3/5/2018 R. v. Twist and others [2011] All ER (D) 102 (May); [2011] EWCA Crim 1143) | CLJ
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Date: 20th May 2011
R. v. Twist and others [2011] All ER (D) 102
(May); [2011] EWCA Crim 1143)
Evidence
Admissibility of Hearsay Evidence
In R. v. Twist and others, judgment delivered May 12, 2011, the Court of Appeal, Criminal Division, gave consideration to the way
in which the new rules on hearsay, contained in the Criminal Justice Act 2003 (CJA 2003), applied to communications, such as text
messages, made to or by the defendant. It held that the question of whether such communication amounted to hearsay
depended on the matter for which it was relied upon and the fact which it was sought to prove.
Four cases were heard together because they concerned the way in which the new rules on hearsay, contained in CJA 2003,
applied to communications made to or by the defendant. All of the cases involved text messages sent by the defendants and three
of the cases involved messages which had been received by them. The defendants, T and B, had been charged with possessing
Class A drugs with intent to supply and they were alleged to have received messages requesting the supply of drugs. In the case of
TM and K, the charge was robbery, the key issue being whether they had had a gun at the relevant time. The message received by
one of them had been a request for a gun to be delivered to the sender of the text. In respect of the defendant, L, the charge was
rape and the issue was one of consent. The prosecution alleged that messages sent by him to the complainant following the
alleged rape amounted to confessions or admissions. In all the cases, the defendants had sought to exclude the text messages on
the basis that they were hearsay. However, the Judge had found that the text messages were not hearsay and they were admitted
under CJA 2003, s.114. The defendants were convicted. They appealed against conviction.
Consideration was given to the application of the hearsay provisions of CJA 2003, in particular, ss.114 and 115, to forms of
communication such as text messages, and whether the Judge had erred in admitting the relevant text messages into evidence.
The appeal would be dismissed.
(1) CJA 2003 undoubtedly abolished the common law of hearsay except where it was expressly preserved. Generally, the question
of whether the hearsay rules applied to communication such as text messages was to be approached in the following way: (i) the
relevant fact (matter) that was sought to be proved had to be identified; (ii) it had to be asked whether there was a statement of
that matter in the communication, if no, then no question of hearsay arose; (iii) if yes, it had to be asked whether it was one of the
purposes (not necessarily the only or dominant purpose), of the maker of the communication, that the recipie ...
This is the powerpoint presentation from my featured presentation, titled "Unique Issues Relating to the Admissibility of Electronically Stored Information in Family Law Matters", delivered at the statewide 7th Annual Family Law Institute.
ADMISSIBILITY OF BAD CHARACTER LAW IN UNITED KINGDOMASMAH CHE WAN
It is a study about bad character law in UK, the history, development and current position.
at first the bad character is not admissible, but how by time it becomes admissible.
The anti slapp statute is now a powerful tool to discourage enforcement of no...Keystone Law
Statutory changes have further limited the applicability of no contest clauses to apply only to certain specific types of legal actions – the most common being direct attacks on the estate planning documents themselves, known as “direct contests”
This is the powerpoint presentation from my featured presentation, titled "Unique Issues Relating to the Admissibility of Electronically Stored Information in Family Law Matters", delivered at the statewide 7th Annual Family Law Institute.
ADMISSIBILITY OF BAD CHARACTER LAW IN UNITED KINGDOMASMAH CHE WAN
It is a study about bad character law in UK, the history, development and current position.
at first the bad character is not admissible, but how by time it becomes admissible.
The anti slapp statute is now a powerful tool to discourage enforcement of no...Keystone Law
Statutory changes have further limited the applicability of no contest clauses to apply only to certain specific types of legal actions – the most common being direct attacks on the estate planning documents themselves, known as “direct contests”
Information on avoiding slander and libel claims. Provides a general overview of the law of defamation and invasion of privacy, with tips to avoid such claims.
CASE INFORMATIONFind a court case where the company indicated t.docxcowinhelen
CASE INFORMATION:
Find a court case where the company indicated they were surprised the employee charged was a fraudster (use the *KU library (Westlaw) to find the court case).
ANALYSIS REQUIREMENTS:
Based on your readings, literature, and/or the Fraud Examiners Manual analyze the case and include the following in your discussion:
What type of fraud schemes took place in this case?
Analyze the internal controls of this company for "red flags".
Identity why you think the company did not suspect this person was a fraudster and what policies would you put in place for this company to stop this fraud in the future?
WRITING REQUIREMENTS:
· 3-5 pages (not including title page, abstract, or reference page)
· Proper APA format
· Minimum of 3 scholarly sources (not including your textbook)
GRADING REQUIREMENTS:
Click on link to view grading requirements
AUGHT IN THE CROSSFIRE: THE (SUPPOSEDLY) INNOCENT ATTORNEYS WHO REPRESENT ACCUSED FRAUDSTERS
Editor's Note:This article is the second in a series calling for a more aggressive response to bankruptcy and other fraud. The first in the series was initially published in the May 2009 issue, entitled “A Call to Arms: A Bankruptcy Fraud Superfund.”
In law school, we were taught that when representing a person accused of committing a crime, we're never to ask, “did you do it?” From “innocent until proven guilty” to “representation for all,” the axiom was not to know whether the client “did it,” but instead to protect the rights of the accused, even if they did do it. While this ideology is arguably consistent with the will of our forefathers, recall that the context is criminal defense. What's more, the ideology is not without obvious limits in its application, criminally or civilly. Based on my personal experience, many civil lawyers honor the principle of “don't ask, don't tell” to an extreme--and in so doing, have exceeded the limits and crossed the boundary line of ethical conduct.
Before digging too deep into the ethics, though, let's consider a particular criminal defense attorney. The case was an involuntary bankruptcy under §303, and my creditor client successfully obtained the appointment of a gap trustee, more elusive than The Loch Ness Monster herself. The gap trustee and my client then secured an ex parte order for an unannounced inspection of the target's offices. After forcing the target and his staff out the door for a spell, the target hurriedly brought in both bankruptcy and criminal defense counsel. At the conclusion of the hearing that resulted in the denial of a motion to reconsider the judge's order to allow the inspection, the just-hired criminal defense counsel quipped in the hallway outside the courtroom, “sheesh, I guess you guys don't have due process in bankruptcy courts.”
Well, yes, as a matter of fact we do, but when counsel starts going on about how innocent his client is, how we're “making a big mistake” because his client has no money and that.
Indiana Attorney General Todd Rokita says the Disciplinary Commission is bowing to "political pressure" in its effort to make his confidential agreement public.
Explain the relevance of the rules against hearsay to digital eviden.pdfduttakajal70
Explain the relevance of the rules against hearsay to digital evidence. Why is digital evidence
considered hearsay and what can be done to limit that characterization?
Solution
Hearsay Rule provides the closest thing to it, stating that hearsay is a statement, other than one
made by a declarant while testifying at the trial or hearing, afforded in evidence to prove the
truth of the matter asserted .
As such, the rule’s purpose is aimed at prohibiting the use of a person’s assertion, as equivalent
to testimony to the fact asserted, unless the assertor is brought to testify in court where he may be
placed under oath and cross-examined.
Basically then, hearsay consists of reported statements that can’t be verified because it is nothing
more than an assertion. In order to shift assertion to fact, reliable evidence and testimony needs
to be brought to bear on the assertion. The only way that the reliability of such information can
be established is for the person who made the original statement (in speech or writing) to testify
under oath in court as to the nature of the statement, the context in which it was made, and the
meaning of the statement to him- or herself. Otherwise the statement is mere assertion with no
provable truth-value and cannot stand as evidence in court.
The term “hearsay” typically elicits the idea of speech in lay thought, but the Hearsay Rule
specifically refers to “statements,” which can be either written or spoken. This focus on
“statement” applies to electronic evidence in two ways: 1) emails, text messages, and computer
generated reports are text based; 2) digital video and audio recordings capture spoken utterance
or other nonverbal conduct “expressly intended to be an assertion” that can be considered
statements. Thus, just as with paper documents, in order to determine whether the content of
electronic documents is hearsay or fact, the author must testify under oath and submit to cross-
examination in order to determine whether the content is fact and can stand as evidence. In this,
we see that as with any other proof of admissibility for electronic evidence, the burden of proof
still stands with witnesses who can make an accounting for the content of the document in court
.This said, there are certain documents–electronic or traditional–that automatically do not count
as hearsay and therefore stand as evidence in court. These include:
computer generated reports
business records
public records (e.g., birth, death, or marriage certificates)
excited utterances–“a statement relateing to a startling event or condition made while the
declarant ws under the stress or excitement caused by the event or condition” (FED. R. EVID.
