Law

I will attach the sample so you preserve the outline structure the professor told us that the structure is only important (they told us to not focus too much on the material and citation). You can use the layout if you want or APA for the citation and often use sites like McKinsey or Boston analytics to source or to find useful tables and figures.

On October 13, 1979, Marilyn R. Schnopps was fatally shot by her estranged husband George A. Schnopps. A jury convicted Schnopps of murder in the first degree, and he was sentenced to the mandatory term of life imprisonment. Schnopps claims that the trial judge erred by refusing to instruct the jury on voluntary manslaughter. We agree. We reverse and order a new trial.We summarize those facts. Schnopps testified that his wife had left him three weeks prior to the slaying. He claims that he first became aware of the problems in his fourteen-year marriage at a point about six months before the slaying. According to the defendant, on that occasion he took his wife to a club to dance, and she spent the evening dancing with a coworker. On arriving home, the defendant and his wife argued over her conduct. She told him that she no longer loved him and that she wanted a divorce. Schnopps became very upset. He admitted that he took out his shotgun during the course of this argument, but he denied that he intended to use it.During the next few months, Schnopps argued frequently with his wife. The defendant accused her of seeing another man, but she steadfastly denied the accusations. On more than one occasion Schnopps threatened his wife with physical harm. He testified he never intended to hurt his wife but only wanted to scare her so that she would end the relationship with her coworker.One day in September, 1979, the defendant became aware that the suspected boyfriend used a “signal” in telephoning Schnopps’ wife. Schnopps used the signal, and his wife answered the phone with “Hi, Lover.” She hung up immediately when she recognized Schnopps’ voice. That afternoon she did not return home. Later that evening, she informed Schnopps by telephone that she had moved to her mother’s house and that she had the children with her. She 180*180 told Schnopps she would not return to their home. Thereafter she “froze [him] out,” and would not talk to him. During this period, the defendant spoke with a lawyer about a divorce and was told that he had a good chance of getting custody of the children, due to his wife’s “desertion and adultery.”On the day of the killing, Schnopps had asked his wife to come to their home and talk over their marital difficulties. Schnopps told his wife that he wanted his children at home, and that he wanted the family to remain intact. Schnopps cried during the conversation, and begged his wife to let the children live with him and to keep their family together. His wife replied, “No, I am going to court, you are going to give me all the furniture, you are going to have to get the Hell out of here, you won’t have nothing.” Then, pointing to her crotch, she said, “You will never touch this again, because I have got something bigger and better for it.”On hearing those words, Schnopps claims that his mind went blank, and that he went “berserk.” He went to a cabinet and got out a pistol he had bought and loaded the day before, and he shot his wife and himself. When he “started coming to” as a result of the pain of his self-inflicted wound, he called his neighbor to come over and asked him to summon help. The victim was pronounced dead at the scene, and the defendant was arrested and taken to the hospital for treatment of his wound.The issue raised by Schnopps’ appeal is whether in these circumstances the judge was required to instruct the jury on voluntary manslaughter. Instructions on voluntary manslaughter must be given if there is evidence of provocation deemed adequate in law to cause the accused to lose his self-control in the heat of passion, and if the killing followed the provocation before sufficient time had elapsed for the accused’s temper to cool.Schnopps argues that “[t]he existence of sufficient provocation is not foreclosed absolutely because a defendant learns of a fact from oral statements rather than from personal observation,” Schnopps asserts that his wife’s statements constituted a “peculiarly immediate and intense offense to a spouse’s sensitivities.” He concedes that the words at issue are indicative of past as well as present adultery. Schnopps claims, however, that his wife’s admission of adultery was made for the first time on the day of the killing, and hence the evidence of provocation was sufficient to trigger jury consideration of voluntary manslaughter as a possible verdict.The Commonwealth quarrels with the defendant’s claim, asserting that the defendant knew of his wife’s infidelity for some months, and hence the killing did not follow immediately upon the provocation. Therefore, the Commonwealth concludes, a manslaughter instruction would have been improper. The flaw in the Commonwealth’s argument is that conflicting testimony and inferences from the evidence are to be resolved by the trier of fact, not the judge.Withdrawal of the issue of voluntary manslaughter in this case denied the jury the opportunity to pass on the defendant’s credibility in the critical aspects of his testimony. The 182*182 portion of Schnopps’ testimony concerning provocation created a factual dispute between Schnopps and the Commonwealth. It was for the jury, not the judge, to resolve the factual issues raised by Schmopps’ claim of provocation.We do not question the propriety of the verdict returned by the jury. However, based on the defendant’s testimony, voluntary manslaughter was a possible verdict. Therefore, it was error to withhold “from the consideration of the jury another verdict which, although they might not have reached it, was nevertheless open to them upon the evidence.”For the reasons stated, the judgment of the Superior Court is reversed, the verdict of murder in the first degree is set aside, and the case remanded for a new trial.Were the wife’s comments so shocking as to be tantamount to the defendant’s actually catching her in an adulterous act with her lover?What are the implications of extending the provocation doctrine in infidelity cases from actually witnessing a spouse committing adultery to learning about it verbally?

