William Douglas- Idea 1 (pg. 199) The association of people .docx
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William Douglas - Idea 1 (pg. 199): "The association of people is not mentioned in the Constitution nor the Bill of Rights. The right to educate a child in a school of the parents choice- whether public, private, or patriarchal- is also not mentioned. Nor is the right to study any particular subject or foreign language. Yet the first amendment has been construed to include certain of those rights." - Idea 2 (pg. 199): " The right of freedom of speech and press includes not only the right to utter or print, but the right to distribute, the right to receive and the right to read, and freedom of inquiry, freedom of thought, and freedom to teach- indeed the freedom of the entire university community. Without those peripheral rights, the specific rights would be less secure." - Idea 3 (pg. 200): "In Schware vs. Board of Bar examiners, 353 US 232, we held it not permissible to bar a lawyer from practice because he had once been a member of the communist party." - Idea 4 (pg. 200): "The right of association, like the right of belief is more than the ability to attend a meeting, it includes the right to express ones attitudes or philosophies in a group or by affiliation with it or by other lawful means." -Idea 5 (pg. 201): "Would we allow the police to search the sacred precincts of marital bedrooms for the telltale signs of the use of contraceptives?" Hugo Black - Idea 1 (pg. 202): "Strongly as I desire to protect all first amendment freedoms, I am unable to stretch the amendment as to offer protection to the conduct of these defendants in violating Connecticut law." - Idea 2 (pg. 203): "Privacy is a broad, abstract, and ambiguous concept" - Idea 3 (pg. 203): "I am nevertheless compelled to admit that government has a right to invade it (privacy) unless prohibited by some specific constitutional provision." - Idea 4 (pg. 204): " If these formulas based on "natural justice" or other which mean the same thing are to prevail, they require judges to determine what is or is not constitutional based on the basis of their own appraisal of what laws are unwise or unnecessary." - Idea 5 (pg. 205): "The adoption of such a loose, flexible, uncontrolled standard for holding laws unconstitutional, if it is ever achieved, will amount to a great unconstitutional shift of power to the courts which i believe and am constrained to say will e bad for the courts, and worse for the country." The argument presented by William Douglas suggests that the Bill of Rights does not necessarily guarantee privacy but does protect individuals from scrutiny resulting from a lack of privacy. The case of Schware vs. Board of Bar examiners provides an example of how a lawyer who had been a member of the communist party is not protected from the potential widespread knowledge of their affiliation with the party, but it does protect them from discrimination in finding employment. The same should be true of married couples who have faced legal trouble for not adherin ...
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Pierre
This document summarizes a law review article discussing the challenges of teaching law students concepts that have been rendered incoherent by modern understandings. It presents two positions on whether to teach the concepts as traditionally understood or to also teach the modern critiques, and explores how judicial opinions reconcile these tensions by repressing some meanings while expressing others. The document suggests judicial opinions must remain arrested forms for legitimacy but this risks law failing to learn; reconciling these functions is a challenge.
Constrained PowersIf you have not done so already, you probably ar.docx
Constrained Powers
If you have not done so already, you probably are beginning to realize that the Constitution is somewhat vague in defining the powers of the executive and legislative branches. As a result, there is a lot of room for interpretation. Just as the courts interpret constitutional provisions to come to decisions about conflicts, presidents and Congress also interpret constitutional provisions to determine their breadth of power. In some cases, their interpretation is broad and they overstep their bounds. In such cases, the courts get involved. Sometimes, the courts validate the president’s or Congress’s interpretation of their powers. Other times, the courts constrain their powers. In this week’s readings, you look at several examples in which the courts constrained the powers of the president and Congress.
To prepare for this Discussion:
Review the Constitution in Appendix E in the course text,
Administrative Law and Politics: Cases & Comments.
Reflect on the powers of the executive and legislative branches.
Review the article, “Nixon's Shadow.” Consider how the courts constrained President Nixon’s executive privilege powers.
Review the article, “Presidential Power and the United States Supreme Court.” Reflect on how presidential power is limited by the Supreme Court.
Review the article, “
Clinton v Jones
: The Supreme Court Refuses to Expand the Doctrine of Presidential Immunity to Encompass a President’s Unofficial Acts.” Consider the Supreme Court’s decision regarding the Doctrine of Presidential Immunity.
Review the article, “Congressional Alternatives in the Wake of
City of Borne v Flores
: The (Limited) Role of Congress in Protecting Religious Freedom from State and Local Infringement.” Think about how the Supreme Court limited the power of Congress in the
City of Borne v Flores
.
Review the article, “Constitutional Law–Supreme Court Invalidates Federal Gun-Free Zones Act.” Reflect on how the Supreme Court’s decision constrained the power of Congress under the Commerce Clause.
Using the Walden Library and the Internet, research one case discussed in the readings this week, or another of your choosing, in which the courts constrained the power of Congress or the president.
Consider arguments made by the president or Congress.
Think about how the court came to a decision, noting how the court justified the decision, using constitutional provisions.
With these thoughts in mind:
Post
by
Day 4
a brief description of the case you selected. Then, explain the arguments made by the president or Congress. Be specific. Finally, explain how the court came to a decision, using specific constitutional provisions. Again, be specific.
Note:
Identify the case you selected in the first line of your post. You will be asked to respond to a colleague who selected a case that you did not.
Be sure to support your postings and responses with specific references to the Learning Resources.
Read
a selection of your colleagues' postings.
R.
Instructions Short writing assignments must be no less than
Instructions
Short writing assignments must be
no less
than two hundred (200)
of
your own words
. This means that
quotations do not count against the two hundred words
. I will not even read assignments shorter than the required minimum of 200 words (I use a program to monitor word-count) and you will automatically receive zero (0) points for any such assignments. I expect a professionally written essay that is well formulated, without spelling and grammatical errors. I will deduct points for sloppily written essays (see the rubric below). In your essay you should address the question posed directly and thoroughly. You do not need to waste too much space on background unless the question of the essay specifically demands such background.
Assignment
Do you think that educational institutions such as universities and colleges should adopt a
speech-code
that regulates hate speech? Do you think that such a code is compatible with the moral right to free speech?
Your answer should take the shape of an argument that addresses all three layers of the problem discussed in my class notes as well as the arguments presented in the essays by Arthur and Altman.
I expect a professionally written essay that incorporates the lessons you learned from previous essays.
Notes from Instructor
Free Speech
Mill (2007); Arthur (2007); Altman (2007).
Note
: Remember that you must also read the articles assigned each week. Instructor’s notes are not a substitute for reading the original articles.
In this week
supplementary
notes I will not outline the readings. Instead I will
let students analyze themselves the readings without the benefit of
outlining the authors myself.
I expect that at this time you should be able to do so yourself. This should be a valuable exercise for you all.
I will however outline the Preliminary-Section to set up the problem for you.
Next week I will continue outlining the readings as usual.
A. Preliminaries.
1. This week we explore the topic of free-speech. Free speech is a topic that spans throughout three intimately interconnected layers:
moral
,
legal
, and
institutional
.
I.
Moral Layer
: The central moral question is whether individual human persons have a
moral right
to free speech and if so, what is the basis of this right. Since the Enlightenment it has been supposed that among the
natural rights
with which persons are endowed is the right to speak freely without unjustified interference by others. By ‘
natural’
right I mean a right that is not gained by means of a legal privilege or a
de jure
right. A natural right is rather an inherent part of what it is to be a person and consequently it is logically or conceptually (not historically) prior to any external authority.
What is the basis of the moral right to free speech, if such exists?
The most viable answer is that the right to free speech emanates from the fact that persons are
autonomous
beings that are endowed with the a ...
Constitutional Law - 06-08-08
This document provides information about a Constitutional Law II course on civil liberties taught at Williams College in the fall of 2008. The course will be taught by Professor Bernard Moore and will focus on the evolution of American civil liberties and civil rights based on Supreme Court decisions interpreting the Bill of Rights and Fourteenth Amendment. Students will examine issues like freedom of religion, speech, press, search and seizure protections, and the right to privacy through analyzing court cases and class discussions. Assessment will include exams, a research paper and oral argument participation in a mock Supreme Court case.
Executive-Legislative ConflictsThe powers of the Executive and Leg.docx
Executive-Legislative Conflicts
The powers of the Executive and Legislative branches of government are outlined in the Constitution and there is some degree of overlap, which ultimately leads to conflict between the two branches. For instance, both the president and the Congress have war powers. According to the Constitution, the president is the “…c ommander in chief of the Army, and Navy of the United States, and of the Militia of several states…” (Article 2, Section 2). Therefore, the president has the power to wage war. On the other hand, Congress has the power to declare war and controls funding for wars. Several presidents, including Presidents Truman, Johnson, Clinton, and Bush, have waged war without authorization from Congress, and thus have broken the law. When these and other conflicts arise between the executive and legislative branches of government, it is up to the courts to decide how they should be resolved. To do so, judges reference the Constitution and interpret the meaning of specific provisions when coming to a decision.
To prepare for this Discussion:
Review the Constitution in Appendix E in the course text,
Administrative Law and Politics: Cases and Comments.
Consider the powers of the executive, legislative, and judicial branches. Think about how the executive and legislative powers overlap.
Review the article, “The Use and Abuse of Power: The Supreme Court and the Separation of Powers.” Pay particular attention to the analyses of the
Immigration and Naturalization Service v Chadha
and
Morrison v Olson
cases. Think about the executive-legislative conflicts evident in each case and consider how the Supreme Court resolved the conflicts.
