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Ohio State University American Legal System Gideon vs Wainwright Case Study

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Ohio State University American Legal System Gideon vs Wainwright Case Study.

In this course, we’ve studied the American legal system as it has developed historically and as it functions today. We’ve journeyed from the Norman Conquest through the American Constitution, and ended with a look at a contemporary complex torts case. We have surveyed the subject from a broad perspective, but with a couple of deeper examinations of the specific issues raised in Gideon’s Trumpet, Just Mercy, Hot Coffee, and A Civil Action. With some reflection on one or more of those cases, what impression of the American legal system are you left with? Please elaborate in an essay of around three double-spaced pages.-use simple english (not nitave speaker)- word at least 1000 words
Ohio State University American Legal System Gideon vs Wainwright Case Study

I have an assignment to listen to a documentary and write about it. I’m working on a History exercise and need support.

The assignment is due tonight FEB 8, at 11PM PST (Los Angeles time)
The assignment must consist of details drawn straight from the documentary.
My professor said:
“you will need to go to the link below and listen to the 50 minute audio documentary about how slavery built many universities and colleges in the United States. You will then need to write a response to the following question:
Why are colleges and universities in the United States considering making amends about slavery? Please provide specific examples from the documentary to show that you have listened to it.
Your response should be roughly 250 words.
https://www.apmreports.org/story/2017/09/04/shackled-legacy

”