803 (2) as cited in Lorraine v. Markel, Pp. 70).
family records
statements of “then existing state of mind or condition”–“A statement of the declarant’s then
existing state of mind, emotion, sensation, or physical condition, but not including a statement of
memory or belief to prove the fact remembere.
Article: Expert Witness Malpractice: Making the Case for—and Against—Civil Li...LexisNexis
What happens when a hired gun misfires? You know better than anyone that expert witnesses can make your case. But what happens if they break it?
Read Expert Witness Malpractice: Making the Case for—and Against—Civil Liability to find out what happens when experts do more harm than good—and whether or not they can be held accountable for misrepresenting themselves or performing negligently.
(No Plagiarism) Explain the statement Although many leading organi.docxtamicawaysmith
(No Plagiarism) Explain the statement: "Although many leading organizations have invested significant resources in developing the culture and routines for this innovation processes, most organizations continue to rely on the efforts of a handful of people and chance. An innovative organization is one that can perfect these routines in addition to creating an innovation culture in the organization that engages people. Five key routines can facilitate its management of the innovation process” (Dooley & O'Sullivan, 2003).
.
What made you choose this career path What advice do you hav.docxtamicawaysmith
What made you choose this career path?
What advice do you have for those hoping to enter this career path?
What were some obstacles you faced upon graduating from college?
Does your career require graduate school? What programs would be acceptable?
Is there anything you wish you would have done differently?
Is it difficult to find a job in this area?
What is a typical work week like?
Etcetera, depending on the field and what you’re interested in.
.
Patient Population The student will describe the patient populati.docxtamicawaysmith
Patient Population: The student will describe the patient population that is impacted by the clinical issue. With a focus on the diversity of the human condition found within this patient population, the student will describe the influence that cultural values may have on the proposed solution. Proposed
Solution
: The student will set the stage for proposing the best solution to the clinical problem by using appropriate evidence-based data and integrating data from peer-reviewed journal articles. In this paper, the student will: i. Propose a clear solution to the clinical problem that is supported by a minimum of three scholarly, peer-reviewed journal articles.ii. Expand on the ethical considerations when developing the plan.
.
Dr. Paul Murray Bessie Coleman Jean-Bapiste Bell.docxtamicawaysmith
Dr. Paul Murray
Bessie Coleman
Jean-Bapiste Belley
Harriet Elizabeth Brown
Monte Irvin
Shirley Graham Dubois
Vernon Dahmer
Hale Woodruff
Jo Ann Robinson
Eugene "Pineapple" Jackson
Dr. Francis Cress Welsing
Dr. Kenneth Clark
Amy Jacques Garvey
Ophelia DeVore
Augusta Fells Savage
Eugene Jacques Bullard
Bobby Timmons
Clyde Kennard
Madison Washington
Joseph Winters
Sam Sharpe
Joseph Rainey
Bessie Stringfield
DJ Kool Herc
Lonnie Clayton
Mrs. Mamie Lang Kirkland
Lucius Septimius Bassianus
Carolyn Gudger
Jasmine Twitty
Daisy Bates
Ella Jenkins
Lewis Henry Douglass
Cynthia Robinson
Sylvester Magee
Mabel Fairbanks
Cathay Williams
Clara Belle Williams
John Baxter Taylor Jr.
Anna J. Cooper
The Black Seminoles
Dr. Daniel Hale Williams
Matthew Williams
Phillipa Schuyler
Yarrow Mamout
Mamie "Peanut" Johnson
Frank E. Petersen
"Miss Maggie" Walker
Paul Robeson
Olivia J. Hooker
Dr. Henry T Sampson
Lovie Yancy
Willie James Howard
Toni Stone (Marcenia Lyle Alberga)
Lucien Victor Alexis
Mevinia Sheilds
Dr. Lonnie Smith
Rosewood
Miss Jane Pittman
Lucy Terry
Abraham Galloway
Thomas Jennings
Irene Morgan
Paul Lawrence Dunbar
Jean Toomer
Doris Payne
Ann Petry
Madam C.J. Walker
Dr. May Edward Chinn
Greenwood, Tulsa, OK
Karen Bass
Dr. Dorothy Height
Dr. Geneva Smitherman
Michaëlle Jean
Robin Kelly
Mary Macleod Bethune
Jane Bolin
Donna Edwards
Dame Eugenia Charles
Dr. Thomas Elkins
Wilma Rudolph
Annie Malone
Ann Lowe
Black Wall Street
Cathy Hughes
Kamala Harris
Fannie Lou Hamer
Sarah Rector
Ruth Simmons
Claudette Colvin
MC Lyte
Benajin Banneker
Benjamin O. Davis, Jr.
Thurgood Marshall
Doris "Dorie" Miller
Cecil Noble
WC Handy
Dorothy Counts
Bayard Rustin
Dr. Eliza Ann Grier
Matthew Henson
Jesse Owens
Nina Simone
Wendell Scott
Adam Clayton Powell
Percy Julian
Dr. Charles Drew
Thomas "Fats" Waller
Satchel Paige
Bass Reeves
Marian Anderson
Josephine Baker
Joe Louis
Walter White
William Hastie
Elijah McCoy
Jan Matzelger
Lewis Latimer
Granville T. Woods
Fred Jones
Nella Larsen
Lloyd Hall
A. Philip Randolph
Althea Gibson
Barbara C. Jordon
Marcus Garvey
Malcolm X
James Meridith
Guy Buford
Hazel Scott
Stokely Carmichal
Denmark Vessey
Alex Haley
Virginia Hamilton
Ishmael Reed
Nalo Hopkinson
George Schuyler
Patricia Roberts Harris
John Lewis
Les McCann
Martin Delany
Derek Walcott
Carter Godwin Woodson
Alvin Ailey
Debbie Allen
Ralph Abernathy
Arthur Ashe
Crispus Attucks
Amiri Baraka
Seko.
In depth analysis of your physical fitness progress Term p.docxtamicawaysmith
In depth analysis of your physical fitness progress
Term paper should include details of:
▪ What worked and why (include all documentation)
▪ What didn’t and why
▪ Are your physical fitness results in alignment with your health continuum goals (include documentation)
▪ What are your current goals
▪ What are your future goals
▪ Develop a road map to get achieve those goals Due no later than November 30, 2020.
samples
Physical fitness benchmark assessments
Fitness assessment data sheet
Exercise charts
Personal physical fitness progress chart
Self assessment: Individual Health Continuum
.
Information systems infrastructure evolution and trends Str.docxtamicawaysmith
Information systems infrastructure: evolution and trends
Strategic importance of cloud computing in business organizations
Big data and its business impacts
Managerial issues of a networked organization
Emerging enterprise network applications
Mobile computing and its business implications
Instructions:
9- 10 pages (does not include Title page and references )
can Include images (not more than two)
Minimum six (6) sources – at least two (2) from peer reviewed journals
Include an abstract, introduction, and conclusion
.
⦁One to two paragraph brief summary of the book. ⦁Who is the.docxtamicawaysmith
⦁One to two paragraph brief summary of the book.
⦁Who is the author and his/her background?
⦁Does the author have any particular ideological viewpoint that he or she is trying to advance or do you consider the author to have been neutral and presented both sides of controversial issues? (You will find asking this same question will help you in other courses and your future career.)
⦁When was this book written? Does the author reflect the views (biases) of the time when the book was written? Why or why not?
⦁What did you find most interesting in the book? Least interesting?
⦁What additional topics should the author have included in the book? Why?
⦁How had people before the age of the telegraph attempted to communicate faster over distances?
⦁How did the telegraph reflect scientific and technological developments, both in the United States and other countries?
⦁Why did the telegraph represent such a revolutionary development and not just an incremental improvement in communication?
⦁How did the telegraph impact politics, journalism, business, military strategy and society in general?
⦁How were the American and European experiences similar or different in developing the telegraph? Did the telegraph have a similar impact in the United States and Europe?
⦁What do you think of the author’s title? Is the Victorian-era telegraph really the equivalent of today’s internet in terms of its impact or is that an exaggeration? Why or why not?
⦁Do you think the author makes the material interesting, understandable and relevant to the general public? Why or why not?
⦁If you were the editor in the publishing company, what changes would you make to the author’s draft?