Review the article, “The Supreme Court and the Powers of the Executive: The Adjudication of Foreign Policy.” Focus on the role of the Supreme Court in resolving executive-legislative conflicts related to foreign policy.
Review the article, “Conflicts between the Commander in Chief and Congress: Concurrent Power over the Conduct of War.” Pay particular attention to how the Supreme Court intervened in executive-legislative conflicts regarding war powers.
Using the Walden Library and/or the Internet, research one case discussed in the readings this week, or another of your choosing that involved an executive-legislative conflict.
Consider arguments made by the executive and legislative members and/or groups.
Think about how the Court came to a decision, noting how the Court justified the decision, using Constitutional provisions.
With these thoughts in mind:
Post
by
Day 3
a brief description of the case you selected. Then explain the arguments made by the executive and legislative members and/or groups. Be specific. Finally explain how the Court came to a decision, using specific Constitutional provisions. Again, be specific.
Note:
Identify the case you selected in the first line of your post. You will be asked to respond to a colleague who selected a case that you did not.
Be sur.
WR 39C ARGUMENT & RESEARCH FOREIGN POLICY THROUGH THE DOMESTIC .docx
WR 39C ARGUMENT & RESEARCH:
FOREIGN POLICY THROUGH THE DOMESTIC LENS
_______________________________________
The Advocacy Project: A Multi-modal Composition
Like the HCP Project, the main assignment here is a multi-modal composition that uses various rhetorical positions and different types of evidence to make arguments. This one, however, is a bit different from the first in that over the course of these next few weeks, as you research and evaluate various sources, and as you draft, craft and organize your thoughts and evidence, you will at some point have to make a decision to become an advocate for solutions to your central problem in at least one of the following three ways: 1) you might advocate for one or more specific solutions to the significant and current political/social/cultural problem that sits at the center of your focus; 2) you might locate the next steps to potentially solving your project’s central problem; or, 3) you might argue for why the current solutions do not work and leave your readers with questions about possible next steps. In other words, your arguments for advocating solutions in combination with the analytical reasons you provide for why you have chosen to focus on particular solutions will after weeks and weeks of diligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for convincing for ways to move forward.
When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in such ways, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing even if it is as rigorous in its presentation of evidence.
This is not to say that academic writers are not advocates. They are, and over the course of this project, you will become such an advocate—one who uses academic research and methods to deliver persuasive arguments convincingly to a public of one’s peers. Academic writers in many disciplines often write with the purpose of advocating for solutions to political/social/cultural/environmental problems. When they do so, they are expected to consider and present positions that run against theirs in various ways – call them counter arguments – in order to meet the expectations of their academic audience. They must demonstrate their mastery of established arguments and knowledge in areas of discourse and recognize the legitimacy of other perspectives, even if the author seeks ultimately to dismiss them.
In the realm of public advocacy, argume ...
Bill Of Rights Essay.pdf
Bill o Rights Essay | PDF | First Amendment To The United States .... The Original Bill of Rights - Free Essay Example | PapersOwl.com. Bill of Rights Essay Questions | Student Handouts. ᐅ Essays On Bill of Rights
Legal Issues for Bloggers by Donald R. Simon, J.D/LL.M.
Bloggers face a lot of legal issues. More and more citizen journalists are facing defamation and invasion of privacy lawsuits. The presentation will discuss some of the legal issues confronting bloggers, how to avoid common pitfalls, and how to ensure legitimate speech is protected.
This presentation was presented by Donald R. Simon, J.D./LL.M. at the SMCKC March'2011 Breakfast. Donald is a former intellectual property attorney and now business consultant. His firm concentrates in assisting media- and arts-based entrepreneurs.
don@simonbizconsulting.com
Twitter: @simonbizconsult
Web: www.simonbizconsulting.com
Blog: www.ThinkBigKC.co
Recommended
Pierre
This document summarizes a law review article discussing the challenges of teaching law students concepts that have been rendered incoherent by modern understandings. It presents two positions on whether to teach the concepts as traditionally understood or to also teach the modern critiques, and explores how judicial opinions reconcile these tensions by repressing some meanings while expressing others. The document suggests judicial opinions must remain arrested forms for legitimacy but this risks law failing to learn; reconciling these functions is a challenge.
Constrained PowersIf you have not done so already, you probably ar.docx
Constrained Powers
If you have not done so already, you probably are beginning to realize that the Constitution is somewhat vague in defining the powers of the executive and legislative branches. As a result, there is a lot of room for interpretation. Just as the courts interpret constitutional provisions to come to decisions about conflicts, presidents and Congress also interpret constitutional provisions to determine their breadth of power. In some cases, their interpretation is broad and they overstep their bounds. In such cases, the courts get involved. Sometimes, the courts validate the president’s or Congress’s interpretation of their powers. Other times, the courts constrain their powers. In this week’s readings, you look at several examples in which the courts constrained the powers of the president and Congress.
To prepare for this Discussion:
Review the Constitution in Appendix E in the course text,
Administrative Law and Politics: Cases & Comments.
Reflect on the powers of the executive and legislative branches.
Review the article, “Nixon's Shadow.” Consider how the courts constrained President Nixon’s executive privilege powers.
Review the article, “Presidential Power and the United States Supreme Court.” Reflect on how presidential power is limited by the Supreme Court.
Review the article, “
Clinton v Jones
: The Supreme Court Refuses to Expand the Doctrine of Presidential Immunity to Encompass a President’s Unofficial Acts.” Consider the Supreme Court’s decision regarding the Doctrine of Presidential Immunity.
Review the article, “Congressional Alternatives in the Wake of
City of Borne v Flores
: The (Limited) Role of Congress in Protecting Religious Freedom from State and Local Infringement.” Think about how the Supreme Court limited the power of Congress in the
City of Borne v Flores
.
Review the article, “Constitutional Law–Supreme Court Invalidates Federal Gun-Free Zones Act.” Reflect on how the Supreme Court’s decision constrained the power of Congress under the Commerce Clause.
Using the Walden Library and the Internet, research one case discussed in the readings this week, or another of your choosing, in which the courts constrained the power of Congress or the president.
Consider arguments made by the president or Congress.
Think about how the court came to a decision, noting how the court justified the decision, using constitutional provisions.
With these thoughts in mind:
Post
by
Day 4
a brief description of the case you selected. Then, explain the arguments made by the president or Congress. Be specific. Finally, explain how the court came to a decision, using specific constitutional provisions. Again, be specific.
Note:
Identify the case you selected in the first line of your post. You will be asked to respond to a colleague who selected a case that you did not.
Be sure to support your postings and responses with specific references to the Learning Resources.
Read
a selection of your colleagues' postings.
R.
Instructions Short writing assignments must be no less than
Instructions
Short writing assignments must be
no less
than two hundred (200)
of
your own words
. This means that
quotations do not count against the two hundred words
. I will not even read assignments shorter than the required minimum of 200 words (I use a program to monitor word-count) and you will automatically receive zero (0) points for any such assignments. I expect a professionally written essay that is well formulated, without spelling and grammatical errors. I will deduct points for sloppily written essays (see the rubric below). In your essay you should address the question posed directly and thoroughly. You do not need to waste too much space on background unless the question of the essay specifically demands such background.
Assignment
Do you think that educational institutions such as universities and colleges should adopt a
speech-code
that regulates hate speech? Do you think that such a code is compatible with the moral right to free speech?
Your answer should take the shape of an argument that addresses all three layers of the problem discussed in my class notes as well as the arguments presented in the essays by Arthur and Altman.
I expect a professionally written essay that incorporates the lessons you learned from previous essays.
Notes from Instructor
Free Speech
Mill (2007); Arthur (2007); Altman (2007).
Note
: Remember that you must also read the articles assigned each week. Instructor’s notes are not a substitute for reading the original articles.
In this week
supplementary
notes I will not outline the readings. Instead I will
let students analyze themselves the readings without the benefit of
outlining the authors myself.
I expect that at this time you should be able to do so yourself. This should be a valuable exercise for you all.
I will however outline the Preliminary-Section to set up the problem for you.
Next week I will continue outlining the readings as usual.
A. Preliminaries.
1. This week we explore the topic of free-speech. Free speech is a topic that spans throughout three intimately interconnected layers:
moral
,
legal
, and
institutional
.
I.
Moral Layer
: The central moral question is whether individual human persons have a
moral right
to free speech and if so, what is the basis of this right. Since the Enlightenment it has been supposed that among the
natural rights
with which persons are endowed is the right to speak freely without unjustified interference by others. By ‘
natural’
right I mean a right that is not gained by means of a legal privilege or a
de jure
right. A natural right is rather an inherent part of what it is to be a person and consequently it is logically or conceptually (not historically) prior to any external authority.
What is the basis of the moral right to free speech, if such exists?
The most viable answer is that the right to free speech emanates from the fact that persons are
autonomous
beings that are endowed with the a ...
Constitutional Law - 06-08-08
This document provides information about a Constitutional Law II course on civil liberties taught at Williams College in the fall of 2008. The course will be taught by Professor Bernard Moore and will focus on the evolution of American civil liberties and civil rights based on Supreme Court decisions interpreting the Bill of Rights and Fourteenth Amendment. Students will examine issues like freedom of religion, speech, press, search and seizure protections, and the right to privacy through analyzing court cases and class discussions. Assessment will include exams, a research paper and oral argument participation in a mock Supreme Court case.
