A research proposal about 2.5 pages single spaced that meets the requirements
listed below. It must include all the proposals listed below, that flow
together into well organized and constructed paper, with a well constructed
thesis that involves all the elements of the proposals listed below

Using the paper on Edward Saids on Orientalism, and the order that followed
dealing with Timothy Mitchells paper on Orientalism also, and the proposals
included along with this information, a research proposal is needed to be done
with a thesis statement that involved all the different proposals and how they
link to Orientalism, modernity, discourse. The Edward Said and Timothy Mitchell
pieces should be condensed into a 1 page introduction with a thesis, following
that the proposals listed below should all be put together into a well
organized proposal that flows.
The timothy article can be found here http://books.google.ca/books?id=lOYGlui0UpQC&pg=PA289&dq=timothy+mitchell+orientalism&client=firefox-a pg 289-314
And the edward said piece is order number was 105890 written by Heideger, who also wrote a follow up to it about timothy mitchell and is piece on orientalism which can be used.
The edward said piece and timothy mitchell pieces need to be summarized with there main arugemnts and points about orientalism, and a comparison of between the two articles, and the similarities and differences between what each author writes.

The Proposals that need to be put together are:
1. I will be looking at London pre 9/11 and how myths and theories regarding terrorist attacks from what is considered to be the other affected and influenced the implementation of enhanced security features under the guise of protection for UK citizens. In particular I will be looking at how security, termed as big brother is used in the London Underground and how the London Underground itself constitutes a new type of city which has a community that co-exists with above ground London. I will also be looking at the role of big brother in the lives of individuals and how it impacts everyday living, such as speed cameras, CCTV and personal identification such as biometric passports and enhanced drivers licenses. The general public is constantly reminded that these security features are a necessity for their own protection, but I argue that this is a fallacy used to coerce society into a state of social control. I will also demonstrate that such security and surveillance in London acts out the idea of Jeremy Benthalls panopticon as society is living out this reality with big brother, where our actions and body language are so closely monitored that to some extent physical responses are controlled, as we know that we are being observed.
2. I will be exploring the purpose behind Othering mostly through examples
of Literature. Beginning first by looking at the trends of Orientalist
literature and why the myths of the Orient were used then. This will be
elaborated with examples from early Gothic fiction and art of the same
period. With the early uses of Othering established a look at what
happens to spaces when the Other comes to the colonizer will be examined
with a look at a couple of the works by Salman Rushdie ("The Satanic
Verses" and "The Courter") and the reaction of that work by both the
West and the "Orient." With a very confusing scenario created by the
conflation of East and West a hybrid space is created I will look at how
this influences city spaces referencing again the works of Rushdie. I
will also look at this hybrid space through selected writings of Homi
Bahbha's "Signs Taken For Wonders," John Clement Ball's "Satire and the
Postcolonial Novel," "Orientalism and the Exhibitionary Order" by
Mitchell, "The Rubbish, The Remnant, Etcetera by Couze Venn,
"Endangered/Endangering: Schematic Racism and White Paranoia" by Judith
Butler will be examined against a very brief description of racial
theory extracted from Jared Diamond's work "Guns, Germs, and Steel"
where I will suggest that the creation of the other is not completely an
act of difference, subjugation or paranoia but an act of human instinct,
an act of defence.
3. The purpose of this part of the project is to analyse how the space London, England has developed in the post 9/11 era. The many public spaces of the city are being controlled by various methods of security precautions in order to protect Britain and its people from terrorism. I will be specifically focusing on the effects the increased security measures have had on CCTV in public spaces, the metro underground, and personal identification held by British citizens. Exploration into these subjects will result in how the language was used (such as euphemisms) in order to influence the British body into understanding that it was a protection against the terrorist enemy. I will also attempt to show a negative reaction (paranoia) to the increased fear of the enemy after 9/11. Consequently the connection between security, London and Orientalism will be how the enemy (Middle East/Terrorist/Other) has been portrayed to the London (British) body; in other words, the British Body/London Space is being portrayed as the good guys who live in a world of freedom and democracy (Occident) and it is the terrorist who have become a threat to national identity they are not free, they are not democratic. Thus, the connection to the course will be how London/Britain is viewed in a binary code/discourse of good/evil or Occident/Orientalism.

l, argumentative essay that takes an idea suggested by the material that was provided that proves my claim/thesis. The material is the sources that a listed. All three sources must be used. APA citation required for in-text and Reference page. It must not be a summary of the articles.
Thesis statement must be:
The ability to enlist in the United States Armed Forces is an integral component for any individuals optimal and complete sense of self-fulfillment, not only for its unequiviled love that it bestows upon the new family it forms but because of the honor, commitment, and service in which affects an entire nation by providing a foundation in which establishes security, freedom, and equality

ONLY SOURCES LISTED CAN BE USED!

Quotes that are found within that should be used:
From Iyer's Empire:
pg 259
Every where could be home to some extent, and not home to some degree.
(this explains the military life style as I grew up a military brat, joined the military, got out of the military-only to marry a military man)

pg 259
I realized that by going halfway through the open door, he [father] had allowed me to walk out of it on the other side
(my father was the first of our family to ever attend college- my mother never graduated high school..the only way my father was able to attend college get his BA, MA & PhD was thanks to the military-- this is also the only way I was able to get my college degree but I plan on following in his footsteps and get my Masters and PhD as well)

Robert Frost- The Death of the Hired Man
line 114
It all depends on what you mean by home
Line 118 & 119
Home is the place where, when you have to go there, they have to take you in
(the military welcomes the service member and their family at every base no matter where it is- its home away from home-they have groups sduch as Family Readiness and Wives Clubs that welcome new commers- I was Treasure of the Wives Club)

Ruben Martinez- The Crossing
pg 580
The law might contradict my moral impulse, but the right thing to do is obvious
(the men and women in war are faced with this deliema all the time but if not in need of emergency care- country will prevail over personal it seems which flows into the end and...)

pg 583
I tell myself I did the right thing. I tell myself I did the wrong thing. I tell myself every decision on the line is like that, somewhere in between.
( an account I recall my husband telling me:
His squad was tasked to set up a cordon around a suspected IED on a corner of a busy downtown market area just east of the Iraq, Syria boarder. Shortly after arriving it was determined that several IEDs had been placed all along to street in order to have maximum casualties on the next marine convoy to pass through the area. Word came down from higher that our squad was to be cautious of possible suicide bomb attempts by young children fooled into carrying backpacks filled with explosives. After several minutes of attempting to contain the area and evacuate civilians, the first suicide bomber detonated approximately 100 yards from their position. A small child had been wearing the backpack that detonated prematurely. At that time, the order was given that all civilians were to be considered hostile if they entered the cordon. A small child with a brand new back pack started walking up to their cordon asking them for candy. The strange thing about it was there were no other children around her. Very uncommon for Iraqi children not to be traveling in packs of at least 5 or more. After careful observation of her it was determined that she was indeed carrying an IED inside if her backpack. The order was given to my husband to take the child out if she came inside of their cordon. Despite the interrupter telling her to go away, the child kept walking forward. Unaware of the danger she was in. She crossed the street of which was their final stand off line to their cordon. He fired one round into the child. The round went through her, into the backpack, causing it to detonate. The entire time that he followed the child through his scoped rifle, he kept thinking of our niece and how she was somebodys child and/or niece. It was very difficult for him to take the shot when she crossed the street. A part of him, he tells me, still to this day wishes he had not shot that little girl. And at the same time the other part of him is very glad that he did. If he had not, that little girl would have come up to their convoy and some insurgent might have blown that IED up around several of our friends and fellow marines. It is something that will be of great conflict in his conscious and mind for the rest of his life. It was what had to be done buy I wish it hadn't)

ONLY the sources provided can be used.

Needs to have a controlling idea that seems not only clear but thoughtful or imaginative. Needs to be a full discussion making use of both material from supplied readings and ideas information or experiences supplied by the writer. Material must be smoothly integrated and persuasively supports the essay's focus. Needs to be thoughtful with a genuine personal "voice". Needs to be easy to follow and structure seems effortless with smooth transitions and a convincing rhetorical pattern. Needs to read smoothly and have no errors in grammar, usage, punctuation, or spelling with proper internal APA citations
Sources:
Frost, R. (2009). "The Death of the Hired Man". In G. Perkins, & B. Perkins (Eds.), The American Tradition in Literature (12 ed., Vol. 2, pp. 888-891). New York City: McGraw-Hill Higher Education.

Iyer, P. (2000). The Empire. In The Global Soul: Jet Lag, Shopping Malls, and the Search for Home (pp. 234-265). New York: Alfred A. Knopf.

Martinez, R. (2007). The Crossing. In C. Colombo, R. Cullen, & B. Lisle (Eds.), Rereading America: Cultural Contexts for Critical Thinking and Writing (7 ed., pp. 574-583). Boston: Bedford/St. Martins.



Frost -a copy can be found at http://www.bartleby.com/118/3.html
The Crossing
By Ruben Martinez
I am, again, on the line. I've been drawn to it my entire life, beginning with frequent childhood jaunts across it to Tijuana and back--that leap from the monochrome suburban grids of Southern California to the Technicolor swirl of urban Baja California and back. I am an American today because of that line--and my parents' will to erase it with their desire. I return to it again and again because I am from both sides. So for me, son of a mother who emigrated from El Salvador and a Mexican American father who spent his own childhood leaping back and forth, the line is a sieve. And it is a brick wall. It defines me even as I defy it. It is a book without a clear beginning or end, and despite the fact that we refer to it as a "line," it is not even linear; to compare it to an actual book I'd have to invoke Cortazar's "Hopscotch." This line does and does not exist. It is a historical, political, economic and cultural fact. It is a laughable, puny, meaningless thing. It is a matter of life and death.And it is a matter of representation. It is a very productive trope in both American and Mexican pop. The cowboy crosses the line to evade the law, because he imagines there is no law in the South. The immigrant crosses the line to embrace the future because he imagines there is no past in the North. Usually rendered by the River (the Rio Grande/Rio Bravo--its name changes from one shore to the other), the line appears again and again in film and literature and music from both sides. Just a few: Cormac McCarthy and Carlos Fuentes, Marty Robbins and Los Tigres del Norte, Sam Peckinpah and Emilio "El Indio" Fernandez, Charles Bowden and Gloria Anzaldua.
In the Western, the moment of the crossing (the lawless gang fleeing the lawmen, their horses' hooves muddying the muddy waters all the more) is heralded by a stirring musical figure, brassy and percussive, leaping several tonal steps with each note. Once we're safely on the other side, the melodic strings of Mexico take over. The swaggering American will have his way with a Mexican senorita. The post-colonial repesentations of borderlands literature--produced by Mexicans and Americans alike--have yet to soften the edges of this Spring Break syndrome. The whorehouse-across-the-river is there for a spurned Jake Gyllenhaal to get off with smooth-skinned brown boys in an otherwise liberatory "Brokeback Mountain." Americans fictional and real always fantasize remaining in that racy, lazy South, but business or vengeance or a respectable marriage (the senorita is a puta, and you can't marry a puto on either side of the border) usually call the cowboy back home. The Mexican or Chicano production is an inverted mirror of the same. The climax of Cheech Marin's "Born in East L.A." (and dozens of Mexican B-movies) fulfills every migrant's fantasy of a joyous rush of brown humanity breaching a hapless Border Patrol, the victory of simple desire over military technology that occurs thousands of times a day on the border and feeds the paranoid vision of a reconquista (which, a handful of crackpot Chicano nationalists notwithstanding, has been largely invented by the likes of the Minutemen, white dudes with real economic insecurities unfortunately marinated in traditional borderlands racism).
Every step across the line is a breach of one code or another. Some of these laws are on the books; some have never been written down; some are matters more private than public.
I've been drawn to that line my whole life. Sometimes it's a metaphor. Sometimes it's not.
This time, I am close to the line on the Buenos Aires National Wildlife Refuge in southern Arizona. It is a late August afternoon, a day that will not make headlines because there are no Minuteman patrols out hunting migrants, no Samaritans out seeking to save them. Nor is there, for the moment, any Border Patrol in the immediate vicinity. The land is as its public designation intended: a unique Sonoran desert habitat bizarrely and beautifully traversed by grasslands that are home to hundreds of unique species, including the endangered pronghorn antelope; it is also an outstanding birding location. But there are no birders in the dead of summer. The birders and the Minutemen have no wish to be out in temperatures that often rise to more than 110 degrees. (Some Samaritans who belong to a group called No More Deaths are indeed in the area, but the day's final patrol is probably heading back to the church-based group's campground near the town of Arivaca, which borders the refuge.)
I park at the Arivaca Creek trailhead. The interpretive sign tells of the possibility of hearing the "snap of vermilion flycatchers snatching insects on the wing." It also tells of another species, a relative newcomer to this "riparian ribbon":
Visitors to BANWR are advised to remain alert for illegal activity associated with the presence of undocumented aliens (UDAs). There is also increased law enforcement activity by several agencies & organizations.
The bulleted visitor guidelines advise not to let the "UDAs approach you or your vehicle," a Homeland Security variation of "do not feed the wildlife."
The humidity from recent monsoonal deluges is stifling, making 100 degrees feel much hotter--and wetter. The reed-like branches of ocotillos have sprouted their tiny lime-green leaves, hiding their terrifically sharp thorns. Moss flourishes on arroyo stones. Mosquitoes zip and whine through the thick air. The desert jungle.
I tell myself that I'll take a short stroll; it's getting late. I climb the trail from the creek bed, which is dominated by mammoth cottonwood trees, south toward the red dirt hills--a trail used by birders and "UDAs" alike. I can imagine an Audubon guide leading a gaggle of khaki-clad tourists peering through binoculars, first at a vermilion flycatcher and then at a Mexican rushing through a mesquite thicket, Profugus mexicanus. On the line everything seems to attract its opposite or, more accurately, everything seems to attract a thing that seems to have no relation to it, not parallel universes but saw-toothed eruptions, the crumpled metal of a collision. These pairings occur not just near the political border--I am about 11 miles from the boundary between the United States of America and the United States of Mexico--but throughout the West. The border is no longer a line. Its ink has diffused, an ambiguous veil across the entire territory.
Take the microcosm of the BANWR and its immediate vicinity. The birders and the migrants, the Samaritans and the Minutemen. Hunters and stoners. A "dude ranch" that charges city slickers up to $2,500 a week. Retirees of modest means. Hellfire Protestants and Catholic penitents and New Age vortex-seekers. Living here or passing through are Americans and Native Americans and Mexicans and Mexican Americans and Mexican Indians, all of varying shades and accents, and there are Iranians and Guatemalans and Chinese. This kind of situation was once affectionately referred to as the Melting Pot. But no, it is more like speaking in tongues, speaking in Babel. The tower is crumbling. Melting pot meltdown.
I climb into the red hills as the sun nears the horizon. The sky at the zenith is a stunning true blue. Reaching a saddle, I stumble on to a huge migrant encampment--water jugs and backpacks and soiled underwear and tubes of toothpaste and a brand-new denim jacket finely embroidered with the name of a car club, opened cans of refried beans, bottles of men's cologne, Tampax, tortillas curled hard in the heat. The things they carried and left behind because 11 miles into the 50-mile hike they'd begun to realize the weight of those things, and they'd resolved to travel lighter. If something was to go wrong and they got lost and hyperthermic, they might even begin stripping the clothes off their backs.
It is possible, too, that they've just broken camp; it is possible that they saw me coming and are hiding behind one of the saddle's humps. I call out: No soy migra! This is a line from the script of the Samaritan Patrol, who, like the activists of No More Deaths, scour the desert searching for migrants in distress. They call out so that the fearful migrants might reveal themselves to receive food and water. It is a good line in the borderlands; I can't think of a better one. The real problem is, what am I going to say if someone actually responds? Buenas tardes senoras y senores, soy periodista y queria entervistarles, si es que no les es mucha molestia . . . the journalist's lame introduction. Of course, they would have no reason to stop and speak to me--just the opposite. Indeed, why would they believe that I am not migra? And what if the smugglers are hauling a load of narcotics instead of humans? What if they are carrying weapons? This is not idle paranoia--this desert is armed with Mexican and American government-issue sidearms and the assault rifles of the paramilitary brigades on both sides. It is no surprise that there is bloodshed. Assault, rape, torture and murder are common.
In any event, I have nothing to offer the trekkers; they have not run out of water yet (though by tomorrow, after 15 or 20 miles, they well might). I am suddenly ashamed, as if I've intruded on a tremendously private moment, as if I've stumbled upon a couple in erotic embrace, bodies vulnerable to the harshness of the landscape and my gaze.
The sun sets, a funnel of gold joining cerulean canopy to blood-red earth. The land is completely still. I hold my breath. I realize that I want them to appear. I want to join them on the journey. The Audubon birder needs the vermilion flycatcher; right now, the writer needs a mojado.
The migrant stumbles through the desert and I after him--he's on a pilgrimage and I'm in pursuit of him. Thus I am the literary migra: I will trap the mojado within the distorting borders of representation--a problem no writer has ever resolved. But aren't I also representing the origins of my own family's journey? Don't I also return to the line because it was upon my parents and grandparents' crossing it that I became possible?
No soy migra! I call out again.
There is no response. I sweat profusely, soaking through my UNM Lobos T-shirt. Evenmy jeans hang heavy with moisture. Swatting mosquitoes, I retrace my footsteps back to the car.
I drive west in the dimming light. There is no one on this road but me.
Suddenly, a flutter in my peripheral vision. And now a figure stumbles out of the desert green to remind me that the border is, above all else, a moral line. He crawls from the brush and waves to me from the south side of the road. I stop the truck and roll down my window. He is a plaintive-looking fellow in his 30s, with thick black curls, a sweaty and smudged moon of a face. He has large brown eyes ringed by reddened whites. He is wearing a black T-shirt, blue jeans and white tennis shoes. He carries a small blue vinyl bag.
Que paso? I ask. What happened?
With the first syllables of his response I can tell that he is from El Salvador. It is an accent that splits the difference between the typically muted tones of the Latin American provinces and the urgent desire of urban speech. It is the accent of my mother and her family; it is the Spanish accent I associate most with my childhood.
He says his name is Victor and that he had hiked about 12 miles into U.S. territory and could not make it any farther. His migrant crew had traveled all night and started up again late in the afternoon--just a couple of hours ago--but he'd become extremely fatigued and his vision began to blur.
Soy diabetico, says Victor.
Immediately I grab my phone to dial 911. It chirps a complaint: There is no signal. I think: Hypoglycemia, he needs something sweet. I think this because of the hundreds of plot lines in television dramas I've watched since I was a kid. In the backseat I have enough supplies to keep a dozen hikers going for at least a day in the desert--power bars, fruit cups, tins of Vienna sausages, peanut butter crackers, bags of trail mix, several bottles of Gatorade and gallon-jugs of drinking water. I expect him to tear ravenously into the strawberry-flavored bar I give him, but he eats it very slowly, taking modest sips of water between bites.
I flip open the cellphone again. Still no signal.
The particulars of a problem begin to form in my mind. Although I am not a medical expert, it is apparent that Victor needs urgent attention. But there is no way to contact medical personnel. The only option is to drive Victor to the nearest town, which is Arivaca, about 10 miles away. I become aware that by doing so, both Victor and I will be risking apprehension by the Border Patrol. More than one border denizen has told me that merely giving a migrant a ride can place one in a tenuous legal situation.
U.S. Code (Title 8, Chapter 12, Subchapter II, Part VIII, Section 1324) stipulates that an American citizen breaks the law when "knowing or in reckless disregard of the fact that an alien has come to, entered, or remains in the United States in violation of law, transports, or moves or attempts to transport or move such alien within the United States by means of transportation or otherwise, in furtherance of such violation of law."
The ethical calculation is simple enough. The law might contradict my moral impulse, but the right thing to do is obvious. I also tell myself that in the event of apprehension by the Border Patrol, the truth of the situation will suffice. I am a Samaritan, after all, not a coyote. The truth will suffice at least for me, that is: I will go free, and Victor will be deported.
I tell Victor to get in the car.
The night falls fast. Soon the only things we can see through the bug-splattered windshield are the grainy blacktop ahead and the tangle of mesquites lining the road. I keep expecting more migrants to appear in the headlights and wave us down. At any given moment on this stretch of borderland there may be hundreds of migrants attempting passage.
It is a winding road and I'm a conservative driver, so there's time for small talk. Victor is much more animated now. He says he is feeling better.
He is from Soyapango, a working-class suburb of San Salvador that I remember well from my time in the country during the civil war, when it had the reputation of being a rebel stronghold. Right now, Victor is 1,800 miles from Soyapango.
Y a que se dedica usted? He asks what I do for a living.
I reply that I am a writer, and then there is silence for about a quarter of a mile.
The Border Patrol will appear any minute now, I think to myself.
His large round eyes glisten, reflecting the light from my dashboard. More questions. Como se llama el pueblo al que vamos? Que lejos queda Phoenix? Que lejos queda Los Angeles? What's the name of the town we're heading to? How far is Phoenix? How far is Los Angeles? Phoenix: where the coyote told him he'd be dropped off at a safe house. Los Angeles: where his sister lives. He has memorized a phone number. It begins with the area code 818. Yes, he is feeling quite fine now, Victor says, and he realizes that I can't drive him all the way to L.A. But Phoenix is only 100 miles away. That's like from San Salvador to Guatemala City.
There is still no Border Patrol in sight. This does not make any sense. There are hundreds of agents on duty in what is called the Tucson Sector, the busiest and deadliest crossing along the U.S.-Mexico line. Is it the changing of the guard? Are the agents on dinner break? Are they tracking down Osama bin Laden, disguised as a Mexican day laborer?
Now, I realize, the problem is a bit different. Victor is apparently no longer experiencing a medical emergency, although I cannot be absolutely certain of this. The law is ambiguous on the matter of Samaritan aid. I am aware of a pending federal court case against two young No More Deaths activists, Shanti Sellz and Daniel Strauss, who recently attempted to conduct a "medical evacuation" by taking two apparently ailing migrants directly to a hospital rather than handing them over to the BP. Federal prosecutors decided that the activists were transporting the migrants "in furtherance" of their illegal presence in the U.S. and indicted the pair on several felony charges. The activists and their supporters say that the ethical imperative of offering aid in the context of a medical emergency supersedes the letter of immigration law--a moral argument without juridical precedent on the border. The activists are clearly hoping to set one.
But the law is decidedly less ambiguous about what Victor is now asking me to do. If I drive him to Phoenix and put him in touch with his sister, I will clearly have provided transportation "in furtherance of" his illegal presence. He is no longer asking for medical aid.
The air-conditioning chills the sweat on the wet rag that my Lobos T-shirt has become. It seems that there are now several possibilities, several problems. It seems that there are many right and wrong things to do. The scenarios tumble through my mind.
Risk the trip to Phoenix. (Where is that BP checkpoint on I-19? Is it north or south of Arivaca Junction? I look into the sky--are there thunderheads? Checkpoints often close when it rains.) What if Victor is actually still sick and on the verge of a seizure--shouldn't I turn him over to the BP? But will the BP give him the medical care he needs? And, not least of all, what of Victor's human right to escape the living hell that is Soyapango (poverty and crime there today are taking nearly as much a toll as the civil war did)? If Victor has that essential human right to seek a better life for himself and his family, what is my moral duty when he literally stumbles into my life on the border? Am I willing to risk federal charges to fulfill an ethical responsibility that I decide trumps the laws of my country?
I slow down to a crawl as we near the outskirts of Arivaca, a town famed for a '60s-era commune and the weed-growing hippies that hung on long past the Summer of Love. It will all end here in Arivaca, I tell myself. The BP trucks will be lined up outside the one small grocery store in town, or maybe up at the Grubsteak, which is presided over by a gregarious Mexican who waits on the graying hippies and handful of outsider artists who arrived years ago thinking they'd fond the grail of Western living, long before chaos came to the border.
But when I pull up to the store, there is only the heat of the night and a flickering street lamp gathering a swarm of moths. I notice a few local kids--white, shaved heads--standing by a pay phone. Now it occurs to me that there is a possible solution to this mess. In the rush of events, I'd forgotten that No More Deaths had a camp about four miles east of town. Because it is a faith-based organization, the camp was baptized "Ark of the Covenant." Since 2004, No More Deaths had recruited student activists--like Sellz and Strauss, the pair under federal indictment--from around the country to come to southern Arizona and walk the lethal desert trails. There would be activists there with more experience than I in these matters. They could easily consult the doctors and lawyers supporting their cause to determine the right thing to do--or at least their version of the right thing.
I walk into the store. I tell Victor to stay inside the car. The clerk behind the counter is reading the newspaper, head cupped in her hands and elbows leaning on the food scale next to the cash register.
I briefly blurt out my story.
She asks me where Victor is. In the car, I say. Immediately she tells me that the BP can impound my vehicle, they can file charges. She tells me that she can call the Border Patrol for me. She seems to know exactly what the right thing to do is. The only thing to do. She places her hand on the phone.
A few seconds later I'm back in the heat of the night and I ask the first passerby, a young blond woman named Charity, for directions to the Ark of the Covenant. Do you have a map? She asks. She means a local map. No. Now she is drawing one on a page of my reporter's notebook. She draws many lines. Here there is a hill, she says; here, a llama ranch. She says a quarter of a mile, then a couple of miles, then three-quarters of a mile and left and right and across. It is a moonless night. Good luck, she says.
I climb back in the truck, I turn the ignition. I give Victor the notebook with the map. In a minute we're out of town and on to the first dirt road of the route. Still no BP in sight. The map is accurate. I pass by the llama ranch, barely catching the sign in the dimness.
For several minutes I ride on impulse--no thoughts at all. But as I turn left just where Charity told me to, a thought powerful enough to take my foot off the gas seizes me.
I can't ride into the Ark of the Covenant with Victor in the truck. What I'd forgotten in my haste was the political reality of the moment: The feds had called No More Deaths' bluff and were going after them in court. I remembered hearing from a couple of activists that before and since the arrests of Sellz and Strauss, there had been constant BP surveillance on the encampment.
If the BP were to see me dropping off Victor at the camp now, would they, could they use this as more evidence of running a de facto smuggling operation? Perhaps this could strengthen the federal case against Sellz and Strauss. And what if there was a conviction? And what if a judge ordered the camp closed?
Now I was weighing Victor's singular rights and desire and the goals and strategy of an activist movement that had helped dozens of migrants in distress over the past two summers and that could continue to help many more. The problem was, my cellphone was dead. The problem was my desire to capture a mojado. The problem was, I didn't have enough information to know what the "right" decision was. I had placed myself on the line, and I wasn't ready for what it would ask of me.
I slow down, and the dust kicked up by the tires envelops the truck. Victor and I turn to each other.
Fifteen minutes later, I pull up, for the second time, to the convenience store in Arivaca. The clerk is still reading the paper. I tell her to call the Border Patrol. I tell her that Victor has diabetes and symptoms of hypoglycemia.
She picks up the phone: "We've got a diabetic UDA."
I walk out to Victor, who is standing next to my truck, staring into the black desert night. He asks me again how far it is to Tucson. I tell him that he'll die if he tries to hike.
I tell myself that Victor is probably living and working somewhere in America now. It is quite possible that he attempted to cross over again after his apprehension by the Border Patrol, and that he succeeded. This thought does and does not comfort me.
I tell myself I did the right thing. I tell myself I did the wrong thing. I tell myself that every decision on the line is like that, somewhere in between.
Robert Frost
The Death of the Hired Man


