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Title ABC/123 Version X 1 FIRAC Worksheet HIS/301 Version 8 3 University of Phoenix MaterialFIRAC Worksheet Appendix B: Briefing and Analyzing Cases in Constitutional Law offers a model to brief a court case. FIRAC stands for Facts, Issue, Rule(s), Analyze, and Conclusion. Read about this model and see an example of it in Appendix B. Then, select a United States Supreme Court case on the First Amendment and complete a FIRAC analysis using the worksheet below. For each portion of the FIRAC analysis, include a 200- to 300-word response. SUPREME COURT case: Hazelwood School District v. Kuhlmeier FACTS: Lay out the facts of the case. Sometime during the school year of 1987, the principal of Hazelwood East Public School had made the decision to remove two articles from the school newspaper due to the fact that they contained controversial content. The newspaper, known as “The Spectrum”, was paid for by the Board of Education and it was produced by the journalism class at the school. The two articles that were found controversial contained topics such as teenage pregnancy and divorce. The article about divorce contained personal information from a student dealing with this dilemma in her personal life, and the articles about teenage pregnancy were featured stories with experiences from some of the students attending the school. The students interviewed for these articles had changed their names in order to protect their privacy. Although the students felt that these topics needed to be discussed amongst their peers, the principal removed them from the paper. Student Cathy Kuhlmeier, along with two other students in her class felt that these actions were a direct violation of their first amendment rights that grants them both access to the freedom of the press and also to the freedom of speech. In order to retaliate against these actions, Cathy and her two classmates decided to sue the school ("Facts and Case Summary: Hazelwood V. Kuhlmeier", n.d.). ISSUE: Identify the legal issue. The First Amendment states that Congress is not allowed to make any laws that prevents actions such as the removal or editing the freedoms of speech and the freedom of the press as well. When these students decided to sue the Hazelwood School District, they believed that the actions of their principal were unconstitutional in removing the two articles that were placed in the paper. The legal issue at question is “Does the decision of a principal to prohibit the publishing of certain articles, which he deems inappropriate, in the school newspaper violate the student journalists' First Amendment right of freedom of speech” ("Facts And Case Summary: Hazelwood V. Kuhlmeier", n.d.). There are two sides to think about when identifying the legality of these issues. On the one hand, you have the students who feel that the freedom of their voice and their newspaper is being threatened by the school’s authorities figure. On the other hand, you have the school authority that i ...
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Hazelwood v. Kuhlmeier
The principal of Hazelwood East High School removed two pages from the school newspaper in 1983 due to articles discussing teenage pregnancy and divorce. The journalism students sued, claiming their First Amendment rights were violated. The U.S. District Court sided with the principal, saying school officials can limit student speech if they have a reasonable justification. However, the Court of Appeals reversed, finding that the newspaper was a public forum for student expression. The Supreme Court ultimately heard the case to determine the rights of students to freedom of speech in school publications.
First Amendment at School
The document discusses three Supreme Court cases that shaped the extent of students' First Amendment rights in schools:
1) Tinker v. Des Moines (1969) established that students have free speech rights and can protest the Vietnam War by wearing black armbands, unless it substantially disrupts school.
2) Bethel v. Fraser (1986) upheld a student's suspension for giving a sexually explicit nominating speech, as schools can restrict vulgar or offensive language.
3) Hazelwood v. Kuhlmeier (1988) ruled schools can exercise editorial control over school-sponsored publications if reasonably related to pedagogical concerns, allowing a principal to censor articles in a school newspaper.
Case law
The document summarizes three Supreme Court cases:
1) Plessy v. Ferguson (1896) upheld the constitutionality of racial segregation under the "separate but equal" doctrine. Homer Plessy was arrested for sitting in the white car of a train. The Court ruled racial segregation did not violate the 13th or 14th Amendments as long as facilities were equal.
2) New Jersey v. T.L.O. (1985) established the standard that school officials need reasonable suspicion, not probable cause, to conduct searches of students. A student's purse was searched for cigarettes and drugs were found.
3) Hazelwood v. Kuhlmeier (1988
US Case Law
1) Hazelwood v. Kuhlmeier established that public school administrators can censor student newspapers if they have educational reasons. The principal's removal of articles on divorce and pregnancy from the school paper was found to be justified.
2) New Jersey v. T.L.O. determined that the Fourth Amendment applies to searches by school officials but a lower standard of "reasonable suspicion" rather than probable cause is required. A search of a student's purse that revealed marijuana was deemed reasonable.
3) Plessy v. Ferguson upheld the constitutionality of racial segregation under the "separate but equal" doctrine, finding that segregated facilities did not necessarily violate the 14th Amendment as long as
First amendment and you
Three public school students wore black armbands to school to protest the Vietnam War and were suspended for refusing to remove them. They sued the school district for violating their 1st Amendment rights. The Supreme Court decided that the school had violated the students' rights by suspending them for a silent, passive expression of opinion unaccompanied by disruptive conduct.
A high school student gave a nominating speech at a school assembly that included graphic and explicit sexual metaphors. He was suspended for the speech. The Supreme Court decided that schools may restrict student speech that is lewd, indecent, or offensive.
A high school principal removed two articles from the school newspaper that discussed teen pregnancy and divorce because he found the
case law
Three public school students wore black armbands to protest the Vietnam War and were suspended. They argued this was a peaceful protest protected by the First Amendment. The school board countered that the protest disrupted learning. The Supreme Court ultimately ruled the students had a right to peaceful protest through armbands, as long as it did not disrupt the learning process.
Public School Law Outline - Dr. William Kritsonis
Dr. William Allan Kritsonis, Students Rights, Student Freedom of Speech, Student Expression, Pickering and other cases, Censsorship of Student Publications, Due Process, Discrimination, Diversity, Multicultural Issues, Personnel Administration
P U B L I C S C H O O L L A W O U T L I N E
This document summarizes educator and student expression and association rights under the First Amendment. It discusses several important Supreme Court cases that established: 1) public school teachers have a right to free expression as citizens outside of school; 2) teacher in-school speech is protected if it addresses matters of public concern; and 3) students' freedom of expression is protected unless it causes substantial disruption to school activities. The document also reviews legal precedents around academic freedom, whistleblowing protections, and freedom of association for educators and students.
Recommended
Hazelwood v. Kuhlmeier
The principal of Hazelwood East High School removed two pages from the school newspaper in 1983 due to articles discussing teenage pregnancy and divorce. The journalism students sued, claiming their First Amendment rights were violated. The U.S. District Court sided with the principal, saying school officials can limit student speech if they have a reasonable justification. However, the Court of Appeals reversed, finding that the newspaper was a public forum for student expression. The Supreme Court ultimately heard the case to determine the rights of students to freedom of speech in school publications.
First Amendment at School
The document discusses three Supreme Court cases that shaped the extent of students' First Amendment rights in schools:
1) Tinker v. Des Moines (1969) established that students have free speech rights and can protest the Vietnam War by wearing black armbands, unless it substantially disrupts school.
2) Bethel v. Fraser (1986) upheld a student's suspension for giving a sexually explicit nominating speech, as schools can restrict vulgar or offensive language.
3) Hazelwood v. Kuhlmeier (1988) ruled schools can exercise editorial control over school-sponsored publications if reasonably related to pedagogical concerns, allowing a principal to censor articles in a school newspaper.
Case law
The document summarizes three Supreme Court cases:
1) Plessy v. Ferguson (1896) upheld the constitutionality of racial segregation under the "separate but equal" doctrine. Homer Plessy was arrested for sitting in the white car of a train. The Court ruled racial segregation did not violate the 13th or 14th Amendments as long as facilities were equal.