Executive-Legislative ConflictsThe powers of the Executive and Leg.docx
Executive-Legislative Conflicts
The powers of the Executive and Legislative branches of government are outlined in the Constitution and there is some degree of overlap, which ultimately leads to conflict between the two branches. For instance, both the president and the Congress have war powers. According to the Constitution, the president is the “…c ommander in chief of the Army, and Navy of the United States, and of the Militia of several states…” (Article 2, Section 2). Therefore, the president has the power to wage war. On the other hand, Congress has the power to declare war and controls funding for wars. Several presidents, including Presidents Truman, Johnson, Clinton, and Bush, have waged war without authorization from Congress, and thus have broken the law. When these and other conflicts arise between the executive and legislative branches of government, it is up to the courts to decide how they should be resolved. To do so, judges reference the Constitution and interpret the meaning of specific provisions when coming to a decision.
To prepare for this Discussion:
Review the Constitution in Appendix E in the course text,
Administrative Law and Politics: Cases and Comments.
Consider the powers of the executive, legislative, and judicial branches. Think about how the executive and legislative powers overlap.
Review the article, “The Use and Abuse of Power: The Supreme Court and the Separation of Powers.” Pay particular attention to the analyses of the
Immigration and Naturalization Service v Chadha
and
Morrison v Olson
cases. Think about the executive-legislative conflicts evident in each case and consider how the Supreme Court resolved the conflicts.
Review the article, “The Supreme Court and the Powers of the Executive: The Adjudication of Foreign Policy.” Focus on the role of the Supreme Court in resolving executive-legislative conflicts related to foreign policy.
Review the article, “Conflicts between the Commander in Chief and Congress: Concurrent Power over the Conduct of War.” Pay particular attention to how the Supreme Court intervened in executive-legislative conflicts regarding war powers.
Using the Walden Library and/or the Internet, research one case discussed in the readings this week, or another of your choosing that involved an executive-legislative conflict.
Consider arguments made by the executive and legislative members and/or groups.
Think about how the Court came to a decision, noting how the Court justified the decision, using Constitutional provisions.
With these thoughts in mind:
Post
by
Day 3
a brief description of the case you selected. Then explain the arguments made by the executive and legislative members and/or groups. Be specific. Finally explain how the Court came to a decision, using specific Constitutional provisions. Again, be specific.
Note:
Identify the case you selected in the first line of your post. You will be asked to respond to a colleague who selected a case that you did not.
Be sur.
WR 39C ARGUMENT & RESEARCH FOREIGN POLICY THROUGH THE DOMESTIC .docx
WR 39C ARGUMENT & RESEARCH:
FOREIGN POLICY THROUGH THE DOMESTIC LENS
_______________________________________
The Advocacy Project: A Multi-modal Composition
Like the HCP Project, the main assignment here is a multi-modal composition that uses various rhetorical positions and different types of evidence to make arguments. This one, however, is a bit different from the first in that over the course of these next few weeks, as you research and evaluate various sources, and as you draft, craft and organize your thoughts and evidence, you will at some point have to make a decision to become an advocate for solutions to your central problem in at least one of the following three ways: 1) you might advocate for one or more specific solutions to the significant and current political/social/cultural problem that sits at the center of your focus; 2) you might locate the next steps to potentially solving your project’s central problem; or, 3) you might argue for why the current solutions do not work and leave your readers with questions about possible next steps. In other words, your arguments for advocating solutions in combination with the analytical reasons you provide for why you have chosen to focus on particular solutions will after weeks and weeks of diligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for convincing for ways to move forward.
When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in such ways, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing even if it is as rigorous in its presentation of evidence.
This is not to say that academic writers are not advocates. They are, and over the course of this project, you will become such an advocate—one who uses academic research and methods to deliver persuasive arguments convincingly to a public of one’s peers. Academic writers in many disciplines often write with the purpose of advocating for solutions to political/social/cultural/environmental problems. When they do so, they are expected to consider and present positions that run against theirs in various ways – call them counter arguments – in order to meet the expectations of their academic audience. They must demonstrate their mastery of established arguments and knowledge in areas of discourse and recognize the legitimacy of other perspectives, even if the author seeks ultimately to dismiss them.
In the realm of public advocacy, argume ...
Bill Of Rights Essay.pdf
Bill o Rights Essay | PDF | First Amendment To The United States .... The Original Bill of Rights - Free Essay Example | PapersOwl.com. Bill of Rights Essay Questions | Student Handouts. ᐅ Essays On Bill of Rights
Legal Issues for Bloggers by Donald R. Simon, J.D/LL.M.
Bloggers face a lot of legal issues. More and more citizen journalists are facing defamation and invasion of privacy lawsuits. The presentation will discuss some of the legal issues confronting bloggers, how to avoid common pitfalls, and how to ensure legitimate speech is protected.
This presentation was presented by Donald R. Simon, J.D./LL.M. at the SMCKC March'2011 Breakfast. Donald is a former intellectual property attorney and now business consultant. His firm concentrates in assisting media- and arts-based entrepreneurs.
don@simonbizconsulting.com
Twitter: @simonbizconsult
Web: www.simonbizconsulting.com
Blog: www.ThinkBigKC.co
Assessment task title Essay (Critical Evaluation of Legal) .docx
Assessment task title: Essay (Critical Evaluation of Legal)
Details of Task:
"The directors of companies,... being managers of other people’s money than their
own, it cannot well be expected that they should watch over it with the same anxious
vigilance with which partners in a (...partnership...) frequently watch over their own. ...
Negligence and profusion, therefore must always prevail more or less, in the management
of the affairs of ...a company. ( Adam Smith, The Wealth of Nations (Random House, New
York :1937), 700)
Support, refute or refine the above assertion in the light of corporate governance theories.
Critically assess the success of the Codes of Corporate Governance Codes in addressing the
problems identified by Adam Smith.
Word limit: 1900- 2000 words
Criteria for marking: The marking rubric will be posted on Moodle
Learning objectives assessed: 2, 3 and 4
WRITING AN OPINION ON A LEGAL ISSUE
Introduction
The presentation of an opinion on a legal issue will be considered under two heads as follows:
(a) The pre-writing stage; and,
(b) The actual writing.
The pre-writing stage encompasses the collection of data, making notes and making preliminary decisions about the information amassed and avoiding pitfalls. Very often, the position adopted – for or against – an issue is emotional and is part of the pre-writing stage.The validity of your position has to be tested against the facts, opinions and other data you compile even before you begin drafting your outline.
Before the writing begins
Normally, you will be given a set of facts involving one or more issues which may involve the law . The facts give rise to a difference of opinion with some arguing in favour of an issue and others arguing against it.. You are usually asked to support a given point of view or to rebut it or to refine it. Several preliminary matters must be considered before you actually put pen to paper.
Legal issues are usually carefully crafted and are highly unlikely to contain any unnecessary facts. Thus every fact furnished is likely to be important. It is therefore necessary that you do not dismiss out of hand, any detail as “superfluous”. Even if you think that a fact is surplusage, consider it carefully to determine its impact on the issue; chances are that it does affect the legal position. Close consideration of such a fact will usually enable you to establish its relevance to the legal issue under scrutiny.
Normally, the fact situation given is complete and you are not expected to supply any missing facts. This does not, however, mean that you cannot draw attention to facts that appear to have been omitted from the issue. One situation in which this must be done is where, in your opinion, the missing facts will drastically affect alter the legal position you are arguing.. However, before you do this, you must ensure that you have scrutinized all the given facts to ensure that the fact perceived to be missi.
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Discussion 1Which amendment to the Constitution prohibits double j.docx
Discussion 1
Which amendment to the Constitution prohibits double jeopardy? Can someone be convicted for multiple crimes for one act? How can a person be charged with multiple crimes through the legal concept of “lesser included offenses”? How do lesser included offenses not violate double jeopardy protection? Focus upon the material elements of crimes and how they can vary to allow for multiple prosecutions for the same acts or similar offenses. Provide examples to support your answer.
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7. Fairness should be considered in any criminal law or procedure issue. Provide analyses of your classmates’ postings with an emphasis on whether or not it seems fair to the defendant to have to defend against crimes presented in multiple forums. Can we assume that it is fair to the State to prosecute in multiple jurisdictions (where the State has large amounts of resources for such actions)?
Discussion 2
The trend in the United States is toward mandatory sentencing for most criminal offenses. Include the following in your initial post:
Define mandatory sentencing.
Discuss the pros and cons of mandatory sentencing.
Provide your opinion of whether or not you agree with mandatory sentencing provisions.
Examine whether or not courts should view each case based on its own facts, or whether or not equal justice can only be achieved through mandatory minimum sentencing.
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7. Focus upon the fairness of treating everyone the same, regardless of the circumstances which brought them to the sentencing before a court. Question the validity of a “one size fits all” criminal justice sentencing scheme.
.
Wondrous Self Reflection Essay Example Thatsnotus
1. Respiratory acidosis occurs when the lungs cannot remove all the carbon dioxide produced by the body, causing an excess of carbon dioxide in the blood and making the blood too acidic.
2. Chronic respiratory acidosis allows time for the kidneys to increase bicarbonate to restore acid-base balance, while acute respiratory acidosis causes a rapid buildup of carbon dioxide before the kidneys can respond.
3. Metabolic acidosis is caused by an excess of acids in the body unrelated to carbon dioxide, such as from kidney disease, aspirin poisoning, or dehydration. The condition makes the blood acidic.
Ambiguous Constitutional LanguageThe First, Third, Fourth, and Fif.docx
Ambiguous Constitutional Language
The First, Third, Fourth, and Fifth Amendments
imply
the right to privacy through the freedom of religion and the protections against mandatory housing of soldiers, unlawful searches and seizures, and self-incrimination. However, nowhere in the Constitution does the word “privacy” exist. Since the language of the Constitution related to the privacy rights and other rights
—
such as the right to bear arms
—
often is ambiguous, it leads to one of the most fundamental tenets of democracy: discourse. This ambiguity leaves room for interpretation and according to some legal scholars gives way to the belief that the Constitution is a living document that reshapes itself to suit the changing times. While Supreme Court Justices have the power to decipher and give meaning to the ambiguous language, the implications on policy can be both positive and negative.