MARY sat musing on the lamp-flame at the table
Waiting for Warren. When she heard his step,
She ran on tip-toe down the darkened passage
To meet him in the doorway with the news
And put him on his guard. Silas is back. 5
She pushed him outward with her through the door
And shut it after her. Be kind, she said.
She took the market things from Warrens arms
And set them on the porch, then drew him down
To sit beside her on the wooden steps. 10

When was I ever anything but kind to him?
But Ill not have the fellow back, he said.
I told him so last haying, didnt I?
If he left then, I said, that ended it.
What good is he? Who else will harbour him 15
At his age for the little he can do?
What help he is theres no depending on.
Off he goes always when I need him most.
He thinks he ought to earn a little pay,
Enough at least to buy tobacco with, 20
So he wont have to beg and be beholden.
All right, I say, I cant afford to pay
Any fixed wages, though I wish I could.
Someone else can. Then someone else will have to.
I shouldnt mind his bettering himself 25
If that was what it was. You can be certain,
When he begins like that, theres someone at him
Trying to coax him off with pocket-money,
In haying time, when any help is scarce.
In winter he comes back to us. Im done. 30

Sh! not so loud: hell hear you, Mary said.

I want him to: hell have to soon or late.

Hes worn out. Hes asleep beside the stove.
When I came up from Rowes I found him here,
Huddled against the barn-door fast asleep, 35
A miserable sight, and frightening, too
You neednt smileI didnt recognise him
I wasnt looking for himand hes changed.
Wait till you see.

Where did you say hed been? 40

He didnt say. I dragged him to the house,
And gave him tea and tried to make him smoke.
I tried to make him talk about his travels.
Nothing would do: he just kept nodding off.

What did he say? Did he say anything? 45

But little.

Anything? Mary, confess
He said hed come to ditch the meadow for me.

Warren!

But did he? I just want to know. 50

Of course he did. What would you have him say?
Surely you wouldnt grudge the poor old man
Some humble way to save his self-respect.
He added, if you really care to know,
He meant to clear the upper pasture, too. 55
That sounds like something you have heard before?
Warren, I wish you could have heard the way
He jumbled everything. I stopped to look
Two or three timeshe made me feel so queer
To see if he was talking in his sleep. 60
He ran on Harold Wilsonyou remember
The boy you had in haying four years since.
Hes finished school, and teaching in his college.
Silas declares youll have to get him back.
He says they two will make a team for work: 65
Between them they will lay this farm as smooth!
The way he mixed that in with other things.
He thinks young Wilson a likely lad, though daft
On educationyou know how they fought
All through July under the blazing sun, 70
Silas up on the cart to build the load,
Harold along beside to pitch it on.

Yes, I took care to keep well out of earshot.

Well, those days trouble Silas like a dream.
You wouldnt think they would. How some things linger 75
Harolds young college boys assurance piqued him.
After so many years he still keeps finding
Good arguments he sees he might have used.
I sympathise. I know just how it feels
To think of the right thing to say too late. 80
Harolds associated in his mind with Latin.
He asked me what I thought of Harolds saying
He studied Latin like the violin
Because he liked itthat an argument!
He said he couldnt make the boy believe 85
He could find water with a hazel prong
Which showed how much good school had ever done him.
He wanted to go over that. But most of all
He thinks if he could have another chance
To teach him how to build a load of hay 90

I know, thats Silas one accomplishment.
He bundles every forkful in its place,
And tags and numbers it for future reference,
So he can find and easily dislodge it
In the unloading. Silas does that well. 95
He takes it out in bunches like big birds nests.
You never see him standing on the hay
Hes trying to lift, straining to lift himself.

He thinks if he could teach him that, hed be
Some good perhaps to someone in the world. 100
He hates to see a boy the fool of books.
Poor Silas, so concerned for other folk,
And nothing to look backward to with pride,
And nothing to look forward to with hope,
So now and never any different. 105

Part of a moon was falling down the west,
Dragging the whole sky with it to the hills.
Its light poured softly in her lap. She saw
And spread her apron to it. She put out her hand
Among the harp-like morning-glory strings, 110
Taut with the dew from garden bed to eaves,
As if she played unheard the tenderness
That wrought on him beside her in the night.
Warren, she said, he has come home to die:
You neednt be afraid hell leave you this time. 115

Home, he mocked gently.

Yes, what else but home?
It all depends on what you mean by home.
Of course hes nothing to us, any more
Than was the hound that came a stranger to us 120
Out of the woods, worn out upon the trail.

Home is the place where, when you have to go there,
They have to take you in.

I should have called it
Something you somehow havent to deserve. 125

Warren leaned out and took a step or two,
Picked up a little stick, and brought it back
And broke it in his hand and tossed it by.
Silas has better claim on us you think
Than on his brother? Thirteen little miles 130
As the road winds would bring him to his door.
Silas has walked that far no doubt to-day.
Why didnt he go there? His brothers rich,
A somebodydirector in the bank.

He never told us that. 135

We know it though.

I think his brother ought to help, of course.
Ill see to that if there is need. He ought of right
To take him in, and might be willing to
He may be better than appearances. 140
But have some pity on Silas. Do you think
If hed had any pride in claiming kin
Or anything he looked for from his brother,
Hed keep so still about him all this time?

I wonder whats between them. 145

I can tell you.
Silas is what he iswe wouldnt mind him
But just the kind that kinsfolk cant abide.
He never did a thing so very bad.
He dont know why he isnt quite as good 150
As anyone. He wont be made ashamed
To please his brother, worthless though he is.

I cant think Si ever hurt anyone.

No, but he hurt my heart the way he lay
And rolled his old head on that sharp-edged chair-back. 155
He wouldnt let me put him on the lounge.
You must go in and see what you can do.
I made the bed up for him there to-night.
Youll be surprised at himhow much hes broken.
His working days are done; Im sure of it. 160

Id not be in a hurry to say that.

I havent been. Go, look, see for yourself.
But, Warren, please remember how it is:
Hes come to help you ditch the meadow.
He has a plan. You mustnt laugh at him. 165
He may not speak of it, and then he may.
Ill sit and see if that small sailing cloud
Will hit or miss the moon.

It hit the moon.
Then there were three there, making a dim row, 170
The moon, the little silver cloud, and she.

Warren returnedtoo soon, it seemed to her,
Slipped to her side, caught up her hand and waited.

Warren, she questioned.

Dead, was all he answered. 175



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Thesis Paper Topic
Office of War information WWII Propaganda Posters

Format: MLA
References: 7-10

Title:
WWII Propaganda Posters: Soldiers without Guns

Thesis Statement
Branches of the U.S. Government commissioned propaganda posters during World War II. Posters were illustrated for the Office of War Information. Patriotic in nature, these illustrations were intended to stir up pro-American feelings, and help mobilize citizens to support the War movement.
Please include graphics of the WWII propaganda posters described in the thesis paper. Make sure each poster graphic has a caption.

PROFESSORS INSTRUCTIONS
A thesis papers title never asks a questionit always makes a personal statementand it always contains a verb (usually an action verb). It takes a definite position on an issue because it is based in personal opinion. It looks like a documented newspaper editorial. It has a one-sentence statement (perhaps as the title, but definitely in the first paragraph or abstract) that sums up the authors opinionthis is the thesis sentence, and it is referred to or stated again in the conclusion. The thesis paper presents a thoughtful, well-supported personal opinion not found elsewhere, and is never dull.

Abstract: Page 2 begins with the Abstract, which is a required and properly identified one- paragraph summary of the paper. Abstracts (summaries) help libraries organize indices. Its a good idea, especially since the Abstract requires the author to condense the paper into a few lines. It also helps the author to clarify what the paper is all about. Obviously, the Abstract contains the thesis sentence!

Major hint: Write the Abstract after finishing the paper to make sure that its summary is 100% accurate! Most papers end up being somewhat different than originally planned.

Body: 11 pages.

Conclusion: The required and named Conclusion sums up the main points and directly or indirectly repeats the thesis sentence.

Graphics: Use graphics only in addition to the text page count (11 pages). Size photos to be as large as possible and position them at the tops of their pages. If there are to be two photos on one page, try to make them the same size. Each photo needs a caption, which is placed below the photo.

Total: Cover + body + footnote list + bibliography = minimum of 11 pgs.

This paper is for a political science "research methods" class, required for senior majors. The point is to conduct some sort of statistical analysis to determine whether your thesis is correct or not. Unfortunately I am feeling too lazy to do it.

My topic is the impact of United States arms exports on human rights around the world. Here is the general idea: When it comes to supporting human rights and democracy, there is a contradiction between U.S. rhetoric and U.S. actions. The U.S. says it stands for human rights, but sends lots of weapons to brutal/undemocratic regimes.

Now, I do NOT need a true mathematical analysis, with standard error of the mean and all that crap (unless you are capable of doing that, which would be cool). All I need is TEN pages of standard writing, and at least ONE page of data table(s). The tables should contain (1) some data about how much arms the USA has sent these countries and (2) some info about their human rights record. In the body of the paper, make a few references to the data tables.

Again, the point is to show that we support human rights violators. Or that the human rights situation deteriorates in these countries after we send them guns. Whatever. I would suggest looking at the Freedom House "freedom in the world" data, which chronicles countries human rights records.

For a thesis, I would suggest something like: I expect to find that despite presidential rhetoric, a significant quantity of US military aid goes to undemocratic regimes, suggesting that human rights is not an important concern in determining who our allies are.

I'm trying to make this easy on the writer by suggesting a thesis. However if the writer thinks it would be better to take it in another direction, that's fine by me.

Lastly, the paper should start with a brief literature review. Let's say at least 2 paragraphs. I will e-mail a couple sources to look at. If you have ANY questions, if anything is unclear, or if you are unable to do this project for some reason, please e-mail me ASAP.

If its possible, I would appreciate it if you would periodically update me on progess, so I know you haven't forgotten about me. Thanks!

Mike



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First Topic of research: Research Mattel Corporations market targeting of multiple markets with the recent Barbie that share traditional shelf space with traditional Barbie dolls. Examine the cultural attitudes that are involved in marketing of the dolls. This shall be 5 pages in length and use four scholarly supporting workings to support the findings on the web site. Each citation will be in APA format and indicated in the body of the work and a corresponding reference section.

Second Topic of Research: Research the topic of geodemographic segmentation such as the young single image of consumerism relative to care purchases. Discuss the concept of consumerism and the aspirations to the image of wealth and privilege in comparison to the image of camper cycling types and how the image of top guns who are ambitious types compare to other types of consumers. The case should reflect the concept of individual decision making and individual perception. This shall be 6 pages in length and use four scholarly supporting workings to support the findings on the web site. Each citation will be in APA format and indicated in the body of the work and a corresponding reference section.

Third Topic of Research: Consider state regulation as leadership in consumer protection. Examine Research online that pertains to Organizational and Household Marketing and specialty stores, chain stores, discount stores, and marketing activities that stimulate consumer buying. House hold decisions in purchasing of consumer products should be compared to services that are intangible in the insurance industry. The state government regulates and takes the leadership role in regulation of insurance sales and marketing practices. Research state regulations for the insurance industry; in the state of Florida. Compare the parameters of the household decision making in the purchasing of unregulated products to regulated products. Consider that clothing may have regulation in fire safety of pajamas for children that ay be comparable to insurance regulation and provide evidence of your research. This shall be 6 pages in length and use four scholarly supporting workings to support the findings on the web site. Each citation will be in APA format and indicated in the body of the work and a corresponding reference section.

You work for the city of Bigtown's legal department. Bigtown has been trying for years to attract more convention business, but it has been unsuccessful to date. The new mayor was voted in on the tagline, "I'll make Bigtown the place to see and be seen."

It's been six months since the mayor's inauguration, but tourism is, if anything, worse than before. The mayor is desperate and talking about offering contracts for city work in exchange for convention business. Your boss (the city's counsel) needs to convince the mayor that this strategy is unethical and possibly illegal. She asks you to research the Salt Lake City Olympics scandal and address specific issues that link to Bigtown's situation.


The Washington Post article titled "The Big Business of the Olympics and Bribery" (1999) reads:

Salt Lake City and the state of Utah are considered synonymous with the Mormon Church and the morality that flows from religious pursuits. A recent bribery scandal relating to Salt Lake City's successful bid to host the 2002 Winter Olympics casts a cloud over the city and state.

The Salt Lake Organizing Committee (SLOC) had assigned individual members to lobby members of the International Olympics Committee (IOC) to select Salt Lake City as the 2002 Winter Olympics' site. Since November 1998, there have been allegations that the members of the SLOC lobbied by making gifts to certain influential IOC members and their families. The allegations are that the SLOC members gave scholarships, free medical care, guns and other expensive gifts valued at hundreds of thousands of dollars to visiting IOC members. IOC rules limit members to gifts with a maximum value of $150. One influential IOC member is alleged to have received free medical treatment for hepatitis and financed land investment deals for one SLOC member.

The scandal has resulted in investigations by a several agencies, including the federal Department of Justice, the International Olympics Committee, the U.S. Olympic Committee, and an ethics panel for Salt Lake Organizing Committee (SLOC). The Utah legislature had created a committee to oversee the Olympics because of the approximately $1.4 billion initial costs to be incurred by Utah and the State's obligation to pay any shortfall. That committee has entered the fray and demanded financial accounting from the SLOC. The state of Utah projected receipt of three billion dollars in revenues from hosting the games.

IOC members investigating the scandal have said that punishment may range from requiring an apology to censure to expulsion depending on the results of its investigation. Several SLOC members including president Frank Joklik and vice president Dave Johnson, resigned (during the investigation process).

Assignment

Part A - Research the Salt Lake City Olympics scandal and address specific issues that link to Bigtown's situation.

Part B - Prepare a paper for your boss to give to the mayor answering the questions below.

1.Lobbying is defined as "the act of trying to directly shape or influence a government official's understanding and position on a public policy issue." (Post, Business and Society 7th ed.) What is the difference between lobbying and bribery?

2.Whether bribery should be considered unethical or illegal has been debated extensively. Many scholars and businesspeople take the position that bribery should not be treated as unethical. Why is it that the general public considers bribery to be immoral? Use ethical theories or philosophies to explain your answer.

3.The Foreign Corrupt Practices Act (15 U.S.C. sec. 78) makes it illegal for US companies to pay bribes even if they are in foreign countries. Assuming that this is a case where the FCPA would apply, it helps to look at its definition of a bribe. The FCPA defines a payment that is "meant to influence an official to award or maintain business activity" as illegal. Payments that assist the payer to obtain ministerial actions are not prohibited. What argument could the SLOC members make that the payments made do not fit the definition of an illegal bribe under the FCPA?

4.What is the appropriate punishment for violation of ethical and legal principles? Should the remedies be limited to expulsion of the members who violated those principles or should the entire community be held responsible? Use ethical principles or theories to answer this question.

I will be sending a draft character sketch essay via email. Enhance the essay using the notes below and markup included in the essay. You can take some creative license but remain consistent with the original essay. In other words, you can fictionalize, modify or expand on the events that take place as long as you remain true to the basic events described. You can completely ignore the last paragraph of the draft essay. Focus on the events that take place in the restaurant. The total length of the essay should be 500 to 700 words. Lines should be double spaced with the first line of each paragraph indented.