⦁Did the book increase your interest in a particular issue that you would like to learn more about?
⦁Do you think it is worthwhile learn about the historical impact of scientific and technological developments?
⦁Would you recommend this book to a friend? Why or why not?
⦁Would you recommend that I continue to use this book in this course with future students?
.
100.0 Criteria10.0 Part 1 PLAAFP The PLAAFP thoroughly an.docxtamicawaysmith
100.0 %Criteria
10.0 %Part 1: PLAAFP
The PLAAFP thoroughly and adeptly incorporates student's academic strengths, evaluations, performance in classes, and any other relevant issues.
10.0 %Part 2: Present Levels for Transition COE 3.8 [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); MC2, MC3, MC4, MC5]
Preferential learning environment, strengths and interests relating to the transition, and areas in need of improvement for transition are substantially described.
15.0 %Part 2: Transition Plan COE: 3.10 [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); MC1, MC2, MC4, MC5]
The transition plan demonstrates best practices in identifying proficient, measureable transition plan goals that are aligned with student's interests and present levels. Also includes quality aligned activities/services, persons/agency involved and realistic expected dates of achievement.
10.0 %Part 3: Rationale - Justification COE: 5.1 [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); MC2, MC3, MC4]
Rationale skillfully justifies content and decisions displayed in PLAAFP, annual goals, and transition plan, convincingly demonstrating how they meet the needs of the student. Claims are fully grounded in CEC Code of Ethics.
15.0 %Part 4: Rationale - Confidentiality COE: 5.8 [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); MC1, MC2, MC4, MC5]
The rationale thoroughly defends the legal, ethical, and quality requirements related to the management of confidential student information.
10.0 %Reflection COE: 5.4 [CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); MC1, MC2, MC4; COE 5.4]
Reflection convincingly relates how foundational knowledge developed relating to providing professional, ethical and legal educational services will be used in future professional practice.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
10.0 %Organization
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropria.
Information on avoiding slander and libel claims. Provides a general overview of the law of defamation and invasion of privacy, with tips to avoid such claims.
CASE INFORMATIONFind a court case where the company indicated t.docxcowinhelen
CASE INFORMATION:
Find a court case where the company indicated they were surprised the employee charged was a fraudster (use the *KU library (Westlaw) to find the court case).
ANALYSIS REQUIREMENTS:
Based on your readings, literature, and/or the Fraud Examiners Manual analyze the case and include the following in your discussion:
What type of fraud schemes took place in this case?
Analyze the internal controls of this company for "red flags".
Identity why you think the company did not suspect this person was a fraudster and what policies would you put in place for this company to stop this fraud in the future?
WRITING REQUIREMENTS:
· 3-5 pages (not including title page, abstract, or reference page)
· Proper APA format
· Minimum of 3 scholarly sources (not including your textbook)
GRADING REQUIREMENTS:
Click on link to view grading requirements
AUGHT IN THE CROSSFIRE: THE (SUPPOSEDLY) INNOCENT ATTORNEYS WHO REPRESENT ACCUSED FRAUDSTERS
Editor's Note:This article is the second in a series calling for a more aggressive response to bankruptcy and other fraud. The first in the series was initially published in the May 2009 issue, entitled “A Call to Arms: A Bankruptcy Fraud Superfund.”
In law school, we were taught that when representing a person accused of committing a crime, we're never to ask, “did you do it?” From “innocent until proven guilty” to “representation for all,” the axiom was not to know whether the client “did it,” but instead to protect the rights of the accused, even if they did do it. While this ideology is arguably consistent with the will of our forefathers, recall that the context is criminal defense. What's more, the ideology is not without obvious limits in its application, criminally or civilly. Based on my personal experience, many civil lawyers honor the principle of “don't ask, don't tell” to an extreme--and in so doing, have exceeded the limits and crossed the boundary line of ethical conduct.
Before digging too deep into the ethics, though, let's consider a particular criminal defense attorney. The case was an involuntary bankruptcy under §303, and my creditor client successfully obtained the appointment of a gap trustee, more elusive than The Loch Ness Monster herself. The gap trustee and my client then secured an ex parte order for an unannounced inspection of the target's offices. After forcing the target and his staff out the door for a spell, the target hurriedly brought in both bankruptcy and criminal defense counsel. At the conclusion of the hearing that resulted in the denial of a motion to reconsider the judge's order to allow the inspection, the just-hired criminal defense counsel quipped in the hallway outside the courtroom, “sheesh, I guess you guys don't have due process in bankruptcy courts.”
Well, yes, as a matter of fact we do, but when counsel starts going on about how innocent his client is, how we're “making a big mistake” because his client has no money and that.
Indiana Attorney General Todd Rokita says the Disciplinary Commission is bowing to "political pressure" in its effort to make his confidential agreement public.
Explain the relevance of the rules against hearsay to digital eviden.pdfduttakajal70
Explain the relevance of the rules against hearsay to digital evidence. Why is digital evidence
considered hearsay and what can be done to limit that characterization?
Solution
Hearsay Rule provides the closest thing to it, stating that hearsay is a statement, other than one
made by a declarant while testifying at the trial or hearing, afforded in evidence to prove the
truth of the matter asserted .
As such, the rule’s purpose is aimed at prohibiting the use of a person’s assertion, as equivalent
to testimony to the fact asserted, unless the assertor is brought to testify in court where he may be
placed under oath and cross-examined.
Basically then, hearsay consists of reported statements that can’t be verified because it is nothing
more than an assertion. In order to shift assertion to fact, reliable evidence and testimony needs
to be brought to bear on the assertion. The only way that the reliability of such information can
be established is for the person who made the original statement (in speech or writing) to testify
under oath in court as to the nature of the statement, the context in which it was made, and the
meaning of the statement to him- or herself. Otherwise the statement is mere assertion with no
provable truth-value and cannot stand as evidence in court.
The term “hearsay” typically elicits the idea of speech in lay thought, but the Hearsay Rule
specifically refers to “statements,” which can be either written or spoken. This focus on
“statement” applies to electronic evidence in two ways: 1) emails, text messages, and computer
generated reports are text based; 2) digital video and audio recordings capture spoken utterance
or other nonverbal conduct “expressly intended to be an assertion” that can be considered
statements. Thus, just as with paper documents, in order to determine whether the content of
electronic documents is hearsay or fact, the author must testify under oath and submit to cross-
examination in order to determine whether the content is fact and can stand as evidence. In this,
we see that as with any other proof of admissibility for electronic evidence, the burden of proof
still stands with witnesses who can make an accounting for the content of the document in court
.This said, there are certain documents–electronic or traditional–that automatically do not count
as hearsay and therefore stand as evidence in court. These include:
computer generated reports
business records
public records (e.g., birth, death, or marriage certificates)
excited utterances–“a statement relateing to a startling event or condition made while the
declarant ws under the stress or excitement caused by the event or condition” (FED. R. EVID.
803 (2) as cited in Lorraine v. Markel, Pp. 70).
family records
statements of “then existing state of mind or condition”–“A statement of the declarant’s then
existing state of mind, emotion, sensation, or physical condition, but not including a statement of
memory or belief to prove the fact remembere.
Article: Expert Witness Malpractice: Making the Case for—and Against—Civil Li...LexisNexis
What happens when a hired gun misfires? You know better than anyone that expert witnesses can make your case. But what happens if they break it?
Read Expert Witness Malpractice: Making the Case for—and Against—Civil Liability to find out what happens when experts do more harm than good—and whether or not they can be held accountable for misrepresenting themselves or performing negligently.
Similar to 352018 R. v. Twist and others [2011] All ER (D) 102 (May); [.docx (11)
(No Plagiarism) Explain the statement Although many leading organi.docxtamicawaysmith
(No Plagiarism) Explain the statement: "Although many leading organizations have invested significant resources in developing the culture and routines for this innovation processes, most organizations continue to rely on the efforts of a handful of people and chance. An innovative organization is one that can perfect these routines in addition to creating an innovation culture in the organization that engages people. Five key routines can facilitate its management of the innovation process” (Dooley & O'Sullivan, 2003).
.
What made you choose this career path What advice do you hav.docxtamicawaysmith
What made you choose this career path?
What advice do you have for those hoping to enter this career path?
What were some obstacles you faced upon graduating from college?
Does your career require graduate school? What programs would be acceptable?
Is there anything you wish you would have done differently?
Is it difficult to find a job in this area?
What is a typical work week like?
Etcetera, depending on the field and what you’re interested in.