2) New Jersey v. T.L.O. (1985) established the standard that school officials need reasonable suspicion, not probable cause, to conduct searches of students. A student's purse was searched for cigarettes and drugs were found.
3) Hazelwood v. Kuhlmeier (1988
US Case Law
1) Hazelwood v. Kuhlmeier established that public school administrators can censor student newspapers if they have educational reasons. The principal's removal of articles on divorce and pregnancy from the school paper was found to be justified.
2) New Jersey v. T.L.O. determined that the Fourth Amendment applies to searches by school officials but a lower standard of "reasonable suspicion" rather than probable cause is required. A search of a student's purse that revealed marijuana was deemed reasonable.
3) Plessy v. Ferguson upheld the constitutionality of racial segregation under the "separate but equal" doctrine, finding that segregated facilities did not necessarily violate the 14th Amendment as long as
First amendment and you
Three public school students wore black armbands to school to protest the Vietnam War and were suspended for refusing to remove them. They sued the school district for violating their 1st Amendment rights. The Supreme Court decided that the school had violated the students' rights by suspending them for a silent, passive expression of opinion unaccompanied by disruptive conduct.
A high school student gave a nominating speech at a school assembly that included graphic and explicit sexual metaphors. He was suspended for the speech. The Supreme Court decided that schools may restrict student speech that is lewd, indecent, or offensive.
A high school principal removed two articles from the school newspaper that discussed teen pregnancy and divorce because he found the
case law
Three public school students wore black armbands to protest the Vietnam War and were suspended. They argued this was a peaceful protest protected by the First Amendment. The school board countered that the protest disrupted learning. The Supreme Court ultimately ruled the students had a right to peaceful protest through armbands, as long as it did not disrupt the learning process.
Public School Law Outline - Dr. William Kritsonis
Dr. William Allan Kritsonis, Students Rights, Student Freedom of Speech, Student Expression, Pickering and other cases, Censsorship of Student Publications, Due Process, Discrimination, Diversity, Multicultural Issues, Personnel Administration
P U B L I C S C H O O L L A W O U T L I N E
This document summarizes educator and student expression and association rights under the First Amendment. It discusses several important Supreme Court cases that established: 1) public school teachers have a right to free expression as citizens outside of school; 2) teacher in-school speech is protected if it addresses matters of public concern; and 3) students' freedom of expression is protected unless it causes substantial disruption to school activities. The document also reviews legal precedents around academic freedom, whistleblowing protections, and freedom of association for educators and students.
Case law project
This document summarizes three landmark Supreme Court cases from the 1970s that involved challenges to the First and Fourteenth Amendments: Regents of the University of California v Bakke challenged affirmative action policies; Texas v Johnson protected flag burning as free speech; and Hazelwood v Kuhlmeier allowed censorship of a school newspaper for pedagogical reasons. Bakke ruled against racial quotas, Johnson ruled symbolic speech is protected, and Kuhlmeier gave school administrators control over school-sponsored publications. These cases helped define key constitutional rights and limitations.
Tinker v des moines
The document summarizes the Supreme Court case Tinker v. Des Moines School District. It describes how students wore black armbands to school to protest the Vietnam War and were suspended as a result. The Supreme Court ultimately ruled that the students' free speech rights were violated, establishing that students do not "shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." The school needed evidence that expression would disrupt operations to ban it.
Hazelwood v kuhlmeier
The principal at Hazelwood East High School censored two pages of articles in the school newspaper that he deemed inappropriate. Students who authored the articles sued, arguing their First Amendment rights were violated. While the district court sided with the school, the appeals court reversed. The Supreme Court ultimately ruled 5-3 in favor of the school, determining that officials can exercise control over school-sponsored publications as long as it relates to pedagogical concerns.
Law of the Student Press
The document discusses the legal rights and responsibilities of student journalists. It explains that student journalists generally have the same free speech rights as professional journalists, with some exceptions. It outlines when censorship of student media is legally permitted, such as for obscenity, libel, or material that could disrupt school activities. The document also summarizes several important Supreme Court rulings that have shaped the legal status of student press, such as Hazelwood v. Kuhlmeier.
United States Constitution
The document summarizes several Supreme Court cases related to civil liberties and constitutional rights:
1) Tinker v. Des Moines involved two students who were removed from school for wearing black armbands to protest the Vietnam War. The Supreme Court ruled in 1969 that symbolic speech like armbands is protected by the First Amendment.
2) New Jersey v. T.L.O concerned the search of a student by the vice principal. The Supreme Court ruled in 1985 that searches by school officials need only be reasonable rather than requiring a warrant.
3) Griswold v. Connecticut involved the director of a birth control clinic who was arrested for providing contraceptives. The Supreme Court established a right
C E N S O R S H I P O F S T U D E N T P U B L I C A T I O N
The document summarizes two important Supreme Court cases related to censorship of student publications: Tinker v. Des Moines Independent Community School District (1969) and Hazelwood School District v. Kuhlmeier (1988). Tinker established that students can express personal opinions unless it causes disruption, while Hazelwood allowed more censorship if the publication was school-sponsored. The document also discusses how courts have dealt with obscenity, vulgar language, and defining school-sponsored vs open forum student publications.
Censorship Of Student Publication
The US Supreme Court's 1969 decision in Tinker v. Des Moines established that students can express personal opinions on controversial subjects unless it causes disruption. It involved students suspended for wearing black armbands to protest the Vietnam War. The 1988 case Hazelwood v. Kuhlmeier allowed more censorship of student publications that are school-sponsored. It distinguished between publications for educational purposes versus student expression forums. Courts have generally allowed censorship of obscene or libelous material in student publications, while vulgar language censorship depends on context.
Censorhsip - School Law - Dr. W.A. Kritsonis
Dr. William Allan Kritsonis, School Law, Censorship, Censorship of Student Publications, Copyrights, Due Process, Diversity, Discrimination, Student Rights, Employee Rights
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Dr. William Allan Kritsonis, School Law - Educational Law & Policy Studies, Censorship, Due Process, Hiring Discrimination, Termination, Controversial Topics, Diversity, Public School Law.
C E N S O R H S I P S T U D E N T P U B L I C A T I O N S
This document discusses censorship of student publications and free speech rights in schools. It summarizes key Supreme Court cases like Hazelwood v. Kuhlmeier which found schools can censor school-sponsored student media, but not underground or off-campus student media. It outlines the different categories of student media and the legal precedents that apply. Cases like Beussink v. Woodland upheld students' free speech rights for expression off-campus, while Rosenberger v. University of Virginia found schools cannot deny funding to religious student groups.
C E N S O R H S I P
This document discusses censorship of student publications and free speech rights in schools. It summarizes key Supreme Court cases like Hazelwood v. Kuhlmeier which found schools can censor school-sponsored student media, but not underground or off-campus student media. It also discusses how schools can regulate the time, place and manner of distributing underground publications but not the content. The document analyzes other court cases related to religious publications, internet speech, and funding of religious student groups.
The Clearing House, 86 174–178, 2013Copyright C© Taylor & F.docx
The Clearing House, 86: 174–178, 2013
Copyright C© Taylor & Francis Group, LLC
ISSN: 0009-8655 print; 1939-912x online
DOI: 10.1080/00098655.2013.798609
Beyond the Schoolhouse Gate:
Students’ First Amendment
Speech Rights in the Digital Age
MARIE L. BITTNER
Abstract: Since 1969, the U.S. Supreme Court has given
four rulings on student First Amendment speech rights
cases that occurred on school campuses. The so-called
information age has changed these geographical bound-
aries of student speech. Recently, the U.S. Supreme
Court declined to review student free-speech rights cases
on the Internet, outside of school. Lower courts have not
ruled consistently on this issue. Clarity and guidance is
needed for school administrators, parents, and students.