A few notes on characteristics of the essay:

Definition: As the title suggests, this work is a sketch, not a portrait, not a biography. It is limited in scope and intent. It does not presume to say that this is all that can be or should be said. It does say that this outline, this skeleton, this abbreviation is of a person worth knowing or knowing about.
Purpose: The writer attempts to share the experience of another person with others, sometimes to praise, sometimes to damn, frequently to understand better. The sketch can be for the writer, as for the visual artist, a voyage of discovery, noticing new features and traits and acknowledging known ones. The result may be as two dimensional and striking as the caricature or the cartoon or as revealing as the anatomical drawings of DaVinci. Wherever it may lead, the impulse to share our notions and perceptions of another human must be at least as strong or stronger than our urge to present other kinds of information. Consider how much talk in our day is about people: from the breathless junior high girl describing her latest infatuation to the irate senior describing the unpleasant driver on the freeway.
Considerations: Does the subject have an outstanding trait? Can you build up the detail, reveal the complexity of the person?
Stance: The person is the subject, not the writer. But the writer needs to be there--in the background, not the foreground. You do need to establish your connection to the subject. Try not to upstage your own subject. This is a character sketch, not a personal experience assignment. You cannot, because this is not fictional, tell us what the character is thinking or feeling, as if you are a kind of god-like, omniscient author. You can tell what you see and hear and what it makes you think might be going on.
Methods of Characterization:
Direct statement of a trait
"[Robert] Oppenheimer was an intellectual of broad interests and surprisingly disparate eruditions, who read the classics of Greek and Sanskrit and Spanish literature, loved poetry, carefully studied the work of Karl Marx to see for himself what was there. He was an epicure. * * * Leslie Groves was an engineer and a soldier, period."
--David Quammen
Reports from others
Grove's military deputy on the project said later: "He's the biggest sonovabitch I've ever met in my life, but also one of the most capable individuals . . . . I hated his guts and so did everybody else but we had our form of understanding."
--David Quammen
Effect on others
When Sunshine walked in, all the people in the room hoped he would not sit next to them.
--Student writer
Description
Use all the senses, not just sight. Do not be limited. Each sense has associations. For example, taste may be associated with certain foods a person enjoys or habitually eats; smell with a cologne the person wears.
"Groves was a large man, well upholstered in flesh. Robert Oppenheimer was gangly and emaciated."
--David Quammen
Dialog
"Democracy is not about being a damn spectator against the backdrop of tap-dancing politicians swinging in the winds of expediency."
--Congressman Ron Dellums.
"Call me Ishmael."
--Herman Melville, Moby Dick
More about dialog
Talk. Have others talk. Record the conversation of this person (carefully edited for tightness, of course) in your paper. Show in this assignment that you know how to present and punctuate dialog. Don't confuse good dialog with an actual record of the conversation (like a court reporter might do). You are not a court reporter, but an author. You recreate the feel of the person's speech, not the record of it. You do this by listening carefully and being selective. You look for speech characteristics: length of sentences, vocabulary, grammar, tone of voice, to mention a few.
A good way to begin writing dialog is to start a new paragraph with the speech. Open quotation marks, insert the utterance, insert the needed punctuation, close the quotation marks, finish with the speaker tag. Don't get fancy with speaker tags. Good ones are "said" and "asked." Not so good ones might include "inquired breathlessly" and "muttered murkily." By starting a new paragraph with the utterance, you avoid "burying" the dialog in the paragraph. Writers, even great writers, will bury dialog in the middle of paragraphs, but until you've worked with it for a while, it is usually more effective to handle dialog in separate paragraphs.
Some examples follow:
"Take your hand away from that gun and step into the light," Sam said.
"You don't have anything on me. I want my lawyer," Bennett said. "and I'll have you brought up on charges."
"I don't think so, especially after the chief sees these photos," Sam said.
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Describe how organized crime groups participate in the illegal activitis of corruption (including politics), dealing drugs, weopons (including selling guns),theft and fencing. Illustrate how these activities impact our society.

Please be sure to cite and reference anything that is not common knowledge according to APA format. More references can be used if needed.

Thank you

Please address the following questions: An "archetype" is defined as the original form or model; the prototype pattern. Movie stars often represent archetypes such as Marilyn Monroe as the dumb blonde or Clint Eastwood as the man with no name and careers are birthed (or killed) by the progression of the archetype. (1)Reference Bud Schulberg's book, "What Makes Sammy Run" and discuss the archetype of Sammy Glick and apply it to today's business, and (2) Reference Rachel Abramowitz's book, "Is That A Gun In Your Pocket" which deals with the first generation of women to break the glass ceiling, especially chapters specifically about Sue Mengers, Sherry Lansing, and Dawn Steel. Discuss from an archetypical point of view.

Introduction to the Law and Contracts
As reported in The Smoking Gun, a Dave Chappelle is being sued by his Manager for Breach of Contract
Please read about the elements that make a contract valid. There are three elements relating to the formation of the contract that must be present for the contract to be valid (and enforceable) and three elements relating to performance that attest to whether the terms of the contract have been met. Your job will be to see which, if any, of the elements form the basis of the lawsuit.
So, what happened?
Lawsuit claims comedian welshed on Comedy Central, other deals - Click >here< to see the lawsuit in its entirety. http://www.thesmokinggun.com/archive/1213052dave1.html
DECEMBER 13 2005--Claiming that Dave Chappelle has stiffed him for at least $864,500, the comedian's former personal manager has sued the star, opening a window on the performer's finances and his lucrative Comedy Central deal. In a breach of contract complaint filed yesterday in U.S. District Court in Manhattan, Mustafa Abuelhija claims that he and Chappelle last September entered into a management agreement, though the deal "was never reduced to writing." In late-June, upon his return from an abrupt and mysterious South African sojourn, the 32-year-old Chappelle fired Abuelhija during a meeting at a San Francisco hotel, according to the lawsuit, an excerpt of which you'll find below. During his 10 months as Chappelle's manager, Abuelhija contends that he played a crucial role in deals that earned the comedian about $10 million (and which potentially could earn Chappelle tens of millions more). Abuelhija, who began working as Chappelle's "jack-of-all-trades" in 2001, claims that he is owed a piece of the performer's "Chappelle's Show" deal with Comedy Central as well as a chunk of revenues generated by personal appearances, a future DVD, and the Michel Gondry-directed movie "Dave Chappelle's Block Party." When Chappelle re-upped with Comedy Central last year, press reports valued the agreement at $50 million, a deal that was largely torpedoed when the comedian abandoned the show this year after filming only a few episodes of its third season. According to Abuelhija, the cable network gave Chappelle a $4.5 million "nonrefundable up-front payment" when the deal was signed and agreed to pay him $275,000 per episode and about $25,000 per repeat (the deal covered 13-episode seasons in 2005 and 2006). The contract, Abuelhija noted, also guaranteed the star 50 percent royalties on "Chappelle's Show" DVD and merchandise sales retroactive to the show's first season. The DVD deal is particularly lucrative since Chappelle's program is among the best-selling television DVDs, with its second season compilation having set a record this June with the sale of 1.2 million units during its first week in stores.
The major issue in the case is whether Abuelhiga's contract was valid, whether Chappelle breached that contract, and the remedy that will judged to be fair if the contract was breached.
In effect, you have to build your case based on the following three questions:
(1) Was the contract valid?
(2) Did Chappelle breach the contract? Yes or No? Defend your position?
(3) What remedy is Abuelhiha seeking?
As you build your case (your defense of your position on the first two issues) make sure that you answer the following questions:
1. What were the elements in the contract that specify what each party was to do?
2. What were the elements of the contract that specify what would be consequences for the parties if they fail to perform?
3. Was a party in breach? Why? Or why not?
4. What type of damages are being or can be sought?
5. Was the performance of any party excused because the other party breached the contract? Why? Or why not?
To learn more about what took place and the summary judgment, you might want to run a google search using the key words [Mustafa Abuelhija Dave Chappelle],

Source needed has been uploaded to the fax board.

Please read the questions and pick one of the multiple choice answers. When sending the document, only include the Question number and the answer, no need to include the entire questions and answers again.

1
European average income per person began to rise in comparison with the rest of the world beginning in about
Answer:
a. 1450
b. 1650
c. 1750
d. 1850

2
All of the following statements characterize world economic development in the 19th century except:
Answer:
a. industrialization generated global inequity in wealth and power.
b. railroads drastically reduced transportation costs.
c. the opening of the Suez and Panama canals facilitated trade.
d. the world's leader in importing foreign goods was America.

3
All of the following technological innovations were crucial to European imperialist expansion in the late nineteenth century except:
Answer:
a. the machine gun.
b. the telegraph.
c. quinine.
d. the airplane.

4
Causes of the so-called new imperialism (1880-1914) include all of the following except:
Answer:
a. economic competition in foreign markets.
b. aggressiveness of European nationalism.
c. the theory that colonies benefited workers.
d. the belief that the West had much to learn from traditional cultures.

5
All of the following represented threats to the Ottoman Empire except:
Answer:
a. Russian invasion and uprisings by Christian subjects in Europe.
b. the beginning of France's long conquest of Algeria in 1830.
c. increased local independence and the sultanate's loss of authority.
d. the Tanzimat reforms and growing westernization of culture.




6
In the 19th century, West Africa experienced all of the following developments except:
Answer:
a. the emergence of a fledgling middle class in coastal towns.
b. a renewal of the trans-Atlantic slave trade in the 1860's.
c. the rise of an export trade in palm oil used for making soap.
d. an Islamic revival involving intolerance of animism.


7
The principle formulated at the Berlin Conference (1884-85) by which European powers laid claim to African territory was called:
Answer:
a. extraterritoriality.
b. annexation.
c. effective occupation.
d. military subjugation.

8
All of the following statements characterized imperial government in Africa between 1900 and 1930 except:
Answer:
a. Colonial governments moved decisively against slavery in response to the European movement for abolition.
b. imperial governments operated either through existing local leaders or through appointed officials.
c. expenditures on education and social services represented a small part of the overall budget.
d. a westernized elite emerged, together with successful African business people.

9
All of the following drove the transformation of European imperialism in Asia during the 1800s except:
Answer:
a. Christian missionaries and the idea of progress.
b. advances in Western communications and technology.
c. the need for markets for mass-produced goods.
d. old established monarchies with long literary traditions.








10
All of the following were characteristic of British rule in India except:
Answer:
a. population increased, travel conditions improved, and disease spread
b. large plantations were established, making possible the export of opium to China and tea to Europe
c. The British created a well-educated, English-speaking Indian elite middle class
d. new jobs were created for millions of Indian hand-spinner and hand-weavers

11
The Indian National Congress can best be described in which of
the following ways:
Answer:
a. an Indian Civil Service that administered British rule.
b. a group of upper-caste professionals seeking independence from Britain.
c. white settlers who administered British rule.
d. anglicized Indians who were the social equals of white rulers.

12
Under the Culture System, Indonesian peasants had to
Answer:
a. learn to speak and read Dutch
b. plant one-fifth of their land in export crops to be turned over to the Dutch colonial government
c. convert to the Dutch Reformed Church
d. join large state-run farms.

13
Modern Vietnamese nationalism traced much of its inspiration to
Answer:
a. Japanese modernization.
b. China's "Hundred Days" Reform program.
c. the US Declaration of Independence.
d. British Fabian socialism.

14
The Taiping rebels in China aimed to
Answer:
a. establish a utopian society with equal landholdings, equality of men and women, and no prostitution or opium use.
b. expel all Christian influences from China and kill all western missionaries.
c. restore the Ming dynasty to power and get rid of the Manchus.
d. create a socialist society based on the teachings of Marx and Engels.



15
What were the historical precedents that animated the Chinese reformers of 1898 who briefly advised Emperor Guangxu?
Answer:
a. Napoleon's Empire.
b. the United States' War of independence and the Mexican-American War of 1848.
c. the French conquest of Vietnam and Ethiopian resistance to Italian imperialism.
d. the partitions of Poland and the Meiji Restoration.

16
All of the following were actions taken by the Meiji leaders in the 1870s except:
Answer:
a. conscripting commoners into the army.
b. establishment of universal manhood suffrage.
c. abolition of the legal privileges of the samurai.
d. abolition of the domains.

17
All of the following were aspects of early Japanese industrialization except:
Answer:
a. sending students abroad.
b. government assistance in the establishment of railroads, mines, and factories.
c. exporting silk and tea to the West.
d. collectivization of agriculture.

18
What was the initial Korean response to Western pressure to open up for trade and diplomatic relations?
Answer:
a. Korea made immediate concessions to U.S. warships.
b. Korea requested Western aid against Chinese occupiers.
c. Korea referred the Westerners to China for negotiation.
d. Korea attacked foreign ships and repelled invasion.

19
The primary goal of the Creole leaders of the Latin American independence movement was to:
Answer:
a. establish a unified Latin American state.
b. seize political power and keep it.
c. redistribute property and restructure society.
d. eliminate the racial categorization of people.




20
The consequences of the wars of independence in Latin America included all of the following except:
Answer:
a. establishment of democratic governments.
b. emergence of military dictators.
c. greater economic and social mobility for nonwhites.
d. population dislocation.

21
Neocolonialism in Latin America resulted in all of the following except:
Answer:
a. foreign domination of the economy.
b. dependence on one or two cash crops.
c. frequent U.S. military interventions.
d. economic self-sufficiency.

22
Immigration to Latin America
Answer:
a. was almost nonexistent after the abolition of the slave trade.
b. was limited to Africans and Europeans.
c. included peoples from all over Europe and Asia.
d. had little impact on social and economic development.

23
In general, U.S. federal policy toward Native Americans in the first half of the 19th century:
Answer:
a. permitted Native Americans temporary stewardship over land.
b. focused on western resettlement and reservations.
c. granted ancestral lands in perpetuity by means of treaties.
d. involved elaborate attempts at integration and re-education.

24
The Emancipation Proclamation:
Answer:
a. outlawed slavery throughout the United States.
b. freed slaves in the rebellious states.
c. had little impact on public opinion in the North or in Europe.
d. disappointed European and English liberals.





25
The era of Reconstruction witnessed all of the following except:
Answer:
a. political and social integration of blacks.
b. expansion of the sharecropping system of farming.
c. reunion of previously separated black families.
d. emergence of churches as leaders in the black community.

26
The industrialization of the U.S. economy in the late 19th century featured all of the following except:
Answer:
a. exploitation of cheap, immigrant labor.
b. repeated cycles of boom and bust.
c. adoption of a series of industrial safety laws.
d. emergence of huge industrial conglomerations.

27
The Canadian constitution:
Answer:
a. established a unicameral parliamentary system.
b. was closely modeled on the U.S. Constitution.
c. created a powerful central government.
d. invested vast powers in provincial governments.

28
According to your text, the colony in Australia originally was founded to:
Answer:
a. prevent the French from seizing it.
b. exploit the mineral resources of the continent.
c. protect the sea routes to India.
d. provide a solution to overcrowded English prisons.


29
Which of the following best explains the fact that the German revolution of 1918 did not succeed in taking power, unlike the Russian Revolution?
Answer:
a. the German socialists did not constitute a unified party.
b. socialist leaders never proclaimed a German Republic.
c. radical socialist leaders never tried to seize power.
d. socialist leaders never agreed to the Allied terms of surrender.




30
According to various historians, possible reasons for German aggression in World War I include all of the following except:
Answer:
a. the decline of Germany as a world power.
b. the threat of socialism to a still monarchical and military government.
c. the rise of nationalism and weakening of groups with international communities.
d. nationalist opposition to Austro-Hungary in the Balkans.

31
According to your textbook, President Wilson believed that future wars could best be averted by:
Answer:
a. rebuilding Germany.
b. continuation of the wartime alliance.
c. the creation of the League of Nations.
d. a restored balance of power.

32
Germany's total war effort included all of the following except:
Answer:
a. total mobilization of human resources.
b. rationing of food and a planned economy.
c. an aggressive recycling campaign.
d. heavy taxation of private firms' war profits.

33
The Bolsheviks won the civil war for all of the following reasons EXCEPT:
Answer:
a. the establishment of a Constituent Assembly
b. Trotsky's creation of an effective army.
c. White opponents disunity and lack of a strong program.
d. the use of terror by a secret police to crush opponents.

34
Vera Brittain's powerful autobiography represented:
Answer:
a. a commitment to fascism.
b. an embracing of German culture.
c. a commitment to British neutrality.
d. a strong anti-war leaning.





35
All of the following were consequences of the Great War except:
Answer:
a. an administrative revolution born of the total war effort.
b. the realization of the dream of national unity for almost all Europeans.
c. the return of Britain to its status as the leading industrial state.
d. the radical Bolshevik revolution in Russia.

36
The Versailles settlement included all of the following except:
Answer:
a. the imposition of huge war reparations on Germany.
b. generalized arms control in Europe.
c. the creation of the League of Nations.
d. a clause placing blame for the war on Germany.

37
According to the textbook, the key issue in the United States' rejection of the Treaty of Versailles was:
Answer:
a. American indignation at the amount of German reparations.
b. fear of the Bolshevik revolution.
c. the Senate's fear of losing control of the right to declare war.
d. Wilson's conflict with Clemenceau over Germany's borders.

38
According to the text, Austria-Hungary "deliberately started" World War I in the Balkans
Answer:
a. to sustain her challenge to British industrial supremacy.
b. to dismember the Russian Empire.
c. to suppress the nationalisms that threatened the empire.
d. in hopes of reducing German power in Central Europe.


39
Trotsky's role in the early years of the Bolshevik regime included all of the following except:
Answer:
a. the creation of the Red Army.
b. chief economic policy adviser to Lenin.
c. war commissar.
d. controlling the Petrograd Soviet prior to the seizure of power.




40
Lenin's contribution to Marxist theory included all the following except the:
Answer:
a. importance of violent revolution.
b. possibility of social revolution in a backward country.
c. necessity of a disciplined worker's party.
d. historically determined nature of revolution.


41
The reasons for the groundswell of Asian nationalism from 1914 to 1939 included all of the following except:
a. its appearance as the most effective means of resisting Western imperialism.
b. its challenge to tradition, which made it an effective weapon for modernizers.
c. that it offered a vision of a shining future to both leaders and followers.
d. that it increased support for Confucian ethics in China.

42
For Asians, the most important aspect of President Wilson's Fourteen Points was the:
a. concept of national self-determination.
b. League of Nations.
c. mandate system.
d. promise of open diplomacy.

43
The establishment of the Jewish state in Palestine was called for in the:
a. Fourteen Points of Woodrow Wilson.
b. Versailles peace settlement.
c. Balfour Declaration.
d. Lucknow Agreement.

44
Generally, Mustaf Kemal's program to restore Turkey was based on the principles of:
a. Marxism-Leninism.
b. Islamic fundamentalism.
c. Ottoman religious and administrative practices.
d. modernization and secularization.

45
The reforms of Reza Shah Pahlavi in Iran were less successful than those of Kemal because:
a. his country lacked the resources to finance his efforts.
b. the educated class in Iran was too small to support such reforms.
c. the religious leadership rejected his Marxist-Leninist approach.
d. the ethnic minorities proved ungovernable.


46
The alliance between Indian Muslims and Hindus in 1916 was the:
a. Lucknow Pact.
b. Balfour Declaration.
c. Government of India Act.
d. Indian National Congress-Muslim League Entente.


47
Gandhi's accomplishments include all of the following except:
a. he effected the reconciliation of Hindus and Muslims.
b. he led a campaign of mass resistance to restrictions on Indians in South Africa.
c. his philosophy of nonviolent social action influenced Martin Luther King.
d. he transformed Indian nationalism into a mass movement.

48
The New Culture Movement in China:
a. critiqued Confucianism and advocated virtues such as individualism.
b. rejected Marxian socialism as too all-encompassing.
c. sought a return to traditional Chinese values.
d. rejected nationalism.

49
Nonscientists were disturbed by the early 20th -century revolution in physics because: a. science seemed to have achieved an unerring and almost completed picture of reality.
b. the new universe seemed to lack any absolute objective reality.
c. the new science permitted useful solutions to more and more problems.
d. the new science was based on hard facts and experimentation.

50
Freudian psychology shocked many people because it assumes that:
a. the first requirement for mental health is an uninhibited sex life.
b. human behavior is the result of rational calculation.
c. unconscious drives can overwhelm rational control mechanisms.
d. ingrained moral values always will influence what a person will do.

51
Friedrich Nietzsche's significance can best be summarized in which of the following ways:
a. he led a great revival of fundamental Christian belief.
b. he was a Catholic thinker who supported ties with non-Catholics.
c. he stressed that philosophy can only be the study of language.
d. the son of a minister, he attacked conventional notions of morality.

52
One of the most important reasons that British leaders favored a less harsh peace with Germany after World War I was that:
a. the British felt empathy for their "fellow Aryans".
b. prior to the war Germany had been Britain's second largest export market.
c. they hoped to gain control of the Ruhr.
d. they feared a French challenge to British naval supremacy.



53
The American stock market crash of October 1929 resulted primarily from:
a. nationalist economic policies in Europe.
b. too much overseas investment.
c. an imbalance between real investment and speculation.
d. the government's Keynesian economic politics.

54
President Franklin Roosevelt's Works Progress Administration was an attempt to:
a. plan and control the U.S. economy.
b. resolve the problem of unemployment.
c. establish a social welfare system.
d. nationalize banks, railroads, and heavy industry.

55
The primary commitment of the New Deal was:
a. to abolish the capitalist system.
b. to concentrate political power in the federal government.
c. to quickly resuscitate free-trade economics and balanced budgets.
d. for government to provide for the welfare of all Americans.

56
Britain responded to the Great Depression by:
a. increasing exports.
b. large-scale deficit spending policies.
c. concentrating on its domestic market.
d. increasing investment in its colonies.

57
The hyper-inflation of 1923 in Germany had a great impact on the:
a. aristocracy.
b. working class.
c. middle class.
d. big industrialists.

58
According to the text fascist movements throughout Europe shared all of the following components except:
a. extreme nationalism.
b. hostility to labor unions.
c. hostility to big business.
d. glorification of war and the military.




59
Lenin's New Economic Policy entailed all of the following except:
a. limited economic freedom for peasantry.
b. reappearance of private trade, small manufacture, and free markets for peasant surplus.
c. selling of national banks and railroads to private owners.
d. recovery in industry and agriculture.

60
Collectivization under Stalin's first Five-Year Plan resulted in all of the following except:
a. increased agricultural productivity.
b. liquidation of the kulaks.
c. rapid industrial growth.
d. assault on Ukrainians.

61
Examples of the resistance of Russian peasants to collectivization include all of the following except:
a. slaughter of animals and burning of crops.
b. demanding the right to limit a family's labor on state-run farms.
c. the cultivation of tiny family plots for agricultural produce
d. general assault on Ukrainians as enemies of socialism.

62
Mussolini's government policies included all of the following except:
a. creation of a one-party dictatorship.
b. recognition of Vatican as independent state.
c. abolition of freedom of the press.
d. creation of a parliamentary government.