.
Patient Population The student will describe the patient populati.docxtamicawaysmith
Patient Population: The student will describe the patient population that is impacted by the clinical issue. With a focus on the diversity of the human condition found within this patient population, the student will describe the influence that cultural values may have on the proposed solution. Proposed
Solution
: The student will set the stage for proposing the best solution to the clinical problem by using appropriate evidence-based data and integrating data from peer-reviewed journal articles. In this paper, the student will: i. Propose a clear solution to the clinical problem that is supported by a minimum of three scholarly, peer-reviewed journal articles.ii. Expand on the ethical considerations when developing the plan.
.
Dr. Paul Murray Bessie Coleman Jean-Bapiste Bell.docxtamicawaysmith
Dr. Paul Murray
Bessie Coleman
Jean-Bapiste Belley
Harriet Elizabeth Brown
Monte Irvin
Shirley Graham Dubois
Vernon Dahmer
Hale Woodruff
Jo Ann Robinson
Eugene "Pineapple" Jackson
Dr. Francis Cress Welsing
Dr. Kenneth Clark
Amy Jacques Garvey
Ophelia DeVore
Augusta Fells Savage
Eugene Jacques Bullard
Bobby Timmons
Clyde Kennard
Madison Washington
Joseph Winters
Sam Sharpe
Joseph Rainey
Bessie Stringfield
DJ Kool Herc
Lonnie Clayton
Mrs. Mamie Lang Kirkland
Lucius Septimius Bassianus
Carolyn Gudger
Jasmine Twitty
Daisy Bates
Ella Jenkins
Lewis Henry Douglass
Cynthia Robinson
Sylvester Magee
Mabel Fairbanks
Cathay Williams
Clara Belle Williams
John Baxter Taylor Jr.
Anna J. Cooper
The Black Seminoles
Dr. Daniel Hale Williams
Matthew Williams
Phillipa Schuyler
Yarrow Mamout
Mamie "Peanut" Johnson
Frank E. Petersen
"Miss Maggie" Walker
Paul Robeson
Olivia J. Hooker
Dr. Henry T Sampson
Lovie Yancy
Willie James Howard
Toni Stone (Marcenia Lyle Alberga)
Lucien Victor Alexis
Mevinia Sheilds
Dr. Lonnie Smith
Rosewood
Miss Jane Pittman
Lucy Terry
Abraham Galloway
Thomas Jennings
Irene Morgan
Paul Lawrence Dunbar
Jean Toomer
Doris Payne
Ann Petry
Madam C.J. Walker
Dr. May Edward Chinn
Greenwood, Tulsa, OK
Karen Bass
Dr. Dorothy Height
Dr. Geneva Smitherman
Michaëlle Jean
Robin Kelly
Mary Macleod Bethune
Jane Bolin
Donna Edwards
Dame Eugenia Charles
Dr. Thomas Elkins
Wilma Rudolph
Annie Malone
Ann Lowe
Black Wall Street
Cathy Hughes
Kamala Harris
Fannie Lou Hamer
Sarah Rector
Ruth Simmons
Claudette Colvin
MC Lyte
Benajin Banneker
Benjamin O. Davis, Jr.
Thurgood Marshall
Doris "Dorie" Miller
Cecil Noble
WC Handy
Dorothy Counts
Bayard Rustin
Dr. Eliza Ann Grier
Matthew Henson
Jesse Owens
Nina Simone
Wendell Scott
Adam Clayton Powell
Percy Julian
Dr. Charles Drew
Thomas "Fats" Waller
Satchel Paige
Bass Reeves
Marian Anderson
Josephine Baker
Joe Louis
Walter White
William Hastie
Elijah McCoy
Jan Matzelger
Lewis Latimer
Granville T. Woods
Fred Jones
Nella Larsen
Lloyd Hall
A. Philip Randolph
Althea Gibson
Barbara C. Jordon
Marcus Garvey
Malcolm X
James Meridith
Guy Buford
Hazel Scott
Stokely Carmichal
Denmark Vessey
Alex Haley
Virginia Hamilton
Ishmael Reed
Nalo Hopkinson
George Schuyler
Patricia Roberts Harris
John Lewis
Les McCann
Martin Delany
Derek Walcott
Carter Godwin Woodson
Alvin Ailey
Debbie Allen
Ralph Abernathy
Arthur Ashe
Crispus Attucks
Amiri Baraka
Seko.
In depth analysis of your physical fitness progress Term p.docxtamicawaysmith
In depth analysis of your physical fitness progress
Term paper should include details of:
▪ What worked and why (include all documentation)
▪ What didn’t and why
▪ Are your physical fitness results in alignment with your health continuum goals (include documentation)
▪ What are your current goals
▪ What are your future goals
▪ Develop a road map to get achieve those goals Due no later than November 30, 2020.
samples
Physical fitness benchmark assessments
Fitness assessment data sheet
Exercise charts
Personal physical fitness progress chart
Self assessment: Individual Health Continuum
.
Information systems infrastructure evolution and trends Str.docxtamicawaysmith
Information systems infrastructure: evolution and trends
Strategic importance of cloud computing in business organizations
Big data and its business impacts
Managerial issues of a networked organization
Emerging enterprise network applications
Mobile computing and its business implications
Instructions:
9- 10 pages (does not include Title page and references )
can Include images (not more than two)
Minimum six (6) sources – at least two (2) from peer reviewed journals
Include an abstract, introduction, and conclusion
.
⦁One to two paragraph brief summary of the book. ⦁Who is the.docxtamicawaysmith
⦁One to two paragraph brief summary of the book.
⦁Who is the author and his/her background?
⦁Does the author have any particular ideological viewpoint that he or she is trying to advance or do you consider the author to have been neutral and presented both sides of controversial issues? (You will find asking this same question will help you in other courses and your future career.)
⦁When was this book written? Does the author reflect the views (biases) of the time when the book was written? Why or why not?
⦁What did you find most interesting in the book? Least interesting?
⦁What additional topics should the author have included in the book? Why?
⦁How had people before the age of the telegraph attempted to communicate faster over distances?
⦁How did the telegraph reflect scientific and technological developments, both in the United States and other countries?
⦁Why did the telegraph represent such a revolutionary development and not just an incremental improvement in communication?
⦁How did the telegraph impact politics, journalism, business, military strategy and society in general?
⦁How were the American and European experiences similar or different in developing the telegraph? Did the telegraph have a similar impact in the United States and Europe?
⦁What do you think of the author’s title? Is the Victorian-era telegraph really the equivalent of today’s internet in terms of its impact or is that an exaggeration? Why or why not?
⦁Do you think the author makes the material interesting, understandable and relevant to the general public? Why or why not?
⦁If you were the editor in the publishing company, what changes would you make to the author’s draft?
⦁Did the book increase your interest in a particular issue that you would like to learn more about?
⦁Do you think it is worthwhile learn about the historical impact of scientific and technological developments?
⦁Would you recommend this book to a friend? Why or why not?
⦁Would you recommend that I continue to use this book in this course with future students?
.
100.0 Criteria10.0 Part 1 PLAAFP The PLAAFP thoroughly an.docxtamicawaysmith
100.0 %Criteria
10.0 %Part 1: PLAAFP
The PLAAFP thoroughly and adeptly incorporates student's academic strengths, evaluations, performance in classes, and any other relevant issues.
10.0 %Part 2: Present Levels for Transition COE 3.8 [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); MC2, MC3, MC4, MC5]
Preferential learning environment, strengths and interests relating to the transition, and areas in need of improvement for transition are substantially described.
15.0 %Part 2: Transition Plan COE: 3.10 [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); MC1, MC2, MC4, MC5]
The transition plan demonstrates best practices in identifying proficient, measureable transition plan goals that are aligned with student's interests and present levels. Also includes quality aligned activities/services, persons/agency involved and realistic expected dates of achievement.
10.0 %Part 3: Rationale - Justification COE: 5.1 [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); MC2, MC3, MC4]
Rationale skillfully justifies content and decisions displayed in PLAAFP, annual goals, and transition plan, convincingly demonstrating how they meet the needs of the student. Claims are fully grounded in CEC Code of Ethics.
15.0 %Part 4: Rationale - Confidentiality COE: 5.8 [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); MC1, MC2, MC4, MC5]
The rationale thoroughly defends the legal, ethical, and quality requirements related to the management of confidential student information.
