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Comprenhensive Course proyect

Comprenhensive Course proyect.

All information from your Module 03 Courtroom Proceeding
submission related to your courtroom observation, including defendant’s
name, type of proceeding, date and location of proceeding (city,
state, name of courthouse), name of all participants (judge,
prosecutor, defense attorney, any witnesses)
The crime/specific criminal law that the defendant
allegedly violated? (This will be important for the next part of
the assignment.) Discussion of how were the defendant’s constitutional rights protected during the proceeding:

Examples:

Defendant’s right to notice of chargesRight to counsel (Sixth Amendment)Privilege against self-incrimination (Fifth Amendment)Right to confront witnesses (Sixth Amendment)Right to present evidence (Sixth Amendment)Right to a jury trial (Sixth Amendment)Exclusion of illegally obtained evidence (Fourth Amendment)

Outcome of the proceeding? (guilty plea, set for trial, conviction, sentence)Your reflection and overall thoughts about the proceeding.
Was it more/less formal than you expected?What student learned from the experience How experience helped student learn more about criminal law and procedure

Information related to your state’s criminal statutes and
identify the statute (wording) that is the basis of the criminal
charges in the court proceeding you observed.
Hint: You can find your state statutes and other information at FindLaw.com

Include the specific wording of the crime charged
What is the level of the crime? (misdemeanor, felony)What is the possible punishment for crime charged? (jail, prison)Does your state have mandatory, determinate, indeterminate
or guideline sentencing options for this specific offense? Discussion of defendant’s constitutional rights in a criminal
case and the source of those rights. Think back to the constitutional
rights the defendant had in the court proceeding you observed.

Examples:

Right to counsel (Sixth Amendment)Privilege against self-incrimination (Fifth Amendment)Right to confront witnesses (Sixth Amendment)Right to present evidence (Sixth Amendment)Right to a jury trial (Sixth Amendment)Exclusion of illegally obtained evidence (Fourth Amendment)

Research and identify a minimum of two landmark U.S. Supreme Court
cases that help establish or clarify the rights of a suspect/defendant
in a criminal case. Example: Miranda v. Arizona, regarding a suspect’s
protection against self-incrimination during custodial interrogation. Using what you found during your research, summarize the
Supreme Court case and the importance of the Court’s decision. Your
case summary should include the following information:
Case nameLegal issue in the case Facts Name of Supreme Court Justice who wrote the opinionSupreme Court’s Decision/outcome of the caseSupreme Court’s analysis and reasoning
What impact did the Court’s decision have on
procedural rights of suspects or authority of law enforcement
officers to obtain evidence in a criminal case? Why is the case is important in helping to
establish, protect of clarify a suspect’s/defendant’s procedural
rights in a criminal case?

The case is in Florida I will attach the information that I first submitted and then it needs to be based on that.
Comprenhensive Course proyect

Work Around Discussion

Work Around Discussion.

I’m working on a nursing discussion question and need a sample draft to help me learn.

Each student will post an example of a system ‘workaround’ to this page. When explaining the ‘workaround’ please post a specific example(s) of what you have experienced or what you have seen happen in your institution and/or clinical experience.When reply to your classmates include the following:How work flow influences the posted ‘workaround’.How the ‘workaround’ impacts patient safety.List any potential ‘fixes’ to the ‘workaround’.As always, make sure your reply is supported with evidence and cited correctly (i.e. textbook, journal articles, etc)
Work Around Discussion

managment 1 page

essay writing service free managment 1 page. I’m studying for my Writing class and don’t understand how to answer this. Can you help me study?

career choice Financial analyst
2ndsection – HOW WILL YOU GET THERE?
oWhat amount of college/university work (degree type) is required? What type of educational degree is most useful?
§How long will this education take? (i.e. will you have to work fulltime/PT/not at all and how many courses can you take in 1 semester)
§How much money $ will this education require? Where will you get the money? (i.e. grants, loans, scholarships, parents, work)
oAre there internships available that will expose you to the job so you can try it out?
managment 1 page