63
Reasons for Hitler's spectacular political success in the early 1930s include all of the following except:
a. economic crisis and Hitler's advocacy of government recovery programs.
b. Hitler's style of advocacy, including repetitive slogans and harangues.
c. the breakdown of democratic government.
d. formation of a united front by Communists and Social Democrats.

64
In the early years of World War II, Hitler carried out all of the following programs except: a. the arrest and deportation, as well as extermination of Jews.
b. the occupation of France, forcing it to accept a puppet government.
c. heavy indiscriminate bombing of Britain to break British morale.
d. occupation of Moscow and successful conquest of the Soviet Union.

65
According to the textbook, the effectiveness of the Grand Alliance can be attributed to all of the following except:
a. the agreement between the United States and England to defeat Hitler before discussing postwar programs.
b. the agreement of the United States to attack Japan in the Pacific before defeating Germany.
c. Allied insistence on the unconditional surrender of Japan and Germany.
d. the strong economies of the U.S., Great British and the Soviet Union that mobilized for war.

66
Which of the following best summarizes the origins of the Cold War?
a. Stalin's desire for military security from Germany and American fear of Communism led to hostility.
b. free elections in Soviet-occupied eastern Europe resulted in multi-party governments sympathetic to the Soviets, leading to hostility.
c. American plan to invade China after it became communist resulted in hostility between America and the Soviet Union.
d. attempt to contain Communism in the Western zone of Berlin failed, resulting in hostility.

67
Events that marked the disintegration of the Soviet Union in 1989 include all of the following except:
a. election of the archbishop of Cracow as Pope.
b. organization of a trade union called Solidarity by Lech Walesa.
c. Gorbachev's policies of economic restructuring and glasnost.
d. the Brezhnev doctrine permitting Soviet intervention in any socialist country.

68
Examples of repressive dictatorships in Latin America include all of the following except:
a. industrialization and urbanization under right-wing military rule in Brazil.
b. nationalization and socialization of industry in Chile.
c. Anastasio Somoza's government in Nicaragua.
d. the military response to a feared Peronist revival in Argentina.

69
The civil rights movement of the 1950s and 1960s made deliberate use of all of the following strategies except:
a. legal action to challenge separate educational facilities.
b. boycotts, sit-ins and nonviolent demonstration.
c. voting power of African-Americans in the North.
d. political terror and violence.

70
At the Helsinki Conference of 1975 participants agreed:
a. to refrain from use of force to change boundaries and to guarantee human rights and political freedoms.
b. to limit the release of greenhouse gasses.
c. to redraw the map of Europe along ethnic lines.
d. to guarantee certain minimum welfare benefits to their populations.

71
The consolidation of Chinese Communist rule is based on all of the following except: a. radical land redistribution.
b. re-education through relentless propaganda.
c. struggle against Japanese aggression and American imperialism.
d. the foundation of Taiwan by the Nationalists.

72
Deng Xiaoping's agricultural policies included:
a. accelerating the pace of collectivization.
b. allowing peasants to farm land in family units.
c. importing massive amounts of Western technology.
d. abolishing small-scale family farms.

73
The Japanese economic "miracle" resulted from all of the following factors except:
a. U.S. economic aid.
b. cheap labor and more open international trade.
c. traditional Japanese social and cultural values.
d. destruction of the zaibatsu industrial giants.

74
During World War II Gandhi and other Indian leaders:
a. collaborated with the Japanese.
b. insisted that India should be neutral in the war.
c. insisted that Britain grant India autonomy in exchange for support for the war.
d. wholeheartedly supported the war effort against the Axis.

85
In November 1947 the UN proposed a solution to the conflict between Palestinian Arabs and Jews. What was the proposed solution?
a. a multi-ethnic state with religious tolerance.
b. a British mandate of the area.
c. a U.S. takeover of the area.
d. a division of Palestine into an Israeli and an Arab state.



86
The legacy of imperialism in Africa included all of the following except:
a. the creation of national states with some modern infrastructure.
b. weak export economies concentrated in foreign hands.
c. an authoritarian tradition used to resolve ethnic conflict.
d. the absence of spokesmen for African national self-government

87
The civil war in Nigeria resulted from:
a. economic depression.
b. foreign invasion.
c. intertribal and ethnic violence.
d. British refusal to grant independence.

88
The modernization programs of the Third World nations:
a. focused on big, highly visible industrial projects.
b. attempted to foster even growth and development in all sectors of the economy.
c. concentrated on transforming agriculture.
d. solved the problems of rural poverty.

89
Modernization theory and Marxism shared the belief that:
a. class conflict is the motor of history.
b. the industrial proletariat is the ruling class of the future.
c. agricultural societies should urbanize and industrialize like "developed" countries.
d. the construction of steel and weapons factories is key for industrial development.

90
The appeal of cities to villagers in the developing world resulted from all of the following except:
a. the quality of sanitary and plumbing systems.
b. transportation systems, banks, and hospitals.
c. tighter social networks.
d. jobs in areas such as manufacturing.

91
Migration from the countryside to the city in the Third World:
a. has created many new medium-sized cities.
b. has been relatively modest.
c. has caused gigantic megalopolises to arise.
d. has greatly lessened rural poverty.

92
Frantz Fanon's view, expressed in Wretched of the Earth, is best expressed in which of the following ways:
a. the newly freed colonies should retain close ties with former colonial powers.
b. real independence requires a total break with former colonial powers.
c. colonial domination is only one insignificant chapter in the life of a people.
d. it might be possible to compromise with Western values while also rejecting colonialism.

93
The interviews with women presented in "Listening to the Past" suggest that most of them believe the lives of their children would be improved by:
a. general modernization and education.
b. larger families and greater appreciation for family values.
c. a return to ancient traditions and religious values.
d. a return to the land and improved agriculture.

94
Originally, the primary purpose of the United Nations Security Council was to:
a. facilitate economic interdependence.
b. reintegrate Germany and Japan into the international world order.
c. maintain international peace and security.
d. restrain Soviet expansion.

95
The term "the other energy crisis" refers to the:
a. Western dependence on imported fossil fuels.
b. shrinking ozone layer.
c. shortage of firewood for cooking and heat in the developing world.
d. loss of arable farmland.

96
According to your textbook, the international debt crisis of the 1980's resulted in:
a. causing wealthy nations to curtail foreign loans.
b. the OPEC oil embargo.
c. the bankruptcy of the Mexican government.
d. forcing international negotiations to reduce debt and encourage economic liberalization.

97
The impact of multinational corporations on the Third World economy includes all of the following except the:
a. marketing of ill-suited, often dangerous products.
b. creation of a Westernized consumer economy among the elites.
c. elimination of widespread unemployment and poverty.
d. coopting of the best native businesses and businesspeople.


98
The tactics used by Third World countries to deal with multinationals have included all of the following except:
a. nationalizing assets of the giant corporations.
b. prohibiting the giant corporations from establishing themselves.
c. imposing government planning on multinational corporations.
d. playing multinational corporations off against each other.



99
Examples of the critique of unrestrained "modernization" include all of the following except:
a. E.F. Schumacher's Small is Beautiful.
b. the work of the Nigerian novelist Chinua Achebe.
c. new interest in so-called "appropriate technologies."
d. the search for cheap, high-quality factory labor.


100
The revival of Islamic fundamentalism involved all of the following except:

a. the idea of adapting the Qur'an to modern life.
b. the fear of rapid change on the part of a deeply religious population.
c. an Islamic Republic in Iran in which state and church were bound together.
d. a belief in the social inferiority of women and insistence on the veil.
There are faxes for this order.

Instructions
Read the Washington Post articles titled 5-4 Supreme Court Abolishes Juvenile
Executions and "Supreme Court restricts life without parole for juveniles" that
are provided below starting at page 3 in the supplemental information section
after the synopsis and directions.
In the United States there is sort of a dilemma about how to handle juvenile
criminal defendants. In the eyes of the law they are viewed as juveniles and
therefore not subject to the adult criminal justice system, technically speaking.
However, increasingly juveniles are being tried as adults for their crimes. This
requires a judgment call by the prosecution and a legal determination by a judge.
Clearly, some juveniles deserve to be tried as an adult if they commit a very
serious offense, but where do we draw the line? Should juvenile drug defendants
also be charged as an adult or should this be restricted to violent crimes?
The United States Supreme Court has made several important decisions
regarding juveniles in the criminal justice system in recent years. On March 2,
2005, in Roper v. Simmons, the US Supreme Court abolished the death penalty
for all offenders who committed their offense as a juvenile, no matter how serious
and heinous their crimes. The court cited changing societal attitudes and
remarkably even international sentiment when coming to its decision.
On May 18, 2010, in Graham v. Florida, the United States Supreme Court
abolished life sentences without the possibility of parole for juvenile offenders
who did not kill anyone. The court determined that intrinsically juveniles are
different that adults and have a chance to change themselves and should have
the opportunity to someday prove that they are capable of reentering society if
they have not taken a human life.
In both cases, in some way the US Supreme Court decided that such sentences
against juveniles violated the "cruel and unusual" provision of the Eighth
Amendment of the United States Constitution. These two cases were very
controversial with proponents on both sides of the fence, some praising the
actions of the court, while others decrying the decisions.


This term paper is comprised of five questions designed to test your legal
reasoning and sensitivity to social issues. Utilizing 1 to 2 pages each, critically
answer the following 5 broad questions. The term paper should be approximately
5 to 10 pages in length. The questions are listed at the very end of this
assignment sheet. In answering the questions, document your responses with
support material taken from library sources, your textbook, or the Internet. Be
sure to give proper attribution to each source you document (e.g., provide URLs
for online sources).
Do not use this assignment to vent your personal opinions on the issues covered
in the case study. Your goal should be to present a fair and impersonal review of
the issues based on good legal reasoning, sensitivity to societal issues, and
careful research.
The answer to each of the five questions should be roughly 1-2 pages long,
typed single spaced. Margins must be 1-inch on all sides. Pages beyond page 10
will neither be read nor graded.


Complete and
accurate citations are expected for all works used in preparing the term paper.
Use either the APA or MLA inline footnote style; do not use endnotes or
footnotes. Failure to provide complete and accurate citations will result in a grade
of F without the opportunity for rework.
Instructions on citing sources utilizing the APA (American Psychological
Association) reference style can be found at http://www.apastyle.org/ or a
comparable website.
Instructions on citing sources utilizing the MLA (Modern Language Association)
reference style can be found at http://www.mla.org/ or a comparable website.


Supplemental Information on the Case Study
The Washington Post
Wednesday, March 2, 2005
http://www.washingtonpost.com/wp-dyn/articles/A62584-2005Mar1.html
By Charles Lane
5-4 Supreme Court Abolishes Juvenile Executions
The Supreme Court abolished capital punishment for juvenile offenders yesterday, ruling
5 to 4 that it is unconstitutional to sentence anyone to death for a crime he or she
committed while younger than 18.
In concluding that the death penalty for minors is cruel and unusual punishment, the court
cited a "national consensus" against the practice, along with medical and social-science
evidence that teenagers are too immature to be held accountable for their crimes to the
same extent as adults.
Christopher Simmons, age 17 when he kidnapped and killed a woman, was spared along
with 72 others. (AP)
The court said its judgment, which overturned a 1989 ruling that had upheld the death
penalty for 16- and 17-year-old offenders, was also influenced by a desire to end the
United States' international isolation on the issue.
As of yesterday, 20 states, including Virginia, permitted the death penalty for offenders
younger than 18. That is five fewer than allowed the practice in 1989.
"From a moral standpoint, it would be misguided to equate the failings of a minor with
those of an adult, for a greater possibility exists that a minor's character deficiencies will
be reformed," Justice Anthony M. Kennedy wrote in the opinion for the court.
"Our determination," Kennedy added, "finds confirmation in the stark reality that the
United States is the only country in the world that continues to give official sanction to
the juvenile death penalty."
The ruling was the second time in three years the court had carved out a new categorical
exception to the death penalty, having banned capital punishment for the moderately
mentally retarded in 2002.
It came after 59 people were executed in 2004, the fewest since the Supreme Court
permitted states to resume the death penalty in 1976. That decline is the result in part of
lower murder rates and in part of events such as the exoneration of some death row
inmates by DNA evidence.

Thus, the ruling showed that society's reconsideration of capital punishment has
penetrated the court, with the four liberal justices who joined Kennedy yesterday -- John
Paul Stevens, David H. Souter, Ruth Bader Ginsburg and Stephen G. Breyer -- pushing
hardest to change capital punishment with the occasional help of either Kennedy or his
fellow moderate conservative on the court, Sandra Day O'Connor.
O'Connor, who voted with the four death penalty skeptics and Kennedy in the 2002 case,
dissented yesterday, along with the court's conservatives, Chief Justice William H.
Rehnquist and Justices Antonin Scalia and Clarence Thomas.
By striking down yesterday the death sentence a Missouri jury had imposed on
Christopher Simmons -- who was 17 on Sept. 8, 1993, when he broke into Shirley
Crook's house, kidnapped her and threw her, bound and gagged, into a river -- the court
also canceled the death sentences of 72 others for crimes they committed while younger
than age 18.
One of those inmates, Shermaine A. Johnson, 26, had been awaiting execution in
Virginia for a rape and murder he committed in 1994 at age 16. Virginia set a minimum
death-penalty eligibility age at 16, but that is now unconstitutional. Maryland bars the
death penalty for those younger than 18; there is no death penalty in the District.
By far the largest impact of yesterday's ruling will be felt in Texas, where there are 29
juvenile offenders awaiting execution, and Alabama, where there are 14. No other state
has more than five.
There have been 22 executions of juveniles since 1976, 13 of them in Texas.
Kennedy's opinion rested in large part on the fact that 30 states, including the 12 states
that have no capital punishment, forbid the death penalty for offenders younger than 18.
That number represented an increase of five since the court upheld the juvenile death
penalty in 1989.
The court weighs death penalty laws according to what a 1958 ruling called the "evolving
standards of decency that mark the progress of a maturing society," and looks to state
legislation and jury verdcts to decide whether a "national consensus" has developed
against a previously accepted practice.
Christopher Simmons, age 17 when he kidnapped and killed a woman, was spared along
with 72 others. (AP)
In 2002, the court voted 6 to 3 to strike down the death penalty for the moderately
mentally retarded, which it had upheld 5 to 4 in 1989. In the 2002 case, Atkins v.
Virginia, the court noted that the number of death penalty states banning that practice had
grown from two in 1989 to 13 in 2002, while none had gone the other way.


The recent shift of states against the juvenile death penalty, though less dramatic than the
evidence the court found sufficient in the mental-retardation case, was enough to carry
the day, Kennedy concluded.
For the Supreme Court itself, perhaps the most significant effect of yesterday's decision is
to reaffirm the role of international law in constitutional interpretation.
The European Union, human right lawyers from the United Kingdom and a group of
Nobel Peace laureates had urged the court in friend-of-the-court briefs to strike down the
juvenile death penalty.
In saying that this strong expression of international sentiment "provide[s] respected and
significant confirmation for our own conclusions," Kennedy lengthened the recent string
of decisions in which the court has incorporated foreign views -- and decisively rejected
the arguments of those on the court, led by Scalia, who say it should consider U.S. law
exclusively.
There were actually six votes in Kennedy's favor on that point yesterday, because in her
dissenting opinion O'Connor agreed with Kennedy that international trends affect the
meaning of "cruel and unusual punishment" in modern times.
O'Connor's opinion suggested she came fairly close to joining the majority entirely. If she
were a legislator, O'Connor wrote, "I, too, would be inclined to support legislation setting
a minimum age of 18 in this context."
But, O'Connor wrote, too few states had recently enacted such laws to convince her that
the country generally had "set its face" against the juvenile death penalty.
Scalia, in a separate dissent joined by Rehnquist and Thomas, took the majority to task
for "proclaim[ing] itself sole arbiter of our Nation's moral standards -- and in the course
of discharging that awesome responsibility purport[ing] to take guidance from the views
of foreign courts and legislatures."
Noting that most countries have more restrictive abortion laws than the United States,
Scalia accused the court of "invok[ing] alien law when it agrees with one's own thinking,
and ignor[ing] it otherwise." He read his opinion from the bench, a sign of strong
disapproval for the court's decision.
Scalia also pointed out that the 18 death-penalty states that limit capital punishment to
offenders 18 and older amount to 47 percent of the 38 death-penalty states.
"Words have no meaning if the views of less than 50 percent of death penalty States can
constitute a national consensus," he wrote.
For Kennedy, yesterday's opinion appeared to represent a distance traveled since the 1989
case, in which he voted with Scalia to uphold the juvenile death penalty.

As recently as April 2003, the court -- with Kennedy's support -- granted Oklahoma's
request to reinstate the death sentence of a 17-year-old offender after a federal appeals
court had blocked it.
In 2002, the court refused to hear two appeals from younger-than-18 offenders asking it
to reconsider their cases in light of Atkins. Again, Kennedy was in the majority.
Even at the Oct. 12 oral argument in the case decided yesterday, Kennedy said he was
"very concerned" that gangs might use juveniles as "hit men" if there were no death
penalty.
But yesterday's packet of opinions contained a brief writing by Stevens, co-signed by
Ginsburg, that patted Kennedy on the back for coming around to their point of view.
If the "great lawyers" of the early republic were on the court today, Stevens wrote, "I
would expect them to join Justice Kennedy's opinion for the court."
The case is Roper v. Simmons, No. 03-633.


Supplemental Information on the Case Study
The Washington Post
Tuesday, May 18, 2010
http://www.washingtonpost.com/wpdyn/
content/article/2010/05/17/AR2010051701355.html
By Robert Barnes
Supreme Court restricts life without parole for juveniles
Juveniles may not be sentenced to life in prison without parole for any crime short of
homicide, the Supreme Court ruled yesterday, expanding its command that young
offenders must be treated differently from adults even for heinous crimes.
'Sexually dangerous' inmates can be kept in prison indefinitely
The court ruled 5 to 4 that denying juveniles who have not committed homicide a chance
to ever rejoin society is counter to national and "global" consensus and violates the
Constitution's ban on cruel and unusual punishment.
The decision follows the court's 2005 decision that, no matter what crime they commit,
juveniles may not be executed. It also reinforced the court's view that the Eighth
Amendment's protections against harsh punishment must be interpreted in light of the
country's "evolving standards of decency."
Justice Anthony M. Kennedy, writing for the majority, said states must provide juveniles
who receive lengthy sentences a "meaningful" chance at some point to show they should
be released.
"By denying the defendant the right to reenter the community, the state makes an
irrevocable judgment about that person's value and place in society," Kennedy wrote.
"This judgment is not appropriate in light of a juvenile nonhomicide offender's capacity
for change and limited moral culpability."
The case involved Terrance Jamar Graham, who was convicted of robbery in
Jacksonville, Fla., when he was 16. He received a short jail term and probation but was
arrested again at 17 for taking part in a home invasion. The judge in the case sent him
away for life.
Kennedy said there were 129 juveniles in 11 states, including Virginia, who had not
committed homicides but were serving sentences of life without parole. The majority of
them -- 77 -- are in Florida.
Kennedy was joined by the court's liberal wing: Justices John Paul Stevens, Ruth Bader
Ginsburg, Stephen G. Breyer and Sonia Sotomayor.

Chief Justice John G. Roberts Jr. joined them in rejecting the outcome of Graham's case,
saying the sentence was so harsh as to be unconstitutional. But he did not agree with the
majority's broader pronouncement on life sentences, and said decisions should be made
on a case-by-case basis.
"Some crimes are so heinous, and some juvenile offenders so highly culpable, that a
sentence of life without parole may be entirely justified under the Constitution," Roberts
wrote.
Experts said that the decision will probably lead to years of litigation but that it
represented an important move.
"It is indisputably the court's most important non-capital Eighth Amendment decision,"
said Douglas A. Berman, a law professor and criminal sentencing expert at Ohio State
University. "It is the first highly tangible setting where the court's death penalty work has
crossed over" to another aspect of sentencing.
In recent years, a slim five-member majority of the court -- with the retiring Stevens in
the forefront -- has both limited the death penalty and shielded juveniles. The court has
said that capital punishment was reserved for those who take a life and that juveniles, no
matter the crime, were not eligible for death because of their limited culpability.
Monday's decision was sought by juvenile justice advocates and child psychologists who
said the natural extension was to prevent juveniles from being "sentenced to death in
prison" without the possibility of release.
'Sexually dangerous' inmates can be kept in prison indefinitely
The decision did not forbid sentencing someone younger than 18 to life in prison; it only
required the state "to provide him or her with some realistic opportunity to obtain release
before the end of that term." Graham's lawyer, Bryan S. Gowdy of Jacksonville, noted
during oral arguments that a law could be constitutional even if it required 40 years to
pass before the offender could ask for release.
Justice Clarence Thomas wrote a stinging dissent, making the now-familiar argument that
interpreting the Eighth Amendment according to evolving societal standards is "entirely
the court's creation."
He said the majority's logic also fails. "The court is quite willing to accept that a 17-yearold
who pulls the trigger on a firearm can demonstrate sufficient depravity and
irredeemability to be denied reentry into society, but insists that a 17-year-old who rapes
an 8-year-old and leaves her for dead does not," Thomas wrote.
"The question of what acts are 'deserving' of what punishments is bound so tightly with
questions of morality and social conditions as to make it, almost by definition, a question
for legislative resolution," he wrote.
His dissent was joined in full by Justice Antonin Scalia and in part by Justice Samuel A.
Alito Jr.