To prepare for this Discussion
:
Review the article “Disentangling the Fourth Amendment and the Self-Incrimination Clause.” Consider how the courts’ interpretation of the ambiguous overlapping of the Fourth Amendment and the self-incrimination clause of the Fifth Amendment influences policymaking.
Review the U.S. Supreme Court Cases
District of Columbia
v. Heller
and
Grutter v. Bollinger
in the LexisNexis Academic database. Consider the impact of the Court’s constitutional interpretation in these cases.
Reflect on the strengths and limitations of the Supreme Court making policy by interpreting ambiguous constitutional language.
With these thoughts in mind
:
Post by Day 3
at least two strengths and two limitations related to the Supreme Court making policy by interpreting ambiguous constitutional language. Be specific and justify your response.
Be sure to support your postings and responses with specific references to the Learning
Resources.
Judicial Philosophy and Establishment of Rights
In the
Declaration of Independence
, Thomas Jefferson defined inalienable rights as life, liberty, and the pursuit of happiness. Although this statement is very vague and unclear as to what liberty and the pursuit of happiness entail, it provides rights to all citizens of the United States. Ambiguous language is used throughout the Constitution, which makes its interpretation a daunting task for Supreme Court Justices ruling on controversial cases.
There are two schools of thought for interpreting the U.S. Constitution: Originalism and Living Document Philosophy. Justice Antonin Scalia favors Originalism, which means the Constitution’s interpretation should pertain to the original intent of the document. Justice Ruth Bader Ginsberg favors Living Document Philosophy, which leaves the interpretation up to the changing moral, political, and cultural climate of the times.
Out of respect for the legacy of the founding fathers and the central identity of U.S. democracy, the Constitution will never undergo revision, but rather, can be amended. Originalists do not want an am.
Week 2 Discussion Evidence-Based Arguments.Required Resources.docx
Week 2 Discussion: Evidence-Based Arguments
.
Required Resources
Read/review the following resources for this activity:
· Textbook: Chapter 3, 4
· Minimum of 1 scholarly source
Initial Post Instructions
Evidence-based practice requires...evidence. The careful collection of evidence is the first job of every medical practitioner, not least the nurse, who has the most extensive and intimate contact with the patient. However, it does not stop with the nurse. Whatever your role - social worker, hospital administration, human services - whether your problem is the allocation of scarce resources, where to add or cut staff, or the treatment plan for a patient, you will need to present and defend your position in a clearly structured argument
For this discussion, address the following:
· Explain how applying the methods of analyzing an argument can help you make and win your point.
· As you collect and prepare to present your evidence-based argument, how might diagramming your findings be helpful in clearly and accurately conveying your findings?
· Provide an example of how you might diagram your findings.
Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more information and clarification.
Writing Requirements
· Minimum of 3 posts (1 initial & 2 follow-up)
· APA format for in-text citations and list of references
Grading
This activity will be graded using the Discussion Grading Rubric. Please review the following link:
· Link (webpage): Discussion Guidelines
Course Outcomes (CO): 2
Due Date for Initial Post: By 11a.m. EST on Wednesday
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ReplyReply to Week 2 Discussion: Evidence-Based Arguments
·
Collapse SubdiscussionRussell Waltz
Manage Discussion Entry
Opening Post
Hello Class,
Welcome to Week 2! You may begin posting on Day 1, which is Monday, for credit. This week, we will be discussing the difference between providing an explanation and providing an argument. Along with your textbook reading for the week, here is an additional reading to consider for this week's discussion:
Archie, L. (2004). Diagramming arguments. Retrieved December 26, 2018, from https://philosophy.lander.edu/logic/diagram.html
Discussion Prompt:
Explain how applying the methods of analyzing an argument can help you make and win your point. As you collect and prepare to present your evidence-based argument, how might diagramming your findings be helpful in clearly and accurately conveying your findings? Provide an example of how you might diagram your findings.
Remember to use an outside resource in the main post, which needs to be on or before Wednesday. Don’t forget to look over the discussion rubric as a reference when you are writing your discussion posts. If you have any questions, please post in the Q&A forum or email me. Let’s get started!
Please remember to take note of the Discussion Grading ...
Reflect on partisanship in the Congress and discuss the proper role
Reflect on partisanship in the Congress and discuss the proper role of the minority party in each house of the Congress. Is the frequent use of the filibuster for ideological purposes an act of patriotism or partisan politics at its worst?
Also discuss the proper role of the majority party in each house of the Congress. In responding to your classmates, discuss if you think its members should exclude the minority party whenever possible or try to compromise with them.
classmate post #1:
The proper role of the minority party in each house in Congress is to influence legislation at the committee level and ensure that all of the rules are being followed through the legislative process. The minority should also use the court of public opinion through the media to fight egregious legislation and apply public pressure to the majority party.
The frequent use of filibuster is used by both parties equally for ideological purposes and for partisan politics at its worst. While the ideological debates on various issues can be very informative, very seldom does the use of filibuster change the direction of the voting majority. Filibuster has also been the cause of excessive delays in the confirmations of federal judge appointees, thus slowing down the judicial branch of government.
The proper role of the majority party in each house of the Congress is to control the referral of legislation to congressional committees and ultimately control the legislative process. A bill's survival depends on referral to a favorable committee. The majority is also tasked with remaining cohesive in policy positions and protecting the brand of their respective political party.
Evans, J., & Michaud, K. (2019).
Central Ideas in American Government (9th ed.)
. Asheville, NC: Soomo Learning. Retrieved from:
https://www.webtexts.com
classmate post #2:
When looking into congress we have to realize that they are the ones who make the laws, of course after they're signed by the president. It ismade up of two houses, the House of Reps and the Senate. Congress has the big responsibility to look out and take care of the citizens of the United States, make sure all laws are being abided and that the government is doing right by the people.
Both sides elect their leaders by ballots. The majority and minority group have very similiar responsibilities, they are in charge of making sure all of the laws that have been signed are being followed the right away , that they are being represented correctly. The slight differences between both is that the minority party has fewer seats and they also need to make deals to pass legislation laws, whereas the majority side does not.
Filibuster is a procedure wherer congree present a certain bill and they debate on whether or not they want to pass it. They could delay it, or simply kill it all in all. They can do this by discussing potential issues that they believe can occur with it. When talkiing about this it's honestly ...
Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
Term Paper: Individual Rights and Social Order
Due Week 10 and worth 200 points
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and other .
Over the course of the term, this course has focused on the concepts.docx
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these.
Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
Term Paper: Individual Rights and Social Order
Due Week 10 and worth 200 points
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and othe.
1 Running head FLAG BURNING To Burn or Not to Burn .docx
1
Running head: FLAG BURNING
To Burn or Not to Burn:
Should Flag Burning be Legal?
Ashford Student
ENG 122
Dr. St. Clare
August 17, 2010
2
FLAG BURNING
To Burn or Not to Burn:
Should Flag Burning be Legal?
Freedom of speech and expression is a right given to all Americans in the First
Amendment of the Constitution. It is a difficult concept to embrace when individuals are faced
with ideas they oppose. In this kind of situation, the protection guaranteed to American citizens
becomes even more important. The First Amendment was designed not only to protect the
freedom to express ideas and sentiments with which one agrees but also the ideas and sentiments
with which one disagrees. It is for precisely this reason that the government should maintain the
right of individuals to express their dissatisfaction with the policies of the government through
the act of flag burning and not amend the Constitution to make such an act illegal.
The first reason why the government should not ban flag burning is that it is a form of
expression that is covered by the right to free speech. The First Amendment to the US
Constitution states: “Congress shall make no law … abridging the freedom of speech, or of the
press; or the right of the people peaceably to assemble, and to petition the government for a
redress of grievances” (Legal Information Institute, 1992a). This amendment guarantees
American citizens the right to express their dissatisfaction with the policies of the government
without fear of consequences, including arrest, so long as the demonstration does not violate
laws. The act of flag burning is a means to express this kind of dissatisfaction. To make a law
prohibiting this means of expressing grievances would not only inhibit free speech but take away
a means of petitioning the government to address grievances.
Another reason why flag burning should be allowed is that the counter-argument that flag
burning somehow constitutes treason is groundless. Some may argue that flag burning should not
be protected speech, that such an offense should be considered treasonous. They feel that the
3
FLAG BURNING
American flag is a symbol of this country that should be maintained and protected. It is true that
the flag is a symbol of this nation; it is because of its status as a national symbol that the burning
of the flag holds so much power in representing dissatisfaction with the nation’s policies.
However, should such an act be considered treason? According to the Constitution, treason is
defined as consisting “only in levying war against them, or in adhering to their enemies, giving
them aid or comfort” (Legal Information Institute, 1992b). Simply by applying this definition of
treason to the act of flag burning, unless an amendment were added to the Constitution to
redefine treason, flag burning would not qualify as a treasonous act and should t ...
Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
Term Paper: Individual Rights and Social Order
Due Week 10 and worth 200 points
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and othe.
Paper assigment How to Argue About the Death Penalty By Hugo Ada.docx
Paper assigment
How to Argue About the Death Penalty By Hugo Adam Bedau
1) explain the issue
2) identify the key arguments from each and every article from that chapter in the text
3) explain the articles
4) create and provide your own original argument about the topic that you have selected, and
5) proofread and submit your work.