Keywords: student First Amendment speech rights,
on-campus speech rights, off-campus speech rights,
Internet-based student speech rights
W hen the U.S. Supreme Court considered the sym-bolic speech rights of three secondary students to
wear armbands to protest the Vietnam War, they wrote
that “while students do not shed their constitutional
rights to freedom of speech or expression at the school-
house gate,” this right must be balanced against the
interest of school officials to prescribe and control con-
duct in the schools (Tinker v. Des Moines Independent
County School District 1969). The focus of the Tinker case
was on the restriction of student speech on campus.
The digital age has expanded schools’ traditional
boundaries and blurred our understanding of when,
where, and how students can enter the schoolhouse
gate. The Internet has both literally and legally moved
the schoolhouse to a student’s home computer. Stu-
dents’ off-campus online activities raise difficult First
Amendment speech issues for school administrators.
Before the proliferation of instant messaging, blog post-
ings, and social networking sites, the Supreme Court
rulings allowed schools to regulate on-campus student
speech if the learning environment was disrupted or if
Marie L. Bittner is at Portsmouth City Public Schools, Instructional Resource Center,
Portsmouth, VA.
students were physically harmed but did not extend the
school’s authority to regulate speech that occurred off
campus (Kasdan 2010).
The Supreme Court has not considered a case that
involves online student speech, either on campus or
off campus. Where one lower court might hold that
Internet-related student speech should be restricted, an-
other court looking at the same set of facts but applying
a different standard might hold that the same Internet-
related speech should be protected (Fronk 2010).
These conflicting results show that a new and clearer
standard is needed for lower courts to adjudicate
Internet-related student speech cases (Lei 2009).
This guidance for student off-campus digital media
usage is equally important for school administrators,
since student speech cases are among the most com-
monly litigated cases under the First Amendment.
Education is a hallmark of civic life in America, so it’s no surpr.docx
Education is a hallmark of civic life in America, so it’s no surprise that it’s been at the center of many landmark controversies over the years. Here are 10 Supreme Court cases related to education that impacted both constitutional law and the public school experience.
10. Brown v. Board of Education (1954)
Arguably the most well-known ruling of the 20th century, Brown overturned Plessy v. Fergusonand established that “separate educational facilities are inherently unequal.” The Warren Court’s unanimous decision explained that the separate-but-equal doctrine violated the Equal Protection Clause of the 14th Amendment, and ordered an end to legally mandated race-segregated schools. While the Brown decision marked only the beginning of a prolonged struggle to achieve actual integration, its impact cannot be understated.
9. Engel v. Vitale(1962) and 8. Abington School District v. Schempp (1963)
This pair of cases shaped the modern understanding of how the Establishment Clause of the First Amendment constrains prayer in public schools. In Engel, the Court struck down a New York State rule that allowed public schools to hold a short, nondenominational prayer at the beginning of the school day. The Court decided that these prayers amounted to an “official stamp of approval” upon one particular kind of prayer and religious service, and said that, since teachers are agents of the federal government, the scheme violated the Establishment Clause.
The reasoning in Engel was also applied in Schempp, in which the Court struck down a Pennsylvania policy that required all students to read 10 Bible verses and say the Lord’s Prayer at the beginning of each day. While a student could get an exemption with a parent’s note, the Warren Court decided that this still amounted to an unconstitutional government endorsement of a particular religious tradition.
7. Lemon v. Kurtzman(1971)
This case adjudicated a different sort of Establishment Clause challenge, where the controversy dealt with a statute providing financial support for teacher salaries and textbooks in parochial schools. The Burger Court unanimously decided that this financial aid scheme violated the Establishment Clause and delineated the governing precedent for Establishment Clause cases known as the Lemon test. Under Lemon, statutes (1) must have a secular legislative purpose; (2) must have primary effects that neither inhibit nor advance religion; and (3) cannot foster an “excessive government entanglement with religion.” The Court held that this scheme violated the third prong of the Lemon test.
6. Wisconsin v. Yoder (1972)
Among the litany of public school cases from the Warren and Burger eras is the landmark Free Exercise Clause decision in Yoder. Wisconsin mandated that all children attend public school until age 16, but Jonas Yoder, a devoutly religious Amish man, refused to send his children to school past eighth grade. He argued that his children didn’t need to be in school that long t ...
Chapter 6 expression & student rights - Lecture Notes William Allan Krits...
This document summarizes the rights of expression and association for educators and students according to court rulings and legislation. For educators, the Pickering ruling established that public school teachers have First Amendment rights, but these must be balanced against the school's interests. Subsequent cases further defined the boundaries of acceptable expression inside and outside of school. Student rights of expression were established by the Tinker ruling, allowing political symbols in school unless they cause disruption. The document outlines numerous additional court cases related to these issues.
Chapter 6 expression & student rights - Lecture Notes William Allan Krits...
This document summarizes the rights of expression and association for educators and students according to court rulings and legislation. For educators, the Pickering ruling established that public school teachers have First Amendment rights, but these must be balanced with the school's interests. Subsequent cases further defined the boundaries of protected speech inside and outside of school. Student expression rights expanded in the 1960s-70s due to court cases like Tinker, but received less protection starting in the 1980s. The document outlines numerous relevant court cases on these issues.
Chapter 6 expression & student rights use!
Professor William Allan Kritsonis, PhD - Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington.Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Dr. William Allan Kritsonis - Censorship of Student Publications, PPT.
The US Supreme Court's 1969 decision in Tinker v. Des Moines established that students can express personal opinions on controversial subjects unless it causes disruption. It involved students suspended for wearing black armbands to protest the Vietnam War. The 1988 Hazelwood decision allowed schools more censorship over school-sponsored publications. It distinguished censorship of publications meant for student expression versus those meant to teach journalism skills. Courts have upheld censorship of obscenity, libel, and vulgarity, but the extent of censorship of student publications remains unclear.
Comm Law paper
This document discusses school regulation of social media use by students. It summarizes four key Supreme Court cases that have established precedents around this issue: Tinker v. Des Moines, which established that student speech is protected unless it causes substantial disruption; Bethel v. Fraser, which upheld restrictions on lewd or vulgar student speech; Hazelwood v. Kuhlmeier, which gave schools more authority to censor school-sponsored speech; and Morse v. Frederick, which allowed restrictions on speech that promotes illegal drug use. The document examines how these cases have shaped debate around how schools can regulate students' use of social media both on and off campus.
Dr. William Allan Kritsonis - Expression and Associational Rights PPT.
The document discusses the expression and associational rights of educators under the First Amendment. It provides an overview of key Supreme Court rulings that have established teachers have rights to free speech as private citizens but those rights are more limited within the school environment. The Pickering ruling established teachers can be protected for speech on matters of public concern if it does not interfere with their job duties. Subsequent cases further explored the boundaries of teacher rights regarding speech outside of school, in the classroom, and regarding grievances and whistleblowing. Academic freedom for teachers is also addressed.
Reading and Supplemental MaterialsRequired Reading MaterialLaM.docx
Reading and Supplemental Materials
Required Reading Material
LaMorte, M. (2012). School Law: Cases and Concepts. 10th edition. Pearson Education: London, England.