Thomas and Kennedy sparred over what constitutes a national and international
consensus. Thomas pointed out that 37 states, the federal government and a number of
foreign countries keep life without parole as an option for juveniles.
But Kennedy noted that only a handful of states impose the penalty and that the United
States is virtually alone in such sentences. "In continuing to impose life without parole
sentences on juveniles who did not commit homicide, the United States adheres to a
sentencing practice rejected the world over," Kennedy wrote.
The court made no distinction in its decision in the age of the juvenile at the time of the
crime. It did not rule on a separate case it had heard from Florida, concerning Joe
Sullivan, who was sentenced to life without parole for a rape he committed at 13.
Sullivan's lawyer, Bryan Stevenson of the Equal Justice Initiative, said the case was
probably dismissed because of procedural problems, but he said that Sullivan, like the
others serving life terms, would now receive a chance to challenge his sentence.
More than 2,000 juveniles are serving life sentences for homicide. Stevenson
acknowledged that the next legal front might include a challenge on their behalf, although
he said some states, such as Texas, already are prohibiting life without parole sentences
for all crimes committed by juveniles.
The case is Graham v. Florida.

Questions
Answer each of the five following questions/items. Your answer to each
question/item should be about 1-2 pages long, typed single spaced. Your answer
should reflect research on your part ??" from library sources, government
documents, your textbook, and/or the Internet. Give proper attribution to your
research sources (e.g., for Internet sources, provide a URL)
1. Do you believe there is a growing common consensus that juveniles are
somehow less culpable for their crimes since they have not been in this world
as long as an adult or do you believe that there is growing common
consensus that juveniles are just as guilty as an adult when they make a
conscious decision to commit a crime? Explain.
2. Is it somehow hypocritical to not allow juveniles to marry, sign contracts, fight
in a war, or have a consensual relationship with an adult, but allow them to be
tried as an adult for a crime they commit? Does a juvenile offender somehow
give up their rights as a juvenile when they commit a certain type of crime?
Explain.
3. Do you believe that executing someone who committed their crime as a
juvenile is a violation of the Eighth Amendment ban on cruel and unusual
punishments? Why or why not. Do you believe that a life term with no parole
against someone who committed a non-murder crime as a juvenile is a
violation of the Eighth Amendment ban on cruel and unusual punishments?
Why or why not. Should this determination be left up to the trial court when
weighing the evidence and specific circumstances and elements of the crime
committed?
4. In coming to its decision about not allowing executions for juveniles the US
Supreme Court cited "international sentiment" in deciding to restrict this
ultimate form of punishment to only adults. Should the United States Supreme
Court follow the law of the United States and the opinions of United States
citizens exclusively when coming to a decision about a case or should they
also take into consideration internationally recognized standards and
sentiment? Explain.
5. What crimes, if committed, should allow for a juvenile defendant to be tried as
an adult? Are juveniles tried as adults too often or rather too infrequently?
Make a case for trying juveniles more often as adults. Alternatively, make a
separate case for not allowing as many juveniles to be tried adults.

1500 Word argumentative research essay..

Homeschooling, an excellent alternative to the public School System.

Please include the following thesis statement...

"Since public schools have become over crowded, guns and violence are a daily occurrence, and private schools are so over priced for the average family, home schooling has become an excllent alternative."

thank you

I need help in finalizing the attached dissertation proposal. Later I will need help with my literature review. Since this is a first. I would like to take a see how the first part goes.

Dissertation Proposal

Title of Project: Caring Federal Leaders: Building a caring federal family through bereavement acknowledgement

Introduction: The terrorists? acts of September 11, 2001, will always be imbedded in many of our hearts. What impressed me most was the caring that I saw being exhibited throughout the Federal Government, but I was enthralled with the military process. A friend of mine lost his finance at the Pentagon. I happened to see him a few days before the scheduled funeral ceremony and a Military Guard at his side escorted him the entire weekend. The guard was there to comfort him and to attend to his every need. This is the military?s way of honoring the life of the loved one that is gone home, prayerfully to be with the Lord. Additionally, the military employs individuals whose job it is to attend the funerals of its former personnel.

As I heard many stories about the heroic efforts of September 11, I was happy about the actions of the military, but yet saddened because it appeared that only the military puts their life at risk each day. It is often forgotten that Federal employees service the public each day and often place their lives in jeopardy for our country. Granted most Federal government employees do not go to war to defend our country each day, but yet we travel to places like Afghanistan to ensure that the behind the scene operations are in place for our troops, or travel to other remote places to ensure the safety of our traveling public. Many are the unknown heroes of the Federal government and public. Just like those in the military, Federal employees often lose their lives in during their public service for the government. For example, recently a federal employee was attacked while on travel to address some security issues for the agency. Additionally, Federal agencies and employees face bomb and other types of threats on a daily basis. Thus, unacknowledged are the millions of Federal government employees who just like military personnel put their life on the line each day. Likewise Federal employees lose loved ones just like everyone else and would appreciate a kind word during those times of tribulation.

The Problem: The most tragic time in a person?s life is the loss of a loved one, and Federal Leaders can improve their caring through action. The military has a litany of regulations regarding its funeral procedures. When military personnel pass there are federal laws and formal procedures in place to acknowledge them 38 U.S.C. 112. Two military are sent to the funeral; taps is played, often a 21-gun salute is given; a flag is given; and even a certificate signed by the President is given to the family. Conversely, the Federal government has no federal laws in place to acknowledge the passing of federal personnel. The Federal Government authorizes the use of sick leave to attend a family member?s funeral, and procedures are delineated for funerals of law enforcement officers, relatives in the Armed forces, and veterans.

With the exception of wartime conditions, federal personnel just as military personnel serve the public and place their lives on the line for the public each day. Federal leaders could enhance its concern for employees by showing that they care through the acknowledgement of loss of its workers and also the acknowledgement of coworkers? loved ones.


? Traditionally, more federal employees die each year than military employees (with the exception of wartime)
? Federal Employees are civil servants whose lives are at risk each day employment
? Statistics show that Federal employees also die for the public
? Statistics show that employees want caring leaders
? Federal employees are not acknowledged like military employees
? Managers can increase caring for Federal employees that lose a loved one

Theoretical Presuppositions: Traditional management teaches that leaders out to be cool, aloof, and analytical; they ought to separate emotion from work. Yet, both leaders and employees most admire leaders that exhibit inspiration, passion, elation, intensity, challenge, caring and kindness. Among the many attributes of admired leaders is caring. Caring is being concerned for other people?s welfare and taking steps to ensure it. It involves genuinely sharing the other person?s joy and hurting.

The leaders of the Bible let their followers know they cared. Jesus was one of the most caring leaders. He wept when he aw Lazarus had died (John 11:25-36). In biblical and in modern organizations, people have enthusiastically followed leaders who cared about them. ?They don?t care how much you know, until they know how much you care.? Is not an empty clich?. True caring creates more employee loyalty and better results than cold exhortation to do more and produce more. The top leadership pitfalls are ?insensitivity to others, abrasiveness, intimidating, coldness, aloofness, and arrogance.? (Woolfe) There are three reasons to care for each other: ?Caring is good for us. In fact, it is natural to the human species.? Caring ?generates a power o its own. The power can be a source of energy for the individual as well as the organization.? And caring relationships at work ?make work more fun.? (Pascarella).

Collin Powell sums up caring nicely: ?If the troops are cold, you?re cold, but make sure you don?t look cold or act cold. Corporate leaders out to learn that. Too often those at high levels don?t quite understand the sacrifices and hardships of those at the bottom.? He calls it a shared sacrifice.


Specific Leadership Objectives: The development of a government-wide proposal for bereavement of Federal Employees and losses within a federal employees immediate family that will be submitted to OPM for approval, along with a proposed implementation manual. This proposal and implementation manual will aim to handing the caring of Federal government leadership.

Procedures and Methods: Reviewing legislative history of military and Federal government legislation. Collecting antidotal stories to support research. Developing a proposal and implementation plan for one federal agency.

Tentative Chapter/Section Headings:

Hypothesis
Literature Review
Methodology
Discussion
Conclusion
Bibliography:


1. Harari, O. (2002). Leadership Secrets of Colin Powell. McGraw Hill: New York, NY.
2. Kouzes J., and Posner, B. (1997). The Leadership Challenge. Jossey-Bass: San Francisco, CA.
3. Pascarella, P. (1999). Christ Centered Leadership: Thriving I Business by Putting God in Charge. Prima Publishing: Rocklin, CA.
4. Woolfe, L. (2002). The Bible on Leadership. American Management Association: New York, NY.

For the article below, please provide a review that includes the following;
1. Incidence rates (measurement issues, definitional issues, perceptions)
2. Causation (who is blamed is another way to look at this)
Prevention efforts (evidence of effectiveness ?V for whom, under what conditions)
3. Intervention (what level - 1-1, group, policy; evidence of effectiveness ?V see above; ramping up?)
4. School/college climate issues (if they apply)
Concept of victimization
5. What do we know regarding race, sex, age, SES

Impact of exposure to community violence and psychological symptoms on college performance among students of color
Author: Rosenthal, Beth Spenciner; Wilson, W Cody Source: Adolescence 38, no. 150 (Summer 2003): p. 239-249 ISSN: 0001-8449 Number: 437778361 Copyright: Copyright Libra Publishers Incorporated Summer 2003

ABSTRACT
This study examined longitudinal relationships among exposure to chronic community violence during high school, psychological distress during the first semester of college, and academic performance during the first three semesters of college. The sample comprised 385 students of color in a large city. Exposure to community violence and psychological distress were measured with additive scales; academic performance (school persistence, grade point average) was obtained from transcripts. It was found that exposure to community violence and academic performance were not related; exposure to community violence and psychological distress were related; psychological distress and college persistence were related; and psychological distress and grade point average were not related. The findings are consistent with the causal chain model; specifically, that the effects of exposure to community violence in high school on academic performance in college are mediated by psychological distress.
This paper is concerned with the longitudinal relationships among exposure to chronic community violence during the high school years, the level of psychological distress manifested during the first semester of college, and academic performance during the first three semesters of college. The concern stems from a set of three widely held assumptions: (1) there is a high level of exposure to chronic community violence for some adolescents; (2) exposure to community violence has a large impact on level of psychosocial adjustment; and (3) the presence of psychological distress impairs academic performance.
The first two of these assumptions led to the identification of exposure to chronic community violence as a public health problem among adolescents in the early 1990s (Centers for Disease Control, 1993; Earls, 1992; Hausman, Spivak, & Prothrow-Stith, 1994; Koop & Lundberg, 1992; Reiss, 1993; Richters, 1993; Shalala, 1993). Recent findings indicate that adolescents do have considerable exposure to chronic community violence: an estimated one and three-quarter million Americans aged 12 years and over were victims of nonsexual, nonfatal crimes according to the National Crime Victims Survey of 1998 (Rennison, 1999); the likelihood of being a victim of personal crime is greater for adolescents, for individuals living in a large urban center, for poor individuals, and for Blacks (Rennison, 1999); and adolescents of high school age have much more exposure to robbery and assault than do younger adolescents and adults (Bureau of Justice Statistics, 1994; Lowry, Sleet, Duncan, Powell, & Kobler, 1995; Rand, 1998). Empirical evidence is also beginning to accumulate indicating that exposure to community violence is related to posttraumatic psychological distress among high school and beginning college students in urban settings (Rosenthal, 2000; Rosenthal & Wilson, 2001).
The empirical evidence regarding the third assumption, however, is sparse (Heiligenstein, Guenther, Hsu, & Herman, 1996) and the relationship between general psychopathology and academic performance among college students has not been established (Brackney & Karabenick, 1995). Indeed, recent evidence is conflicting: two studies found a small but statistically significant negative correlation between depression and same-semester grade point average (GPA) among college students (Fazio & Palm, 1998; Haines, Norris, & Kashy, 1996), but three studies found no relationship between psychological distress and same-semester GPA (Svanum & Zody, 2001; Trice, Holland, & Gagne, 2000; Trockel, Barnes, & Egget, 2000).
This set of three assumptions (adolescents have high levels of exposure to community violence, exposure to community violence produces psychological disturbance, and psychological distress impairs academic performance) implies a causal chain model, with psychological distress mediating the relationship between exposure to community violence and academic performance. The model leaves open the issue of whether there is a direct relationship between exposure to community violence and academic performance, or only the indirect relationship mediated by psychological distress. The hypotheses investigated in the present study were as follows: (1) the amount of exposure to chronic community violence in high school is related to academic performance during the first and second years of college, and (2) the level of psychological symptoms reported by beginning first-year college students is related to academic performance in the first and second years of college.
The empirical findings reported above, that exposure to community violence is especially concentrated among poor adolescents from ethnic minority groups living in a large urban area, suggest that the phenomena we are interested in will most fully manifest themselves within a special subgroup of the larger American population: students of color. Walden (1994) has pointed out that the proportion of people of color in most studies of college students is too small to warrant drawing conclusions about this category of students. The general lack of research devoted to ethnic minority adolescents has also been noted (Kagawa-Singer, 1996; Kotelchuck, 1996; U.S. Department of Health and Human Services, 1991). Therefore, the present study focused on a student population with a high proportion of members who belong to minority ethnic and racial groups, and who attended high school in a large city.
METHOD
Research participants were enrolled in classes typically taken by beginning first-year college students. They responded during class to written questions about their exposure to community violence during high school and about the level of psychological distress (i.e., symptoms) that they were experiencing at present. Data about school performance were collected three semesters later, with the students' permission, from college transcripts. The research was approved by the college's Institutional Review Board; the students were informed of the purpose and nature of the research, that participation was voluntary, that information would be obtained from their transcripts, and that all information would be kept confidential. Ninety-five percent of the students in attendance at the classes in which data collection occurred agreed to participate.
Sample
Participants were drawn from a public, nonresidential, four-year college in New York City during the 1997-98 and 1998-99 academic years. Only those students who had attended high school in New York City and who were of traditional age for first-year college students (the modal, median, and mean ages for the sample were all 18 years, with a range from 16 to 20) were included in the sample (N = 385). Approximately 50% were Black/African American, 25% Latino/Hispanic, 9% Asian, 3% White, and 13% other. Seventy percent were female; 65% had parents who were high school graduates; and the sample's median household income was $30,000 (the median household income for New York State at that time was approximately $36,000; Pew Center on the States, n.d.). Sixty percent had been born in the U.S.; but of those not born in the U.S., all had received most of their schooling in the U.S. Approximately 46% lived in two-parent households, 38% lived in one-parent households, 13% in extended households, and 3% were in other living situations. The sample was similar, in terms of sociodemographic characteristics, to the population of students at this college (City University of New York, 1997), except that it was younger; the college where the study was conducted has a substantial number of adults returning to school, and these students were excluded from the sample.
Measures
Exposure to community violence. Information on exposure to community violence was collected using a multi-item additive scale developed to reflect exposure to nondomestic, nonsexual, non-singular-event community violence (Rosenthal & Wilson, 2001). This scale is based on a questionnaire developed by Richters and Saltzman (1990) for the National Institute of Mental Health; however, the scale used in this study covers a narrower range of types of violence, asks about exposure during a specific time period (the prior three years, i.e., the high s38, no. 150 (Summer 2003): p. 239-249chool years), and uses fewer response categories to reflect frequency of exposure. The items in the scale reflect either being a direct victim of community violence or personally witnessing another being a victim of such violence. The directions state that the respondent is not to report violence that occurred in his or her own household and not to report secondhand descriptions of violence. The items measure the degree to which the respondent was chased, threatened, slapped, mugged, stabbed, shot, or had something taken by force or threat, as well as the degree to which the respondent directly observed another individual being chased, arrested, threatened, mugged, slapped, wounded, stabbed, shot, or killed, or observed someone with a gun or saw someone dead. Examples are: "During the past three years, how many times has someone taken something from you (for example, cash or property), using force or threat of force?" and "During the past three years, how many times have you seen someone else getting beaten up or mugged?" The response options are: "never" (coded 1), "once or twice" (coded 2), "several times" (coded 3), and "very often" (coded 4). Response weights are summed across the 18 items to form a single common factor scale that is quasi-interval, with scores ranging from 18 to 72. The scale has face validity in that the items reflect the definition of the scale. Internal consistency was good (Cronbach's alpha = .88).
Psychological distress. Psychological distress was measured by the 25 items comprising the dysphoria domain of Briere's (1995) Trauma Symptom Inventory (TSI). Each item is a brief phrase reflecting a feeling state, with the respondent asked to report the frequency of experiencing each feeling during the past two months: "never" (coded 1), "seldom" (coded 2), "sometimes" (coded 3), or "often" (coded 4). The weighted responses to each of the items in the scale are summed to form a single common factor scale that is quasi-interval in nature, with scores ranging from 25 to 100. The 25 items reflect feelings of anxiety, autonomic hyperarousal, depressed mood, depressed cognitions, angry mood, or irritable affect. Examples of items are: "trouble controlling your temper," "feeling jumpy," and "feeling depressed." A score of 74 or higher is considered clinically significant. The TSI was standardized on a national population aged 18 years and older. The dysphoria scale possesses criterion validity in that it differentiated between the standardization sample and a sample of psychiatric inpatients and outpatients, with a large effect size (Briere, 1995). The scale has face validity as a measure of psychological distress. Internal consistency for the sample used in this study was high (Cronbach's alpha = .95).
Academic performance. Academic performance may be indexed by grades and by persistence in attending school. Information about both school persistence and grade point average was obtained from students' transcripts.
An index of school persistence was obtained in the following manner: in the second semester following the one in which the student filled out the questionnaire (actually, the student's third semester of potentially continuous registration), the student's transcript was examined. If the student's transcript showed that he or she had registered for three continuous semesters, the student was considered a "persister"; if the transcript indicated that the student had not registered for all three semesters, the student was considered a dropout or "nonpersister."
GPA was obtained by examining the student's transcript for each of the first two semesters of the student's potential enrollment, including the semester in which he or she filled out the questionnaire. The GPA for each of the semesters was copied from the transcript.
Reliability of the two measures of academic performance was tested by reviewing the transcripts twice, with the two reviews done by different individuals. The results of the two reviews were in agreement 97% of the time. The few disagreements arose in the area of rounding GPAs. When a disagreement between the two reviews occurred, the information in question was examined a third time by the two reviewers and the disagreement resolved.
Research Design
The hypotheses were tested using an observational research design (no variables were experimentally manipulated) and correlational statistical procedures. The study was longitudinal, however, with data being collected at two different times. Indeed, there were three time frames: the first data collection involved a retrospective report on level of exposure to community violence during the preceding three years, and a current report on level of psychological distress; the second data collection occurred one year later when school records on GPA and persistence were examined. The results may be tentatively interpreted in terms of effects over time.
RESULTS
Distributions of Variables
The mean score on the exposure to violence scale was 28.0, with a standard deviation of 6.9. The distribution of scores was positively skewed. Only 2.6% of the sample had never been exposed, during high school, to any of the types of violence in the scale. The median level of exposure was to have experienced half the scale items "once or twice"; 12% of the sample had exposure equivalent to, or greater than, having observed the types of violence in all the scale items "once or twice" and at least one scale item "several times" during high school. The level of exposure to community violence during high school on the part of these first-year college students was similar to the level of exposure of other inner-city high school students (Rosenthal, 2000; Singer, Anglin, Song & Lunghofer, 1995). The data, then, are consistent with the first assumption (that adolescents living in urban areas have considerable exposure to community violence).
The mean score on the psychological distress scale was 54.3, with a standard deviation of 16.5. The distribution of scores was positively skewed. The scores covered essentially the entire possible range of the scale-from 25 to 98. The mean score on psychological distress for this sample was slightly higher (roughly one-third standard deviation) than the mean score for the nationally representative normative sample of adults. Approximately 15% of the sample of college students had scores that would be considered clinically significant (Briere, 1995).
The mean GPA for the sample in the first semester was 2.46 (on a scale from 0.00 to 4.00), with a standard deviation of .85; the mean GPA for those who completed the second semester was 2.24, with a standard deviation of .87. For both, the distributions were negatively skewed.
Of the 385 students who started the first semester, 273 (or 70.9%) also registered for the third semester. Of the 112 who had dropped out by the third semester, 13 did not finish the first semester, 41 finished the first semester but did not register for the second semester, 14 dropped out during the second semester, and 44 finished the second semester but did not register for the third semester.
Correlations Between Variables
The correlation between exposure to community violence and psychological distress was .27 (p < .01), with a medium effect size (Cohen, 1988). The correlation between these two variables in this sample is quite similar to that found in a previous sample from this population (Rosenthal & Wilson, 2001). The data, therefore, are consistent with the second assumption (that there is a relationship between exposure to community violence and later psychosocial adjustment).
The correlation between GPA and school persistence was .28 (p < .01); GPA accounted for only about 8% of the variance in persistence. GPA and persistence appear to represent quite distinct aspects of academic performance and should perhaps be considered separate variables when attempting to account for variance in academic performance. The correlations between exposure to chronic community violence during high school and both aspects of academic performance were not statistically significant: for GPA, the correlation with exposure to community violence was -.05 (p = .35); for persistence, it was -.06 (p = .28). Thus, the first hypothesis (that exposure to community violence is related to academic performance) was not confirmed by the data.
The correlation between psychological distress during the first semester and persistence into a third semester of college was -.13 (p < .01), with a small effect size (Cohen, 1988). Those students with high levels of psychological distress early in the first semester of college were less likely to persist into the third semester. The correlation between psychological distress and GPA was not statistically significant (r = -.09, p = .09). Thus, the data are mixed (as is the extant literature) with regard to the second hypothesis (that psychological distress is related to academic performance), and raise questions about the third assumption (that psychological distress impairs academic performance).
The results of these analyses did not differ when females and males were analyzed separately.
DISCUSSION
The findings are consistent with the causal chain model, specifically that the effects of exposure to community violence in high school on academic performance in college are mediated by psychological distress. The direct correlation between exposure and academic performance was not significant, but there was a moderate correlation between exposure to community violence in high school and psychological distress at the beginning of college, and a small correlation between psychological distress at the beginning of college and persistence into the third semester of college. On the other hand, the estimated indirect impact of exposure to community violence in high school on persistence in college (through psychological distress) was quite small, and the indirect impact on GPA was essentially zero. Thus, the total impact of exposure to community violence on academic performance in the first year of college (direct impact plus indirect impact) appears to be rather trivial. These findings should provide some reassurance to those who are concerned about general long-term effects of exposure to community violence in high school.
From the perspective of attempting to understand persistence in college, the findings of this study are not quite so promising. The relationships between persistence and both GPA and psychological distress were statistically significant, but the effect sizes were small to medium (together, the two accounted for less than 10% of the variance in persistence). Lack of persistence in college among this population would seem to be not primarily either an academic or a mental health problem; the origins may lie in other arenas, such as economic circumstances or in a lack of valuing education (Rosenthal, 1998).
The lack of statistical significance for some of the relationships likely reflects the actual relationships within this sample and is not an artifact of the methodology. Lack of relationships can result from lack of reliability of measures or from truncated distributions on the variables or from using small samples (Pedhazur, 1997). But the reliabilities of the scales used in this study were all above .87, indicating very low levels of measurement error. The distributions on the variables of distress and GPA covered almost the entire possible range of scores for the instruments, and the distribution on exposure to community violence (i.e., standard deviation) was quite substantial; thus, the distributions were not truncated. The size of the sample (N = 385) provided substantial statistical power, detecting a relationship of r = .20 at the .05 level of significance 98% of the time (Cohen, 1988).
Nevertheless, the findings of the present study may be generalized only with caution. The sample was purposive rather than strictly representative; it was selected to maximize the relations being studied, and therefore focused on beginning first-year college students who had recently graduated from high schools in a large urban area and who tended to be members of minority ethnic and racial groups. On the other hand, the sample was large and quite diverse in terms of other demographic variables. This sample was similar, with regard to exposure to community violence and levels of psychological distress, to samples from three other public, urban, four-year colleges (Rosenthal, 2002).
The findings regarding the relationship between psychological distress and GPA are consistent with the few empirical studies reported in the literature. Perhaps the best interpretation of the findings of this study, with regard to the lack of substantial relationships among exposure to community violence in high school, level of psychological distress at the beginning of college, and academic performance during the first two years of college, is that they are a reasonable, tentative first approximation of these relationships.