please repeat each question and then write your response under it. You must space out your work so it is clear which part of the question you are answering at any point!   CHAPTER ONE There are two main questions in this discussion assignment. Please respond to each of the two questions below with at least 300 words for each of the two discussion questions … of course use more words if you need to do a really great job.  Write the number of words you used at the end of each of your two responses (two numbers only).   This is my suggested TEMPLATE/PARAGRAPHS for your main discussion response for each question as applicable: Title Introduction Main Point (Just make the point … don’t use “main point.”) Main Point (Please make the point … don’t write “main point.”) Main Point (Please make the point … don’t write “main point.”) Conclusions and Policy Implication. I hope this helps. Thanks and good luck. Dr. Alex     Question #1: “Ultimately, we live in a world of two realities …experiential and agreement realities …” Comment critically on this statement and say what exactly you understand by this. Also, please list and explain four major errors in personal human inquiry? LASTLY, WHAT DO YOU UNDERSTAND BY “SCIENTIFIC METHOD”?   Question #2:  List and explain four purposes of criminal justice research.   Also, please discuss how a social scientist would avoid making the errors you discussed in #1 above. LASTLY, BRIEFLY DISTINGUISH BETWEEN SCIENCE AND RELIGION.

Analyze the attached case study: 1. Identify the most important facts surrounding the case. 2. Identify the key issue or issues. 3. Specify alternative courses of action. 4. Evaluate each course of action. 5. Recommend the best course of action. So, you may ask “what does each step involve?” 1. Identify the most important facts surrounding the case. Read the case several times to become familiar with the information it contains. Pay attention to the information in any accompanying exhibits, tables, or figures. Many case scenarios, as in real life, present a great deal of detailed information. Some of these facts are more relevant than others for problem identification. 2. Identify the key issue or issues. Use the facts provided by the case to identify the key issue or issues facing the company you are studying. Many cases present multiple issues or problems. Identify the most important and separate them from more trivial issues. State the major problem or challenge. 3. Specify alternative courses of action. List the courses of action the higher education institution can take to solve its problem or meet the challenge it faces. 4. Evaluate each course of action. Evaluate each alternative using the facts and issues you identified earlier, given the conditions and information available. Identify the costs and benefits of each alternative. Ask yourself “what would be the likely outcome of this course of action? State the risks as well as the rewards associated with each course of action. 5. Recommend the best course of action. State your choice for the best course of action and provide a detailed explanation of why you made this selection. You may also want to provide an explanation of why other alternatives were not selected. Your final recommendation should flow logically from the rest of your case analysis and should clearly specify what assumptions were used to shape your conclusion.