Chapter 3
Steinberg, M. & Lacoe, J. (Winter 2017). What Do We Know About School Discipline Reform. Education Next. Retrieved from
https://www.educationnext.org/files/ednext_xvii_1_steinberg.pdf
Links to an external site.
Wang, A. (2017, September 5). School District Apologizes After Student Told 'Make America Great Again' Shirts Not Allowed in Class.
The Washington Post. Retrieved from
https://www.washingtonpost.com/news/education/wp/2017/09/04/school-district-apologizes-after-students-told-make-america-great-again-shirts-not-allowed-in-class/?noredirect=on&utm_term=.34ef9a5bea0c
Links to an external site.
Recommended (Optional) Learning Materials
Vaznis, J. (2018, November 17). Boston Schools Agree to Change Policies on Suspensions.
The Boston Globe. Retrieved from
https://www.bostonglobe.com/metro/2018/11/16/boston-schools-agree-change-school-suspensions/WFHz9xwRjxZbJhCdN8ZrMP/story.html
Links to an external site.
Wong, A. (2018, November 28). The Students Suing for a Constitutional Right to Education.
The Atlantic. Retrieved from
https://www.theatlantic.com/amp/article/576901/
Links to an external site.
Zimmerman, A. (2018, November 12). New York City Students Can Be Suspended for An Entire Year. Officials Say Changes Could Be Coming.
Chalkbeat. Retrieved from
https://chalkbeat.org/posts/ny/2018/11/12/new-york-city-limit-student-suspensions/
LaMorte, M. (2012). School Law: Cases and Concepts. 10th edition. Pearson Education:
London, England.
3 Students and the Law
Countless interactions between students and school officials occur in public schools,
and inevitably, some students or their parents become displeased either with a school
official’s actions or with school policy. The vast majority of such disputes are not
litigable, however, unless school authorities have violated a student’s constitutional
rights, not followed applicable federal or state statutes, or not had appropriate policies
or procedures.
Prior to the 1970s, courts usually upheld school authorities who demonstrated no
more than that their actions were reasonable. Public schools were perceived as
enjoying parental prerogatives (in loco parentis), and it was uncertain whether any
constitutional rights extended to students. However, in a 1969 landmark decision, the
US Supreme Court in Tinker v. Des Moines's Independent Community School
District declared that students do not “shed their constitutional rights to freedom of
speech or expression at the schoolhouse gate.” Subsequently, in 1975 the high court
held that public school students possess liberty and property interests in their education,
and therefore, that constitutional principles of due process apply to school officials’
treatmen.
Deadline 6 PM Friday September 27, 201310 Project Management Que.docx
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
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Similar to TitleABC123 Version X1FIRAC WorksheetHIS301 Versio.docx
Case law project
This document summarizes three landmark Supreme Court cases from the 1970s that involved challenges to the First and Fourteenth Amendments: Regents of the University of California v Bakke challenged affirmative action policies; Texas v Johnson protected flag burning as free speech; and Hazelwood v Kuhlmeier allowed censorship of a school newspaper for pedagogical reasons. Bakke ruled against racial quotas, Johnson ruled symbolic speech is protected, and Kuhlmeier gave school administrators control over school-sponsored publications. These cases helped define key constitutional rights and limitations.
Tinker v des moines
The document summarizes the Supreme Court case Tinker v. Des Moines School District. It describes how students wore black armbands to school to protest the Vietnam War and were suspended as a result. The Supreme Court ultimately ruled that the students' free speech rights were violated, establishing that students do not "shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." The school needed evidence that expression would disrupt operations to ban it.
Hazelwood v kuhlmeier
The principal at Hazelwood East High School censored two pages of articles in the school newspaper that he deemed inappropriate. Students who authored the articles sued, arguing their First Amendment rights were violated. While the district court sided with the school, the appeals court reversed. The Supreme Court ultimately ruled 5-3 in favor of the school, determining that officials can exercise control over school-sponsored publications as long as it relates to pedagogical concerns.
Law of the Student Press
The document discusses the legal rights and responsibilities of student journalists. It explains that student journalists generally have the same free speech rights as professional journalists, with some exceptions. It outlines when censorship of student media is legally permitted, such as for obscenity, libel, or material that could disrupt school activities. The document also summarizes several important Supreme Court rulings that have shaped the legal status of student press, such as Hazelwood v. Kuhlmeier.
United States Constitution
The document summarizes several Supreme Court cases related to civil liberties and constitutional rights:
1) Tinker v. Des Moines involved two students who were removed from school for wearing black armbands to protest the Vietnam War. The Supreme Court ruled in 1969 that symbolic speech like armbands is protected by the First Amendment.
2) New Jersey v. T.L.O concerned the search of a student by the vice principal. The Supreme Court ruled in 1985 that searches by school officials need only be reasonable rather than requiring a warrant.
3) Griswold v. Connecticut involved the director of a birth control clinic who was arrested for providing contraceptives. The Supreme Court established a right
C E N S O R S H I P O F S T U D E N T P U B L I C A T I O N
The document summarizes two important Supreme Court cases related to censorship of student publications: Tinker v. Des Moines Independent Community School District (1969) and Hazelwood School District v. Kuhlmeier (1988). Tinker established that students can express personal opinions unless it causes disruption, while Hazelwood allowed more censorship if the publication was school-sponsored. The document also discusses how courts have dealt with obscenity, vulgar language, and defining school-sponsored vs open forum student publications.
Censorship Of Student Publication
The US Supreme Court's 1969 decision in Tinker v. Des Moines established that students can express personal opinions on controversial subjects unless it causes disruption. It involved students suspended for wearing black armbands to protest the Vietnam War. The 1988 case Hazelwood v. Kuhlmeier allowed more censorship of student publications that are school-sponsored. It distinguished between publications for educational purposes versus student expression forums. Courts have generally allowed censorship of obscene or libelous material in student publications, while vulgar language censorship depends on context.
Censorhsip - School Law - Dr. W.A. Kritsonis
Dr. William Allan Kritsonis, School Law, Censorship, Censorship of Student Publications, Copyrights, Due Process, Diversity, Discrimination, Student Rights, Employee Rights
C E N S O R H S I P S T U D E N T P U B L I C A T I O N S
Dr. William Allan Kritsonis, School Law - Educational Law & Policy Studies, Censorship, Due Process, Hiring Discrimination, Termination, Controversial Topics, Diversity, Public School Law.
C E N S O R H S I P S T U D E N T P U B L I C A T I O N S
This document discusses censorship of student publications and free speech rights in schools. It summarizes key Supreme Court cases like Hazelwood v. Kuhlmeier which found schools can censor school-sponsored student media, but not underground or off-campus student media. It outlines the different categories of student media and the legal precedents that apply. Cases like Beussink v. Woodland upheld students' free speech rights for expression off-campus, while Rosenberger v. University of Virginia found schools cannot deny funding to religious student groups.
C E N S O R H S I P
This document discusses censorship of student publications and free speech rights in schools. It summarizes key Supreme Court cases like Hazelwood v. Kuhlmeier which found schools can censor school-sponsored student media, but not underground or off-campus student media. It also discusses how schools can regulate the time, place and manner of distributing underground publications but not the content. The document analyzes other court cases related to religious publications, internet speech, and funding of religious student groups.