Request for Dr. O!!

I have made orders in the past, which you may remember. I had Dr. O lined up to do a project and had lengthy communications about the project, and was cancelled at the last moment. I have made a new order. Of course this is last minute. It is fine if Dr. O will indeed handle this, however I need your additional supervision to make sure I don't get cancelled again at the last moment.

What I'd like you to please do, is to make sure that I get a writer familiar with Epidemiology and researching, has access to professional nursing journals and other professional journals, and is willing and able to do this paper within the week.
I will need you to email me by Monday afternoon, or call me regarding this if possible because I am stuck out in a rural setting and have very limited use of email. I must drive 20 miles, and the hours at the public library are very limited. My shifts are 12 hours, so I may have to call you back as I cannot leave my phone on while treating patients.
Thanks for you help.
Rabbit

Once I have the order number, I will email the articles/studies I have pulled.

THE ORDER:

Dear Writer,

Here is a new assignment that I'd like you to work on for me. I am hoping this explains well my needs. The information is mostly from public websites such as the CDC (Center for Disease Control), or State of Idaho Vital Statistics. You will need access to professional nursing journals to retrieve articles that should be referenced in the paper. Graphs etc. can be cut and pasted in the appropriate areas. I have attached some articles and studies that may be of use. There is much more out there, however I cannot get to them from the public computer in this rural town I am working in currently.


Epidemiology Paper 10 pages

My comments on thought for this paper are in italics.

Epidemiology is the study of factors which influence the incidence, distribution and control of disease, defects, disability and death. The prevention or control of any condition which affects large numbers of people is dependent upon study of these factors and determination of the point at which intervention will be both feasible and effective.

We will be studying adolescent suicide to gain experience in the epidemiological methods of studying a health problem, and to appreciate the role of the community health nurse in intervention.

1.The Problem: Male adolescent suicide in Idaho

I need a 10 page paper following the guidelines below:

a. an introductory paragraph including the statement of the problem. Include a researchable nursing hypothesis that can be derived from this study.

Hypothesis: Suicide prevention programs will decrease the number of suicides in male adolescents in Idaho.

b. Characteristics of the group affected (age, sex: Male, adolescents) (hanging, guns, jumping)

c.Conditions responsible for the problem, (economic, geographical, sociological, physical, environmental,, etc). This would include all of the prepathogenesis period. A diagram may be helpful in describing the conditions responsible for the problem.
depression, high risk groups such as those exposed to drugs and alcohol, violence, family history( kids more likely to commit suicide if a parent has successfully completed suicide)

d. Incidence of the problem in the community (Idaho), How many does the problem affect?)
1.Compare the incidence in the state and in the nation. CDC website, and State of Idaho, vital statistics) is a source for this info.
2.How does the problem affect the community (disruptions resulting from the problem), Problem effects: families need to know where to go for suicide prevention
3.Discuss trends in the incidence of the problem (local, state, and national) You can use graphs here. go to Idaho vital statistics, and the CDC
e. Suggest a program for intervention that would be feasible and effective, and test the hypothesis. Google this, there is lots of national programs. (where could the epidemiological triad be best interrupted?) What community facilities are available and could be used? (Churches, community building etc.)How would the community at risk be identified and included in a control program? This would include the pathogenesis period.

1.Review the differences among Primary Prevention (suicide prevention to the general population, schools, parents); Secondary Prevention (target high risk groups, kids using drugs & alcohol etc.); Tertiary (intervention after a suicide attempt).

2.State interventions under each level of prevention that would improve the status of the male adolescent suicide.
3.What are the nursing implications ? the nurse's role in relation to the program?

Suggest methods of evaluating the program. Google this ?evaluation of suicide prevention programs?

4.Conclude with a summary paragraph.

References: should include a minimum of 2-3 reseach articles, and 3 professional nursing journals, and other professional journals. Textbooks are acceptable, but not as total sources. Please indicate the research articles with an asterisk on the reference list.
Attach all literary sources/articles used in the reference list. I don't need the actual textbook if used, the reference will suffice.


Email access is 20 miles away and only during library hours, which in this small town are very limited. If you email I may not receive questions until too late. I'd like to get this completed project by June 24 if possible.

Thanks for your help. If you think this is more than you'd like to perform, please make sure it gets the attention of customer service immediately.

Rabbit

I have the trailer needed to complete this order - [email protected]

We will offer more money for this one!!

Email [email protected] for the source.

Hi

Can you help with this?

I worked with another student to editing produce a film trailer but we have to produce our own write-up/report of 2500 words.

The situation is that we were given thirteen minutes of film which was edited from the film ?A Touch of Evil?. The brief was to produce a one and a half minute trailer from the piece of thirteen minute film, which we did.

Neither I nor my colleague had any previous knowledge of how to use the editing software which was Adobe Premier Professional although we both had good knowledge of Windows XP.

Our only knowledge of editing was what we read from lecture notes and books on previous sessions via the Internet.

We attended on three sessions at the University. On the first session we watched the film A Touch of Evil. On the morning of the second session we watched a critical review of the film which lasted about fifteen minutes. After this we were put into groups and given instructions on what we had to do - this included how to use the software. We were also given the thirteen minutes edited version of the film.

We spent the rest of all that day and half of the following day producing the trailer.

We tried to create a trailer which incorporated ? as best we could - all the elements of a good trailer.


One of the things that I would like to do as part of this report is to add a shot from the trailer

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I will e-mail you the trailer I/we made.


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The following is an example of one student?s work from a previous year:

`Touch of Evil' Film Trailer

The process of constructing our trailer involved continual oscillations in our focus between the various stylistic, structural and functional objectives we wanted our sequence to satisfy. It was the tension between these elements vying for dominance in the creative decisions plus our desire to make a unified whole through which these separate strands would interact to evoke meanings that was one of the most challenging aspects of making the trailer. A crucial question, not 'unlike that in writing this report, was where to start: how to find an initial route in amongst the various qualities and considerations in our minds; which of these strands should take priority in shaping each editing decision.

On a stylistic level we wanted the editing and images to perform both aesthetic and functional roles in contributing to the showcasing of the film. We wanted to incorporate editing techniques that would be aesthetically pleasing or arresting in their own right, such as match or contrast of graphic features, but also that would contribute to the meanings and mood of the sequence they were part of. Our concerns for the rhythmic relations between shots pulled in several directions. We wanted to construct a rhythmic pattern that would contribute to the shape of the trailer as a whole, would reflect the mood and meanings of specific parts of the sequence, and would respond to the musical features of the soundtrack.

A central question on which several other issues hinged, such as the temporal and spatial relations between shots (Bordwell and Thompson, 2001), was that of the narrative structure of the trailer: the degree to which the editing should contribute to the audience's perception of continuity and linearity between shots on the one hand and, on the other, the degree to which it should disrupt the development of linear narrative (for example, through disjunctive edits that break conventions of continuity editing).

It was the function of the trailer (in promoting the film to a modern mixed audience) that guided us through these issues and gave the foundations for shaping our editorial decisions. We sought on the one hand to convey information about the film's genre, style, mood, characters and stars and hint at themes and narrative and, on the other hand, to leave open ambiguities. We wanted to highlight the `classic' status of the film and convey its film noir style and yet portray it as appealing and relevant to a contemporary audience. We aimed to draw the viewer in by leaving unanswered questions about the plot, about the characters, their roles in the narrative and relationships with one another. This quality of ambiguity and uncertainty was also in line with the mood and themes we wanted to communicate. We identified key themes from the film that we were interested in exploring in the trailer: uncertainty, mistrust, betrayal and loyalty; the boundaries between reality, illusion, dream and insanity; questions of guilt, collusion, corruption, accusation and entrapment; and notions of future and fate, control and responsibility versus chance. This sounds like a demanding agenda. However, the images we had available to us were already potentially rich with many of these notions and we wanted to arrange them in a structured way to communicate them.

The function of a trailer is not to tell a story in completeness but to introduce enough of the elements and promise of a story waiting to be told to attract the audience. The trailer variously uses continuity conventions and montage effects to create a structure that moves back and forth between providing a sense of linearity and continuity and then jolts away from the emerging narrative through use of disjunctive and discontinuous cuts. In this way it establishes itself as part of a trailer genre, which bears similarities to other non-narrative forms such as music video. This trailer shares some qualities with music videos. For

example: time and space are unveiled incompletely and unpredictably; editing plays a more salient role than in Hollywood film, sometimes surprising the viewer with an unexpected or disjunctive cut, or drawing attention to visual or rhythmic qualities of the edits; the viewer is required to `fill in the gaps' of incomplete information.
However, there are also some notable differences between the use of editing in the trailer and that of music video, largely relating to the role of narrative. In the case of the trailer, more demands are made on conventional continuity editing techniques and narrative-based classical montage effects than is usual of music videos, although these techniques are generally used in ways that violate certain conventions of Hollywood film. The audience's knowledge of the role of character, of links between events in linear narratives and their knowledge of the syntax of both conventional Hollywood film and of the trailer genre is exploited through a readiness to construct connections and meanings between shots in a sequence. Chains of continued relationships are implied between images and events. Montage is used in a variety of ways: at some points the Kuleshov effect is employed to suggest continuity of space and time (for example, the shot/reverse shot between Orson Welles with rope and the sleeping Janet Leigh). At others, classical montage, in line with Eisentein, implies connections and signification between images. At other points, modernist montage style is employed, similar to that of Goddard, through the use of disjunctive edits that pull away from any narrative structure, into a discontinuous flow of imagery. In the following discussion I will draw on specific editing examples in the trailer to illustrate these ideas.
In the opening sequence meaning arises through the tension between employing and violating continuity conventions of Hollywood film. The opening shot is of Janet Leigh and Charlton Heston embracing. While the primary role of such a shot is to introduce the characters, their relationship and the stars that play them, the absence of sound at this point gives rise to an effect of eerie silence which contrasts with the traditional meanings we might expect to be evoked by such an image (notions of romance and love). Instead the characters appear distant and the scene unreal, as though a memory or dream.
This dissolves to the image of Janet Leigh standing alone outside the deserted motel. A smooth transition between the shots is achieved through use of the slow dissolve and the graphic match of the screen position and outline of the figure of Janet Leigh in the two shots. Both the match of Janet Leigh's figure, and the dissolve, act as continuity prompts, taking us through the jump in time and place between shots. In Hollywood editing language, a dissolve frequently signifies a time lapse (Bordwell and Thompson, 1993) and the graphic match of Leigh's figure in the two shots highlights that she is the same character, now at a later point in time. The contrast in the situation and in the emotional state of Leigh's character in each of the two shots combine with these devices to set up questions concerning the events of the intervening period. Why is she now alone? What has happened in the interim? What is the significance of her apparent exhaustion?
The introduction of the foreboding music also contributes to the sense of a developing narrative and questions concerning it. The opening bars of Portishead's `Cowboy' are a hightoned insistent pulse that conveys a sense of looming menace. This music and the panning upwards of the camera to the view of the horizon seem to forewarn of perils ahead, giving the audience warnings of which the character herself is un- aware. Again, this hints at a continuous chain of events, this time by drawing links to future unknowns, rather than past ones.

Set against these continuity prompts are violations of Hollywood syntax of shot functions, this short sequence being almost an inversion of the conventional order of types of shots. In Hollywood film an extreme long-shot is typically used to establish the context of a new scene (Vemallis, 2001), with the camera then moving in closer as we get to know more about the characters and their relationships, and the close-up relating something intimate about the character. Contrary to this, the trailer begins with a medium shot of Heston and Leigh in an intimate embrace, leaving their surrounding space undisclosed. Then we move further out to a medium to long shot of Leigh, and then gradually pull back to an extreme long shot of the surrounding countryside. It may be through an implicit knowledge of such conventional functions of long-shots that the shot of the horizon provokes questions about future events.
For the soundtrack we opted to use the Portishead track rather than original music from the film to appeal to a modern audience and because of its evocative quality of baleful and moody cynicism.
The abrupt cut to the exploding car fits with a distinctive musical chord that marks a transition in the structural features of the music, thus also signifying a transition within the trailer. We have already been introduced to the characters and to questions about their situation and here the drama begins. The graphic, temporal and spatial disconnectedness of this cut draws attention to the production materials of the trailer, distancing the audience from any narrative and allowing more self-reflexive meanings regarding the function and aesthetic of the trailer and qualities of the film to come to the fore. The billowing smoke from the explosion bears graphic similarities to the clouds of the previous shot, juxtaposing life sustaining nature with human destruction.
A conventional use of the Kuleshov effect in the next cut suggests the people are running in response to the explosion. Here the within-frame movements of people running appear to respond to the faster rhythm of the music - sometimes in the same tempo and sometimes as a counterpoint - and the music takes on a quality suggesting that dark forces already abound.
The slow dissolve to Orson Welles' face functions at more than one level. At the narrative level, the fade of the alarmed people running on to Welles' laughing face employs classical montage to arouse the viewer's suspicion of his role in the catastrophe that just occurred. This is a powerful way of introducing this character and implies causal relationships between shots that contribute to a sense of narrative while still leaving ambiguities and maintaining the stylised non-linear form.
Superimposing Welles' face on to images of the action of the film not only implies his role in contriving events at the level of the trailer's narrative, but also refers to Orson Welles the film-maker and actor. For viewers with the background knowledge, his dark laughter can be seen as referring to Welles the dissident, rebelling against the studio's conventional desires for the film at the time. This is particularly pertinent if the trailer were to accompany the version re-edited in line with the requests of Welles' famous memo, thus his dissolving image can be seen to represent Welles' vindicated ghost.
This shot also had a role in the structure of the trailer in marking the beginning of a sequence of shots that question the culpability of each character. In considering the themes of uncertainty, trust and mistrust, betrayal and corruption, we decided to put together a sequence of shots that would imply the guilt of each character followed by a sequence in which each of

these characters was again portrayed as victims. We separated the two types of sequence with the image of a hand swiping cards across the table. This conjures up notions of chance, luck and fortune telling, and in the absence of dialogue and linear narrative, may take on a role as an image-based `language', possibly as the visual equivalent of Detrich's original words `your future is all used up'.
The pace of the editing increases as we move into these sequences and the development of narrative is curtailed as the edits become more disjunctive and ambiguous. The flow of imagery becomes more focused on evoking mood and associative meanings. For example, the image of the spotlight conveys notions of espionage or searching for a culprit.
Janet Leigh's character plays a more prominent role in this sequence than do the other characters introduced. She has already been introduced to the audience as a central character, as has the importance of her relationship with Charlton Heston's character. Here however her role and true alliances are thrown into question. She is seen in the background reflection of the mirror when we see Grandi (who may be perceived to have a sinister role due, in part, to the implied connection with Welles' character through contiguity of these and also to his posture); and the image of her running desperately into the spotlight follows the shot of a hand grasping for a gun under the bed suggesting a link between these two images and her possible collusion in sinister affairs.
Connections are indicated between the recurrent image of Leigh's feverish sleep and the events portrayed in the surrounding shots. This is enhanced by the use of the dissolve, which appears to imply her dreaming and/or remembering these events. The images of her disturbed sleep may suggest a guilty conscience or a dilemma. For example, the dissolve from Leigh in the spotlight to the image of her tossing in nightmarish sleep may imply either a reliving of the experience or an anxiety-driven dream of what could happen. This sequence of stylised, associative edits is interrupted by a more conventional use of the Kuleshov effect through shot/reverse shot (Bordwell, 1993, chapter 7) by cutting between Welles standing with the rope and Leigh sleeping, apparently about to be strangled, thus putting her in the role of victim. Here a straight cut is used rather than a dissolve.
Following the image of the hand swiping the cards is a series of more abrupt cuts linking images of the individual characters shown as victims, backing away in fear from an unseen assailant. The space and time relations between these shots are clearly discontinuous, the content of the shots acting as the connecting feature and thus creating the theme of victim of unidentified horror and making the edits themselves a salient feature. The climax of this mini-sequence is a figure seen through the darkness smashing the window from within, attempting escape.
The classical montage devise shot/reverse shot is used to less conventional ends with an eyeline match between the window being smashed and Marlene Dietrich watching: following this we cut to the explosion, then the title `A touch of Evil' and back to a continuation of Marlene's gaze. This draws attention to the illusory effect of the edits by throwing into question what it is Marlene is looking at. Still at the smashed window? The explosion? The title? Back at us, the audience? It may be this device along with the relatively long duration of the slow-motion shot of her blowing smoke that gives this image significance. Her worndown unshockabiltity and steadfastness and the slow motion of her actions contrast with much of the drama and exuberant action in the shots that precede her. This calms the pace of the sequence bringing us to a sense of closure and re-stabilisation. This sense of resolution is

continued in the following closing shot of an unidentified body floating in water. At the graphic level, the visual features of the cigar smoke match, through the dissolve, on to the reflection on the water.
Closing the trailer with apparent equilibrium brings the trailer's structure in line with Todorov's narrative structure: equilibrium to disruption to new equilibrium. The trailer's structure can be seen as a loose abstracted reflection of the narrative trajectory of the film; for example, in referring to hinge-points in the film's narrative such as the explosion as the trigger for the events that follow. The sense of resolution at the finish of the trailer is itself, however, only illusory since it opens more questions and uncertainties than it answers, and so is, we feel, an appropriate end-point to our trailer.
Being novice editors, the process of constructing the trailer allowed us to explore using concepts of editing for the first time. The use of non-linear digital editing software not only shaped our experience of editing but also enhanced our learning of editing concepts due to the increased efficiency and flexibility of the process and the opportunities to experiment. Our creative decisions were informed from two directions: on one hand we used our developing technical skills and knowledge of what the software would allow us to do to mould our decisions; on the other hand, we were discussing and imagining the effects we wanted to end up with and working back from this vision, grappling with the technology in attempting to realise our ideas. Thus the software in some ways acted to scaffold and shape our ideas and, in others, was a vehicle with which to realise our vision, occasionally limiting our possibilities. As we became more familiar with the technology, our planning was able to incorporate its abilities and limits, and we were more able to anticipate what we could do. With more experience we also became more adept at anticipating what effect a specific editing decision would yield and thus we were able to shape our ideas more swiftly and smoothly, with less need for a `trial and error' strategy.
One technical difficulty we had was in manipulating the soundtrack. We wanted to be able to separate out the different strands of sound on the sound track - both on that of the original film footage soundtrack and on the Portisheads tracks - in order to split the characters' speech from the music and the singing voice from the instrumental of the Portishead music. We also initially hoped to control the speed of the sound track more easily (manipulating the rhythm of music, for example) so as to blend two music tracks together more smoothly. This would have allowed us to accomplish our initial aim of changing to a different music track partway through the trailer in order to achieve a better fit with the changed the tempo of the trailer. The simple fade in/fade out functions we were using seemed a little crude and the resulting shift in music jarred and failed to give the intended effect.
An unexpected difficulty due to a bug in the software meant that, following our attempts to change the music track, we were unable to revert back to our alternative plan to fade the `Cowboys' track out at the end and to have the original film's soundtrack accompanying Welles' character floating in the water. In an attempt to recreate the sound of the lapping water we instead inserted a `rain' sound available on the Movie programme.
The experience of creating the trailer enhanced our understanding of the way in which the qualities of a sequence can be manipulated for desired effects and how various types of narrative structure can be created from this. The process also highlighted how little information is needed in order for the audience to begin `filling in the gaps' to construct ideas about a narrative. It revealed to us the appeal for the audience of being presented with

ambiguities and the excitement and viewing pleasure that results from the challenge of piecing these ambiguities together. Constructing the trailer therefore further enriched our understanding of the ways in which meaning can be made in putting together moving image and such learning experiences would also apply in school teaching of digital editing.
References
Bordwell, D. and Thompson, K. (2001) Film Art: An Introduction, London: McGraw-Hill, 6`h ed.
Bordwell, D. and Thompson, K. (1993) Film Art: An Introduction, London: McGraw-Hill, 4`h ed.
Burn, A. and Reed, K. (1999), `Digi-teens: Media Literacies and Digital Technologies in the Secondary Classroom', English in Education Vol. 33, No.3
Vernallis, C. (2001), `The kindest cut: functions and meanings of music video editing' Screen vo1.42, no. l
Web References:
Film Education (2001) http://www.filmsttidies.co.uk/teachers/docs/FS1 pdf
Gates, K. Interpretation and the Cinema http://members.locos.co.uk/kevgates/interpretation.htm
Watts, D. (2001). A critical comparison of the narrative structure of "Star Wars" and "Un Chien Andalou"' http://www.frame24.co.uk/articles/chienandalou.html


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Some Notes!


