use items as indicators of latent variables? Please explain.
3. Draw a STRUCTURAL path diagram that represents the relationship between the variables in the first study (study 1) in Bauer et al., (2006) article. What is the data on which you base the values that appear in this structural model?
4. In Bauer et al., (2006) article, what do the various fit measures that are used in study 1 and 2 ultimately reflect?
5. In Bauer et al., (2006) article, Figure 2 presents the results of the SEM analysis for the longitudinal student sample. Please explain what the .47** on the arrow between procedural justice and orientation toward the organization represents, and also what does it actually mean?
6. Based on the results of study 2 (field model study) in Bauer et al., (2006) article, the researchers concluded that the partially mediated model is a better fit than the fully mediated model. What mediation refers to in the context of this study, and what is the difference between partial and full mediation in this specific context? How did the researchers reach this conclusion (that the partially mediated model is a better fit than the fully mediated model)? What do these results imply in terms of hypotheses support in this specific study? How do these results contribute to existing knowledge on procedural justice, and to practice in the organizational justice arena?
7. The findings in Colquitt et al., (2001) meta-analytical review, illustrate the relationships among different justice dimensions (such as distributive, procedural, and interpersonal justice), and several organizational outc.
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.
FPTP - Recent developments within the US Supreme Court
The Roberts Court usually hears around 70 to 80 cases a year. Most are of a dry and legalistic character, with little to capture the interest of students or teachers. However, there are times when the Court passes judgement on a case that could genuinely be considered a landmark.
Political Science 155 PAPER DUE M.docx
Political Science 155 PAPER DUE MARCH 11
Term Paper Format Page
Spring 2014
Requirements:
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research: A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment
-Social Security
-Welfare
-The Vietnam War
-The New Deal
-Euthanasia
-Terrorism
-The Iraq War
-Stem Cell Research
-Campaign Finance
-Tobacco
-Drug Laws
-Voting Rights
-Rights Of The Accused
-Political Parties
-Presidential Administrations
-Supreme Court Justices
-McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration
-The War On Terrorism
-Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
.
Assignment OverviewThe annotated bibliography is a companion.docx
Assignment Overview
The annotated bibliography is a companion to the
First Draft: Academic Argument Synthesis Essay
assignment. The purpose of an annotated bibliography is to help you to evaluate sources and determine what others have said about the topic you're researching. In short, an annotated bibliography helps you get familiar with the ongoing conversation about your topic, which is necessary for eventually writing an informed argument about your topic.
When you write an annotated bibliography, you create a list of research sources that you summarize, evaluate, and reflect upon. Building an annotated bibliography while you conduct research allows you to better understand and organize your research.
Assignment Guidelines
Each source in your annotated bibliography should be a source you synthesize in your
First Draft: Academic Argument Synthesis Essay
. Each source in your annotated bibliography starts with an MLA citation and then follows a four sentence pattern that 1) identifies the author and his or her credentials as well as his or her thesis, 2) identifies the medium or genre of the source and evaluates its credibility, 3) identifies the intended audience of the source, and 4) explains how the source can be useful in your research project.
Step 1:
To annotate a source,
first cite the source in correct MLA format
.
For example:
Gould, Joseph.
Citizen United and the Breakdown of Democracy.
New York: University of New York Press, 2012.
Step 2:
Break down the source into the
four sentence pattern
:
Sentence 1 (Credentials and Thesis
): Joseph Gould, a noted journalist covering issues of public policy and elections for the
Washington Post
, argues that the
Citizens United
decision has irrevocably undermined the democratic process of our electoral system.
Sentence 2 (Medium / Genre and Evaluation
): Gould constructs a thesis-driven, book-length, academic argument in the field of political science.
Sentence 3 (Audience
): Gould’s audience consists of academics in the field of political science and public policy as well as public officials.