The Clearing House, 86 174–178, 2013Copyright C© Taylor & F.docx
The Clearing House, 86: 174–178, 2013
Copyright C© Taylor & Francis Group, LLC
ISSN: 0009-8655 print; 1939-912x online
DOI: 10.1080/00098655.2013.798609
Beyond the Schoolhouse Gate:
Students’ First Amendment
Speech Rights in the Digital Age
MARIE L. BITTNER
Abstract: Since 1969, the U.S. Supreme Court has given
four rulings on student First Amendment speech rights
cases that occurred on school campuses. The so-called
information age has changed these geographical bound-
aries of student speech. Recently, the U.S. Supreme
Court declined to review student free-speech rights cases
on the Internet, outside of school. Lower courts have not
ruled consistently on this issue. Clarity and guidance is
needed for school administrators, parents, and students.
Keywords: student First Amendment speech rights,
on-campus speech rights, off-campus speech rights,
Internet-based student speech rights
W hen the U.S. Supreme Court considered the sym-bolic speech rights of three secondary students to
wear armbands to protest the Vietnam War, they wrote
that “while students do not shed their constitutional
rights to freedom of speech or expression at the school-
house gate,” this right must be balanced against the
interest of school officials to prescribe and control con-
duct in the schools (Tinker v. Des Moines Independent
County School District 1969). The focus of the Tinker case
was on the restriction of student speech on campus.
The digital age has expanded schools’ traditional
boundaries and blurred our understanding of when,
where, and how students can enter the schoolhouse
gate. The Internet has both literally and legally moved
the schoolhouse to a student’s home computer. Stu-
dents’ off-campus online activities raise difficult First
Amendment speech issues for school administrators.
Before the proliferation of instant messaging, blog post-
ings, and social networking sites, the Supreme Court
rulings allowed schools to regulate on-campus student
speech if the learning environment was disrupted or if
Marie L. Bittner is at Portsmouth City Public Schools, Instructional Resource Center,
Portsmouth, VA.
students were physically harmed but did not extend the
school’s authority to regulate speech that occurred off
campus (Kasdan 2010).
The Supreme Court has not considered a case that
involves online student speech, either on campus or
off campus. Where one lower court might hold that
Internet-related student speech should be restricted, an-
other court looking at the same set of facts but applying
a different standard might hold that the same Internet-
related speech should be protected (Fronk 2010).
These conflicting results show that a new and clearer
standard is needed for lower courts to adjudicate
Internet-related student speech cases (Lei 2009).
This guidance for student off-campus digital media
usage is equally important for school administrators,
since student speech cases are among the most com-
monly litigated cases under the First Amendment.
Education is a hallmark of civic life in America, so it’s no surpr.docx
Education is a hallmark of civic life in America, so it’s no surprise that it’s been at the center of many landmark controversies over the years. Here are 10 Supreme Court cases related to education that impacted both constitutional law and the public school experience.
10. Brown v. Board of Education (1954)
Arguably the most well-known ruling of the 20th century, Brown overturned Plessy v. Fergusonand established that “separate educational facilities are inherently unequal.” The Warren Court’s unanimous decision explained that the separate-but-equal doctrine violated the Equal Protection Clause of the 14th Amendment, and ordered an end to legally mandated race-segregated schools. While the Brown decision marked only the beginning of a prolonged struggle to achieve actual integration, its impact cannot be understated.
9. Engel v. Vitale(1962) and 8. Abington School District v. Schempp (1963)
This pair of cases shaped the modern understanding of how the Establishment Clause of the First Amendment constrains prayer in public schools. In Engel, the Court struck down a New York State rule that allowed public schools to hold a short, nondenominational prayer at the beginning of the school day. The Court decided that these prayers amounted to an “official stamp of approval” upon one particular kind of prayer and religious service, and said that, since teachers are agents of the federal government, the scheme violated the Establishment Clause.
The reasoning in Engel was also applied in Schempp, in which the Court struck down a Pennsylvania policy that required all students to read 10 Bible verses and say the Lord’s Prayer at the beginning of each day. While a student could get an exemption with a parent’s note, the Warren Court decided that this still amounted to an unconstitutional government endorsement of a particular religious tradition.
7. Lemon v. Kurtzman(1971)
This case adjudicated a different sort of Establishment Clause challenge, where the controversy dealt with a statute providing financial support for teacher salaries and textbooks in parochial schools. The Burger Court unanimously decided that this financial aid scheme violated the Establishment Clause and delineated the governing precedent for Establishment Clause cases known as the Lemon test. Under Lemon, statutes (1) must have a secular legislative purpose; (2) must have primary effects that neither inhibit nor advance religion; and (3) cannot foster an “excessive government entanglement with religion.” The Court held that this scheme violated the third prong of the Lemon test.
6. Wisconsin v. Yoder (1972)
Among the litany of public school cases from the Warren and Burger eras is the landmark Free Exercise Clause decision in Yoder. Wisconsin mandated that all children attend public school until age 16, but Jonas Yoder, a devoutly religious Amish man, refused to send his children to school past eighth grade. He argued that his children didn’t need to be in school that long t ...
Chapter 6 expression & student rights - Lecture Notes William Allan Krits...
This document summarizes the rights of expression and association for educators and students according to court rulings and legislation. For educators, the Pickering ruling established that public school teachers have First Amendment rights, but these must be balanced against the school's interests. Subsequent cases further defined the boundaries of acceptable expression inside and outside of school. Student rights of expression were established by the Tinker ruling, allowing political symbols in school unless they cause disruption. The document outlines numerous additional court cases related to these issues.
Chapter 6 expression & student rights - Lecture Notes William Allan Krits...
This document summarizes the rights of expression and association for educators and students according to court rulings and legislation. For educators, the Pickering ruling established that public school teachers have First Amendment rights, but these must be balanced with the school's interests. Subsequent cases further defined the boundaries of protected speech inside and outside of school. Student expression rights expanded in the 1960s-70s due to court cases like Tinker, but received less protection starting in the 1980s. The document outlines numerous relevant court cases on these issues.
Chapter 6 expression & student rights use!
Professor William Allan Kritsonis, PhD - Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington.Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Dr. William Allan Kritsonis - Censorship of Student Publications, PPT.
The US Supreme Court's 1969 decision in Tinker v. Des Moines established that students can express personal opinions on controversial subjects unless it causes disruption. It involved students suspended for wearing black armbands to protest the Vietnam War. The 1988 Hazelwood decision allowed schools more censorship over school-sponsored publications. It distinguished censorship of publications meant for student expression versus those meant to teach journalism skills. Courts have upheld censorship of obscenity, libel, and vulgarity, but the extent of censorship of student publications remains unclear.
Comm Law paper
This document discusses school regulation of social media use by students. It summarizes four key Supreme Court cases that have established precedents around this issue: Tinker v. Des Moines, which established that student speech is protected unless it causes substantial disruption; Bethel v. Fraser, which upheld restrictions on lewd or vulgar student speech; Hazelwood v. Kuhlmeier, which gave schools more authority to censor school-sponsored speech; and Morse v. Frederick, which allowed restrictions on speech that promotes illegal drug use. The document examines how these cases have shaped debate around how schools can regulate students' use of social media both on and off campus.
Dr. William Allan Kritsonis - Expression and Associational Rights PPT.
The document discusses the expression and associational rights of educators under the First Amendment. It provides an overview of key Supreme Court rulings that have established teachers have rights to free speech as private citizens but those rights are more limited within the school environment. The Pickering ruling established teachers can be protected for speech on matters of public concern if it does not interfere with their job duties. Subsequent cases further explored the boundaries of teacher rights regarding speech outside of school, in the classroom, and regarding grievances and whistleblowing. Academic freedom for teachers is also addressed.
Reading and Supplemental MaterialsRequired Reading MaterialLaM.docx
Reading and Supplemental Materials
Required Reading Material
LaMorte, M. (2012). School Law: Cases and Concepts. 10th edition. Pearson Education: London, England.