What is editing? Bordwell and Thompson
Film Art (Bordwell and Thompson, 2001), probably the most authoritative book on film form, starts its section on editing with a deceptively simple definition: `Editing may be thought of as the coordination of one shot with the next.' This has percolated into definitions of editing that feature in Media and Film Studies textbooks. Price (1993, p.242), for example, says that editing `structures narratives, shapes screen time, and thus creates meaning'. In the glossary of their Media Student's Book (2003), Branston and Stafford define editing as the `sequencing of text, images, and sounds.' And Susan Hayward, at the start of a comprehensive listing on editing in Cinema Studies: the key concepts (2000), calls it `literally how shots are put together to make up a film'. Both Hayward and Graeme Turner (1993) connect (or confuse?) editing with montage - a term with a more specific meaning than broad editing (see Session 2). Elsewhere, editing tends to elide straight away into `continuity editing', a system of sequencing shots that has come to dominate mainstream, if not Hollywood, film and television production. This reflects maybe not just the predominance of this form of editing in western moving image culture, but also its appearance on exam specifications in this country.

Phillips (2000, p.36) says `Editing combines the images of the mise en scene, thus determining the order and frequency with which we see them. Editing exploits the natural tendency of the human brain to `make sense'. We see a set of images in an edited sequence and immediately, automatically, set to work, making meaning out of them by establishing links and connections'. What Phillips' definition adds is the sense that the edited sequence, and the editor, works in collaboration with the viewer; the edited sequence doesn't create meaning on its own, but in interaction with our expectations, foreknowledge, experience of film grammar, attentiveness etc.

Editing in education
Because the focus of this course is ultimately a practical exploration of " editing, and by proxy at that (i.e., because the emphasis is on how students might use editing technology), it is important to think of editing in terms of the functions it may perform in education. This will need to be tentative, as editing in schools is a relatively recent development, and little is yet known about it. The most obvious functions, however, are:
? Vocational Tonal - a simulation of the craft of editing, premised on its value as an introduction to the practices of media industries
? Analytical - a practical way of understanding the meaning-making practices in moving image media, for the purposes of studying such practices (in specialist media or film courses, for instance)
? Expressive - a use of editing (and moving image media in general) as a creative medium
? Literacy-based - a use of editing to develop `media literacy' - which might include the ability to operate the "language" or "grammar" of the moving image.


Physically, in industrial (i.e. in film and TV) terms, editing is a key part of post-production, after the basic footage, rushes, coverage, have been filmed. Often more filming happens afterwards - gaps are filled, sequences re-shot, alternatives filmed. The purpose of editing, at this stage, is to produce a text, complete according to a design - the conception of a single author, or director, or of a team of people. The design may, rarely, have been prepared completely before editing, even before filming. The director Alexander Mackendnck allegedly filmed The Sweet Smell of Success according to a meticulous design that meant that the studio couldn't interfere and re-edit the film using discarded master shots or `coverage'. This level of detailed preproduction design is rare, however. Traditionally the practice is to overshoot footage and then design and compile the film in the `cutting room'.


Different editing styles/different types of text

Different editing styles
-------- different ways in which editing functions in different kinds of text: in drama or fiction films; in adverts and music videos; in title sequences and trailers; and in documentary. But a higher order distinction pertains between different styles of editing. These styles will relate to the type of text and its practical function, but also to ways of representing the world. The most important stylistic traditions to mention here, perhaps, fall into two main categories.
Montage is the style developed by early Russian theorists and filmmakers, in particular Sergei Eisenstein. The importance in montage was the meaning generated by the conjunction of two shots, rather than a meaning inhering simply in one or the other. This highly formalistic style assumes that meaning is not simply `out there' in the world, waiting to be recorded, but is actively constructed by juxtaposition, and by the inferential work of the spectator. The relation to the real world, then, is very much that reality needs to be interpreted and composed, and that it does not need to look like the world in any simple, analogical way.
There are other, overlapping, definitions of montage. One sense is, loosely, `an impressionistic sequence of images'. Another use of the word, quite specific this time, comes from the classic Hollywood studio era, when film sequences that functioned as extended ellipses were referred to as `montages'. Where we use the term montage in these materials it will be to refer either to `impressionistic sequence', or the Eisenstein version.
Continuity editing is the style developed by classical Hollywood film. Its purpose, unlike montage, is to secure a convincing impression of naturalism, by using editing to build an apparently seamless viewing experience for the spectator. This style emphasizes coherent links between shots which establish continuity of space and time, so that, for instance, the eye line of a character looking out of shot matches up with the angle at which the object or person viewed is seen in the next shot, or a character moving out of shot will be seen moving in the same direction in the next shot. Paradoxically, continuity editing is just as much built out of a fragmentation of space and time as is montage - the difference is in its effort to create the illusion of continuity, where montage plays upon surprising juxtapositions.

Needless to say, there are countless variations on these themes, including many stylistic breaks with the continuity tradition, most famously by the directors of the French `New Wave' cinema in the 60s. For our purposes, the important thing is to identify editing styles in quite specific ways, relating them to the types of text, the functions of these texts, and their aesthetic nature, and the kinds of knowledge and experience of editing that texts assume their audiences can read.


Music videos and adverts
Editing has a different role in the making of music videos or adverts. The major purpose of a music video is to `sell' a song, and a performer, and it does this by creating visual analogues or accompaniments to the music track. Because the emphasis is on marketing the song, it is important, as Carol Vernallis points out, that no single element dominates a video; the images must be compatible with the music, but not overwhelm it. Even so, sometimes music videos are mini-narratives, or showcase the performer, but basically the purpose is to make an almost viscerally appealing piece of film, in which music and image tracks enhance and reinforce each other, and stimulate an emotional response in the viewer. Editing then becomes a case of pacing the attention of the viewer, provoking emotional or visceral responses, and of combining images and music appropriately.
The relation of shot to shot: Editing
Since the 1920s, when film theorists began to realize what editing can achieve, it has been the most widely discussed film technique. This has not been all to the good, for some writers have mistakenly found in editing the key to good cinema (or even all cinema). Yet many films, particularly in the period before 1904, consist of only one shot and hence do not depend on editing at all. Experimental films sometimes deemphasize editing by making each shot as long as the amount of film a camera will hold, as with Michael Snow's La Region centrale and Andy Warhol's Eat, Sleep, and Empire. Such films are not necessarily less "cinematic" than others that rely heavily on editing.
Still one can see why editing has exercised such an enormous fascination for film aestheticians, for as a technique it is very powerful. The ride of the Klan in The Birth of a Nation, the Odessa Steps sequence in Potemkin, the hunt sequence in The Rules of the Game, the shower murder in Psycho, the train crash in La Roue, diving sequence in Olympia, Clarice Starling's discovery of the killer's lair in Silence of the Lambs, the tournament sequence in Lancelot du Lac - all of these celebrated moments derive much of their effect from editing.
Perhaps even more important, however, is the role of editing within an entire film's stylistic system. An ordinary Hollywood film typically contains around a thousand shots; a film centering on rapid action can have two thousand or more. This fact alone suggests that editing strongly shapes viewers' experiences, even if they are not aware of it. Editing contributes a great deal to a film's organization and its effects on spectators.

WHAT EDITING IS
Editing may be thought of as the coordination of one shot with the next. As we have seen, in film production a shot is one or more exposed frames in a series on a continuous length of film stock. The film editor eliminates unwanted footage, usually by discarding all but the best take. The editor also cuts superfluous frames from the beginnings and endings of shots. She or he then joins the desired shots, the end of one to the beginning of another.
These joins can be of different sorts. A fade-out gradually darkens the end of a shot to black, and a fade-in accordingly lightens a shot from black. A dissolve briefly superimposes the end of shot A and the beginning of shot B. In a wipe, shot B replaces shot A by means of a boundary line moving across the screen, as in Seven Samurai. Here both images are briefly on the screen at the same time, but they do not blend, as in a dissolve. In the production process, fades, dissolves, and wipes are "optical effects" and are marked as such by the editor. They are typically executed in the laboratory.
The most common means of joining two shots is the cut. In the production process a cut is usually made by splicing two shots together by means of cement or tape. Some filmmakers `cut' during filming by planning that the film will emerge from the camera ready for final showing. Here the physical junction from shot to shot is created in the act of shooting. Such "editing in the camera," however, is rare and is mainly confined to experimental and amateur filmmaking. Editing after shooting is the norm. Today much editing is done by means of video transfers stored on discs or a hard drive, so that the cuts (or edits, in video terminology) can be made without touching film. Nevertheless the final version of the film will he prepared for printing by cutting and splicing the negative footage.
As viewers, we perceive a shot as an uninterrupted segment of screen time, space, or graphic configurations. Fades, dissolves, and wipes are perceived as gradually interrupting one shot and replacing it with another. Cuts are perceived as instantaneous changes from one shot to another.

from Film Hrt, Bordwell and Thompson, Mcgraw-Hill, 2001, Chapter 8
Consider an example of cutting, four shots from the first attack on Bodega Bay in Alfred Hitchcock's film The Birds:
1 . Medium shot
2. Medium close-up.
3. Extreme long shot.
4. Medium close-up.
Each of these four shots presents a different segment of time, space, and pictorial information. The first shot shows three people talking. An instantaneous change - a cut - shifts us to a medium close-up shot of Melanie. [....] In the second shot, space has changed (Melanie is isolated and larger in the frame), time is continuous, and the graphic configurations have changed (the arrangements of the shapes and colors vary). Another cut takes us instantly to what she sees. The gas station shot presents a very different space, a successive bit of time, and a different - graphic configuration. Another cut returns us to Melanie, and again we are shifted instantly to another space, the next slice of time, and a different graphic configuration. Thus the four shots are joined by three cuts.
Viewers sometimes assume that films are shot with several cameras running simultaneously, and that editing is principally a matter of picking the best shot to show at a given moment. Some big-budget films do employ this multiple-camera technique. Sometimes a filmmaker will use several cameras to capture a performance from several different angles and distances; such was the case with Marlon Brando's scenes in Apocalypse Now. Contemporary filmmakers may employ an "A" camera for a master shot and a "B" camera for closer views, as James Cameron frequently does. More often, multiple-camera shooting is used for recording spectacular or unrepeatable actions: explosions like the one in the opening of Lethal Weapon or stunts like Jackie Chan's slide through several stories of department store decorations in Police Story.
Nevertheless, throughout film history, most sequences have been shot with only one camera. In The Birds scene, for example, the shots were taken at different times and places - one (shot 3) outdoors, the others in a sound stage (and these perhaps on different days).
A film editor thus must assemble a large and varied batch of footage. To ease this task, most filmmakers plan for the editing phase during the preparation and shooting phases. Shots are taken with an idea of how they will eventually fit together. In fiction filming, scripts and storyboards help plan cuts, while documentary filmmakers often frame and film with an eye to how the shots will be cut.

DIMENSIONS OF FILM EDITING

Editing offers the filmmaker four basic areas of choice and control:
1. Graphic relations between shot A and shot B
2. Rhythmic relations between shot A and shot B

from Film Art, Bordwell and Thompson, Mcgraw-Hill, 200 1, Chapter 8

3. Spatial relations between shot A and shot B
4. Temporal relations between shot A and shot B
Graphic and rhythmic relationships are present in the editing of any film. Spatial and temporal relationships may be irrelevant to the editing of films using abstract form, but they are present in the editing of films built out of non-abstract images (that is, the great majority of motion pictures). Let us trace the range of choice and control in each area.
Graphic Relations between Shot A and Shot B
The four shots from The Birds may be considered purely as graphic configurations, as patterns of light and dark, fine and shape, volumes and depths, movement and stasis - independent of the shot's relation to the time and space of the story. For instance, Hitchcock has not drastically altered the overall brightness from shot to shot. But he could have cut from the uniformly lit second shot (Fig. 8.6, Melanie turning to the window) to a shot of the gas station swathed in darkness. Moreover, Hitchcock has usually kept the most important part of the composition roughly in the center of the frame. (Compare Melanie's position in the frame with that of the gas station in Fig. 8.7.) He could, however, have cut from a shot in which Melanie was in, say, upper frame left to a shot locating the gas station in the lower right of the frame.

Hitchcock has also played off certain color differences. Melanie's hair and outfit make her a predominantly yellow and green figure, whereas the shot of the gas station is dominated by drab bluish grays set off by touches of red in the gas pumps.

Alternatively, Hitchcock could have cut from Melanie to another figure composed of similar colors. Furthermore, the movement in Melanie's shot - her turning to the window - does not blend into the movements of either the attendant or the gull in the next shot, but Hitchcock could have echoed Melanie's movement in speed, direction, or frame placement by movement in the next shot.

In short, editing together any two shots permits the interaction, through similarity and difference, of the purely pictorial qualities of those two shots. The four aspects of mise-en-scene (lighting, setting, costume, and the behavior of the figures in space and time) and most cinematographic qualities (photography, framing, and camera mobility) all furnish potential graphic elements. Thus every shot provides possibilities for purely graphic editing, and every cut creates some sort of graphic relationship between two shots.

At one level we perceive all film images as configurations of graphic material, and every film manipulates those configurations. Indeed, even in a film that is not pure abstraction, graphic editing can be a source of interest to filmmaker and audience.

Graphics may be edited to achieve smooth continuity or abrupt contrast. The filmmaker may link shots by graphic similarities, thus making what we can call a graphic match. Shapes, colors, overall composition, or movement in shot A may be picked up in the composition of shot B. A minimal instance is the cut that joins the first two shots of David Byrne's True Stories. Similarly, in the "Beautiful Girl" song in Stanley Donen and Gene Kelly's Singin the Rain, amusing graphic matches are achieved through dissolves from one fashionably dressed woman to another, each figure posed and framed quite similarly from shot to shot.

More dynamic graphic matches appear in Akira Kurosawa's Seven Samurai. After the samurai have first arrived at the village, an alarm sounds and they race to discover its source. Kurosawa cuts together six shots of different running samurai, which he dynamically matches by means of composition, lighting, setting, figure movement, and panning camera movement.

Filmmakers often call attention to graphic matches at transitional moments. Such precise graphic matching is relatively rare. Still, an approximate graphic continuity from shot A to shot B is typical of most narrative cinema. The
from Film Brt, Bordwell and Thompson, Mcgraw-Hill, 2001, Chapter 8

I need to brief seven court cases and answer a couple specific questions. I have been given sites that are useful in locating these types of cases-
1. http://findlaw.com/casecode/
2. http://www.landmarkcases.org/
3. http://supct.law.cornell.edu/supct/index.html

Each brief should be 1 to 2 pages, so that is why I have indicated a total of 14 pages. It may be a little less.

1. Business Case (This has to be a specific case, Texas Vs. Johnson @ at http://www.landmarkcases.org/texas/home.html)
Needs to be in this format:
Facts, Issue, Ruling, Analysis, Minority Rationale, Comments and then answer what state did this originate, how long has the case been in the litigation process (how many years), What is jurisdiction in relation to this case?

2. Real Properties Case
Needs to be in this format:
Facts, Issue, Ruling, Analysis, Minority Rationale, Comments. Required follow up questions...Owning real property does not mean that all rights are protected. Show two examples of where rights are limited in the ownership of land or property. How do servitudes and easements get into place? How can they be protected? Why is this important?

3. Intellectual Properties
Needs to be in this format:
Facts, Issue, Ruling, Analysis, Minority Rationale, Comments. Answer these specific questions, What is the difference between copyrights, trademarks, and patents? Why is the title to real property permanent, whereas some intellectual property is limited in the time that it is protected?

4. Business and the Bill of Rights
Needs to be in this format:
Facts, Issue, Ruling, Analysis, Minority Rationale, Comments. Answer these specific questions, What is the major difference between business speech and polital speech? Closely regulated industries are not afforded all Fourth AMendment guarantees against unreasonable search and seizure. Is this fair, or is it necessary to protect the greater good? After briefing this case on Business and the Bill of Rights do you feel that the rights of the business were protected or violated? Defend your position.

5. Administrative Agency
Needs to be in this format:
Facts, Issue, Ruling, Analysis, Minority Rationale, Comments. Answer these specific questions, Why does the agency exist? Describe the powers of this administrative agency. SHow an example of the kind of work it does. To whom, if anyone, does it report? Where do the legislative and judicial branches come into play with investigation and enforcement of this agency.

6. Torts Relating to Busines
Needs to be in this format:
Facts, Issue, Ruling, Analysis, Minority Rationale, Comments. Answer these specific questions, What kind of torts involve primarily business? Explain the concept of warranties; describe the different types and how they are applied to products. When is liability imposed? Are warnings on labels for dangerous items such as cigarettes or guns enough to protect these companies form liability or negligence cases?

7. Contracts
Needs to be in this format:
Facts, Issue, Ruling, Analysis, Minority Rationale, Comments. Answer these specific questions, consider the case you are briefing. What element of the contract was in dispute? How could this conflict have been avoided? What are other elements could have caused the contract to be illegitimate. Consider that the plaintiff won the case. What were other ways in which the plaintiff could have been remidied in court? What sort of contracts must be in writing before they are considered enforceable?

For the part below about an actual lived event from your past use being held up at gun point, its ok to be creative. Use whatever is easier if that is not. thanks

Moral Phenomenology
Background information and context: Most of the philosophers in the West reduce morality to a matter of rational, dispassionate reflection and decision-making (Kantianism and U.ianism). Although Eastern (and other) philosophers tend to emphasize social cues and norms (Confucianism), intuition (Taoism), and relations/emotions (care ethic), the role of the physical world and our body?s perceptions of it (sound, smell, sight, touch, taste) have been relatively ignored. This is largely because this senses are thought to be animal instincts ( and not the part of us that primarily engages us in ethics), and unreliable (e.g. blood may be morally relevant in a homicide situation, but not in a surgery, or in a Shakespearean tragedy).
?Sensibility theory? is the name for the belief that the ?good? and ?evil? are metaphysical realities inherent in the physical world and that our bodies and senses are epistemological tools that help us gather ?moral data?. Sensibility theory raises many intriguing questions: Is the body a primary and reliable ?data-gathering mechanism? for distinguishing a situation as moral? Do some things in the physical world have inherent moral import?such as blood, a scream, a cry, a corpse, a baby, etc. Have our bodies evolved to distinguish between sense-datums with and without moral import (a baby?s ?just making noise cry? vs their ?something is very wrong? cry). Do these things have immediate (a priori) and instinctual moral importance for us (as opposed to ?a posteriori? reflection ?where we can achieve mind over matter, or tell ourselves ?It?s just a movie?, or ?this is really happening?). Can we and should we train our bodies to be more or less sensitive ?moral perceivers?? Are some people better moral perceivers than others? Do some practices and relationships enhance/diminish our capacity for moral perception? What are the strengths and weaknesses of positing that humans have ?moral sensibilities?? Can it be a mistake to use the language of ?perception? in describing ethics?

Assignment:
This assignment consists of two parts, an active and written part. The objective of this assignment is for you to gain experiences that allow you to become more critically aware of the various components of ethical phenomena and experiences, and how they relate. You must also develop an argument for how you understand the role of the body in moral experience, and how bodily sensations are ideally related to our other abilities.

Part 1: Activity: A Moral Internship: To prepare for this assignment you must place yourself in a position to observe an event that you consider to be morally ?charged?, that is, that you feel raises questions about right and wrong for you. You should plan to actively seek out such a situation by going to a place that will provide ?moral data? for you to observe?some obvious suggestions might be: a courtroom, a police ride along, an emergency room, a hospital, the humane society, etc. Some less obvious suggestions (for the very sensitive only) might be a zoo, a grocery store (or Wal-Mart), a dump, etc. As much as possible, this part of the assignment should involve the activity of you visiting a physical place, in person (as opposed to the passive activities of watching a film, surfing the net, reading a book, etc.) You may draw upon an actual lived event from your past ONLY if a) it happened recently, b) it had a very strong impact on you, and c) your memory and bodily reactions to it are fresh. If in doubt, check with me.

Part 2. Writing Assignment: (3 pages minimum) You should include the following four components in your paper:
1) Opening statement (1 paragraph): Briefly describe the event and your overall position as a result of this assignment. (Your hypothesis and introduction).
2) Description of event (1 paragraph, or may be combined with the above paragraph): Where did you go, what did you perceive?
3) Analysis (1 page) : Analyze your ?internship? in terms of the following categories:
i) Bodily sensations (What did you see, smell, hear, etc.? Did these perceptions have immediate moral relevance to you?) For this part you should also refer to your in-class reflection on the ?Never Forget? short for comparison.
ii) Spirited reaction?Emotions (What did you feel?)
iii) Intellectual reaction. (What did you think? What did you know or not know?)
iv) Social elements (how did others react? Did their reaction inform your own? How did your own socialization and prior experiences influence your perception?)
v) How did these three elements inform one another? Did your thoughts inform your perceptions of vice versa?
4) Evaluation (your hypothesis) : (1-1/2 page) As a result of your experiment, argue either in favor of the sensibility theory or against it. Be sure to identify at least two reasons (premises) in favor of your stance, and anticipate one possible objection. (For example, an argument in favor of sensibility theory might note that our moral inclinations often change if we are physically immersed in a situation?one may be more prone to ?see a wrong in the world? in the act of eating a cheeseburger if one visits a slaughterhouse vs. a McDonalds. OR, conversely, an argument against the role of the body might emphasize the cultural nature of perception*, the fallibility of the senses, or the possibility to train oneself to selectively perceive events so that right/wrong is not ?out there? to be perceived in the physical world by the body as we do trees and other objects, but merely a social or emotional projection onto the physical world.