Sentence 4 (How You Can Use This Source):
This source provides information about the effects of
Citizens United
that I can use to support my thesis, and because it is written by a noted expert it lends credibility to my argument.
Annotations should be written as paragraphs
and should follow the four sentence pattern above. Do not include labels, bold text, or spaces between sentences. These are provided here so that you can more easily identify the parts of the annotation. Yours will look more like this:
Gould, Joseph.
Citizen United and the Breakdown of Democracy.
New York: University of New York Press, 2012.
Joseph Gould, a noted journalist covering issues of public policy and elections for the
Washington Post
, argues that the
Citizens United
decision has irrevocably undermined the democratic process of our electoral system. Gould constructs a.
A COMPREHENSIVE BRIEF / TUTORIALOUTLET DOT COM
STUDENT BRIEFS
A comprehensive brief will include following elements:
1. Title and Citation
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 ...
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
1. The paper should center around issues, events, or law perta.docx
1. The paper should center around issues, events, or law pertaining to at least one branch of the federal government (Legislative, Executive, or Judicial).
Example 1: Topic: Gun Control
Legislative Action: Brady Bill
Judicial Action: Ruled Brady Bill
unconstitutional
Example 2 : Topic: Abortion
Judicial Action: Roe v. Wade
Legislative Action: Limit Federal Money
For Abortions
Example 3: Topic: Segregation
Judicial Action: Brown v. Board Of Ed.
Executive Action: Presidential Federalization
Of National Guard
Example 4: Topic: Watergate
Executive Action: Refusing To Turn Over
Tapes
Judicial Action: Ordering President To Turn
Over Tapes
Legislative Action: Considering Impeachment
2. Research:
A minimum of three sources separate from the course texts should be
identified in a bibliography. The paper will be graded based on the amount
of information presented and its relevancy to the branches of the federal
government. Acceptable sources include books, periodicals, newspaper
articles, and internet sources. All sources must be listed in the bibliography.
3. Length: The
Paper Should Be 3 Double Spaced Pages Of Text.
4. Possible Topics (students can select a topic not listed here)
-Impeachment -Social Security -Welfare -The Vietnam War
-The New Deal -Euthanasia -Terrorism -The Iraq War
-Stem Cell Research -Campaign Finance -Tobacco -Drug Laws
-Voting Rights -Rights Of The Accused -Political Parties
-Presidential Administrations -Supreme Court Justices -McCarthyism
-U.S. Missile Defense Systems -Gun Regulation -Affirmative Action
-Immigration -The War On Terrorism -Abortion
-Offshore Oil Drilling -Global Warming - The Afghanistan War -Health Care
.
Case Analysis Content FormatThe case analysis must include the .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 ...
Title Criminal Justice and ConstitutionType of service Essay.docx
Title: Criminal Justice and Constitution
Type of service: Essay
Subject: Law and International Law
Academic Level: College
Format: APA
Pages: 4 (1200 words)
Sources: 4
Spacing: Double
Description
Discuss the following;
· Could a country such as the United States function without a federal constitution?
· Would it be possible for each state to merely abide by its own constitution?
· Why shouldn't the U.S Constitution include an overall criminal code specifying crimes and punishments that could apply [universally] throughout the US?
· Can you think of current tensions between states' rights and the federal government (e.g., gun laws, physician assisted suicide, legalization of marijuana, e.t.c.)
Reference (Required)
Constitutional Law and the Criminal Justice System by J. Scott Harr, Kären M. Hess, Christine Hess Orthmann, Jonathon Kingsbury Cengage Learning, 6th Edition, 2014
Before you submit, have you;
· Answered or addressed all the components of each question?
· Used and defined terms from the text?
· Discussed the appropriate cases, if applicable?
· Justified your responses?
· Cited your sources properly using APA style?
The paper will be graded on comprehensiveness, scope, content, accuracy, grammar & spelling, APA style.
...
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.
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The following pairs of co-morbid disorders and a write 700 words
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Discuss the general concept of co-morbidity.