10.0 %Reflection COE: 5.4 [CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); MC1, MC2, MC4; COE 5.4]
Reflection convincingly relates how foundational knowledge developed relating to providing professional, ethical and legal educational services will be used in future professional practice.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
10.0 %Organization
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropria.
102120151De-Myth-tifying Grading in Sp.docxtamicawaysmith
10/21/2015
1
De-Myth-tifying Grading
in Special Education
1980 2015
10/21/2015
2
Primary Purpose
• “the primary purpose of…grades…
(is) to communicate student
achievement to students, parents,
school administrators,
post-secondary institutions and
employers.” and
• To provide teachers with information
for instructional planning.
Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student
Learning: ASCD Yearbook 1996, p. 120.
What makes grading so
hard?
• Teacher preparation programs seldom include course work or
even discussions of recommended practices for grading
students in general, much less for students who may be
struggling learners. As a result, teachers at all grade levels
grapple with issues of fairness in grading.
• Despite the magnitude of this problem, few recommendations
for grading struggling learners can be found in the research
literature or in education policy.
• Urban Grading Legends
10/21/2015
3
Urban Legends:
Bigfoot/Sasquatch
Urban Legends
• I can’t fail a special education
student.
• I give all my Life Skills students an
85.
• The report card grade does not really
mean anything.
10/21/2015
4
Urban Legends
• The grade on the report card can’t be less
than the IEP mastery level (default 70%)
• I teach a lot in my classroom, but I can
only grade the things that are on the IEP.
• I don’t do the grades for my special
education students in my classroom, the
special education teacher does that for
me.
What’s the
problem??
• Some students are not getting REAL
grades.
• Multiple court cases regarding failing
students who are not receiving
appropriate specially designed instruction
or students only get “A’s” and it doesn’t
truly reflect how he/she really performs in
relation to the curriculum
10/21/2015
5
What does the law really
say?
• Neither the Individuals with Disabilities Education Act
(IDEA) nor any other federal education laws contain
requirements for grading. Therefore, each state has
discretion on the issue.
• The TEC is the set of state laws our state legislators have
passed that relate to education. ARD committees do not
have the authority to override state laws. The Texas
Administrative Code (TAC) is the set of rules that the State
Legislature has authorized Texas Education Agency (TEA)
or the State Board to write. ARD committees must also
follow these rules.
• The state statutes apply to all public school students in
Texas regardless of special education eligibility.
Local Grading Policies
TEC §28.0216
(1) “must require a classroom teacher to assign a grade that
reflects the students’ relative mastery of an assignment;
[and]
(2) may not require a classroom teacher to assign a
minimum grade for an assignment without regard to the
student’s quality of work.”
(3) may allow a student a reasonable opportunity to make up
or redo a class .
100.0 %Criteria
30.0 %Flowchart Content
The flowchart skillfully depicts the two possible discipline paths following the manifestation determination. In addition, there are two comprehensively aligned IEP goals for each determination.
40.0 %Legal Issues Analysis
A compelling analysis is included regarding any legal issues raised by the change in Carrie's transportation, proficiently incorporating relevant statutes, regulations, and case decisions.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
5.0 %Rationale Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Overall Flowchart Presentation
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
100 words agree or disagree to eac questions Q 1.As her .docxtamicawaysmith
100 words agree or disagree to eac questions
Q 1.
As her defense attorney, I will argue that the officer did not only not read Sally's Miranda rights; he also did not respect her right to consul. After Sally made her allegedly verbal utterance, the Officer should have known to read Sally her rights. I will bring up that during New Jersey v. James P. Kucinski, Oct 26, 2016, the defendant was arrested for the bludgeoning death of his brother. The defendant was taken to police headquarters for questioning after the defendant was advised of his Miranda rights; he requested an attorney. The law enforcement officers terminated the interrogation, spoked with their supervisor, and approximately eight minutes later, the officers returned into the room and advised the defendant that he was being charged with murder. The scare tactic worked, and the defendant asked to speak with the officers. The defendant reluctantly answered a series of questions. Before trial, the defendant moved for suppression motion because the officers did not honor his request for counsel. The court denied the motion, during further questioning the defendant claimed to have acted in self-defense, the defense counsel moved for a mistrial. The trial court denied the motion for mistrial but instructed the jury that the defendant's right to remain silent should be limited to assessing his credibility. The defendant was charged with first-degree murder and third-degree possession of a weapon for unlawful purposes The Appellate Division reversed the defendant's conviction and motion for a new trial due to the prosecutor's question doing cross-examination was improper. The panel concluded that the defendant invoked his right to remain silent by telling law enforcement officers that he did not want to talk or answer questions. The Appellate Division found that the trial court instructions to the jury were flaws, and the supreme court agreed and affirmed. The officers should have stopped all questioning and contacted the defendant's attorney.
New Jersey v. Kucinski (2017). https://law.justia.com/cases/new-jersey/supreme-court/2017/a-58-15.html
Q 2.
My last name begins with a K. so I am answering in the role of prosecutor. Sally was originally pulled over because she had shown probable cause of drunk driving. Upon her traffic stop, Sally was then searched after being arrested and the handgun and drugs were found on her body. The police asked about the two items but did not “interrogate” her. Sally voluntarily answered the arresting officers’ questions and in doing so piled new charges onto her initial arrest charge. I believe that the judge will deny the request to suppress the admission of Sally’s statements. Sally does have rights under the Fifth Amendment, but her statements to the police officers were not coerced out of her. The Cornell Law School website states that the Fifth Amendment, under the self-incrimination clause, if an individual makes a spo.
101118, 4(36 PMCollection – MSA 603 Strategic Planning for t.docxtamicawaysmith
10/11/18, 4(36 PMCollection – MSA 603 Strategic Planning for the Admin ...
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Thread: dis 4
Post: dis 4
Author:
Posted Date: October 9, 2018 8:50 PM
Status: Published
Overall Rating:
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(Post is Read)
Brian Mcleod
I would say that for them to move the work and still be ethical defensible are work conditions,
respect for labor laws of the parent company, and job opportunities for the long-term
employees.
To expand on this would be the work conditions. The conditions that the workers have to work
under should be the same conditions that workers in the US have to work under. This involves
safety and environmental protection for the workers.
Labor laws of the host country and “most” of the internally recognized laws must be observed.
Overtime and child labor are a couple of items.
The long-term employees should be given the opportunity to move to another US based plant if
possible or to the new country.
Sometimes because of the state of the industry companies do have to make these decisions or
face possible bankruptcy. This alternative may not be the perfect solution but better than
bankrupting a company that still has operation in the US.
← OK
�
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Thread: DB4
Post: DB4
Author:
Posted Date: October 10, 2018 8:51 PM
Status: Published
Overall Rating:
Tags: None
(Post is Read)
Christina Lacroix
It is ethically defensible to outsource production when the outcome of not outsourcing
would negatively impact stakeholders. Organizations define their most important
stakeholders, often the shareholders, as they invested capital. While some risk is
assumed by shareholders as a fiduciary managers have an obligation to the
shareholders to protect their interest when possible. A company risks shareholder
investment (access to capital) and jeopardizes all other stakeholders such as
employees, suppliers, and creditors. An organization cannot risk itself and the other
stakeholders depending upon in order to save employees.
The organization should do its due diligence in securing its outso.
100 words per question, no references needed or quotations. Only a g.docxtamicawaysmith
100 words per question, no references needed or quotations. Only a general idea or opinion.
A.
· Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period.
· Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque.
B. From video
Goya -
The Third of May
- If you cannot see this video, click here -
https://youtu.be/e7piV4ocukg
Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above.
1. Heroism, nationalism, and passion are themes associated with Romanticism. Which
three
landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature.
2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters.
C.
1. From the arts of West Africa, what are some characteristics of African cultural heritage?
2. How did their religious beliefs influence their art and music.
D.
Watch video below
Manet -
Déjeuner
sur
l’herbe -
If you cannot see this video, click
https://youtu.be/3xBGF8H3bQ4
1. Viewers of Manet’s
Déjeuner sur l’herbe
initially responded to its public display by attacking the canvas with their umbrellas. Why?
2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting.
E.
Watch the video below. If you cannot see the video, click here:
https://youtu.be/XyLNPumMMTs
George Braque, Violin and Pitcher, (1909)
•
Pablo Picasso, Guernica, (1937)
•
Marcel Duchamp, Nude Descending a Staircase, (1912)
Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above.
1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century.
F.
Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question.
1. After your experience in this course, describe why you feel the humanities are important.
.