I have an assignment to listen to a documentary and write about it

‘Principles of Political Economy’ by J.S. Mills is a magnum opus about the polity and economy that ruled in the 1800s. The book is divided into 5 parts. Book 1 is about production and elucidates the basic requisites of production. The two main requisites are labour and natural objects. Labour refers to the human effort put in for production, whereas natural objects are the bounties of nature, available in plenty such as land. Effort is put in to convert these raw materials to usable products, which is sourced from labour. Labour also creates utilities. Another major requirement of labour is the capital. Capital, according to Mills, is the accumulated stock of the products of labour. Mills also explores rather abstract areas of production such as cooperation. Book 2 talks about distribution. Distribution is the allocation of factors of production, property and produce. He talks about distribution of property from a communist as well as socialist point of view. Distribution of wages explains the wage fund theory. Workers and capitalists enjoy the advantages of labour and Mills acknowledges the difference between them. Book 3 is on Exchange. Exchange of value, the value-price paradox, and its application to utility are few of the topics covered. Value is relative, since it is majorly dependent on quantity. The functions of money are discussed, the most important one being that it imparts value. Influence of credit on prices is similar to money. Joint price of two commodities contributes to its value in the market. Here the cost of production plays no role. Money is given prime importance as it is a conduit for trade and determines international values. It passes from country to country as a medium of foreign exchange and variation may affect trading prices. Book 4 talks about the effect of societal progress on the economy. Thus the eco-politico nature of the book is brought forth. He talks about the connection between economic prosperity and societal progress. Societal progress is can be avoidance of war, increase in prosperity etc. he predicts that the newly empowered middle class will generate majority of the revenue. Book 5 mentions government intervention in the economy. He dichotomises the functions of the government, into necessary and optional. The necessary functions are security, regulation, taxation and protection. Mills is an advocate of laissez fairism like the mercantilists. Mills believed that the government had ‘no business in businesses’ and should abstain from interfering with individual choice. Les Miserables is a period musical film with its central theme revolving around the French revolution and the June uprising that took place in the 1799-1815. It shows the autocracy and its domino effect through the French economy, society and polity. The story highlights the plight of the proletariat during the uprising. We see Jean Valjean, an escaped convict who turns his life around and is compassionate by heart, yet he fears his past. We see a woman, Francine who was working under Jean become a prostitute and sell her hair and teeth, for a measly sum. These are just a few instances of the dreadful conditions that prevailed then. The setting is redolent of penury and a hard life. Wrong economic decisions taken by the then monarch led to such conditions of life. The climax of the movie is the June uprising that took place 17 years after the French Revolution. The Parisian uprising was an unsuccessful anti-monarchist revolution. The French Revolution that preceded this was more successful in granting freedom to the revolutionists. The common populace felt that their previous revolution was stolen by Louis-Philippe’s opportunist coterie, who handed him the power, thus giving the public an illusion of democracy. Issues – Eco-Politico Causes of the French Revolution Bankruptcy was one of the main causes of the French revolution. This cause has widespread ramifications on the economy and polity. Deficit spending by the monarch and hard taxes caused a major financial upheaval. France was involved in the Seven Year’s War and the American Revolutionary War. Thus war spending and other grandeur spending drained the coffers. France was bankrupt by 1789 and had borrowed large amounts of money. But the interest on the debt exceeded the GNP and thus there was heavy deficit spending. This sent the French economy spiralling downwards. There was a tax levied on the nobles. The tax system needed reforms because it was heavily skewed towards the bourgeois and the clergy, so when tax reforms were carried out the ecclesiastical bodies and the nobles revolted against the heavy tax. Rumours of increasing taxes sparked restlessness in the masses. Splendour spending in the court of Louis and Marie Antoinette was quite high, many guests stayed at the castle on the taxpayer’s money. The agrarian crisis of 1788-89 caused grave discontent. Political conflict regarding the draconian monarchy led to a revolt. Louis XIV faced vociferous revolt against his economic reforms, which taxed the nobility and the clergy. The privileged class resisted the reforms, which caused a rift in the court. Other successful revolutions such as the American Revolution and the England’s Glorious revolution gave impetus to the revolutionists. Louis XIV was an absolute monarch who inherited the throne in 1774. He was apathetic towards his subjects and their economic and daily needs. His power was limitless, even the Estate-General was called by the king, except the 1st and 2nd Estates. As the support to the king weakened because of the tax norms and the populace were already simmering, it culminated to the French Revolution in what is known as the Storming of The Bastille Prison. In France, people were divided into three estates. The First Estate, were the high ranking members of the church and the privileged class. The Second Estate, were the nobility and the privileged class and The Third Estate was everyone else, ranging from the bourgeois to the peasant class and the non-privileged members. Thus we can see that the eco-politico situation was the main contributor towards the French revolution. The economic reforms had a domino effect when the polity could not accept the higher taxation. Thus, the signing of the Third Estate took place. Yet rumours circulated that Louis XIV wanted to crush the national assembly, and hence the Third Estate stormed the Bastille Prison killing the guards. A few social causes which affected the local populace were long drawn out before the revolution. The population of France was 26 million out of which 21 million earned their daily bread through agriculture. Even though they were better off than other agriculturalists in Russia and Poland, the famine and taxation norms made it hard to earn enough money. Thus the social inequality which existed because of the taxation norms angered the public. There was major scarcity of food as the famine in 1780s caused major grievances. There was a series of crop failure, which lead to paucity of grain availability, consequently raising the price of bread. Bread was the staple food of the general populace and this lead to great starvation. Speculation that the great starvation was induced by the nobility worsened the situation. There were bread riots which affected the daily functioning of the people. Although an abstract cause, the spreading of free thought and inter-mingling of ideas from the Americans and English strengthened the French wish of democracy. Many French citizens had absorbed ideas by economic and philosophical thinks of those times and the slogan ‘Liberte, Egalite and Fraternite’. France sent its navy and troops to aid the rebelling colonists. During this time there was contact between the French and the Americans and the ideas spread. American diplomats like Benjamin Franklin and Thomas Jefferson, had stayed in Paris for a while and shared thoughts with French mercenaries. Furthermore, contact between American revolutionaries and the French troops who served as anti-British mercenaries in North America helped spread revolutionary ideas to the French people. In addition, the people wanted to express themselves. Les Miserables and Principles of Political Economy by JS Mills reflect such a time when there was great political upheaval. We see instances of poverty and acute starvation in the movie which clearly reflects collective French sentiment during those times. Webliography https://www.mtholyoke.edu/courses/rschwart/hist151s03/french_rev_causes_consequences.htm http://en.wikipedia.org/wiki/Causes_of_the_French_Revolution http://en.wikipedia.org/wiki/French_Revolution http://en.wikipedia.org/wiki/French_Revolution#Causes

De Anza College Gravitational Acceleration Questions

De Anza College Gravitational Acceleration Questions.

Thelma stands on top of a building whose height is H and throws a ball upward. The speed of the ball
when it leaves her hand is vT , where the subscript stands for both Thelma and top. Bob is standing at the
bottom of the building and at the same instant throws another ball upwards with speed vB. What is the
slowest that vB can be if Bob’s ball hits Thelma’s when Thelma’s ball is still on the way up?
Express your answer in terms of gravitational acceleration g, H, and vT . (I would recommend that you draw
a picture.)
De Anza College Gravitational Acceleration Questions

Ashford University Critical Rental Agreement & Legally Binds and Guides Discussion

nursing essay writing service Ashford University Critical Rental Agreement & Legally Binds and Guides Discussion.