To successfully complete this assignment:
1) It needs to meet the minimum qualified word count (950 words),
2) It must include your own original argument,
3) It must be properly cited
4) It should be well proofread and substantially free of sentence level, spelling, punctuation, etc mistakes.
I. Introduction:
a. Hook?
b. What are you about to do in your paper and why?
c. What will your final original argument argue for concerning the morality of the issue selected.
II. First Article:
a. Transition or Topic Statement
b. Demonstrating Understanding
i. Identify the Article – Who wrote it and what is the title?
ii. Explain the Argument from the Article
iii. Provide an Assessment (critique) of the Argument (Does it make sense? Why/Why not?)
III. Second Article:
a. Transition or Topic Statement
b. Demonstrating Understanding
i. Identify the Article – Who wrote it and what is the title?
ii. Explain the Argument from the Article
iii. Provide an Assessment (critique) of the Argument (Does it make sense? Why/Why not?)
IV. Third Article: [Note: This process should be completed for each article within the Moral Issue section]
i. Identify the Article – Who wrote it and what is the title?
ii. Explain the Argument from the Article
iii. Provide an Assessment (critique) of the Argument (Does it make sense? Why/Why not?)
V. Reasoned Argument
a. Building upon your assessment of the articles, is there a general point that moral philosophy is making about the applied ethics topic that you have chosen?
b. What are the general conflicts (if any) among the moral philosophers that you have read about the applied ethics topic that you have chosen?
c. Are there moral concepts/approaches to the applied ethics topic that you have chosen that were not considered in the articles from the text? If so, what are they and why should they be considered?
d. This is the place for you to build your own original argument related to the topic. Note that should be critical in nature. By “critical,” I mean that the argument should be well-reasoned, rather than just a statement of opinion or belief.Remember, to be an argument, you need a conclusion and premises (reasons to support your position).
e. As you are developing your final argument, remember that if there are points from the articles that are contrary to your position (counter-arguments), you counter those counter-arguments.
VI. Paper Conclusion:
a. Remind the reader about the key points from your essay including your argument
b. Remember, the conclusion is not a place to introduced new argument
VII. Sources Cited (if any):
a. Remember, 1) if a work is cite.
Lesson 2
This document discusses critical thinking skills and activities. It introduces the components of arguments, including overall arguments and supporting arguments. Several activities are presented that ask students to identify arguments in short texts. For one activity, students analyze a Tony Blair speech to identify its overall arguments and main supporting arguments. The document also provides instructions for an upcoming mid-term presentation assignment where students will analyze an issue by outlining stakeholders, summarizing multiple perspectives from sources, and discussing what additional views are needed to form a conclusion. Homework involves choosing a topic for the presentation and finding related articles.
BCJ 3950, Constitutional Law for Criminal Justice 1 C.docx
BCJ 3950, Constitutional Law for Criminal Justice 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
3. Relate property rights to rules of search and seizure.
3.1 Explain an individual’s property rights and the rules of search and seizure as they relate to civil
and criminal laws.
3.2 Describe how property rights and the rules of search and seizure have influenced the American
criminal justice system.
4. Explain protections of arrest and the right to counsel.
4.1 Analyze protections of arrest and the right to counsel as they relate to civil and criminal laws.
4.2 Describe how protections of arrest and the right to counsel have influenced the American
criminal justice system.
Reading Assignment
Chapter 11: Substantive Due Process, Privacy, and Other Liberties, pp. 404-436
Chapter 12: Equal Protection, pp. 439-487
Unit Lesson
We are now coming down to the last two units in this course. Each unit should be new information to you, and
your constitutional knowledge and awareness should start to take shape. In Chapter 11 of your textbook,
“Substantive Due Process, Privacy, and Other Liberties,” we will explore the Due Process Clause as it relates
to our U.S. constitutional rights and protections in detail. If you remember in Chapter 8, we briefly explored the
Due Process Clause; however, we will now further analyze the Due Process Clause providing for a two-
dimension approach and analysis.
The Due Process Clause can be broken down into two processes: procedural due process and substantive
due process. Procedural due process requires the government both at the federal and state levels to treat
persons fairly, while it attempts to interfere with their liberty interests and requires the government to process
and safeguard individuals and their claims (Hall & Feldmeier, 2012). So what does this actually mean? The
government should allow for a timeframe compatible and suitable for individuals to respond to a claim,
provide for an appeals process, and ensure all claims are handled in a fair, balanced, and objective manner.
Now, substantive due process is the second dimension of the Due Process Clause found in the Fifth (federal
law) and Fourteenth (state law) Amendments to the U.S. Constitution. Substantive due process concerns the
type of substance of behavior that is included as a “liberty” under the Due Process Clause, and examines the
activities and protections, which are included under “liberty” (Hall & Feldmeier, 2012).
Take a minute to think about the word liberty. In your perspective or definition, what does liberty mean to you?
Each person sees liberty through their own personal lens and experiences in life. What should be noted is
that the word liberty is not defined in the U.S. Constitution. Therefore, interpretation is left up to the U.S.
Supreme Court. You should have noticed by this point in the course, the interpretation .
Essay On Social Issue.pdf
Essay On Social Issues | Social Issues Essay for Students and Children .... Essay on Social Issues for Students and Children. Introduction to social problems essay questions - Hannah Pavlik SOC- 2 .... social issues articles for students 2021 - Marita Church. Essay on Social Issues in India for Students in 2000 Words. College Essay: Essay on social issue. Social Media Essay Introduction - DominikrilLe. Outstanding Social Issues Essay ~ Thatsnotus. Social issues essay By Kelvin. 015 Social Issues Essay Topics P1 ~ Thatsnotus. School essay: Example of argumentative essay about social issues. A Complete Guide To Prepare An Impressive Social Media Essay. Write an essay on Social Media | Essay Writing | English - YouTube. Examples of Social Issues for your Essays | Meaning, Pros and Cons ....
Bus Law Chap 1 Powerpoint Presentation
The document provides an overview of a business law course, including key concepts that will be introduced. It discusses the sources of law, classifications of law, and limits placed on government by the US Constitution. It emphasizes that critical thinking is important for understanding the legal system. Critical thinking involves questioning information, considering alternative explanations, avoiding biases, and examining the evidence and assumptions underlying arguments. The document provides several rules for students to follow to develop their critical thinking skills for the course.
Judicial Activism Research Paper
The document discusses judicial activism and restraint. It provides examples of Supreme Court cases where judicial activism or restraint was used, such as Roe v. Wade and Brown v. Board of Education. Supporters of judicial activism believe judges should make policy decisions, while restraint supporters believe judges should interpret the law literally. The document also discusses criticisms of both philosophies and how judicial decisions can influence public policy.
17 courts online
The document discusses different models for understanding Supreme Court decision-making: the attitudinal model, legal model, and societal model. The attitudinal model suggests personal preferences and values drive decisions, while the legal model emphasizes legal procedures and precedent. The societal model views justices as influenced by the broader culture. The document also examines concepts like judicial review, collective action problems in opinion-writing, and factors that constrain the Court like other branches of government.
Assignment 1Select one of these three philosophers (Rousseau, Lo.docx
This document contains instructions for 5 separate assignments related to ethics, diversity, and organizational culture. Assignment 1 asks students to analyze differences between ideas of philosophers like Rousseau, Locke and Hobbes and modern democracies. Assignment 2 involves responding to inappropriate workplace comments and discussing ethical and legal implications. Assignment 3 has students analyze alternatives and implications related to a case study on discrimination. Assignment 4 examines organizational culture and inclusion at Sherwood Manufacturing. Assignment 5 is researching diversity at different organizations and comparing their cultures.
Most patients with mental health disorders are not aggressive. H.docx
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
.
MotivationExplain your motivation for applying to this prog.docx
Motivation:
Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
Goals(REQUIRED)
List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
.
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vigilance with which partners in a (...partnership...) frequently watch over their own. ...
Negligence and profusion, therefore must always prevail more or less, in the management
of the affairs of ...a company. ( Adam Smith, The Wealth of Nations (Random House, New
York :1937), 700)
Support, refute or refine the above assertion in the light of corporate governance theories.
Critically assess the success of the Codes of Corporate Governance Codes in addressing the
problems identified by Adam Smith.
Word limit: 1900- 2000 words
Criteria for marking: The marking rubric will be posted on Moodle
Learning objectives assessed: 2, 3 and 4
WRITING AN OPINION ON A LEGAL ISSUE
Introduction
The presentation of an opinion on a legal issue will be considered under two heads as follows:
(a) The pre-writing stage; and,
(b) The actual writing.
The pre-writing stage encompasses the collection of data, making notes and making preliminary decisions about the information amassed and avoiding pitfalls. Very often, the position adopted – for or against – an issue is emotional and is part of the pre-writing stage.The validity of your position has to be tested against the facts, opinions and other data you compile even before you begin drafting your outline.
Before the writing begins
Normally, you will be given a set of facts involving one or more issues which may involve the law . The facts give rise to a difference of opinion with some arguing in favour of an issue and others arguing against it.. You are usually asked to support a given point of view or to rebut it or to refine it. Several preliminary matters must be considered before you actually put pen to paper.
Legal issues are usually carefully crafted and are highly unlikely to contain any unnecessary facts. Thus every fact furnished is likely to be important. It is therefore necessary that you do not dismiss out of hand, any detail as “superfluous”. Even if you think that a fact is surplusage, consider it carefully to determine its impact on the issue; chances are that it does affect the legal position. Close consideration of such a fact will usually enable you to establish its relevance to the legal issue under scrutiny.