Please answer the following questions in an essay format: Who has the right to claim rights?  What are the necessary conditions for claiming one’s rights? How does this relate to Farmer’s concept of “structural violence?”  Provide examples from the texts.  Please answer the following questions as an question and answer format:  How does blaming the victim produce harmful effects for those in need of aid?  You may either offer ideas related to the text, or ideas related to your own life/our community. What strategies do you think should be instituted in order to minimize the types of inequalities presented in the reading? How do gender, class, and race inequality affect our local community?

What are some possible criminal justice system reforms for areas such as law enforcement, corrections, or courts?How could these reforms impact the existing disparities? Explain your answer

Select an environmental case, and from an ethics perspective, discuss interagency interaction at the local, tribal, state, and national levels to mitigate the incident.

Word limit: 1500 words.Focus of the assignmentTMA 03 is intended to particularly assess your skills of presenting to a non-psychologist audience. For this assignment you have been asked to provide a brief (15-minute, 8–14-slide) presentation to some film-makers who are looking to make a documentary about this topic covered in Block 3 of the module. Therefore, you need to create a set of presentation slides which look professional, and which cover the relevant content in a way that would be understandable to people who do not already know anything about psychology in general, or this area in particular. The idea is to draw on your psychological knowledge of either a) paraphilias or b) sex workers, and communicate this concisely in layperson terms to a general audience.For this assignment you need to focus on: paraphilia. The task is the same: to produce a presentation on what counselling and forensic psychology can tell us about this area.For this TMA, it would be appropriate to draw on additional material beyond that contained within the module website and textbooks; in particular, relevant research that you have accessed using the Open University Library.This TMA asks you to make a presentation. This means creating a series of visual slides to communicate information to an audience. The maximum word limit for this is 1500 words, but remember that you may well not want to use that many words in a presentation, given that it is about presenting clearly and succinctly. The 1500 words is a limit not an ideal. You should focus more on thinking about what an appropriate amount of information and number of slides would be for a 15-minute (8–14-slide) presentation. See Week 13, Section 6, Activity 7, ‘Producing effective presentations’ for more on this, and on the appropriate number and type of slides to present the information.You are not required to record your presentation or to provide the notes that you would use for presenting it to an audience (i.e. using the ‘notes’ section on PowerPoint or similar). We’re just looking for the slides.There is no need to add animations or sounds, unless you want to do that. You should include visual content such as Google Images, graphs, charts and smart art, which are relevant to the slide’s content in order to make your slides visually appealing. There is no need to reference where these images come from for this TMA, although you should provide references for copyrighted images if you were ever publishing a presentation in the public domain.In the presentation you will need to cover the relevant information you learned about either paraphilias or sex workers, as discussed in Block 3 of the module materials. You should also draw on any other relevant materials from across the module, as well as other relevant material that you have located in your independent study time.In-text references should be included on the slides (in brackets as usual for TMAs). A list of full references should be included on the final slide of the presentation in a readable manner.in your presentation you will want to cover the key points you think the film-makers need to include in a documentary on this subject which is informed by psychological work in the area. This might well include:this topic in relation to mental health and crime (e.g. the impact of being a sex worker on mental health, how sex workers should be treated, or whether ‘paraphilic’ behaviours are really pathological and/or criminal)what psychology can tell us about this area (e.g., the psychological impact of engaging in sex work on a person, or the extent and meaning of ‘paraphilic’ behaviours)any contested areas, or areas of dilemma and debate in this area – this will help you to demonstrate criticality (e.g., whether ‘paraphilic disorders’ should even be included in the DSM, or whether sex work should be legalised)the importance of listening to relevant groups (e.g., sex workers, their family and network, or people who practise BDSM) themselves in psychological research and media representationshow the treatment of relevant groups could be improved in counselling and forensic contexts (e.g., sex workers’ treatment, as well as their family/children’s, or people with ‘paraphilic’ desires and people in relationship with them).It is up to you how you structure your presentation (see Section 4 of the Study skills booklet for assistance). You can come up with your own title for your presentation.You will find it helpful to review Week 13, Section 6, Activity 7, ‘Producing effective presentations’. This activity should have helped you to learn how to present