Chapter 3
Steinberg, M. & Lacoe, J. (Winter 2017). What Do We Know About School Discipline Reform. Education Next. Retrieved from
https://www.educationnext.org/files/ednext_xvii_1_steinberg.pdf
Links to an external site.
Wang, A. (2017, September 5). School District Apologizes After Student Told 'Make America Great Again' Shirts Not Allowed in Class.
The Washington Post. Retrieved from
https://www.washingtonpost.com/news/education/wp/2017/09/04/school-district-apologizes-after-students-told-make-america-great-again-shirts-not-allowed-in-class/?noredirect=on&utm_term=.34ef9a5bea0c
Links to an external site.
Recommended (Optional) Learning Materials
Vaznis, J. (2018, November 17). Boston Schools Agree to Change Policies on Suspensions.
The Boston Globe. Retrieved from
https://www.bostonglobe.com/metro/2018/11/16/boston-schools-agree-change-school-suspensions/WFHz9xwRjxZbJhCdN8ZrMP/story.html
Links to an external site.
Wong, A. (2018, November 28). The Students Suing for a Constitutional Right to Education.
The Atlantic. Retrieved from
https://www.theatlantic.com/amp/article/576901/
Links to an external site.
Zimmerman, A. (2018, November 12). New York City Students Can Be Suspended for An Entire Year. Officials Say Changes Could Be Coming.
Chalkbeat. Retrieved from
https://chalkbeat.org/posts/ny/2018/11/12/new-york-city-limit-student-suspensions/
LaMorte, M. (2012). School Law: Cases and Concepts. 10th edition. Pearson Education:
London, England.
3 Students and the Law
Countless interactions between students and school officials occur in public schools,
and inevitably, some students or their parents become displeased either with a school
official’s actions or with school policy. The vast majority of such disputes are not
litigable, however, unless school authorities have violated a student’s constitutional
rights, not followed applicable federal or state statutes, or not had appropriate policies
or procedures.
Prior to the 1970s, courts usually upheld school authorities who demonstrated no
more than that their actions were reasonable. Public schools were perceived as
enjoying parental prerogatives (in loco parentis), and it was uncertain whether any
constitutional rights extended to students. However, in a 1969 landmark decision, the
US Supreme Court in Tinker v. Des Moines's Independent Community School
District declared that students do not “shed their constitutional rights to freedom of
speech or expression at the schoolhouse gate.” Subsequently, in 1975 the high court
held that public school students possess liberty and property interests in their education,
and therefore, that constitutional principles of due process apply to school officials’
treatmen.
Similar to TitleABC123 Version X1FIRAC WorksheetHIS301 Versio.docx (20)
C E N S O R S H I P O F S T U D E N T P U B L I C A T I O N
C E N S O R S H I P O F S T U D E N T P U B L I C A T I O N
C E N S O R H S I P S T U D E N T P U B L I C A T I O N S
C E N S O R H S I P S T U D E N T P U B L I C A T I O N S
C E N S O R H S I P S T U D E N T P U B L I C A T I O N S
C E N S O R H S I P S T U D E N T P U B L I C A T I O N S
The Clearing House, 86 174–178, 2013Copyright C© Taylor & F.docx
The Clearing House, 86 174–178, 2013Copyright C© Taylor & F.docx
Education is a hallmark of civic life in America, so it’s no surpr.docx
Education is a hallmark of civic life in America, so it’s no surpr.docx
Chapter 6 expression & student rights - Lecture Notes William Allan Krits...
Chapter 6 expression & student rights - Lecture Notes William Allan Krits...
Chapter 6 expression & student rights - Lecture Notes William Allan Krits...
Chapter 6 expression & student rights - Lecture Notes William Allan Krits...
Dr. William Allan Kritsonis - Censorship of Student Publications, PPT.
Dr. William Allan Kritsonis - Censorship of Student Publications, PPT.
Dr. William Allan Kritsonis - Expression and Associational Rights PPT.
Dr. William Allan Kritsonis - Expression and Associational Rights PPT.
Reading and Supplemental MaterialsRequired Reading MaterialLaM.docx
Reading and Supplemental MaterialsRequired Reading MaterialLaM.docx
More from edwardmarivel
Deadline 6 PM Friday September 27, 201310 Project Management Que.docx
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS6 PAGES UNDERGRADUATECOURSEWORKHARV.docx
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docx
Este documento presenta varios diálogos y conversaciones cortas que incluyen saludos comunes, preguntas sobre el origen y el nombre de las personas, y despedidas. Los diálogos practican vocabulario y estructuras básicas de conversación en español.
DDBA 8307 Week 4 Assignment TemplateJohn DoeDDBA 8.docx
DDBA 8307 Week 4 Assignment Template
John Doe
DDBA 8307-6
Dr. Jane Doe
1
One-Way ANOVA
Type text here. You will describe and defend using the one-way ANOVA test for your analysis. Use at least two outside resources—that is, resources not provided in the course resources, readings, etc. These citations will be presented in the References section. This exercise will give you practice for addressing Rubric Item 2.13b, which states, “Describes and defends, in detail, the statistical analyses that the student will conduct….” This section should be no more than two paragraphs.
Research Question
Type research question here. See the Week 4 Assignment Exemplar for more detail.
Hypotheses
Type null and alternative hypotheses here. See the Week 4 Assignment Exemplar for more detail.
Results
4
Type results here based upon the SPSS output. See the Week 4 Assignment Exemplar for more detail.
References
Type references here in proper APA format.
Appendix – One-Way ANOVA SPSS Output
Data Science &
Big Data Analytics
Discovering, Analyzing, Visualizing
and Presenting Data
EMC Education Services
WILEY
'
Data Science & Big Data Analytics: Discovering, Analyzing, Visualizing and Presenting Data
Published by
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Copyright© 2015 by John Wiley & Sons, Inc., Indianapolis, Indiana
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10987654321
No part ofthis publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying,
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DDL 24 hours reading the article and writing a 1-page doubl.docx
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
DCF valuation methodSuper-normal growth modelApplicatio.docx
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
ddr-.docx
ddr-densho-297-7-1_mezzddr-densho-297-7-2_mezzddr-densho-297-7-3_mezzddr-densho-297-7-4_mezzddr-densho-297-7-5_mezzddr-densho-297-7-6_mezzddr-densho-297-7-7_mezzddr-densho-297-7-8_mezzddr-densho-297-7-9_mezzddr-densho-297-7-10_mezzddr-densho-297-7-11_mezzddr-densho-297-7-12_mezzddr-densho-297-7-13_mezzddr-densho-297-7-14_mezzddr-densho-297-7-15_mezzddr-densho-297-7-16_mezz
127Who StudieS the ASiAn AmericAn movement? • fujino •
Who StudieS the ASiAn
AmericAn movement?
A Historiographical Analysis
diane c. fujino
The sixties are a stretched-out decade synonymous with political protest. Yet Asian American activism barely registers on any political radar
for a number of reasons, including being conspicuously understudied.
Here, I seek to develop, for the first time, a historiography of the Asian
American Movement (AAM).1 The study focuses on grassroots and
non-institutionalized discourses and practices from the late 1960s, when
longstanding resistance by Asian Americans became characterized as a
“social movement,”2 to the decline of the AAM in the late 1970s.
