Any United States Supreme Court case that involves an interpretation of the  Constitution this encompasses most of the cases that come before the  Supreme Court.Who is involved in the case?

 
Any United States Supreme Court case that involves an interpretation of the  Constitution this encompasses most of the cases that come before the  Supreme Court.Who is involved in the case? However, please choose a case that was heard by the  Supreme Court from 2009 to the present. Again, please do not choose a  case that is older than 2009. This will help ensure that you are writing  your summary on current, relevant case law. 
– Who is involved in the case?
– How  has the case moved through the legal system (who filed it, in what  court? What appellate court heard it? How did it get to the Supreme  Court?)?
– What was the issue in the case?
– What did the Court decide? (note that the US Supreme Court is called “Court”, not “court” and not “SCOTUS”)
– What was the Court’s analysis (WHY did they decide as they did)?
 
Did any Justices dissent, and if so, what did they have to say?
– What is the impact of this case?
If you can’t find a good case,  search on Nexis Uni or OYEZ you should be able to find something.

Compile examples of unethical behavior in the media and explain modifications to the source or scene that could be used to correct the ethics violation.

Topic: Media Smorgasbord

Over the course of one week, please compile examples of unethical behavior in the media and explain modifications to the source or scene that could be used to correct the ethics violation.
In your discussion, complete the following:
· Identify the source and scene (if applicable).
· Identify the ethical violation that was committed.
· Explain modifications to the source or scene that could be used to correct the ethics violation.
Post your answers to the Forum by FRIDAY, OCTOBER 13.

Should students be allowed unlimited attempts to pass a skill?  Why or why not?

 DIscussion:
Read this excerpt from a student who failed a third attempt at a skill and is therefore dismissed from the program.
“I just flunked my third chance at passing my clinical skills test going into my third semester of nursing school. I am so humiliated. Now I have to withdraw from the program entirely and re-apply, which sets me back a year. I am a good student…I passed all previous skills evaluations, pass clinicals, make at least “B” on classroom work and even scored a 93 on the most recent HESI. I am also a bit angry since I felt I wasn’t given a good environment to pass this final, critical checkoff – missing several items of equipment, the instructor dropped a glass of water during my checkoff and cut me off several times during my explanations. I am so demoralized.”
Evaluation of students is a difficult part of being a faculty member. Skills lab check offs are stressful for both students and faculty, and the outcome is sometimes devastating. In your initial post, consider your thoughts about skills check offs from an instructor’s perspective.  Consider such things as:

Should students be allowed unlimited attempts to pass a skill?  Why or why not?
Given that this is high stakes testing, what responsibility does the faculty have to create a positive testing environment? What would that look like?
Will you be able to fail a student if necessary?  Instructors who struggle with this may pass students on to the next course/instructor, which may have significant legal and ethical ramifications. 
Students often believe that faculty are trying to “weed out” students.  Do you think that is true? 
Finally, how has being a practicing nurse changed your perspective on evaluation of students in nursing school?

What similarities do you find in the Athenian legal system and our own judicial system in the 21st century?

I’m working on a history discussion question and need the explanation and answer to help me learn. Purpose:We take democracy for granted today. However, it was not the norm for most of human history. The first democracy, a term in Greek that means “rule by the people,” began in the city-state of Athens. Athenians of the Classical period (5th-4th centuries BCE) were proud of the democracy in which they lived, and were interested in thinking systematically about what made their city-state better than the rest. The answer, the Athenians felt, ultimately lay in the connection of democracy and law. Athens did not have a police force, but it was the duty of each citizen to prosecute a crime, whether he was a victim of one himself, or had witnessed a crime. Juries of hundreds of citizens heard each case, and voted for the guilt or innocence of the parties without consulting with each other. The majority determined the case, and then the jury also acted as a judge in determining the penalty.Historians of Classical Athens are very lucky: ca. 100 courtroom speeches from various Athenian cases survive. These speeches were written by professional speech-writers on behalf of clients, who then delivered these speeches when representing themselves in court.Tasks:For this discussion, please read Lysias 1, “On the Killing of Eratosthenes,” written by the Athenian speech-writer Lysias, in defense of Euphiletos, sometime in the late 400s or early 300s BCE. Euphiletos is on trial for killing a man called Eratosthenes, so his situation is quite dire. Please read Euphiletos’ defense speech “On the Murder of Eratosthenes” Next, answer all of the following questions:From the story of Euphiltos we learn about Athenian perspectives on adultery and other aspects of their legal code.   What similarities do you find in the Athenian legal system and our own judicial system in the 21st century? Consider aspects like testimony, jury trials and sentencing.    We also learn from this story about the social relationships between citizens, slaves, and the place of women in Athenian society. Contrast and compare Athenian society and experience with your own experience in our modern society.   For example, have you experienced any negative restrictions due to gender, class, or citizenship status? Do any of these experiences help you understand the struggle of women, slaves, and non-citizens in Athenian society?

Create an infographic and write a blog post about an important ethical issue facing countries around the world.