100A 2
2 4 4
5
1A 1034 5
1B 1000 10
1C 1100 1
1D 1123 20
1E 1210 5
20 10 10
7
1A 2180 20
1B 1283 20
1C 3629 5
1D 3649 3
1E 4051 15
1F 4211 1
1G 5318 5
100B 1
2 4 1
3
1A 2180 10
1B 1283 10
1C 3629 5
100C 2
0 0 0
3
1A 6774 5
1B 6869 5
1C 6879 2
0 0 0
4
1A 6774 2
1B 6869 5
1C 6879 1
1D 7555 10
100D 1
10 5 3
3
1A 2180 5
1B 3649 2
1C 4211 3
Self-care and Residency Reflection Paper Scoring Rubric -
Content
80 Points
Points Earned
Additional Comments:
All key elements of the assignment are covered in a substantive way.
Write a 700- to 1,050-word paper to reflect on your residency experience and outline your plan for self-care. Please use the self-care and residency reflection paper template posted in Student Materials for this assignment.
Consider the following questions when writing your reflection:
a) What have you learned about yourself during residency?
b) What have you learned about yourself as a counselor-in-training during residency?
c) What are aspects of residency that you enjoyed? Why did you enjoy these aspects?
d) What aspects of residency did you not enjoy? Why did you not enjoy these aspects?
e) What is counselor self-care? Why is it important? Include two separate in-text and end of work references.
f) What strategies for maintaining self-care did you try throughout this program? How can you implement these strategies?
g) How will you know when you are experiencing burnout? What can you do to prevent this?
The content is comprehensive, accurate, and /or persuasive.
The paper links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly. This refers to the use of literary references. Generally you will need one separate literary reference for each main point (objective) of your paper.
Major points are stated clearly and are supported by specific details, examples, or analysis.
Organization / Development
35 Points
Points Earned
Additional Comments:
The paper has a structure that is clear, logical, and easy to follow.
The paper develops a central theme or idea, directed toward the appropriate audience.
The introduction provides sufficient background on the topic and previews major points.
The conclusion is logical, flows from the body of the paper, and reviews the major points.
Transitions between sentences/ paragraphs/sections aid in maintaining the flow of thought.
The tone is appropriate to the content and assignment.
Mechanics
35 Points
Points Earned
Additional Comments:
The paper, including the title page, reference page, tables, and appendices follow APA guidelines for format.
Citations of original works within the body of the paper follow APA guidelines.
The paper is laid out with effective use of headings, font styles, and white space.
Rules of grammar, usage, and punctuation are followed.
Sentences are complete, clear, concise, and varied.
Spelling is correct.
.
10122018Week 5 Required Reading and Supplementary Materials - .docxtamicawaysmith
10/12/2018
Week 5 Required Reading and Supplementary Materials - MGMT 670 9042 Strategic Management Capstone (2188)
https://learn.umuc.edu/d2l/le/content/333174/viewContent/13406413/View
/2
Required Readings:
From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.)
Porter's Five-Forces model. (2009). In Encyclopedia of management (6th Ed., pp. 714-717).
From Other websites:
Evaluating the industry. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-03-evaluating-the-industry.html
The impact of external and internal factors on strategy. (2016, 31 May). In Boundless Management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/strategic-management/
Mapping strategic groups. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-04-mapping-strategic-groups.html
The PESTEL and SCP frameworks. (2016, 26 May). In Boundless management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/external-inputs-to-strategy/
The relationship between an organization and its environment. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-01-the-relationship-between-an- or.html
Strategic group mapping. (2010, October 5). MBA lectures. Retrieved from http://mba-lectures.com/management/strategic- management/1000/strategic-group-mapping.html
Supplementary Materials:
From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.)
Anand, B. N. (2006). Crafting business strategy and environmental scanning [Video]. Harvard Business School Faculty Seminar Series.
Follow these steps to find this video:
Go to http://sites.umuc.edu/library/index.cfm
Type in the entire name of the article: "Crafting business strategy and environmental scanning," into the search box and click on "search."
Click on "multimedia" in the upper left hand corner of the webpage (under "Ask a Librarian.)
Type in the entire name of the article: "Crafting business strategy and environmental scanning," in the box at the top of the page to the left of the word, "Search."
Make sure only "Business Videos" and "Find all my search term" are the only boxes that are checked. Uncheck both "Image Collection" and "Apply equivalent
subjects"
Click on "Search" at the bottom right hand corner of the webpage. It is a small word in a box. The next page shows the article. Click on the article.
Dahab, S. (2008). Five forces. In S. R. Clegg & J. R. Bailey (Eds.), International en.
101416 526 PMAfter September 11 Our State of Exception by .docxtamicawaysmith
10/14/16 5:26 PMAfter September 11: Our State of Exception by Mark Danner | The New York Review of Books
Page 1 of 11http://www.nybooks.com/articles/2011/10/13/after-september-11-our-state-exception/?printpage=true
After September 11: Our State of Exception
Mark Danner OCTOBER 13, 2011 ISSUE
We are in a fight for our principles, and our first responsibility is to live by them.
—George W. Bush, September 20, 2001
1.
We are living in the State of Exception. We don’t know when it will end, as we don’t know when the War on Terror will
end. But we all know when it began. We can no longer quite “remember” that moment, for the images have long since
been refitted into a present-day fable of innocence and apocalypse: the perfect blue of that late summer sky stained by acrid
black smoke. The jetliner appearing, tilting, then disappearing into the skin of the second tower, to emerge on the other
side as a great eruption of red and yellow flame. The showers of debris, the falling bodies, and then that great blossoming
flower of white dust, roiling and churning upward, enveloping and consuming the mighty skyscraper as it collapses into the
whirlwind.
To Americans, those terrible moments stand as a brightly lit portal through which we were all compelled to step, together,
into a different world. Since that day ten years ago we have lived in a subtly different country, and though we have grown
accustomed to these changes and think little of them now, certain words still appear often enough in the news—
Guantánamo, indefinite detention, torture—to remind us that ours remains a strange America. The contours of this
strangeness are not unknown in our history—the country has lived through broadly similar periods, at least half a dozen or
so, depending on how you count; but we have no proper name for them. State of siege? Martial law? State of emergency?
None of these expressions, familiar as they may be to other peoples, falls naturally from American lips.
What are we to call this subtly altered America? Clinton Rossiter, the great American scholar of “crisis government,”
writing in the shadow of World War II, called such times “constitutional dictatorship.” Others, more recently, have spoken
of a “9/11 Constitution” or an “Emergency Constitution.” Vivid terms all; and yet perhaps too narrowly drawn, placing as
they do the definitional weight entirely on law when this state of ours seems to have as much, or more, to do with politics
—with how we live now and who we are as a polity. This is in part why I prefer “the state of exception,” an umbrella term
that gathers beneath it those emergency categories while emphasizing that this state has as its defining characteristic that it
transcends the borders of the strictly legal—that it occupies, in the words of the philosopher Giorgio Agamben, “a position
at the limit between politics and law…an ambiguous, uncertain, borderline fringe, at the intersection of the legal and the
political.”
Call it, then, the s.
100 words per question, no references needed or quotations. Only.docxtamicawaysmith
100 words per question, no references needed or quotations. Only a general idea or opinion.
A.
· Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period.
· Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque.
B. From video
Goya -
The Third of May
- If you cannot see this video, click here -
https://youtu.be/e7piV4ocukg
Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above.
1. Heroism, nationalism, and passion are themes associated with Romanticism. Which
three
landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature.
2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters.
C.
1. From the arts of West Africa, what are some characteristics of African cultural heritage?
2. How did their religious beliefs influence their art and music.
D.
Watch video below
Manet -
Déjeuner
sur
l’herbe -
If you cannot see this video, click
https://youtu.be/3xBGF8H3bQ4
1. Viewers of Manet’s
Déjeuner sur l’herbe
initially responded to its public display by attacking the canvas with their umbrellas. Why?
2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting.
E.
Watch the video below. If you cannot see the video, click here:
https://youtu.be/XyLNPumMMTs
George Braque, Violin and Pitcher, (1909)
•
Pablo Picasso, Guernica, (1937)
•
Marcel Duchamp, Nude Descending a Staircase, (1912)
Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above.
1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century.
F.
Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question.
1. After your experience in this course, describe why you feel the humanities are important.
Edit question's body
.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Solid waste management & Types of Basic civil Engineering notes by DJ Sir.pptxDenish Jangid
Solid waste management & Types of Basic civil Engineering notes by DJ Sir
Types of SWM
Liquid wastes
Gaseous wastes
Solid wastes.