My analysis generates four periods of study. The first (late 1960s to
mid-1970s) was dominated by activists and activist-scholars produc-
ing knowledge in the zenith of the AAM. The second (late 1970s to late
1980s) represented a vacuum in AAM research. The third (late 1980s to
late 1990s) saw a slow upsurge in AAM scholarship and a greater inclu-
sion of scholarly works and civil rights frameworks. The fourth (2000 to
present) can be seen as the “coming of age”—the adolescence, but not full
maturity—of AAM scholarship, with the greatest number of scholarly
works, a re-emphasis on the radical roots of the AAM, and attention to
Steven Lawson’s “interactive model” that calls for connecting local and
national, social and political issues.3
Unlike historiographies of established fields that focus on books, my
analysis also includes journal articles, book chapters, Ph.D. dissertations,
jaas june 2008 • 127–169
© the johns hopkins university press
128 • jAAS • 11:2
and Masters’ theses.4 Three types of works are excluded. First, based
on conventional definitions of social movements, this article does not
explore participation in establishment politics, including the electoral
arena.5 Second, it is beyond the scope of this essay to include the rich and
varied novels, poetry, films, music, and other cultural productions created
within and, in turn, generative of the AAM. Third, as is common with
historiographies, this article does not analyze primary-source materials,
including the many vibrant AAM newspapers.6
Five areas of struggle were critical to the 1960s–1970s AAM. First,
Asian Americans of diverse ages helped to transform the Antiwar Move-
ment from its emphasis on saving American lives to exposing racism,
sexism, and capitalism at home and abroad. Activists linked the U.S. war
in Viet.
DDBA 8307 Week 2 Assignment ExemplarJohn Doe[footnoteRef1] .docx
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docx
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DBA CAPSTONE TEMPLATEThe pages in this template are correctl.docx
DBA CAPSTONE TEMPLATE
The pages in this template are correctly formatted and organized.
Refer to the DBA Capstone Template Guide and the Doctoral Publications Guidebook. Replace text as instructed. Delete all instructions and template notes. Delete all text in yellow.
CAPSTONE TITLE (12 WORDS OR LESS), ALL CAPS, CENTERED,
DOUBLE-SPACED; TOP LINE ABOUT 3 INCHES FROM TOP OF PAGE
by
Stanley Thompson Jr.
FACULTY NAME ALL CAPS, Degree, Committee Chair
FACULTY NAME ALL CAPS, Degree, Committee Member
FACULTY NAME ALL CAPS, Degree, Committee Member
Todd C. Wilson, PhD, Dean, School of Business and Technology
A Capstone Project Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Business Administration
Capella University
March 2021
© Copyright [year] Learner Name
Instructions
1. Purpose. The template provides structure and guidance for Capella University learners enrolled in the School of Business and Technology’s DBA capstone program who began on or after January 1, 2018. This template may require updates as program requirements change. You will be notified by the doctoral chair when a new template is released. Required content pieces may vary by learner, depending upon their specific topic/project plan. Consult with your instructor/mentor/chair about potential changes, if you feel this pertains to you.
2. Rubrics. Please see the DBA Capstone Template Guide on the DBA Capstone University website to review the rubrics which will be used to grade your work. Further, the guide includes suggested content for each section. Not all studies will exactly fit into the template guide suggested content, so work with your instructor/mentor/chair/committee to ensure your project is designed appropriately for the techniques and process you have utilized.
3. Style note. This template uses APA, with some exceptions, including those noted in the Doctoral Publications Guidebook. It also uses non-APA heading levels; the headings in this template are designed to mirror a business document. To add additional heading levels, follow the format used in section 2.6.1.1, on page 2 of this template (sentence case, italics, bold, paragraph begins on same line); do not include these lower level headings in the TOC. Additionally, issue numbers should be consistently included in the reference list, regardless of pagination rules, as per the Publication Manual of the American Psychological Association (7th ed.) Permission for using the singular they, as approved by Merriam-Webster’s Collegiate Dictionary (11th ed.) and the Publication Manual of the American Psychological Association (7th ed.) is formally adopted here.
DELETE ALL INSTRUCTIONS PRIOR TO FINAL SUBMISSION.
Executive Summary
Write a one page executive summary of your project here. This should not be written until the final approvals to your project are completed. This should explain the problem, purpose, method, population, and results of your project. Implications or practical .
DB3.1 Mexico corruptionDiscuss the connection between pol.docx
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
DB2Pepsi Co and Coke American beverage giants, must adhere to th.docx
DB2
Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered.
Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co?
WEEK 3:
Interactive
: Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world.
WEEK 4:
Interactive
: Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not?
Remember to use APA referencing in the body of your posting.
.
DB1 What Ive observedHave you ever experienced a self-managed .docx
DB1: What I've observed
Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams?
DB2: Case Analysis
Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below:
1. How do the standards set by Fred Smith for FedEx teams improve organizational performance?
2. What motivates the members of FedEx to remain highly engaged in their teams?
3. Describe the role FedEx managers play in facilitating team effectiveness.
4. What types of teams does FedEx use? Provide evidence from the case to support your answer.
5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.
Image Source Team:
http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558
.
DB Response 1I agree with the decision to search the house. Ther.docx
DB Response 1
I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed.
My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt.
I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018).
Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader.
From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.
DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docx
DB Response prompt ZAK
Chapter 7, Q1.
Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers.
Chapter 7, Q2.
While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience.
Chapter 8, Q1.
Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.
DB Topic of Discussion Information-related CapabilitiesAnalyze .docx
DB Topic of Discussion: Information-related Capabilities
Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM.
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodservice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals d.
DB Instructions Each reply must be 250–300 words with a minim.docx
DB Instructions:
Each reply must be 250–300 words with a minimum of 1 scholarly source. The scholarly source used for your thread and response should be in addition to the class textbooks.
Reference Book: Young, M. (2017). Learning the Art of Helping. Boston, MA: Pearson. ISBN: 9780134165783.
.
DB Defining White Collar CrimeHow would you define white co.docx
DB: Defining White Collar Crime
How would you define white collar crime? What are the advantages and disadvantages of the various terms, such as “white collar crime,” “crimes of the powerful,” “elite deviance,” etc., used to describe the type of crimes.
300 Word Minimum
.
DAVID H. ROSENBLOOMSECOND EDITIONAdministrative Law .docx
DAVID H. ROSENBLOOM
SECOND
EDITION
Administrative Law
for Public Managers
A Member of the Perseus Books Group
www.westviewpress.com
R
O
S
E
N
B
L
O
O
M
ADM
INISTRATIVE LAW
FOR PUBLIC M
ANAGERS
S
E
C
O
N
D
E
D
IT
IO
N
“Rosenbloom crafted a compelling narrative . . . Students
like Administrative Law for Public Managers because it is
straightforward and easy to understand. I teach a wide range
of students—mid-level managers to students with no work
experience—both are relieved that the content and examples
are easily digestible. It’s an excellent book!”
—Lorenda Ann Naylor, University of Baltimore
“This book presents a profound, as well as comprehensive,
knowledge base of administrative law.”
—Public Administration Review
Administrative Law for Public Managers is an accessible and comprehensive guide to
the fundamentals of administrative law—why we have administrative law, the constitutional
constraints on public administration, and administrative law’s frameworks for rulemaking,
adjudication, enforcement, transparency, and judicial and legislative review. Rosenbloom
explains administrative law from the perspective of administrative practice, emphasizing
how various administrative law provisions promote their underlying goal of improving the fit
between public administration and US democratic-constitutionalism.
The second edition includes more coverage of state administrative law, as well as an
expanded discussion of judicial review. It has also been updated to include the major
statutes, court cases, executive orders, and other major executive initiatives since 2003.
The addition of discussion questions makes this an even more valuable resource for public
administration classrooms and students.