Child Rights On Decision Making Young People Essay

Child Rights On Decision Making Young People Essay. Children have the same rights as adults. As a vulnerable group, children have particular rights that recognize their special need for protection and also that help them develop their full potential. Children are not helpless objects of charity or a property of their parents. They are recognized as human beings and the subjects of their own rights. A child is an individual, a family and community member with rights and appropriate responsibilities for his or her age and development stage. Children should enjoy the basic qualities of life as rights rather than privileges accorded to them (CRC 2006) Every child whether a boy or girl irrespective of age is unique and has important value as a human being with the right to respect for their human dignity. It has a right to be heard and to be considered in all matters and decisions that concern him or her, a right to be listened to and to be taken seriously (CRIN, 2002). This increases mutual respect and understanding between children and adults. Children’s participation protects them more effectively from abuse and exploitation. When we understand and respect children’s own experiences, we are able to create better protection mechanisms and the children themselves can act as active agents in their own protection. This helps to develop and build recognition of children as independent bearers of rights with a sense of identity and a positive implication for their self esteem (CRIN, 2002). Children’s rights are defined in a wide spectrum of economic, civil, political and social rights. These rights have been labeled as the right to protection and right to empowerment. Some of these rights are: Right to provision: Children have a right to be provided with a good standard of living, education and services, health care and a right to play. These include access to schooling, a balanced diet and a warm bed to sleep in. They also have a right to be protected from neglect, abuse, discrimination and exploitation (CRC, 2006) Children also have a right to participation. They have a right to their own programs and services and to take part in them. This includes decision making and involvement in libraries. Some rights allow children to grow up healthy and free. This include; Freedom of speech, Freedom of thought, Freedom from fear, Freedom of choice and to make decisions and Ownership over one’s body. The UN Convention on the Rights of the Child (CRC) provides a framework for addressing not only rights to child protection care and adequate provision, but also for participation. A child who is capable of making his or her own views shall be assured by the parties of the state a right to express them freely (CRC, 2006) The views of the child are given weight according to the maturity and age of the child. A child can participate in the sense of taking part or being present or participate in the sense of knowing that one’s actions are taken note of and may be acted upon. The extent to children’s participation will vary between and within societies (CRC, 2006) There has been a clash between the children’s protection and participation rights. Protection rights protect the children against exploitation and abuse for the best interest of the child while participation rights allow children to take part in decisions concerning their lives and a right to freedom of conscious and to hold an opinion. Adults and their children’s views may not always coincide. Many children’s wishes and views are ignored by the adults for the best interest of the child. For instance; Every child is entitled to acquire a name and a nationality. All children registration should be upon birth. The child’s name, birth date and parents’ names are recorded. When a child is given a name at birth, he or she is not given an opportunity to choose a name for himself or herself. The parents do this for the best interests of the child. The child may however, decide to change its name upon reaching the age of maturity. In this case the child is denied a right to participate in choosing its name at first but at later stages of development; the same child can participate in the same by changing to its desired name (CRC). A child has a right to be protected from all forms of punishment or discrimination regardless of their age, race, sex, religion, status, their expressed opinions, activities and beliefs of the family members. As much as a child has a right to religion, to express their opinion, or equality regardless of their age, these are sometimes restricted by their parents or legal guardians. For instance, a child is not at liberty to join a religion cult without the parents’ interference. It is not because the child is denied its freedom to worship but it’s for the best interest of the child (CRC). Children also have a right to get and share information and to express them. In exercising this right, they are supposed to be careful not to damage themselves or the freedoms, rights and reputations of others. They may share information through talking, writing or drawing. A child’s wishes may be ignored if it is for the best of the child. For instance, a child may be denied the right to express dislike or hatred towards a particular person by hauling insults at the person. On the same, the child may be restricted on the manner of expression. For instance through shouting or screaming or demanding instead of asking politely (CRC). Children have a right of association. They have a right to meet and to join groups and organizations. Not all groups joined by children are acceptable by their parents or guardians; this brings a clash between the children’s right of association and prevention of joining them. Children are also restricted from joining into these groups if they stop other people from enjoying their rights. For instance a rioting group which will probably cause peace disturbance to others, or an outlawed group will not be acceptable that the children join (CRC). Children have a right to privacy. They are protected from attacks in their way of life, their name, families and homes. However, their way of life can be invaded by their parents or guardians if it’s for their best interests, for instance, when parents suspect that the child may be involved in drugs or other unlawful activities they may be forced to ransack the child’s room or personal effects (CRC). It’s a right for the children to access information. This they get through the radio, newspapers, television, internet and children’s books. They have a right to choose what kind of information they would like to access and in which manner. However, not all information is suitable or helpful to them (CRC). Most of the information provided by the mass media especially the radio, television and internet is unsuitable to children. It may contain violence, obscenity or strong language. Since these are harmful to the children they don’t have a right over them and so their parents or guardians have to protect the children from such by deciding on what is good or bad for them. The parents also have to protect on what their children browse on the internet since they can access pornography or sites with violence which are harmful to the child (CRC). It is a child’s right to live with its parents. The child can however be separated from the parents when the conditions are not favorable for the child. Such conditions may be neglect or abuse by the parents or separation by the parents hence the state has to decide on which parent has to live with the child. If the child has no parents the state decides on a home or an institution for the child to live. In this case the child may not have much of a say in the choice of who to live with. Sometimes children run away from their birth homes to live with their relatives or even live on the streets. This may be as a result of poverty or rebellion. The best interests of the child are considered first before the child is taken back to its parents’ home (CRC). Conclusion Children have a right to participate in decisions that shape their life and therefore should be given a chance to express their own opinion. However, this right is only exercised considering the maturity and the best interest of the child. Not all decisions that a child makes will be supported by their parents or guardians. For instance, a child cannot make a decision not to go school. For the best interests of the child the child will be forced to attend school. Child Rights On Decision Making Young People Essay