Describe an example of a contract that you or someone you know entered into (e.g., rental agreement, cell phone agreement, property purchase or lease [e.g., car, home, furniture, etc.], home or car repair, or student loan agreement). In your description, be sure to provide specific contractual details including parties and subject matter involved. You must also address the following:Define the five essential elements of an enforceable contract, and demonstrate how each element relates to your example.Explain the circumstances of a breach of contract in your example, and discuss possible remedies.The paper must be three to four pages in length (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center. You must use at least two scholarly sources other than the textbook to support your claims. Cite your sources in-text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center (Links to an external site.).
Ashford University Critical Rental Agreement & Legally Binds and Guides Discussion

Paper On Good Man Is Hard To Find English Literature Essay

Flannery O’Connor was put in the category of being a southern writer. Most of her stories were written in a southern gothic style which is writing that focuses on strange events, eccentric characters, and local color to create a moody and unsettling depiction of life in the American South. In one of her most famous short stories “A Good Man is Hard to Find” she depicts these characteristics to create a story were she uses symbolism and irony to reflect on her southern lifestyle and how she grew up. She grew up with two Roman Catholic parents and at the age of 15 she lost her father to lupus. “O’Connor always saw herself as writing from an explicitly Christian point of view.” agreeing with Ann D. Garbett’s point of view, in O’Connor’s short story “A Good Man is Hard to Find” the misfit speaks about how he doesn’t know for sure whether Jesus really raised the dead. He uses this as an excuse not to feel bad about killing people. The grandmother tells him he is a good man trying to stop him from killing her but instead enrages him even more. O’ Connor started out writing newspaper articles, she was always an avid writer since childhood. She went on to further her studies in Iowa at the University of Iowa’s writer’s workshop. She started publishing her own stories at the age of twenty one. When she was twenty five she was diagnosed with lupus. This had an impact on her writing because she left were she was living to go and live with her mother. She feared she had 3 more years to live like her father: “Violence is often an element in O’Connor’s stories; in fact, she once said that her own faith made her conscious of the constant presence of death in the world, and her illness must have had the same effect.” She continued writing thoroughly and her dealing with the disease at the same time may have had an impact of the deaths in the story. When O’Connor moved back home to her dairy farm she raised and tended a variety of birds and kept up a complicated regimen of treatments for her lupus she was interested because as a child she attended parochial school and early developed an interest in domestic birds and poultry, which she recalled to in her later writings. Symbolism is when the author uses an object or reference to add deeper meaning to a story. Symbolism in literature can be subtle or obvious, used sparingly or heavy-handedly. An author may repeatedly use the same object to convey deeper meaning or may use variations of the same object to create an overarching mood or feeling. O’Connor includes several symbols in “A Good Man Is Hard to Find.” For example, skies and weather are always symbolic to O’Connor, and she often uses such descriptions to reveal a character’s state of mind. The skies at the end of the story is cloudless and clear, which means the grandmother died with a clear vision of her place in the world. Also the grandmother’s hat, which she wears to let everyone know that she is a lady. It represents her misguided moral code. When the grandmother prepares for the car trip with the family, she dresses up to be prepared for a car accident so that anyone seeing her dead body would know that she’d been a lady.Another form of symbolism is the old house the grandmother wanted her grand kids to go see. What the old house represented is that the grandmother wanting to live in the past, and she also believes that the people were much better than they are today. However the grand mother told her son that the house was in Georgia, but the whole time the old house was in Tennessee. It’s a realization that symbolizes that one’s perception of the past is often distorted. This focus on a distorted past leads the family directly to their ruin; they have been sidetracked by a past that did not exist. Irony is a literary device that is used to impart that things are not what they seem; the simple meanings of the story’s words betray an idea that is actually contrary to what has been stated. There are three types of irony. Verbal irony is when an author says one thing and means something else. Dramatic irony is when an audience perceives something that a character in the literature does not know. Irony of situation is a discrepancy between the expected result and actual results. Flannery O’Connor uses irony as a main function to tell the story. Irony occurs with the grandmother’s assurance that she does not want to go to Florida where the misfit is heading. I wouldn’t take my children in any direction with a criminal like that a loose in”. The grandmother is once again the one that leads her family to being killed. After the grandmother convinces the family to go see an old house and then later realizes that she is in the wrong state putting her family in danger. When they got in to a car accident in Tennessee that’s when the grandmother found out it was the misfits they got into a car accident with. The verbal irony is that after the car accident June Star got out and said, “But nobody’s killed. If the grandmother pretended she did not recognize the misfits she could have saved her family from being killed. “But it would have been better for all you, lady, if you hadn’t of recognized me”, that’s what the misfits had said. A Good Man is not shown good by outward appearance, language, thinking, but by a life full of good actions, that what the grandmother failed to realize. When the misfits were killing her family she asked the misfit would her kill a lady and he said no. we know that the misfit only goes by one moral which is meanness and he follows it all the way. Unlike the grandmother she proves to be flimsy and inconsistent. The grandmother has built her moral code on the characteristics that she believes make people “good. Despite her professed love for Christian piety, she herself is unable to pray when she finds herself in a crisis and even begins to question the power and divinity of Jesus. The dramatic irony is that the grandmother thinks that the man is not going to kill her but the audience all ready know she’s going to die. “In contrast to her basically satiric view of human characters, O’Connor’s physical descriptions of people and landscapes are often serious, dramatic, and weighted with symbolism.” Her background and lifestyle had an impact on her writings and her success. Work Cited Butterworth, Nancy K. “(Mary) Flannery O’Connor.” American Novelists Since World War II: Fourth Series. Ed. James R. Giles and Wanda H. Giles. Detroit: Gale Research, 1995. Dictionary of Literary Biography Vol. 152. Literature Resource Center. Web. 2 June 2010. Derrida, Jacques. “Signature Event Context.” A Derrida Reader. Ed. P. Kamuf. New York: Columbia University Press, 1991. 82-111. O’Connor, Flannery. “A Good Man Is Hard to Find.” The Complete Stories of Flannery O’Connor. New York: Noonday, 1971. 117-33. (Mary) Flannery O’connor.” Contemporary Literary Criticism Select. Detroit: Gale, 2008. Literature Resource Center. Web. 2 June 2010. Garbett, Ann D. “Flannery O’Connor.” Magill’s Survey of American Literature, Revised Edition (2007): Literary Reference Center. EBSCO. Web. 2 June 2010. Keil, Katherine. “O’Connor’s ‘A Good Man Is Hard to Find.’.” Explicator 65.1 (Fall 2006): 44-47. Rpt. in Short Story Criticism. Vol. 111. Detroit: Gale, 2008. Literature Resource Center. Web. 2 June 2010. May, John R. “(Mary) Flannery O’Connor.” American Novelists Since World War II: First Series. Ed. Jeffrey Helterman and Richard Layman. Detroit: Gale Research, 1978. Dictionary of Literary Biography Vol. 2. Literature Resource Center. Web. 2 June 2010. Owens, Mitchell. “The Function of Signature in ‘A Good Is Hard to Find.’.” Studies in Short Fiction 33.1 (Winter 1996): 101-106. Rpt. in Short Story Criticism. Ed. Janet Witalec. Vol. 61. Detroit: Gale, 2003. Literature Resource Center. Web. 2 June 2010. SparkNotes Editors. “SparkNote on A Good Man Is Hard to Find.” SparkNotes.com. SparkNotes LLC. 2007. Web. 2 Jun. 2010.