* An experiment that involved children from Mexico and the United States reveals the cultural nature of perception?all children were shown pictures of football players and Matadors in quick succession. Not surprisingly, when asked to report what they saw (what was really there) Mexiacn children said a matador, while American children said a football player.

essay questions:
1.Do constructivist approaches fundamentally challenge or complement rationalist approaches?

and 2.Do you agree with the following statement? 'Constructivist approaches are relatively static: Norm (or identity) perspective might be good at explaining the "continuity" (as opposed to "change") of international system.'

References :

1. Martha Finnemore and Kathryn Sikkink, "International Norm Dynamics and Political Change", International Organization, Vol. 52, No. 4 (Autumn 1998), 887-917.
2. Chu Yun-han, "Taiwan's National Identity Politics and the Prospect of Cross-Strait Relations", Asian Survey, Vol. 44, Issue 4 (July/August 2004), 484-512.
3. Audie Klotz, "Norms Reconstituting Interests: Global Racial Equality and US sanctions against South Africa", International Organization, Vol. 49, No. 3 (Summer 1995), 451-478.
4. Richard Price, "Reversing the Gun Sights: Transnational Civil Society Targets Land Mines", International Organization, Vol. 52, No. 3 (Summer 1998), 613-644.
5. John Gerald Ruggie, "What Makes the World Hang Together? Neo-utilitarianism and the Social Constructivist Challenge", International Organization, Vol. 52, No. 4 (Autumn 1998), 855-885.

Paper: Each student will prepare and submit a paper examining a discreet issue, event or concept that impacted the development of American society during this period. Each paper will be from 1500 to 2000 words and must contain at least three outside sources or references; the textbook does not count as an outside source.. Papers will be prepared according to the MLA standards.

US History 1301 This is the paper I wrote, but this teacher wants this paper on my own words!! and i guess he doesnt get that English is my second language! PLEASE READ THE NOTE I WROTE AT THE END FROM THE TEACHER AND FROM ME!!!! THANK YOU (ONE NOTE FROM PROFFESOR HE WANTS A SOURCE FOR THE FIRST PAGE WHERE IT TALKS ABOUT PRINCE HENRY ON THE FIRST PARAGRAPH!



According to historians, there is a valid argument for choosing the year 1441 as the year in which modern slave trade was, so to speak, officially declared open. In that year ten Africans from the northern Guinea Coast were shipped to Portugal as a gift to Prince Henry the Navigator, captured by Portuguese sailors. These ten Africans were brought back in triumph by a modest trading expedition commanded by the young prot?g? of Prince Henry named Antam Goncalvez. They had not, however, been captured for sale, but simply to be shown to Prince Henry in the same way that rare plants, exotic butterflies or tropical birds might have been shown.
By 1444 one of several subsequent expeditions brought back a bumper harvest of two hundred and thirty-five African men, women and children, except by the fact that families were torn apart, these early captives were well treated, baptized, and absorb into Portuguese households where they were petted and educated.
In the later decades of the fifteenth century, the emphasis seems still have been upon the saving of black souls by the conversions to Christianity. Their enslavement was, moreover, justified by tags from the Bible, most notably the curse Noah laid upon Canaan after the flood: that his descendants should be eternally subject to all the other races of the world. But soon this lofty motive, as lofty motives will, became confused and obscured by others, until in 1518 Charles V granting to the Governor of Bresa the monopoly of shipping four thousand African slaves a year to the West Indies.
While the year 1441 to 1444 were marked, as the beginning of the slave trade the most significant year in history is the year 1492, when Christopher Columbus discovered the New World. For the next three and a half centuries, and at ever-increasing momentum, the developments of the new territories across the Atlantic demanded millions upon millions of African slaves.
Before bringing millions of African slaves to the New World, lets not forget ?the white cargo?. Indentured servants first arrived in America in the decade following the settlement of Jamestown by the Virginia Company in 1607.
The idea of indentured servitude was born of a need for cheap labor. The earliest settlers soon realized that they had lots of land to care for, but no one to care for it. With passage to the Colonies expensive for all but the wealthy, the Virginia Company developed the system of indentured servitude to attract workers. Indentured servants became vital to the colonial economy.
These indentured servants typically worked four to seven years in exchange for passage, room, board, and lodging and freedom dues. While the life of an indentured servant was harsh and restrictive, it wasn?t slavery. There were laws that protected some of their rights. But their life was not an easy one. An indentured servant?s contract could be extended as punishment for breaking the law, such as running away, or in the case of female servants, becoming pregnant.
Those who survived the work and received their freedom package, many historians argue that they were better off than those new immigrants who came freely to the country. Their contract may have included at least 25 acres of land, a year?s worth of corn, arms, a cow and new clothes. Some servants did rise to become part of the colonial elite, but for the majority of indentured servants that survived the treacherous journey by sea and the harsh conditions of life in the New World, satisfaction was a modest life as a freeman in a new land of opportunities.
In 1619 the first black Africans came to Virginia. With no slave laws in place, they were initially treated as indentured servants, and given the same opportunities from freedom dues as whites. However, slave laws were soon passed in Massachusetts in 1641 and Virginia in 1661, and any small freedoms that might have existed for blacks were taken away.
As demands for labor grew, so did the cost of indentured servants. Many landowners also felt threatened by newly freed servants demand for land. A solution to the colonial elite to the problems of indentured servitude turning to African slaves as a more profitable and ever- renewable source of labor and the shift from indentured servants to racial slavery had its beginning.
The transition from English indentured servants to African slaves in the in the southern English colonies. The economy of the early American Colonies was primarily agricultural. Particularly in the south were plantations were constructed to yield large amounts of tobacco, rice, and sugar all, which had a high demand in England. Initially these plantations were worked by English indentured servants, however toward the end of the 1600s there was a big push to use African slaves. This change was brought on by the combination of rebellious English workers, affordable African slaves, and African salves farming abilities.
First of all, the problem the plantation owners had with English indentured servants was they were not slaves. After a specified amount of time they were to be set free and given land.
Another major factor that contributed the growing slave trade with Africa was the Royal African Company losing its African slave monopoly in 1698. This allowed anyone to enter into the lucrative slave trading business. Slave prices were dramatically lowered do to this new competition. Also with the increase of slave traders came the increase in the number of African slaves brought to America. In the decade after 1700 over ten thousand African slaves were imported to the American colonies.
The English colonies were inexperienced in rice cultivations, however they found that West Africans had been growing rice in Africa for hundreds of years. Colonists in Carolina would pay a lot of money for an African slave with experience in growing rice. Not only did the Africans slaves knew how to grow rice, they also had the rare ability to work the rice fields, where rice was grown in large swampy fields prone mosquitos carrying malaria. Because the Africa slaves were native to similar climate they developed immunities to the disease.
In the history of the United States nothing has brought more shame to the face of America than the cold, premeditated method of buying and keeping African slaves in captivity. These methods were quite effective, so effective that these slaves were kept in captivity for over two hundred years in this country.
It was the rain of terror that kept black people in fear of their lives for so long. The invention of the gun back in the fifteenth century was the main reason that these people were able to go to another continent and enslave so many people.
These people from Africa were mistreated very inhumanely right from the start, both mentally and physically. They were packed very tightly on ships for months at a time, chained to each other with no place to go the bathroom, little water to drink, and hardly anything to eat.





Journey slaves were brought into the U.S by harrowing overseas route mariners called ?the middle passage,? a triangle of trade involving three primary commodities: manufactured goods from Europe, slaves from Africa and crops and raw material goods from the Americas. Aboard the ships, as many as 400 to 700 slaves were shacked together below decks, under the worst conditions a human beings could ever go through, in the unsanitary conditions, disease, hunger and depression claimed the lives of an estimated 50% of those who began the journey. Once in the U.S. and put up for sale at auction houses.

Slaves had absolutely no rights, and most times families were separated during the auctions.
As the Northern states increasingly came to see slavery as moral evil, the importation of slaves into the U.S. was outlawed in 1808, when some 1 million slaves lived in America.
At the beginning of the Civil war, the slave population had risen to 4 million. While slavery was founded on racism, sexual relations between white owners and black slave women were widespread.
With five simple words in the Declaration of Independence ?all men are created equal?, Thomas Jefferson undid Aristotle?s ancient formula, which had governed human affairs until 1776: ?From the hour of their birth, some men are marked out for subjection, others for rule.? In Jefferson?s original draft of the declaration, in soaring, damning fiery prose, Jefferson denounced the slave trade as an ?execrable commerce?this assemblage of horrors,? a ?cruel war against human nature itself, violating its most sacred rights of life and liberties.?
The best evidence that Jefferson and the other members if the committee meant to include people of African ancestry within the ranks of ?all the men? lies within the ?lost language ? condemning the slave trade as ?cruel war against human nature itself, violating its most sacred rights of life and liberty.? Thought this portion of the draft did not survived into the final version.
But, we cannot forget something very important our founding fathers did, several things that effected slavery. These effects were stemmed from both the good and the bad sides of the issue. On the good side of the spectrum happened during the drafting of the Constitution, only a few of the founding fathers felt that slavery was necessary for the survival of the colonies.
On the opposite side Jefferson knew that free blacks and whites could live together and he himself felt that blacks were intellectually inferior to whites. These thought made it seem logical for the abolition of slavery to be slower process a better idea even if the non-Christian like to slave other people.
The Founding fathers wished to bring the colonies together even though the issue of slavery was controversial among the colonies. Even though the Constitution was drawn up and signed. This period allotted for more slaves and black descendants to suffer under the rules of slavery. Even after the Constitution was ratified, slavery found a place and ways to grow.
It wasn?t until the Northwest Ordinance that slavery was finally found illegal in the upper western territories. This was until three years after Jefferson drafted the congressional ordinance making slavery illegal.
After this point, slavery became an issue with the states and territories themselves. For instance in Indiana, part of the territory split off due to its strong favor on slavery. This action began to put the issue of statehood in jeopardy. After statehood was secured a great supported of the anti-slavery movement became governor of Indiana by a small amount of votes, and began the abolition of slavery in that state.
One very important thing the founding fathers did with the Constitution was to stop the slave trade. By doing this, they were able to hurt the states that depended on slavery the most. This abolition of the slave trade began in the Declaration of Independence. Even though this didn?t stop slavery it did help southern states to begin to free their slaves.
Looking at the facts, the founding fathers clearly let their own prejudices get in the way of them truly attempting to abolish slavery. Even Jefferson, who had good intentions at heart, let his own beliefs about blacks stop him from freeing his own slaves.
The freedom of slaves would have to be done by others after a twenty -year period. It is clear that in an attempted to help the country and abolish slavery the founding fathers truly hurt the colonies and started what would soon become the civil war, the bloodiest war in the history of the United States.












References
Herbert S. Klein. ?Slavery in the Americas.? Chicago (1963)
Christine Bolt & Seymour Drescher. ?Anti-Slavery, Religion and Reform.?
Connecticut (1980).
James Pope-Hennessy. ?Sins of The Fathers.? New York (1968).

Roger G. Kennedy. ?Mr. Jefferson?s Lost Cause.? Oxford (2003).

Time Magazine ?an illustrated early History? (The bondsman?s Toil)

Smithsonian Magazine, Henry Wiencek, unmasking Thomas Jefferson

________________________________________________________________________
NOTE FROM TEACHER ON THIS ROUGH DRAFT:
GOOD TOPIC YOU CLEARLY KNOW YOUR SUBJECT BUT YOUR WRITING NEEDS A LOT OF WORK, MAKE SURE THE PAPER IS IN YOUR OWN WORDS!!!!!!!!!

NOTE FROM ME TO WHOM IS GOING TO BRE DOING MY PAPER, THIS PROFESSOR IS WHITE, AND HE IS ASKING ME TO DO THIS PAPER ON MY OWN WORDS, WELL I DON?T THINK HE WOULD UNDERSTAND ME SINCE MY OWN WORDS WOULD BE SPANISH, ME AS AN IMMIGRANT I SEE THIS HISTORY DIFFERENT, TO ME PRETTY MUCH: WHITE PEOPLE CAME TO THIS COUNTRY, TOOK OVER THE LAND, SLAVED AFRICANS, AND DESTROYED THE INDIANS,BUT IF YOU PUT WRITE THIS PAPER PLEASE DON?T MAKE IT SOUND LIKE IF THIS ARE THE WORDS FROM A WHITE PERSON BECAUSE I AM LATINO!!!!!!!!
ABOUT THE PAPER THAT NEEDS TO BE WRITEN:

Scenario Summary


John Black, now a 14-year-old boy from a single parent home, has been ordered to complete five years of probation and a community-based anger management program for the offense of possession of a firearm while on school property. After spending six months on probation and completing a three-month course on anger management, you notice for his bi-weekly check-in that John has what appears to be a tattoo on his hand between his thumb and his first finger. After examining it, you realize that he has the symbol for the local gang, The K Street Boys. You try to talk to John about this, but he basically avoids your question. You also have to do a random drug screen on John because he has not had one in a few months. The results of the drug screen come back positive for crystal meth and marijuana.

Your Role/Assignment

You are the probation officer.

Identify and discuss the risk factors that are associated with drug abuse and gang membership by juvenile offenders. Be sure to discuss how race/ethnicity, gender, and social class play a role in both the use of drugs and the participation in gang activities. Please make sure that you discuss John?s situation in your answer.

I am going to send you the assignment. I need a minimum 350 word response essay. I am going to send you some imformation about the topic. Then, I will also send another student's position essay. I need you to write a response essay to the student's essay.

Topic
THINKING ABOUT MUSIC AND SOCIAL CHANGE
Popular music has always been involved in social change. Social change has been pushed forward by the influence of popular music and, frequently, been driven by it. The American Labor Movement of the early twentieth century was sustained and spread by the songs of Joe Hill and Aunt Molly Jackson ??" songs that are still sung in union halls across the nation. The explosion of religious fundamentalism and revivalist church movements in the late nineteenth century that led to the Second Great Awakening was, in large measure, both a product and an outgrowth of interest in the Negro spiritual and the religious fervor that it brought to black Baptist church services. The Jazz Age referenced jazz music, not only as an emblematic appellation, but also as the central embodiment of a time when America broke from the attitudes and conventions of the past to enter a new age that celebrated spontaneity and personal freedom. And, for those who lived through the 1950s and 60s, popular music was the wellspring of change that reshaped their lives and altered the course of history in the second half of the twentieth century.
Sometimes social change was addressed directly in popular music as in Bob Dylans protest songs of the early 1960s, Sam Cookes A Change Is Gonna Come in 1963, Neil Youngs Ohio in 1970, U2s Sunday Bloody Sunday in 1983, Public Enemys Fight The Power in 1989, and, more recently, Tom Morellos One Man Revolution. More often, popular music has been an indirect ??" but powerful ??" force for social change by changing peoples attitudes and beliefs. The emergence of rock and roll in the 1950s was not intentionally focused on creating a social or cultural change in the United States, but rock and roll brought enormous change to America in our attitudes about race, behavior, sex, lifestyle, and, especially, young people. The music of the counterculture in the 1960s and 70s pushed the boundaries of social conventions to the extreme and sex, drugs, and rock and roll not only described the content of popular music but the sweeping changes in our social fabric that counterculture music advocated and produced. Hip-hop began as an isolated musical phenomenon in the Bronx in the 1970s that eventually opened up the popular mainstream to new ideas about what music could be and, simultaneously, made the culture of Americas inner cities a powerful force across the full spectrum of our society. Almost every movement in popular music from jazz in the 1920s to pop-punk in the 1990s has produced a collateral change in our culture and society.

As an example of how one might respond to a position paper:

If a student had written the Strange Fruit example used for this assignment, one could lend support to their argument by citing other songs that dealt with the issue of lynching like Irving Berlins Supper Time. Supper Time was written for the 1933 musical As Thousands Cheer and was introduced by Ethel Waters. The song was about a wifes reaction to news of her husbands lynching. One could also cite songs that Woody Guthrie wrote about lynching ??" High Balladree, Hangknot, Slipknot, Bloody Poll Tax Chain, and Dont Kill My Baby and My Son ??" that, in part, were prompted by the lynching of Laura and Lawrence Nelson in 1911 in his hometown of Okemah, Oklahoma. One could then offer an opinion on why these earlier songs failed to capture public interest as Strange Fruit did in 1940.


STUDENT'S POSITION ESSAY

Where is the Love?



Less than two years removed from the World Trade Center attacks and during a time of war for this nation, The Black Eyed Pees released Where is the Love? During a time in which this country was still recovering from the horrific events that took place on September 11th, 2001 and in the midst of a war on top of that, The Black Eyed Pees felt that they may be able to bring about social change with Where is the Love?. This song could have been released during any time period and it still would have had a positive affect on people. However, the world and the United States in particularly, needed a song with such a beautiful message more than ever.

The Black Eyed Pees began recording the track in December of 01, so its no secret what motivated the up-and-coming hip hop group to release such a song. For the first time in a very long time, this nation fell victim to terrorism. People didnt feel safe and felt invaded as a nation. They needed to hear something positive and that was extremely hard to come by at the time. Where is the Love? is the type of song that makes you reflect on yourself and question whether you are doing your part to make the world a better, happier place.



People killing, people dying, children hurt and you hear them crying. Will you practice what you preach and would you turn the other creek? Father, father, father help us, need some guidance from above. These people got, got me questioning, where is the love?



These lyrics are deep and naturally make you wonder what is wrong with the world we live in. This is early 2003 were talking about, it was impossible to turn on the television or radio without hearing something sickening. It was all bad news, all the time. It was so refreshing to have a mainstream music group, a hip hop one at that, making music that conveyed such a positive message. Where is the Love? reached out to a large demographic, which is something that cannot be overlooked. Children were able to listen to it and become better people before making life changing mistakes. Adults could listen to it and realize things about themselves that maybe would have never crossed their minds otherwise.

The fact that The Black Eyed Pees were able to convey such a message through hip hop music is something that has to be stressed. Lets face it; hip hop music doesnt exactly sit well with a lot of the older people in this country. Hip hop artists, right or wrong, are stereotyped as thugs who only talk about money, sex, and guns. While the perception of the genre has changed in recent years, as it has evolved and solidified its place in the mainstream, this wasnt exactly the case at time. Hip hop music that passed on positive messages and that did not use profanity were virtually nonexistent. The Black Eyed Pees were able to not only make a successful hip hop record, but a socially aware and acceptable one on top of that.

While the song clearly did not end terrorism or directly impact the war that was going on at the time, it did leave a lasting affect on many people. Not everyone is going to listen to Where is the Love? and suddenly start changing the way they go about themselves. However, there were people out there that did try to do their part in making this the world a better place for everyone. The Black Eyed Pees unquestionably had the right intentions with their hit record. Where is the Love? wasnt about winning a Grammy or reaching number one on the Billboard charts, it was about leaving a positive impact on as many people as possible. Its safe to say that they accomplished what they set out to.

There are faxes for this order.

SLP Module 2 Modern World History
Western industrialization and imperialism were intimately connected in several ways. First, industrialization made Western nations, particularly Britain and France, more able to conquer and colonize other parts of the world by the 1800s. Industrialization made European nations richer, it made them more technologically adept, and it boosted the scientific knowledge needed to explore or know better parts of the world that were not yet under Western control. Perhaps most important, industry placed new weaponry in the hands of the Westerners: gunboats, artillery, quick-firing and accurate rifles, and machine guns, all of which made Western armies extremely difficult for poorly armed native warriors to resist.
If industrialization gave Europeans a greater capacity to conquer and colonize, it also gave them a greater variety of motives. This SLP will examine what those motives were.
Read the information in the background material, look for more information, and then write a 2 to 3 pages paper answering the following question:
Why did industrialization in Europe lead to imperialist conquest of other societies? What made European Armies so effective against native resistance?
SLP Assignment Readings:
Government of the United Kingdom. The British Empire. http://www.britishempire.co.uk/
Wake Forest University. The West in the Age of Industrialization and Imperialism. http://users.wfu.edu/watts/w04_industr.html
Salem State University. European Reactions and Imperialism. http://w3.salemstate.edu/~hbenne/pdfs/european.pdf
University of Nebraska-Omaha. An Era of European Imperialism. http://myweb.unomaha.edu/~dkoenig/whtextbook/chap19.pdf

SEE THREAD DO NOT FORGET TO INCLUDE THE SCRIPTUAL,CONSTITUTIONAL AND SCHOLARLY BASIS FOR YOUR DECISION


Each state has adopted a variety of rules regarding what facts are deemed proper evidence. Only what a court deems admissible evidence may be considered in reaching a verdict of guilt or innocence. Evidence that is suppressed because it was gathered in violation of the Constitution may have a profound impact on the guilt of a defendant. However, the ability to limit what information a juror has access to is becoming increasingly more difficult to control.

The prevalence of "smart-phones," e-readers, tablets, and news feeds via gaming systems can result in jurors gathering data about a defendant, victim, crime scene, or witness that was not even presented at trial or specifically excluded by the court. This especially becomes a temptation when jurors are permitted to go home when a trial stretches beyond a single day.

Thread:

?If the goal for a trial is the search for justice, why should there be rules that limit a juror?s ability to render a verdict only to that information gathered in compliance with the Constitution and approved by the judge? Provide the scriptural, constitutional, and scholarly basis for your position.

Discussion Board Assistance:
How reliable is the internet for factual reports about the people, places, and events that might influence a juror?s decision to convict? Is Facebook or Twitter a valid source to form an opinion about the truthfulness of a witness or the honesty of a victim? Should videos posted on YouTube by or about a police officer serve as a basis for evaluating his/her testimony? Does belonging to a group or ?liking? a gun club, animal rights organization, political party, or pro-abortion group worthy of consideration in a search for justice? Are blogs, websites, wikis or search engines like Google unbiased sources of news and information?