Week 1 Project PHE4070 Management and Administration of Public Health system

Course Project Overview: Program to Address Diabetes The course project is a cumulative project that spans the five weeks of this course. You will get hands-on experience of activities that are directly related to real-world job profiles. For this assignment, you will assume that you are a staff member at a county health department. There is a lot of discussion about the growing prevalence of diabetes in your county. The department’s senior staff members are considering a new program that will address the growing rate of diabetes. You have been asked to develop a 10- to 15-page concept paper for the program, which will include an executive summary, needs statement, program description, marketing plan, staffing plan, and budget. This concept paper is due to be reviewed by senior management in five weeks. Through the course, you will complete the following: In Week 1, you will describe the goals and objectives of the program and identify the right division or department that will implement the program. In Week 2, you will provide factual information required to understand the problem. In Week 3, you will outline a marketing plan and staffing plan for the new department. Finally, in Week 5, you will develop a proposed budget for the first year of the program, and make necessary revisions and complete and submit your final concept paper for the course project. Part 1—Goal and Purpose of Program This week, you will describe the program and identify the right division for the program. In a Microsoft Word document, create a 2- to 3-page report covering the following: Develop the purpose of your proposed program to address the growing rate of diabetes. Be sure to develop a purpose that is consistent with one of the core functions of public health and includes at least one of the ten essential functions of public health. Develop at least two, and no more than five, key objectives of the program. The objectives should be measureable and time bound. Describe the key components or activities of your proposed program; for example, health education materials or screening. Identify the division or department that should house the new program. Justify your choice. Explain the proposed services of the new program. Submission Details Support your responses with appropriate research, scholarly references, and specific examples. Cite all sources in APA format. Name your report SU_PHE4070_W1_A3_LastName_FirstInitial.doc. Submit your document to the Submissions Area by the due date assigne

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