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The following is an access verification technique, listing several files and the access allowed for a single use.
Identify the control technique used here and for each,
explain the type of access allowed
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a. File_1 R-E-
b. File_12 RWE
c. File_13 RW--
d. File_14 --E-
2.
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Course Information:
In this course we will survey the history of technological developments from the Renaissance to the current day. We will focus on a series of technological objects—machines, tools, and systems—considering them in their broader historical (social, cultural, and political) contexts. Organized chronologically we will trace this history beginning with Leonardo Da Vinci and ending with the International Space Station. This is not, however, a teleological assessment, which assumes a progressive improvement of technology—each age has merits in its own rights.
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The following is adapted from the work of Paul Martin Lester.
In order to find meaning from a visual message, you need to learn a systematic way for studying images.
1.
Make an inventory list of every element in the image,
2.
Note the lighting used in the image,
3.
Note any eye contact by subjects in the image,
4.
Note the visual cues of color, form, depth, and movement,
5.
Note how the gestalt laws apply toward the composition of picture,
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Note any semiotic signs that are a part of the image's content, and
When you've gone through the six steps noted above, it's time to apply the six perspectives for visual analysis to the piece. Each perspective is noted below.
Personal Perspective - Gut Reaction
Rick Williams' Omniphasism (all in balance) or Personal Impact Analysis
1.
What is the picture's story?
2.
List primary words.
3.
List associative words.
4.
Select most significant associative words.
5.
Pair up primary & most significant associative words.
6.
Relate word pairs with your own feelings.
7.
Relate any inner symbolism.
8.
Write a brief story concerning personal insights.
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When do you think the image was made?
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Technical Perspective - Consider the process decisions
How was the image produced?
What techniques were employed?
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Ethical Perspective - Moral Responsibility
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Is the picture aesthetically appealing?
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Is the image maker empathetic with the subject?
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Cultural Perspective - Societal Impact
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What do they say about current cultural values?
Critical Perspective - Reasoned Opinion
What do I think of this image now that I've spent so much time looking and studying it?
Project Overview:
This week, you were introduced to six analytical perspectives for analyzing media. These perspectives form the foundation for your Media Analysis Project (MAP). Over the next three weeks, you will analyze a visual work from any media (print, film, television, Internet), of your own choosing.
Due Date:
June 5
Time Line:
·
Topic Assignment (Listed under Paper Topic)
·
June 5 Thesis and Outline (Listed in appropriate headings below)
·
June 5 Final Paper
NOTE: Thesis and Outline, and Final Paper are two separate documents.
Requirements:
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Journal of Accountancy,
198
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Section:FRAUD
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MEASURING THE COST OF FRAUD
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Discussion Question
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Anthony lives with his girlfriend of 3 years and their 2 year old son. Anthony’s drinking behavior has increased to consumption of a case of beer on Saturday and Sunday evenings each week. He consumes several beers after work during the week “to maintain.” He has also been using methamphetamines, specifically “crystal meth” several times weekly. Anthony’s girlfriend ended their relationship as a result of his increasing substance use and ongoing difficulties. Anthony feels depressed and anxious about his current life situation, especially now that he realizes that he has no job and may be homeless because of his substance use. He is also feeling down about the loss of his relationship. He researched a few outpatient treatment programs to help him stop using both alcohol and methamphetamines, but is ambivalent about entering treatment. Anthony has considered the need to stop using substances to improve his life and relationships with significant others, though fears that he will lose his friends and miss partying with them if he stops. He also fears what life will be like without the comfort of getting high.
Consider and discuss the 5 stages of change. Based upon the information provided discuss what stage Anthony is in, and provide a rationale for your decision. Next, discuss the other stages of change and what indicators we might see as Anthony progresses on through these stages. Your posting must be a minimum of 500 words.