CLASSIFICATION OF SOLID WASTE:
Based on their sources of origin
Based on physical nature
SYSTEMS FOR SOLID WASTE MANAGEMENT:
METHODS FOR DISPOSAL OF THE SOLID WASTE:
OPEN DUMPS:
LANDFILLS:
Sanitary landfills
COMPOSTING
Different stages of composting
VERMICOMPOSTING:
Vermicomposting process:
Encapsulation:
Incineration
MANAGEMENT OF SOLID WASTE:
Refuse
Reuse
Recycle
Reduce
FACTORS AFFECTING SOLID WASTE MANAGEMENT:
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
352018 R. v. Twist and others [2011] All ER (D) 102 (May); [.docx
1. 3/5/2018 R. v. Twist and others [2011] All ER (D) 102 (May);
[2011] EWCA Crim 1143) | CLJ
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Date: 20th May 2011
R. v. Twist and others [2011] All ER (D) 102
(May); [2011] EWCA Crim 1143)
Evidence
Admissibility of Hearsay Evidence
In R. v. Twist and others, judgment delivered May 12, 2011, the
Court of Appeal, Criminal Division, gave consideration to the
way
in which the new rules on hearsay, contained in the Criminal
Justice Act 2003 (CJA 2003), applied to communications, such
as text
messages, made to or by the defendant. It held that the question
of whether such communication amounted to hearsay
depended on the matter for which it was relied upon and the fact
which it was sought to prove.
Four cases were heard together because they concerned the way
2. in which the new rules on hearsay, contained in CJA 2003,
applied to communications made to or by the defendant. All of
the cases involved text messages sent by the defendants and
three
of the cases involved messages which had been received by
them. The defendants, T and B, had been charged with
possessing
Class A drugs with intent to supply and they were alleged to
have received messages requesting the supply of drugs. In the
case of
TM and K, the charge was robbery, the key issue being whether
they had had a gun at the relevant time. The message received
by
one of them had been a request for a gun to be delivered to the
sender of the text. In respect of the defendant, L, the charge was
rape and the issue was one of consent. The prosecution alleged
that messages sent by him to the complainant following the
alleged rape amounted to confessions or admissions. In all the
cases, the defendants had sought to exclude the text messages
on
the basis that they were hearsay. However, the Judge had found
that the text messages were not hearsay and they were admitted
under CJA 2003, s.114. The defendants were convicted. They
appealed against conviction.
Consideration was given to the application of the hearsay
provisions of CJA 2003, in particular, ss.114 and 115, to forms
of
communication such as text messages, and whether the Judge
had erred in admitting the relevant text messages into evidence.
The appeal would be dismissed.
(1) CJA 2003 undoubtedly abolished the common law of hearsay
except where it was expressly preserved. Generally, the
question
of whether the hearsay rules applied to communication such as
3. text messages was to be approached in the following way: (i)
the
relevant fact (matter) that was sought to be proved had to be
identified; (ii) it had to be asked whether there was a statement
of
that matter in the communication, if no, then no question of
hearsay arose; (iii) if yes, it had to be asked whether it was one
of the
purposes (not necessarily the only or dominant purpose), of the
maker of the communication, that the recipient, or any other
person, should believe that matter or act upon it as true; if yes,
it was hearsay, if no, it was not. The answer to those questions
would be case sensitive. The same communication might
sometimes be hearsay and sometimes not, depending on the
matter for
which it was relied upon and the fact which it was sought to
prove. It was important when applying the statute to distinguish
between: (i) the speaker wishing the hearer to act upon his
message; and (ii) the speaker wishing the hearer to act upon the
basis
that a matter stated in the message was as stated, namely true.
Only the latter would bring the hearsay rules into operation.
Even
if the communications were not relied upon for their hearsay
content, that did not relieve the court of applying the usual tests
for
admissibility.
The important opening words of CJA 2003, s.114:
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6. that
a conviction would be unsafe and the general discretion under
s.126 to refuse to admit a statement on grounds of undue waste
of
time. If the maker(s) of the communication was or were
unknown, that would be very relevant to whether their hearsay
evidence
ought to be admitted. While there might be some forms of
anonymous hearsay which were nevertheless admissible, such as
business records or the statement of an unidentified agent of the
defendant, the hearsay testimony of an anonymous witness
might well fail the interests of justice test of admissibility; an
example was, where the contents of an anonymous 999 call were
inadmissible as evidence that the facts reported were true.
In the instant case, the text messages in the case of T were not
hearsay as the matter which had been sought to be proved was
that the defendant was a supplier of drugs. That was a relevant
matter and the prime issue in the case was whether he was or
not.
The messages did not amount to or contain any statement that
he was. Even if they could be said to amount to an implied
assertion that he was, the purpose of the senders did not include
causing him or anyone else to believe that he was.
Further the messages justified the conclusion that there was an
existing relationship of buyer and seller between the senders
and
the defendant. For similar reasons, the text messages in the case
of the other defendants were not hearsay. Accordingly they had
been rightly admitted.
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9. · “There is an issue as to whether contact occurred when the
plaintiff inhaled the second-hand smoke.”
· “Does contact occur when one inhales second-hand smoke
created by another?”
Rule
· State the rule or legal principle. This may take the form of
stating the elements required for a prima facie case.
· “The prima facie case for battery requires the following
elements: an act, intent, contact, causation, and harm.”
Analysis
· This is where you state your evidence and explain how you
will arrive at your conclusion. You may cite other cases,
discuss policy implications, and discuss (discount?) cases that
run counter to your conclusion.
· Make sure that you weigh both sides and make
counterarguments where appropriate.
· Use case law, analogizing and distinguishing, and policy (for
example, the goals of tort law) to work your way to a
conclusion.
· “In Howe v. Ahn, the court held that noxious bus fumes
inhaled by a passerby constitute harmful and offensive contact.
Although the court has not extended this holding to a case
involving second-hand smoke, numerous cases have likened
second-hand smoke to air pollution (for example, Fox v.
Abernathy). Policy considerations also favor finding contact in
the present case. If one can prove harm as a result of inhaling
second-hand smoke, it is better for the smoker to compensate
the victim than burden the state.”
Conclusion
10. · “The court is likely to find that harmful contact occurs when a
smoker releases second-hand smoke into the air and that air is
inhaled by a bystander.”
Exercise:
Amanda has a long history of narcolepsy. She has tried all sorts
of remedies from caffeine pills to doing jumping jacks every ten
minutes to stay alert. After falling asleep during a law school
final, she decided to see a doctor for some professional advice.
The doctor prescribed “Stay Awake” medicine. The medicine
seemed to work well and Amanda didn’t have any more
embarrassing ‘naps’ in class. Two months later, Amanda was
riding her scooter home when she fell asleep behind the
handlebars. She then crashed into Felix. Felix decides to sue
Amanda for negligence. What result?
How to Brief a Case Using the “IRAC” Method
When briefing a case, your goal is to reduce the information
from the case into a format
that will provide you with a helpful reference in class and for
review. Most importantly,
by “briefing” a case, you will grasp the problem the court faced
(the issue); the relevant
law the court used to solve it (the rule); how the court applied
the rule to the facts (the
application or “analysis”); and the outcome (the conclusion).
You will then be ready to
not only discuss the case, but to compare and contrast it to other
cases involving a similar
11. issue.
Before attempting to “brief” a case, read the case at least once.
Follow the “IRAC” method in briefing cases:
Facts*
Write a brief summary of the facts as the court found them to
be. Eliminate facts that are
not relevant to the court’s analysis. For example, a business’s
street address is probably
not relevant to the court’s decision of the issue of whether the
business that sold a
defective product is liable for the resulting injuries to the
plaintiff. However, suppose a
customer who was assaulted as she left its store is suing the
business. The customer
claims that her injuries were the reasonably foreseeable result
of the business’s failure to
provide security patrols. If the business is located in an upscale
neighborhood, then
perhaps it could argue that its failure to provide security patrols
is reasonable. If the
business is located in a crime-ridden area, then perhaps the
customer is right. Instead of
including the street address in the case brief, you may want to
simply describe the type of
neighborhood in which it is located. (Note: the time of day
would be another relevant
factor in this case, among others).
Procedural History*
What court authored the opinion: The United States Supreme
Court? The California
Court of Appeal? The Ninth Circuit Court of Appeals? (Hint:
12. Check under the title of the
case: The Court and year of the decision will be given). If a
trial court issued the
decision, is it based on a trial, or motion for summary judgment,
etc.? If an appellate
court issued the decision, how did the lower courts decide the
case?