Normally, the fact situation given is complete and you are not expected to supply any missing facts. This does not, however, mean that you cannot draw attention to facts that appear to have been omitted from the issue. One situation in which this must be done is where, in your opinion, the missing facts will drastically affect alter the legal position you are arguing.. However, before you do this, you must ensure that you have scrutinized all the given facts to ensure that the fact perceived to be missi.
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Discussion 1Which amendment to the Constitution prohibits double j.docx
Discussion 1
Which amendment to the Constitution prohibits double jeopardy? Can someone be convicted for multiple crimes for one act? How can a person be charged with multiple crimes through the legal concept of “lesser included offenses”? How do lesser included offenses not violate double jeopardy protection? Focus upon the material elements of crimes and how they can vary to allow for multiple prosecutions for the same acts or similar offenses. Provide examples to support your answer.
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7. Fairness should be considered in any criminal law or procedure issue. Provide analyses of your classmates’ postings with an emphasis on whether or not it seems fair to the defendant to have to defend against crimes presented in multiple forums. Can we assume that it is fair to the State to prosecute in multiple jurisdictions (where the State has large amounts of resources for such actions)?
Discussion 2
The trend in the United States is toward mandatory sentencing for most criminal offenses. Include the following in your initial post:
Define mandatory sentencing.
Discuss the pros and cons of mandatory sentencing.
Provide your opinion of whether or not you agree with mandatory sentencing provisions.
Examine whether or not courts should view each case based on its own facts, or whether or not equal justice can only be achieved through mandatory minimum sentencing.
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7. Focus upon the fairness of treating everyone the same, regardless of the circumstances which brought them to the sentencing before a court. Question the validity of a “one size fits all” criminal justice sentencing scheme.
.
Wondrous Self Reflection Essay Example Thatsnotus
1. Respiratory acidosis occurs when the lungs cannot remove all the carbon dioxide produced by the body, causing an excess of carbon dioxide in the blood and making the blood too acidic.
2. Chronic respiratory acidosis allows time for the kidneys to increase bicarbonate to restore acid-base balance, while acute respiratory acidosis causes a rapid buildup of carbon dioxide before the kidneys can respond.
3. Metabolic acidosis is caused by an excess of acids in the body unrelated to carbon dioxide, such as from kidney disease, aspirin poisoning, or dehydration. The condition makes the blood acidic.
Ambiguous Constitutional LanguageThe First, Third, Fourth, and Fif.docx
Ambiguous Constitutional Language
The First, Third, Fourth, and Fifth Amendments
imply
the right to privacy through the freedom of religion and the protections against mandatory housing of soldiers, unlawful searches and seizures, and self-incrimination. However, nowhere in the Constitution does the word “privacy” exist. Since the language of the Constitution related to the privacy rights and other rights
—
such as the right to bear arms
—
often is ambiguous, it leads to one of the most fundamental tenets of democracy: discourse. This ambiguity leaves room for interpretation and according to some legal scholars gives way to the belief that the Constitution is a living document that reshapes itself to suit the changing times. While Supreme Court Justices have the power to decipher and give meaning to the ambiguous language, the implications on policy can be both positive and negative.
To prepare for this Discussion
:
Review the article “Disentangling the Fourth Amendment and the Self-Incrimination Clause.” Consider how the courts’ interpretation of the ambiguous overlapping of the Fourth Amendment and the self-incrimination clause of the Fifth Amendment influences policymaking.
Review the U.S. Supreme Court Cases
District of Columbia
v. Heller
and
Grutter v. Bollinger
in the LexisNexis Academic database. Consider the impact of the Court’s constitutional interpretation in these cases.
Reflect on the strengths and limitations of the Supreme Court making policy by interpreting ambiguous constitutional language.
With these thoughts in mind
:
Post by Day 3
at least two strengths and two limitations related to the Supreme Court making policy by interpreting ambiguous constitutional language. Be specific and justify your response.
Be sure to support your postings and responses with specific references to the Learning
Resources.
Judicial Philosophy and Establishment of Rights
In the
Declaration of Independence
, Thomas Jefferson defined inalienable rights as life, liberty, and the pursuit of happiness. Although this statement is very vague and unclear as to what liberty and the pursuit of happiness entail, it provides rights to all citizens of the United States. Ambiguous language is used throughout the Constitution, which makes its interpretation a daunting task for Supreme Court Justices ruling on controversial cases.
There are two schools of thought for interpreting the U.S. Constitution: Originalism and Living Document Philosophy. Justice Antonin Scalia favors Originalism, which means the Constitution’s interpretation should pertain to the original intent of the document. Justice Ruth Bader Ginsberg favors Living Document Philosophy, which leaves the interpretation up to the changing moral, political, and cultural climate of the times.
Out of respect for the legacy of the founding fathers and the central identity of U.S. democracy, the Constitution will never undergo revision, but rather, can be amended. Originalists do not want an am.
Week 2 Discussion Evidence-Based Arguments.Required Resources.docx
Week 2 Discussion: Evidence-Based Arguments
.
Required Resources
Read/review the following resources for this activity:
· Textbook: Chapter 3, 4
· Minimum of 1 scholarly source
Initial Post Instructions
Evidence-based practice requires...evidence. The careful collection of evidence is the first job of every medical practitioner, not least the nurse, who has the most extensive and intimate contact with the patient. However, it does not stop with the nurse. Whatever your role - social worker, hospital administration, human services - whether your problem is the allocation of scarce resources, where to add or cut staff, or the treatment plan for a patient, you will need to present and defend your position in a clearly structured argument
For this discussion, address the following:
· Explain how applying the methods of analyzing an argument can help you make and win your point.
· As you collect and prepare to present your evidence-based argument, how might diagramming your findings be helpful in clearly and accurately conveying your findings?
· Provide an example of how you might diagram your findings.
Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more information and clarification.
Writing Requirements
· Minimum of 3 posts (1 initial & 2 follow-up)
· APA format for in-text citations and list of references
Grading
This activity will be graded using the Discussion Grading Rubric. Please review the following link:
· Link (webpage): Discussion Guidelines
Course Outcomes (CO): 2
Due Date for Initial Post: By 11a.m. EST on Wednesday
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ReplyReply to Week 2 Discussion: Evidence-Based Arguments
·
Collapse SubdiscussionRussell Waltz
Manage Discussion Entry
Opening Post
Hello Class,
Welcome to Week 2! You may begin posting on Day 1, which is Monday, for credit. This week, we will be discussing the difference between providing an explanation and providing an argument. Along with your textbook reading for the week, here is an additional reading to consider for this week's discussion:
Archie, L. (2004). Diagramming arguments. Retrieved December 26, 2018, from https://philosophy.lander.edu/logic/diagram.html
Discussion Prompt:
Explain how applying the methods of analyzing an argument can help you make and win your point. As you collect and prepare to present your evidence-based argument, how might diagramming your findings be helpful in clearly and accurately conveying your findings? Provide an example of how you might diagram your findings.
Remember to use an outside resource in the main post, which needs to be on or before Wednesday. Don’t forget to look over the discussion rubric as a reference when you are writing your discussion posts. If you have any questions, please post in the Q&A forum or email me. Let’s get started!
Please remember to take note of the Discussion Grading ...
Reflect on partisanship in the Congress and discuss the proper role
Reflect on partisanship in the Congress and discuss the proper role of the minority party in each house of the Congress. Is the frequent use of the filibuster for ideological purposes an act of patriotism or partisan politics at its worst?
Also discuss the proper role of the majority party in each house of the Congress. In responding to your classmates, discuss if you think its members should exclude the minority party whenever possible or try to compromise with them.
classmate post #1:
The proper role of the minority party in each house in Congress is to influence legislation at the committee level and ensure that all of the rules are being followed through the legislative process. The minority should also use the court of public opinion through the media to fight egregious legislation and apply public pressure to the majority party.
The frequent use of filibuster is used by both parties equally for ideological purposes and for partisan politics at its worst. While the ideological debates on various issues can be very informative, very seldom does the use of filibuster change the direction of the voting majority. Filibuster has also been the cause of excessive delays in the confirmations of federal judge appointees, thus slowing down the judicial branch of government.
The proper role of the majority party in each house of the Congress is to control the referral of legislation to congressional committees and ultimately control the legislative process. A bill's survival depends on referral to a favorable committee. The majority is also tasked with remaining cohesive in policy positions and protecting the brand of their respective political party.
Evans, J., & Michaud, K. (2019).
Central Ideas in American Government (9th ed.)
. Asheville, NC: Soomo Learning. Retrieved from:
https://www.webtexts.com
classmate post #2:
When looking into congress we have to realize that they are the ones who make the laws, of course after they're signed by the president. It ismade up of two houses, the House of Reps and the Senate. Congress has the big responsibility to look out and take care of the citizens of the United States, make sure all laws are being abided and that the government is doing right by the people.
Both sides elect their leaders by ballots. The majority and minority group have very similiar responsibilities, they are in charge of making sure all of the laws that have been signed are being followed the right away , that they are being represented correctly. The slight differences between both is that the minority party has fewer seats and they also need to make deals to pass legislation laws, whereas the majority side does not.
Filibuster is a procedure wherer congree present a certain bill and they debate on whether or not they want to pass it. They could delay it, or simply kill it all in all. They can do this by discussing potential issues that they believe can occur with it. When talkiing about this it's honestly ...
Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
Term Paper: Individual Rights and Social Order
Due Week 10 and worth 200 points
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and other .
Over the course of the term, this course has focused on the concepts.docx
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these.
Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
Term Paper: Individual Rights and Social Order
Due Week 10 and worth 200 points
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and othe.
1 Running head FLAG BURNING To Burn or Not to Burn .docx
1
Running head: FLAG BURNING
To Burn or Not to Burn:
Should Flag Burning be Legal?
Ashford Student
ENG 122
Dr. St. Clare
August 17, 2010
2
FLAG BURNING
To Burn or Not to Burn:
Should Flag Burning be Legal?
Freedom of speech and expression is a right given to all Americans in the First
Amendment of the Constitution. It is a difficult concept to embrace when individuals are faced
with ideas they oppose. In this kind of situation, the protection guaranteed to American citizens
becomes even more important. The First Amendment was designed not only to protect the
freedom to express ideas and sentiments with which one agrees but also the ideas and sentiments
with which one disagrees. It is for precisely this reason that the government should maintain the
right of individuals to express their dissatisfaction with the policies of the government through
the act of flag burning and not amend the Constitution to make such an act illegal.
The first reason why the government should not ban flag burning is that it is a form of
expression that is covered by the right to free speech. The First Amendment to the US
Constitution states: “Congress shall make no law … abridging the freedom of speech, or of the
press; or the right of the people peaceably to assemble, and to petition the government for a
redress of grievances” (Legal Information Institute, 1992a). This amendment guarantees
American citizens the right to express their dissatisfaction with the policies of the government
without fear of consequences, including arrest, so long as the demonstration does not violate
laws. The act of flag burning is a means to express this kind of dissatisfaction. To make a law
prohibiting this means of expressing grievances would not only inhibit free speech but take away
a means of petitioning the government to address grievances.
Another reason why flag burning should be allowed is that the counter-argument that flag
burning somehow constitutes treason is groundless. Some may argue that flag burning should not
be protected speech, that such an offense should be considered treasonous. They feel that the
3
FLAG BURNING
American flag is a symbol of this country that should be maintained and protected. It is true that
the flag is a symbol of this nation; it is because of its status as a national symbol that the burning
of the flag holds so much power in representing dissatisfaction with the nation’s policies.
However, should such an act be considered treason? According to the Constitution, treason is
defined as consisting “only in levying war against them, or in adhering to their enemies, giving
them aid or comfort” (Legal Information Institute, 1992b). Simply by applying this definition of
treason to the act of flag burning, unless an amendment were added to the Constitution to
redefine treason, flag burning would not qualify as a treasonous act and should t ...
Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
Term Paper: Individual Rights and Social Order
Due Week 10 and worth 200 points
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and othe.
Paper assigment How to Argue About the Death Penalty By Hugo Ada.docx
Paper assigment
How to Argue About the Death Penalty By Hugo Adam Bedau
1) explain the issue
2) identify the key arguments from each and every article from that chapter in the text
3) explain the articles
4) create and provide your own original argument about the topic that you have selected, and
5) proofread and submit your work.
To successfully complete this assignment:
1) It needs to meet the minimum qualified word count (950 words),
2) It must include your own original argument,
3) It must be properly cited
4) It should be well proofread and substantially free of sentence level, spelling, punctuation, etc mistakes.
I. Introduction:
a. Hook?
b. What are you about to do in your paper and why?
c. What will your final original argument argue for concerning the morality of the issue selected.
II. First Article:
a. Transition or Topic Statement
b. Demonstrating Understanding
i. Identify the Article – Who wrote it and what is the title?
ii. Explain the Argument from the Article
iii. Provide an Assessment (critique) of the Argument (Does it make sense? Why/Why not?)
III. Second Article:
a. Transition or Topic Statement
b. Demonstrating Understanding
i. Identify the Article – Who wrote it and what is the title?
ii. Explain the Argument from the Article
iii. Provide an Assessment (critique) of the Argument (Does it make sense? Why/Why not?)
IV. Third Article: [Note: This process should be completed for each article within the Moral Issue section]
i. Identify the Article – Who wrote it and what is the title?
ii. Explain the Argument from the Article
iii. Provide an Assessment (critique) of the Argument (Does it make sense? Why/Why not?)
V. Reasoned Argument
a. Building upon your assessment of the articles, is there a general point that moral philosophy is making about the applied ethics topic that you have chosen?
b. What are the general conflicts (if any) among the moral philosophers that you have read about the applied ethics topic that you have chosen?
c. Are there moral concepts/approaches to the applied ethics topic that you have chosen that were not considered in the articles from the text? If so, what are they and why should they be considered?
d. This is the place for you to build your own original argument related to the topic. Note that should be critical in nature. By “critical,” I mean that the argument should be well-reasoned, rather than just a statement of opinion or belief.Remember, to be an argument, you need a conclusion and premises (reasons to support your position).
e. As you are developing your final argument, remember that if there are points from the articles that are contrary to your position (counter-arguments), you counter those counter-arguments.
VI. Paper Conclusion:
a. Remind the reader about the key points from your essay including your argument
b. Remember, the conclusion is not a place to introduced new argument
VII. Sources Cited (if any):
a. Remember, 1) if a work is cite.
Lesson 2
This document discusses critical thinking skills and activities. It introduces the components of arguments, including overall arguments and supporting arguments. Several activities are presented that ask students to identify arguments in short texts. For one activity, students analyze a Tony Blair speech to identify its overall arguments and main supporting arguments. The document also provides instructions for an upcoming mid-term presentation assignment where students will analyze an issue by outlining stakeholders, summarizing multiple perspectives from sources, and discussing what additional views are needed to form a conclusion. Homework involves choosing a topic for the presentation and finding related articles.
BCJ 3950, Constitutional Law for Criminal Justice 1 C.docx
BCJ 3950, Constitutional Law for Criminal Justice 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
3. Relate property rights to rules of search and seizure.
3.1 Explain an individual’s property rights and the rules of search and seizure as they relate to civil
and criminal laws.
3.2 Describe how property rights and the rules of search and seizure have influenced the American
criminal justice system.
4. Explain protections of arrest and the right to counsel.
4.1 Analyze protections of arrest and the right to counsel as they relate to civil and criminal laws.
4.2 Describe how protections of arrest and the right to counsel have influenced the American
criminal justice system.
Reading Assignment
Chapter 11: Substantive Due Process, Privacy, and Other Liberties, pp. 404-436
Chapter 12: Equal Protection, pp. 439-487
Unit Lesson
We are now coming down to the last two units in this course. Each unit should be new information to you, and
your constitutional knowledge and awareness should start to take shape. In Chapter 11 of your textbook,
“Substantive Due Process, Privacy, and Other Liberties,” we will explore the Due Process Clause as it relates
to our U.S. constitutional rights and protections in detail. If you remember in Chapter 8, we briefly explored the
Due Process Clause; however, we will now further analyze the Due Process Clause providing for a two-
dimension approach and analysis.
The Due Process Clause can be broken down into two processes: procedural due process and substantive
due process. Procedural due process requires the government both at the federal and state levels to treat
persons fairly, while it attempts to interfere with their liberty interests and requires the government to process
and safeguard individuals and their claims (Hall & Feldmeier, 2012). So what does this actually mean? The
government should allow for a timeframe compatible and suitable for individuals to respond to a claim,
provide for an appeals process, and ensure all claims are handled in a fair, balanced, and objective manner.
Now, substantive due process is the second dimension of the Due Process Clause found in the Fifth (federal
law) and Fourteenth (state law) Amendments to the U.S. Constitution. Substantive due process concerns the
type of substance of behavior that is included as a “liberty” under the Due Process Clause, and examines the
activities and protections, which are included under “liberty” (Hall & Feldmeier, 2012).
Take a minute to think about the word liberty. In your perspective or definition, what does liberty mean to you?
Each person sees liberty through their own personal lens and experiences in life. What should be noted is
that the word liberty is not defined in the U.S. Constitution. Therefore, interpretation is left up to the U.S.
Supreme Court. You should have noticed by this point in the course, the interpretation .
Essay On Social Issue.pdf
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Bus Law Chap 1 Powerpoint Presentation
The document provides an overview of a business law course, including key concepts that will be introduced. It discusses the sources of law, classifications of law, and limits placed on government by the US Constitution. It emphasizes that critical thinking is important for understanding the legal system. Critical thinking involves questioning information, considering alternative explanations, avoiding biases, and examining the evidence and assumptions underlying arguments. The document provides several rules for students to follow to develop their critical thinking skills for the course.
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17 courts online
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Assessment task title Essay (Critical Evaluation of Legal) .docx
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Discussion 1Which amendment to the Constitution prohibits double j.docx
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Ambiguous Constitutional LanguageThe First, Third, Fourth, and Fif.docx
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Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
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Over the course of the term, this course has focused on the concepts.docx
Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
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Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
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BCJ 3950, Constitutional Law for Criminal Justice 1 C.docx
Assignment 1Select one of these three philosophers (Rousseau, Lo.docx
Assignment 1Select one of these three philosophers (Rousseau, Lo.docx
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Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
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1) Go to
https://www.usa.gov
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2) Next, click on the menu tab labelled “Government Agencies and Elected Officials.”
3) Then, click on “A-Z Index of U.S. Government Agencies.”
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Mr. Smith brings his 4-year-old son to your primary care office. He states the boy has been ill for three days. Mr. Smith indicates that he would like antibiotics so he can send his son back to pre-school the next day.
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Geely to build satellites for self-driving cars - Financial Times (US), 3/4... https://digital.olivesoftware.com/Olive/ODN/FTUS/PrintArticle.aspx?d...
Automobiles
CHRISTIAN SHEPHERD — BEIJING
Geely is aiming to be the first China carmaker to design and build satellites to support its autonomous driving programme, the latest step by founder Li Shufu in his bid to build an industry leader.