School Laws and Court Cases 1962 Engel v Vitale Report and Presentation

School Laws and Court Cases 1962 Engel v Vitale Report and Presentation.

School Law Report and Presentation. Write in about3 paragraphs paper about “School Laws and court cases” & prepare 2-3 minutes PowerPoint presentation.It’s about the teaching methods1.Attached is a Rubric for this Assignment. Please meet all the grading points in the Rubric for the PAPER & the PRESENTATION.2.Also, Attached is School Laws and Court Cases. My assigned topic is (1972 Wisconsin v. Yoder )3.The required is to write about 3 paragraphs about the topic you pick from the attached file named “School Laws and Court Cases”. You must follow the Rubric carefully and exactly.4.Also, required is to make 2-3 minutes PowerPoint Presentation summarizing your report. You must follow the Rubric carefully and exactly. please see the further instructions for the presentation in point 5 bellow 5.More instructions for the presentation (8 pictures describing the law ) :Then you will present the summary of your report to the class in a 2-4 minute speech. One point will be deducted for any presentation less than 1 minute or more than 5 minutes. Please do NOT read us your report or slides.)You need to include a visual of your choice to show the class that will help us remember the key point of your law. For example, if your case was about a teacher trying to force a child to say the Pledge of Allegiance, you could show us a real American flag, draw a picture of one, or show us one online. The visual does not need to be uploaded.)6.Please follow Exactly, meet all the Rubric requirements for the report and the presentation. Please prepare the presentation in easy words language.
School Laws and Court Cases 1962 Engel v Vitale Report and Presentation