psychological material in Powerpoint – or similar – presentation software. Some of the specific suggestions made here will be useful for this TMA because it takes you through how to prepare for this assessment.The ‘paraphilias’In terms of how counselling and forensic psychology can inform knowledge about the ‘paraphilias’, for counselling you could draw on the material from the book and online about the history of the pathologisation of certain sexual activities or desires, and how that relates to the ways in which some sexual activities or desires are still pathologised today. You could explore what affirmative therapeutic practice might look like in these areas. In terms of forensic psychology, you could discuss the material around the criminalisation of certain sexual practices – past and present. Also you may want to broaden out the topic to consider consent more broadly and how this is relevant to which sexual practices we might want to criminalise – or pathologise – and which we may not.The resources you might draw upon for this TMA are listed below in the order in which they appear in the module, but this should not be taken as a suggestion for how to organise your answer.If you choose to focus on the ‘paraphilias’ you will need to draw on the material from Week 14. Particularly useful will be:Section 2, which deals with attitudes towards ‘paraphilias’Section 3, which deals with the historical way in which LGB people have been regarded as ‘paraphilic’ in societySection 4 and Section 5, which deal with BDSM and the impact of pathologisation as ‘paraphilic’Book Chapter 11, which also covers these issues, and more depth about the history of the ‘paraphilias’ and the impact of being pathologised as ‘paraphilic’.Feel free also to draw upon material from anywhere else in the module that is relevant to your answer. For example, you might well find some of the material from Block 1 to be relevant in terms of diagnosis (Week 4) or media representations (Week 3), or the end of Week 15 to be useful to both topics in terms of its coverage of consent.You should also consider including additional relevant material that you have found in your independent study time, such as research findings that were not covered, or only briefly covered, in the module materials.Please note: The submitted file needs to be in .ppt, .pptx or .pdf format. If you use another software other than PowerPoint to produce your presentation then you need to make sure you use something that is compatible with .ppt or that the presentation can be saved in .pdf format (files can be saved in .pdf, .ppt or .pptx format). You can use free presentation software (e.g. Open Office which is a free version of Microsoft office) as long as the file can be save as .pdf, .ppt or .pptx.ChecklistHave I: Yes No. Where can I look for guidance?Made sure I understand the question? Look at Getting started in ‘Social Sciences Assessment Information’. See also Understanding the question in ‘Skills for OU Study’.Read all the guidance notes for this assignment? Carefully read through the student notes that accompany your assignment to check that you have followed all the advice and instructions.Actively studied the relevant module material and anything else to which I’ve been directed? See the booklets Reading and Taking Notes and Thinking Critically.Reflected on my learning, including feedback received on earlier assignments, in order to improve my skills? See Section 2, ‘Active learning’ and Section 4, ‘Being reflective’ of the booklet Develop Effective Study Strategies. See also Learning from feedback in ‘Skills for OU Study’.Thought about how best to structure my answer and questions of style and languageFurther advice on structuring answers is available in the relevant sections in ‘Social Sciences Assessment Information’. See, for example, Skill: Presentations.For questions relating to style and language, see the section Presentation and language in ‘Social Sciences Assessment Information’. See also Developing academic English and Writing for university in ‘Skills for OU Study’; and Section 7 ‘Choosing a writing style’ and Section 8 ‘Improving your written English’ of the booklet Preparing Assignments.Written in my own words? Guidance on writing in your own words is available in the sections on Skill: Understanding plagiarism and Skill: Writing in your own words in ‘Social Sciences Assessment Information’.Where necessary, used evidence to back up my arguments, and referenced correctlyAdvice on using evidence to support your arguments is available in the section on Selecting your examples’ in ‘Social Sciences Assessment Information’. See also Gathering your materials in ‘Skills for OU Study’.Guidance on referencing is available in the section on Referencing in ‘Social Sciences Assessment Information’.Checked my word count? The guidance notes tell you the word limit for each part of the TMA. An answer that is shorter than the word length by more than 10% is likely to be too short to have fully answered the question. An answer that exceeds the word limit by more than 10% may be penalised. For further information see the section on Word length in ‘Social Sciences Assessment Information’.Written the word count at the end of my TMA? Check the word count and write that figure clearly at the end of each part of the assignment.Set out my assignment properly? See Section 3.4, ‘Conventions for presenting written work’ in your module’s ‘Assessment Guidance’, which you will find under ‘Assessment’ on the module website.Completed all of the TMA? Read through these assignment notes carefully to check that you have completed all the necessary tasks.