Geely, which owns Swedish brand Volvo Cars, Malaysia’s Proton, and a stake in Mercedes-Benz owner Daimler, will invest Rmb2.27bn ($325m) in a new development centre and factory to manufacture satellites this year, the company said yesterday.
The announcement makes Geely the first known Chinese carmaker with plans to build its own satellites. Mr Li’s move sparked comparisons in China media with Elon Musk, founder of electric carmaker Tesla and private space exploration company SpaceX.
Last month Geely drew comparisons with Volkswagen when Mr Li’s holding group announced plans to merge Geely Automobile and Volvo Cars, moving the company towards becoming the first global Chinese carmaker.
Che Jun, Communist party boss of China’s eastern Zhejiang province, where Geely is based, said that the complex would be built in Taizhou city and that construction had begun.
The centre will design, test and manufacture low-orbit communication satellites, purpose-built to improve geolocation of vehicles and to support their connected functions, Geely said.
Geely has been pouring money into new technologies from self-driving cars to flying taxis, spending Rmb20bn on research and development in the past year.
The investments are part of the group’s spend on global expansion, such as buying a $9bn stake in Daimler.
The announcement comes as the coronavirus outbre.
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Network security focuses on preventing intrusions and handling security events, but there is debate around proactive measures an organization should take. Practical proactive measures could include monitoring for suspicious activity and strengthening access controls. Biblical principles suggest taking reasonable precautions against probable threats, though excessive measures may violate ethics of non-aggression or forgiveness.
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Mt. Baker
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Hood
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Rainier
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
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For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
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Motivation and Cognitive FactorsQuestion AAlfred Hit.docx
Motivation and Cognitive Factors
Question A
Alfred Hitchcock reputedly said, “When an actor comes to me and wants to discuss his character, I say, “It’s in the script.” If he says, “But what’s my motivation,” I say, “Your salary.” Discuss motivation based on extrinsic rewards in comparison to that motivated by intrinsic rewards. Are different types of motivations preferable for different tasks? Remember to explain and cite educational sources to support the ideas within the post.
Question B
Social cognitive theory suggests that our beliefs and feelings influence our behavior. What beliefs (cognitive factors) might be related to the specific behavior of going to college? Remember to explain and cite educational sources to support the ideas within the post.
OR
Select one of the personality tests from
Similar Minds
. Take the test, read your results and reproduce them in your journal. What parts of the results ring true to you? What do not? Remember to explain and cite educational sources to support the ideas within the post.
View your discussion
rubric
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13
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Motivation in OrganizationsMotivation i.docx
Motivation in Organizations
*
Motivation in Organizations
Chapter 7
Chapter 7 Preview:
Motivation in OrganizationsWhat do individuals need to do to meet a personal goal? What are the most important sources of work motivation (e.g., money? recognition? other?)What do you think makes for effective goal-setting? What happens when people feel that they are underpaid compared to their peers? What do people need to believe about a possible reward, in order for it to be motivating?
Components of motivation: What are the basic components of motivation? Page Ref: 214
Motivation: What motivates people to work? What are the most important sources of work motivation? Page Ref: 215
Guidelines for setting effective performance goals: What are they? Page Ref: 220-223
Equity Theory: What are some possible reactions to inequity? Page Ref: 226-227
Expectancy Theory: What are the three types of beliefs that people have, and what do they mean? Page Ref: 230
Copyright
Learning ObjectivesDefine motivation and explain its importance in the field of organizational behavior.Identify and explain the conditions through which goal setting can be used to improve job performance.
Learning ObjectivesDescribe equity theory and how it may be applied to motivating people in organizations.Describe expectancy theory and how it may be applied in organizations.
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
The set of processes thatarousedirect, and maintain
human behavior toward attaining some goal
Motivation
*
Motivation Components
*
Motivation
Key PointsMotivation and job performance are not synonymousMotivation is multifacetedPeople are motivated by more than just money
*
What Motivates You to Work?
*
What Motivates People to Work?
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Goal Setting
*
Goal Setting
Do you have goals?Have you been successful in meeting them?What do you think are important characteristics of attainable goals?How does it make you feel to achieve goals?
*
Goal Setting Guidelines
For ManagersAssign specific goalsAssign difficult, but acceptable, performance goalsstretch goalsProvide feedback on goal attainment
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Equity TheoryPeople strive to maintain ratios of their own outcomes (rewards) to their own inputs (contributions) that are equal to the outcome / input ratios of others with whom they compare themselves
*
Equity Theory
Possible Reactions to Inequity
*
Equity Theory
Managerial ImplicationsAvoid underpaymentAvoid overpaymentBe honest and open with employees
*
Equity Theory
Pay Practices in the NewsPay Practices at Reddit, Google and Gravity Payments
*
Equity Theory
Pay Practices in the NewsQuestions to co.
Motivations to Support Charity-Linked Events After Exposure to.docx
Motivations to Support Charity-Linked Events After Exposure to
Facebook Appeals: Emotional Cause Identification and Distinct
Self-Determined Regulations
Kaspar Schattke
Université du Québec à Montréal
Ronald Ferguson and Michèle Paulin
Concordia University
Nonprofit organizations are increasingly dependent on the involvement of Millennial
constituencies. Three studies investigated their motivations to support charity-linked
events: emotional identification with a cause, self-determination theory (SDT) regula-
tions, and context-related Facebook promotions. This article addresses the recent call to
expand SDT research from a simple analysis of autonomous versus controlled moti-
vation, to studying the effects of all the regulations in the SDT continuum, in particular,
the inclusion of the tripartite dimensions of intrinsic motivation and integrated moti-
vation. Results demonstrated that the greater the emotional identification with the
cause, the stronger was the tendency to support the charity-linked event. Also, the
results in these social media contexts revealed that specific intrinsic dimensions (e.g.,
experience stimulation) are motivators of online and offline support, as is the personal
value nature of integrated regulation. Whereas only autonomous motivational regula-
tions predicted support for the two events organized specifically a for charitable causes,
both autonomous and controlled regulations predicted support of a for-profit event
organized with a charitable cause as an adjunct. These findings can assist practitioners
in designing more effective social media communications in support of charity-linked
events.
Keywords: social media, self-determination theory, integrated regulation, tripartite
model of intrinsic motivation, charitable causes
Supplemental materials: http://dx.doi.org/10.1037/mot0000085.supp
Social media is a new domain offering excit-
ing opportunities to investigate research ques-
tions in social psychology (Greitemeyer, 2011;
Kende, Ujhelyi, Joinson, & Greitemeyer, 2015).
Our research examined motivation to support
charity-linked events of nonprofit organizations
that are currently faced with increased compe-
tition for resources and declining government
support (Paulin, Ferguson, Jost, & Fallu, 2014;
Reed, Aquino, & Levy, 2007; White & Peloza,
2009). Presently, they depend on an ageing set
of traditional supporters (Urbain, Gonzalez, &
Le Gall-Ely, 2013). However, their future suc-
cess lies in ensuring the sustainable involve-
ment of the Millennial generation (Fine, 2009),
distinguished from other generations by their
intense exposure at an early age to interactive
technology and social media (Bolton et al.,
2013).
Facebook, the most detailed social media, is
used primarily to maintain or solidify existing
offline relationships allowing people to develop
a public or semipublic profile and to emotion-
ally participate with those whom they can share
This article was published Online First December .
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The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
· One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
· The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
· She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the famil.
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Provide the name of the movie, television series, or streaming series you chose, including a summary of the content, and explain why you selected it.
What are your impressions of the environments (include graphic elements)?
Pay attention to the relationships and communication occurring in the movie. How are people greeting each other? How are people interacting? Do you think you can tell the relationships of the people based on their verbal and nonverbal behaviors? Why or why not?
What are the cultural verbal cues that you notice in the movie?
What are the cultural nonverbal cues that you notice in the movie?
Describe two of the characters' use of language including word arrangement, word choice, and intended meaning.
Summarize how your content choice provided sufficient detail allowing you to describe the roles of verbal and nonverbal elements in communication and how the two forms of communication work in conjunction.
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Monica asked that we meet to see if I could help to reduce the differences between them. When the time came, she started the conversation by saying that Richard wasn’t saving any money at all. They hadn’t started implementing. She said he spent a good deal of time buy- ing and selling stocks. He seemed to be influenced by the weekly ups and downs of the market. At least temporarily, however, he had raised the quality of the stocks he was buying.
Richard seemed a little annoyed and said that Monica never wanted to sell any securities. She almost always told him to wait. She said the shares would come back. When I asked what money meant to them, Richard said an opportunity to gamble and Monica replied a chance to lose what you’ve accumulated. As far as their long-term goals were concerned, Richard said he had no real long-term goals. The future was too fickle. He said who knew what fate had in store for them. Monica’s goal was to feel secure. I had the feeling that her remark was in response to Richard’s behavior. She wouldn’t allow herself to think of anything beyond security until Richard’s activities could be controlled.
Case Application Questions
1. What should be done about Richard’s spending?
2. What kind of investment behavior is Richard demonstrating?What can be done about it? 3. What is Monica’s investment behavior called? How can it be helped?
4. Contrast their two views of money. Do you have any recommendations?
5. How can Monica’s fears be dealt with?
.
Module 6 AssignmentPlease list and describe four types of Cy.docx
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Please list and describe four types of Cyber crime.
Rubric for Assignment submission
Criterion
Description
Points possible
Content
Student posts and describes four types of Cyber crimes
40
Word count
500 words
10
Total Points possible
50
.
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