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Case Study 2:
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Case Study 3:
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Case Study 4:
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For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
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The first one is due Sep 24 at 11:00AM
the French-born Mexican journalist and author, Elena Poniatowska, will give a
public lecture
on the topic "
We Can All Be Writers" at
ASU
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To receive the extra credit, you need to
attend the entire event and submits a short rhetorical analysis
(250 words):
identify one thing the speaker did well, and one thing she did not do well, in anticipating and reaching her target audience
https://ihr.asu.edu/news-events/events/we-can-all-be-writers-lecture-elena-poniatowska
___________________________________________________________________________
The second one is due Sept 25 at 11:00AM
the fiction writer and poet, Matt Bell, will
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Anybody who
attends the entire event and submits a short report
(250 words)
and a personal reflection
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personal experience or writing?
- 500 words)
http://english.clas.asu.edu/mfareadingseries
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The
first part
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The
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The final research paper should be no less than 15 pages and in APA format. The 15 pages does not include the references/bibliography pages. You should also include visuals such as charts, pictures, or other media visuals to support and compliment your study. All papers will be submitted through eCourse and a link will be provided for submission
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The first one
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The second one
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The first president that I actually remembered was Jimmy Carter. I do remember as a child Ford being mentioned, but I was certainly not engaged in his presidency. However, I remember Reagan quite well. He came to office after a major financial down turn and his policies did seem to improve things immediately. Some have said that his actions of borrowing money were a hindrance to the future. Do you feel that Reganomics was beneficial to future generations or did he just borrow from the future in order to benefit his present circumstance? Did this set precedence for future presidents to take the nation into debt in order to help their political careers? I look forward to your thoughts?
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The final project for this course is the creation of a conceptual model for an integrated afterschool childhood prevention, education, or intervention program (Boys and Girls Club, for example). The program serves a wide range of age groups (ages 4 through 17) and demographic backgrounds. Students should design a program that can appropriately address the needs of the various learners. This final project should include a program foundation, program description, research proposal, and self-reflection.
The final product represents an authentic demonstration of competency because it requires students to apply classic theory in order to compose an original program based on advanced developmental principles. The project is divided into
four milestones
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Modules Three, Five, Seven, and Ten.
Main Elements
1.
Program Foundation:
a narrative/essay format that will describe the main concept of the program (prevention, education, intervention) and if the program will focus on a specific topic (math, English, drugs, bullying, coping skills for stress or anxiety, peer pressure, or your choice). This foundational narrative will provide citations that link the program concept to at least two of the classical theories presented in this course (Montessori, Piaget, Vygotsky, Bandura, Bronfenbrenner). (approximately 3–4 pages)
·
What type of program will be the focus of this project? Will it be a prevention program to stop kids from using alcohol and drugs? To try and prevent bullying? Will the program be an educational model, for example, a program focused on improving educational outcomes like math, critical thinking, problem solving, science, language skills, or other? Will the program be an intervention model or a program that targets kids for problematic behaviors like truancy, acting out in class, running away, vandalism, minor theft, or underage possession of alcohol or substances?
·
Consider the critical tasks of development as laid out by the chosen theory that may help organize the approaches utilized for each age group.
2.
Program Description
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·
In what setting will this program be offered, for example, school setting, community center, treatment center, or a faith-based organization?
·
How will your topic differ across each developmental level?
·
How will you describe the activities, materials, and tasks that will take place in the program for each age range?
·
Are the age ranges consistent with at least one of the classic theories employed to guide this.
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Include an
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Managed Health Care Quality
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Provider Contracting
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Cost Containment
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Effects on Medicare and Medicaid
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The Future Role of Government Regulations
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Include
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Writing the Final Paper
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Must have a cover page that includes:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least eight scholarly and /or peer-reviewed sources, published within the last five years, including a minimum of three from the Ashford University Online Library.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
.