Students will be required to complete a concise, well-articulated essay that incorporates a speech found within the Golway text (or an approved speech) that covers one or multiple concepts covered in the course. You will discuss different elements of the speech and describe how they relate to American government as recommended by a grading rubric provided by the instructor.The Golway text has famous speeches by U.S. presidents and other leaders from George Washington all the way to George W. Bush and Barak Obama (and many in between). Consider reviewing a speech from a person you don’t know know much about (just a thought). Tell me about their speech, what did the say, what do you think they really meant, and what does it mean to you. There’s no “right” approach…again, Tell me about their speech, what did the say, what do you think they really meant, and what does it mean to you. Make sense??This essay should be at least 1,000 words in length, not including references, tables, graphs, etc. This essay should be double-spaced in 12-point Times New Roman or Cambria font with standard one-inch margins. All references should be cited according to the American Psychology Association (APA) (6th ed.) style in author-date format with a separate reference section located at the end of the essay. It is highly recommended that you consult the citation guides provided online (e.g., https://owl.english.purdue.edu/owl).**10. Barack Obama’s “A More Perfect Union” Speech**(This is the speech I want the essay on)2008 SPEECHWhat Obama Said: “Contrary to the claim of some of my critics, black and white, I have never been so naïve to think as to believe we can get beyond our racial divisions on a single election cycle or with a single candidate, particularly a candidacy as imperfect as my own. But I have asserted a firm conviction, a conviction rooted in my faith in God and my faith in the American people, that working together we can move beyond some of our old racial wounds, and that in fact we have no choice. We have no choice if we are to continue on the path of a more perfect union…What we know, what we have seen, is that America can change. That is the true genius of this nation. What we have already achieved gives us hope, the audacity to hope, for what we can and must achieve tomorrow.”Why It Was Important: Conventional wisdom wouldn’t recommend a speech on race. But Obama ran to the challenge, not away from it. Uniquely positioned to do so, he welcomed listeners to places many have never experienced—a predominantly black church, a cringeworthy conversation with a beloved relative of a different race, the kitchen tables of white Americans who feel resentful and left behind—and he recounted Americans often divergent perspectives. He asked us to be honest about our past while connecting it to the structural barriers faced by African Americans and other people of color today…Direct, honest, but nuanced, Obama believed that most Americans were ready to hear the truth and make a choice, to move beyond racial stalemate, face our challenges, and act accordingly.

Imagine yourself as the director of a large Community Supervision and Corrections Department (probation) and you have decided that your department’s position is to NOT arm the community supervision officers. This does not mean that they cannot carry mace as a tool for self-defense, but no one will carry handguns on their person and none will not be permitted to be used in conjunction with their job.In 3 to 5 pages utilizing proper APA format (an example is provided for your reference and use), not including the cover sheet and reference page, you are to strongly present your position to your department personnel. Your paper must reflect your conviction with all the reasons not to arm your probation officers. Your position is to include, but not limited to the following:Liability to the department and to the individual officer involved in a shooting.Reduces required training and continuous annual weapons training.Eliminates the oversight of all logistical matters that deal with weapons qualification and continuous weapons training.Eliminates weapons safety issues in the office.No longer requires the ability to have in place the requirement to provide psychological counseling that would be required if an officer did shoot and kill a probationer.There are other issues that you will probably think of or you can do the research and locate more reasons that support why there are numerous agencies, across the country, that do not arm their officers. Your paper is to adamantly and fully support your position with as many reasons as you can justify.