David H. Rosenbloom is Distinguished Professor of Public Administration at American
University. A major contributor to the field and a Fellow in the National Academy of Public
Administration, he has received numerous awards, including the Gaus Award for exemplary
scholarship in political science and public administration, the Waldo Award for outstanding
contributions to the literature and leadership of public administration, the Levine Award
for excellence in public administration, and the Brownlow Award for his book, Building
a Legislative-Centered Public Administration. He edited Public Administration Review,
coedited the Policy Studies Journal, and is now on the editorial boards of about twenty
academic journals.
Cover Image © Shutterstock
Cover Design: Miguel Santana & Wendy Halitzer
Administrative Law for Public Managers
9780813348810-text.indd 1 5/14/14 4:09 PM
9780813348810-text.indd 2 5/14/14 4:09 PM
Administrative Law for
Public Managers
s e c o n d e d i t i o n
David H. Rosenbloom
American University
A Member of the Perseus Books Group
9780813348810-text.indd 3 5/20/14 1:25 PM
Westview Press was founded in 1975 in Boulder, Colorado, by notable publisher
and.
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- 1. Title ABC/123 Version X 1 FIRAC Worksheet HIS/301 Version 8 3 University of Phoenix MaterialFIRAC Worksheet Appendix B: Briefing and Analyzing Cases in Constitutional Law offers a model to brief a court case. FIRAC stands for Facts, Issue, Rule(s), Analyze, and Conclusion. Read about this model and see an example of it in Appendix B. Then, select a United States Supreme Court case on the First Amendment and complete a FIRAC analysis using the worksheet below. For each portion of the FIRAC analysis, include a 200- to 300-word response. SUPREME COURT case: Hazelwood School District v. Kuhlmeier FACTS: Lay out the facts of the case. Sometime during the school year of 1987, the principal of Hazelwood East Public School had made the decision to remove two articles from the school newspaper due to the fact that they contained controversial content. The newspaper, known as “The Spectrum”, was paid for by the Board of Education and it was produced by the journalism class at the school. The two articles that were found controversial contained topics such as teenage pregnancy and divorce. The article about divorce contained personal information from a student dealing with this dilemma in her personal life, and the articles about teenage pregnancy were featured stories with experiences from some of the students attending the school. The students interviewed for
- 2. these articles had changed their names in order to protect their privacy. Although the students felt that these topics needed to be discussed amongst their peers, the principal removed them from the paper. Student Cathy Kuhlmeier, along with two other students in her class felt that these actions were a direct violation of their first amendment rights that grants them both access to the freedom of the press and also to the freedom of speech. In order to retaliate against these actions, Cathy and her two classmates decided to sue the school ("Facts and Case Summary: Hazelwood V. Kuhlmeier", n.d.). ISSUE: Identify the legal issue. The First Amendment states that Congress is not allowed to make any laws that prevents actions such as the removal or editing the freedoms of speech and the freedom of the press as well. When these students decided to sue the Hazelwood School District, they believed that the actions of their principal were unconstitutional in removing the two articles that were placed in the paper. The legal issue at question is “Does the decision of a principal to prohibit the publishing of certain articles, which he deems inappropriate, in the school newspaper violate the student journalists' First Amendment right of freedom of speech” ("Facts And Case Summary: Hazelwood V. Kuhlmeier", n.d.). There are two sides to think about when identifying the legality of these issues. On the one hand, you have the students who feel that the freedom of their voice and their newspaper is being threatened by the school’s authorities figure. On the other hand, you have the school authority that is trying to protect the school by choosing to disassociate from such controversial topics that will become easily accessible to many of the youth if they are allowed to be printed in the paper. Can any of these factors legally justify the principal’s actions in removing the articles, and would it be in violation of the student’s rights? RULE: What provision of the First Amendment applies to the issue you have defined?
- 3. The rule that applies to the issues defined is the right to the freedom of speech. The students in the Journalism II class are in charge of writing and proofreading all expositions for “The Spectrum” as part of a class requirement. The two articles that have been removed contained topics such as teenage pregnancy and divorce. The students have given the paper to the principal for review in which the principal had decided to remove those articles from the paper as they contained controversial issues. For starters, since the article about divorce had contained personal information about a student’s parent, the principal had decided that the journalists had to inform the parent and get his permission to use such information. Another controversial issue was that simply changing the names of the students in the pregnancy articles was not enough to protect the privacy of the identities of the students that were interviewed. The content was also deemed unsuitable for the younger students. Due to these problems, the usage of these articles was prohibited. Since these pages had to be removed from the newspaper issue, the students decided that these were going against the First Amendment rights, and brought the case to the U.S. Supreme Court for evaluation ("Facts And Case Summary: Hazelwood V. Kuhlmeier", n.d.). ANALYZE: Analyze the case, applying the law to the facts of the case. The First Amendment protects the right to the freedom of speech. Even though these students thought that they were exercising their right, their articles still posed a lot of concern for the principal. One concern that the principal had was, although the student interviewed for the divorce article gave personal information, the journalist doing the interviewing did not notify all subjects involved in the article, such as the girl’s father who was mentioned. Another concern, was that even though the student involved in the pregnancy articles had changed their names, their identities were still able to be
- 4. discovered by the students. On October 13th, 1987, the case was sent to the Eight Circuit Court and was ruled in favor of the students. The Eight Circuit deemed the principal’s decision to forbid specific articles that he found inappropriate in the school paper, to be in violation of the student’s First Amendment rights. The case was then turned over to the Supreme Court. The Supreme Court had decided to reverse the decision of the Eight Circuit. The decision that was once in favor of the students had now turned toward being in favor with the school district. The school district does has the right to eliminate the article from the paper if they are found to cause educational concern ("Facts And Case Summary: Hazelwood V. Kuhlmeier", n.d.). CONCLUSION: Draw a conclusion On January 13th, 1988 the Supreme Court reached a decision about the case of Hazelwood v. Kuhlmeier. The Supreme Court voted 5 to 3 in favor of the school district, as they believed that the school did not violate the rights of the students by taking away their freedoms of speech and of the press. Those that work in the public school districts are allowed to monitor what the students are publishing in the school newspaper to a certain extent if they are the ones that are providing monetary support for that paper. Since school newspapers published by the students are considered a limited public forum, they are not entirely subjected to the protections listed under the First Amendment. As long as the school is sponsoring the newspaper, they have the right to monitor what is going to be published in the paper, and remove whatever it is that they find controversial or inappropriate as long as it pertains to censorship that would raise educational concerns if found unmonitored. In this case, the Supreme Court ruled in favor of the Hazelwood School District, as their actions were not found to be disruptive toward any of the rights of the students by removing the two controversial articles from the newspaper ("Facts And Case Summary: Hazelwood V. Kuhlmeier", n.d.).Reference Hall, D. E. & Feldmeier, J. P. (2012). Constitutional law:
- 5. Governmental powers and individual freedoms (2nd ed.). Boston, MA: Pearson. Facts and case summary: Hazelwood v. Kuhlmeier. (n.d.). Retrieved from http://www.uscourts.gov/educational- resources/get-involved/constitution-activities/first- amendment/freedom-press-school-newspapers/facts-case- summary.aspx NOTE: The student that completed this FIRAC worksheet received 100% for this assignment; this is what type of detail and analysis your worksheet should include. Please use it as a reference, but select a different US Supreme Court case for your worksheet. –Professor Annotti Copyright © XXXX by University of Phoenix. All rights reserved. Copyright © 2013, 2012, 2010, 2008, 2006, 2005, 2004 by University of Phoenix. All rights reserved.