The Final exam primarily covers the areas of the hydrosphere, the bi.docx
The Final exam primarily covers the areas of the hydrosphere, the biosphere and the lithosphere. As in the Midterm, special attention should be paid to the lecture notes and the PowerPoint files, as well as the Discussion Boards. These sections are dependent on the text and the laboratory exercises, but the discussions and the lecture notes are more conducive to explanation and understanding with a essay-driven format. Additionally, the animated PowerPoints are good at achieving an understanding of processes that are in motion, especially when looking at the lithosphere, giving them more of a 3-dimensional quality.
For this final essay exam you are required to answer all five (5) of the questions. Although there is no set word limit for these essay questions, you will be graded on your knowledge of the material and the detail with which you write your answers. You should take care to cite your sources in APA format and provide full references in a Works Cited list.
Describe the paths of water through the hydrologic cycle. Explain the processes and the energy gains and losses involved in the changes of water between its 3 states. Operationally, we often most concerned with water does when it reaches the solid earth, both on the surface and in the sub-surface. Explain the relationship between the saturated zone, the water table, a ground water well and the cone of depression, all within the sub-surface.
The food chain is a valuable concept in biogeography. Give an example of a specific food chain, labeling the various levels of the food chain. After looking at characteristics of food chains, explain how a geographer’s approach to the study of organisms might be different than biologist’s study of organisms; what would each try to emphasize more than the other? What exactly is a biome? Compare/contrast the concept of the biome with that of the zoogeographic region. Compare/contrast the floral characteristics of 2 of the following biomes: Desert, Tundra, Midlatitude Grassland and Boreal Forest.
Theorize the difference in soil development in adjoining soils developed on forested, sloped area versus a grassed flat area. What are the soil-forming factors? Explain the importance of the nature of the parent material to soil formation and type. Then, cite at least 2 examples in which the influence of parent materials might be outweighed by other soil-forming factors. Explain the “struggle” between the internal and external processes in shaping the Earth’s surface. What are the different ways that the surface of the Earth is changed over time?
Describe the general sequence of events in continental drift since the time of 5 separate continents 450 million years ago. What is the difference between the older continental drift theory by Wegener and the more recent plate tectonic theory? Plate tectonics theory explains many seemingly unrelated phenomena. Explain how the patterns of volcanoes and earthquakes related to plate tectonics..
The Final Paper must be 8 pages (not including title and reference p.docx
The Final Paper must be 8 pages (not including title and reference pages) and should demonstrate an understanding of the reading assignments, class discussions, your own research, and the application of new knowledge. It must include citations and references for six to eight sources; one may be the text.
Micozzi, M. S. (2010). Fundamentals of complementary and alternative medicine. (4th ed.). St. Louis, MO: Saunders Elsevier.
At least four must be from the ProQuest, EBSCOhost, or PubMed Central databases in the University Library, and the remaining sources must be from other scholarly or professional Internet resources.
For the Final Paper,
Complementary and alternative medicines >> (
Natural Products)
Provide a brief discussion of the protocols, and provide details of historical events that shaped the practice.
Chronic Pain
Describe the disease or condition from the CAM perspective
Include potential cultural challenges faced by the afflicted patient population as well as the practitioner.
Describe how the CAM (Natural Products) practitioner diagnoses and treats the condition.
Identify potential questions or skepticisms other health care providers and potential clientele may have regarding the CAM selected, and address the questions, supporting your responses with a minimum of two sources of research for the health condition and system chosen.
Identify and substantively describe a minimum of two other CAM practice interventions that could be suggested to assist in minimizing the impact of the illness/condition. Justify implementation of the two interventions you are recommending.
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a restatement of the thesis and a conclusion paragraph.
Must utilize six to eight sources; one may be the text, at least four must be from the ProQuest, EBSCOhost, or PubMed Central databases, and the remaining sources must be from other scholarly or professional Internet resources.
Must document all sources in APA style.
Must include a separate reference page that is formatted according to APA style.
.
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