Issue
What is the question presented to the court? Usually, only one
issue will be discussed, but
sometimes there will be more. What are the parties fighting
about, and what are they
asking the court to decide? For example, in the case of the
assaulted customer, the issue
for a trial court to decide might be whether the business had a
duty to the customer to
provide security patrols. The answer to the question will help to
ultimately determine
* This applies to case briefs only, and not exams. Use the IRAC
method in answering
exams: Issue/Rule/Analysis/Conclusion.
whether the business is liable for negligently failing to provide
security patrols: whether
the defendant owed plaintiff a duty of care, and what that duty
of care is, are key issues in
negligence claims.
Rule(s):
Determine what the relevant rules of law are that the court uses
to make its decision.
13. These rules will be identified and discussed by the court. For
example, in the case of the
assaulted customer, the relevant rule of law is that a property
owner’s duty to prevent
harm to invitees is determined by balancing the foreseeability of
the harm against the
burden of preventive measures. There may be more than one
relevant rule of law to a
case: for example, in a negligence case in which the defendant
argues that the plaintiff
assumed the risk of harm, the relevant rules of law could be the
elements of negligence,
and the definition of “assumption of risk” as a defense. Don’t
just simply list the cause of
action, such as “negligence” as a rule of law: What rule must
the court apply to the facts
to determine the outcome?
Application/Analysis:
This may be the most important portion of the brief. The court
will have examined the
facts in light of the rule, and probably considered all “sides”
and arguments presented to
it. How courts apply the rule to the facts and analyze the case
must be understood in order
to properly predict outcomes in future cases involving the same
issue. What does the
court consider to be a relevant fact given the rule of law? How
does the court interpret the
rule: for example, does the court consider monetary costs of
providing security patrols in
weighing the burden of preventive measures? Does the court
imply that if a business is in
a dangerous area, then it should be willing to bear a higher cost
for security? Resist the
temptation to merely repeat what the court said in analyzing the
14. facts: what does it mean
to you? Summarize the court’s rationale in your own words. If
you encounter a word that
you do not know, use a dictionary to find its meaning.
Conclusion
What was the final outcome of the case? In one or two
sentences, state the court’s
ultimate finding. For example, the business did not owe the
assaulted customer a duty to
provide security patrols.
Note: “Case briefing” is a skill that you will develop throughout
the semester. Practice
will help you develop this skill. Periodically, case briefs will be
collected for purposes of
feedback. At any time, you may submit your case brief(s) for
feedback.
USING THE I-R-A-C STRUCTURE IN WRITING EXAM
ANSWERS
The IRAC method is a framework for organizing your answer to
a business law essay
question. The basic structure is: Issue, Rule, Analysis, and
Conclusion. Using this simple
framework for structuring your answer will ensure that you have
written a complete answer.
Issue Begin your answer by stating the issue presented by the
essay question.
15. Sometimes the question will provide the issue for you. If not,
then ask: What is
the legal question that, when answered, determines the result of
the case? The
issue should be stated in the form of a question in a specific,
rather than general
form: “Is there an agency relationship if there was no
compensation paid?”
would be an acceptable issue. “Will the plaintiff win?” would
not be acceptable.
Note that the issue may be case specific, mentioning the parties’
names and
specific facts of the case. Example: “Did Jones have an agency
relationship with
XYZ Corp. due to his acting on behalf of XYZ and following its
instructions?”
The issue can encompass all cases which present a similar
question. Example:
“Is an agency created whenever there is an employment
relationship?” Most
cases present one issue. If there is more than one issue to
address, then you must
write a separate IRAC analysis for each issue.
Rule The rule describes which law or test applies to the issue.
The rule should be
stated as a general principal, and not a conclusion to the
particular case being
briefed. Example: “An agency relationship is created when
there is an
agreement that the agent will act for the benefit of the principal
at the principal’s
direction or control regardless of whether compensation is paid”
would be an
16. acceptable rule. “The plaintiff was the defendant’s agent”
would not be an
acceptable rule. Do not use parties’ names or specific facts
from the case. Hint:
Frequently, the rule will be the definition of the principle of law
applicable in the
case. Example: An agent may not use or disclose confidential
information
acquired through the agency absent an agreement to the
contrary.
Analysis The analysis is the most important, and the longest,
part of your answer. It
involves applying the Rule to the facts of the problem or
question. You should
use the facts to explain how the rule leads to the conclusion.
Discuss both sides
of the case when possible. Important: Do not merely state a
conclusion without
also stating reasons for it. A conclusion without reasons or
explanation means
that you have not used the rule and the facts to analyze the
issue. Hint: The rule
can be used as a guide in your discussion. Example: Suppose the
issue is
whether A is an independent contractor. Using the facts of the
case, explain
whether or not they fit into the definition of what is an
independent contractor:
“In this case, A was told by the foreman what to wear, how to
operate the
machine, and when to report to work each day, giving her little
control over the
job.” If the rule is a test with multiple factors, then you must
17. analyze each factor
by pointing out how the facts do (or do not) fulfill each factor.
Conclusion The conclusion is your answer to the Issue. State
the result of your analysis.
Examples: “Smith is liable for negligence” or “Therefore, no
valid contract was
formed between X and Y.” If there are multiple issues, there
must be multiple
conclusions as well.
SAMPLE IRAC ANALYSIS
Caroline was employed as a receptionist for ABC Corporation.
Her desk was located
at the entrance of the corporate office and her duties were to
greet customers, answer
telephone calls, sort mail, and respond to general requests for
information about ABC. One
day, while all of the managers of ABC were out of the office, a
representative of XYZ
Insurance Co. stopped by to solicit ABC as a new client. He
told Caroline that he wanted to
find out whether ABC might be interested in canceling its
present employee health insurance
plan and adopting a plan provided by XYZ. Although Caroline
explained that none of the
ABC managers were in the office, the XYZ representative
nevertheless described his
18. company’s health insurance plan in detail. When Caroline
reacted by stating that XYZ’s
plan sounded better than the current ABC plan, the XYZ
representative immediately
produced a contract for Caroline to sign. Reluctantly, Caroline
signed the contract accepting
the offer to adopt XYZ’s insurance plan. If XYZ seeks to
enforce the contract against ABC,
is ABC bound to the contract?
ANSWER
Whether the insurance contract is binding on ABC Corp.
depends on whether A had actual or apparent authority to
enter into it. Actual authority is the agent’s power or
responsibility expressly or impliedly communicated by the
principal to the agent. Express actual authority includes the
instructions and directions from the principal, while implied
actual authority is the agent’s ability to do whatever is
reasonable to assume that the principal wanted the agent to
do to carry out his or her express actual authority. Here,
Caroline’s express authority was to answer phones, direct
messages, collect and sort the daily mail, greet visitors, and
schedule appointments for the company managers. Her
implied authority was to do anything reasonably related to
performing those duties. She was not given any express
authority to sign contracts, and signing contracts was not
related to or implied in her duties as a receptionist.
Therefore, Caroline had no actual authority to bind ABC to
the contract.
Apparent authority arises when the principal’s conduct, past
dealings, or communications cause a third party to
reasonably believe that the agent is authorized to act or do
something. In this case, ABC did not communicate to XYZ
19. that Caroline had authority to enter into an insurance
contract, and no facts suggest that ABC and XYZ had done
business in the past. The nature and typical responsibilities
of Caroline’s position as a receptionist does not make it
reasonable for the XYZ representative to conclude that she
was empowered to select and approve health insurance
plans for ABC’s employees. Thus, Caroline had no
apparent authority to authorize the contract. Because
Caroline did not have either actual or apparent authority to
sign the contract, it is not binding on ABC Corp.
EXPLANATION
First, the main issues to be
addressed are stated.
Next, the applicable rules of law
or legal tests to be used in
analyzing the issue are explained.
The rule of law or legal test is
applied to the facts. Note that the
facts are not merely repeated;
rather, they are linked to elements
of the rule or test as evidence to
explain and justify the ultimate
conclusion that there is no actual
authority.
Conclusion as to the first issue.
The general rule of law to be
applied in analyzing the next
issue is stated.
20. The rule is applied to the facts.
Note that the facts mentioned are
those that relate to the definition
of apparent authority.
Conclusion for the second issue.
An overall conclusion is reached
as to the issue of liability.