Project Overview In this project you will create an infographic and write a blog post about an important ethical issue facing countries around the world: access to clean, drinkable water. Once you choose a topic from the list provided, you will develop an infographic that explains the facts of the situation. Next, you will write a blog post that explains the ethical implications of your topic.You work for DOWSE, the Division of Water Sourcing and Education. DOWSE focuses on the ethical treatment of its employees, the environment, and the countries it serves. Your department collects information about people who are affected by water crises.DOWSE is using social media to bring attention to the ethical concerns related to these crises. Your supervisor, Dr. Phil Wehls, has asked you to create an infographic and write a blog post about one of the topics described below: Flint, MichiganFlint, Michigan, experienced water problems after the local government switched its water source from Lake Huron to the local Flint River. This change was an attempt to help the struggling city save money. Investigate the decisions that the local and national government made. How did these decisions affect Flint’s water system and the health of Flint’s residents? Privatization of Water Utilities Around the world, some cities and countries are selling their water utilities to private companies. Private companies are not run by government agencies. These private companies are trying to turn a profit. At the same time, they are supposed to meet the regions’ water demands and maintain water quality and physical systems. What is the impact of privatization on affected communities? The Agricultural Use of Water Agricultural crops use approximately 70% of the freshwater withdrawals worldwide. Scientists are interested in whether the use of this water is effective and efficient. They are also concerned about agricultural runoff. Agricultural runoff happens when water used on crops contains contaminants such as pesticides and chemical fertilizers. How does this runoff affect drinking supplies, wildlife, and the ecosystems downstream?Dr. Wehls has asked you to research one of the topics listed in the scenario. He would like you to create an infographic or slide that gives an overview of the topic and examines what went wrong or what could go wrong. He also asked you to write a blog post on the ethical implications of the scientific or technical topic you examined.

Identify two or three key aesthetic elements of the film

Format: Responses should be about 400-500 words. They do not have to be very formal (e.g., you can use “I”), but they should be in paragraphs that relate to one another. You do not need to use time codes for citing examples from the film texts; simply state something like “in the scene in which…” to orient the reader.You should answer one of the following questions (although you may discuss topics that are tangentially related to the question if you find them interesting). You can answer the same question in two responses, but you should not answer the same one for all three. 1. Identify two or three key aesthetic elements of the film (aspects of sound, mise-enscène, cinematography, editing, or narrative structure). First, describe the element(s) as precisely as you can. Use technical terms if you know them, and if you don’t, simply be as precise with your adjectives as you can be. Second, state how the aesthetics affect the story. For example, the same story may have quite a different impact in a slow-paced film than in a fast-paced film. 2. What aspect(s) of society/culture appear powerfully in the film? How does the film reflect on this/these aspect(s)? That is, what does the film teach you or have to say about particular social or cultural conditions or events? Give evidence of specific moments in the film. 3. Discuss the genre of the film (you can define genre however you want – documentary vs. fiction, detective film vs. rom-com, children’s vs. adult film, etc.). What are the key features of the film that make you categorize the film this way? Does it seem a typical example of its genre, or quite unusual? How so? You can but do not have to discuss other films that may have influenced or been influenced by this film. 4. What kind of an audience does the film appear to have been made for? For example, does it seem to be accessible to an international audience, or does it make assumptions that the audience will have certain, specific cultural or historical knowledge? Does it speak to all ages, or is it addressed specifically to adults? Does it address an audience with a lot of institutionalized education, or a less formally educated audience? Give evidence of specific moments in the film or specific aspects of the film.here is the file link: Recommended Reading: Sengoopta on Pather Panchali:

Using Hell or High Water (David Mackenzie, 2016), please develop an analysis of how the film’s narration works to facilitate the viewer’s understanding/comprehension of the fabula (story) from its syuzhet (plot) and stylistic systems

Essay #1 Prompt Using Hell or High Water (David Mackenzie, 2016), please develop an analysis of how the film’s narration works to facilitate the viewer’s understanding/comprehension of the fabula (story) from its syuzhet (plot) and stylistic systems. You should construct a strong and clear central thesis that considers the film’s narration as a whole (a global approach), while also identifying specific moments, scenes, and/or sequences (a local approach) to support your thesis. As we have discussed, a film’s narration uses specific devices to guide the viewer in their understanding of the fabula, so you should consider how the concepts we’ve worked with in class function here to cue and/or constrain information in particular ways. This involves connecting broad narrational strategies, such as range and depth of knowledge, to more specific narrational strategies. Finally, your thesis should also include a statement on the film’s stylistic system and how it interacts with syuzhet processes at both local and global levels.In order to develop and write your analysis, you will need to understand and apply the following concepts:Differentiate and discuss the different types of “gaps” of information, delays, or repetition of information that may be relevant to the film’s narration in helping to create the fabula;Discuss how information is restricted/unrestricted (range of knowledge); the degree of subjectivity/objectivity of information (depth of knowledge); the self-consciousness and/or communicativeness of film’s narration in organizing the cues that create the fabula;Demonstrate that fabula and narration/syuzhet are different things (though related);Show you understand and can analyze how the film’s style (e.g., mise-en-scene, cinematography, editing, sound) works as part of the narration to help create the fabula;Select and apply the concepts that are most relevant for this assignment’s analysis;Undertake a detailed close reading of parts of the film and relate them to the whole;Understand that analysis of the film’s narration is not the same as a plot summary.Remember that not all of our course concepts will be relevant to every film: make sure you are organizing your analysis around the concepts that you find most pertinent to your analysis of this particular film’s narration. In other words, you do not need to include every concept discussed in Weeks 1 and 2, as not all will be relevant to this particular film. Focus on the concepts that you determine to be most important for your analysis of the film’s narration. Part of what you are learning to do is to determine which concepts are most relevant as you analyze the narrational strategies for a particular film.

Explain the key point—that is, reconstruct the thesis—of §119 of Nietzsche’s Daybreak.

For this discussion move, you will explain the key point—that is, reconstruct the thesis—of §119 of Nietzsche’s Daybreak. The complete text of Daybreak is available in the Perusall library, so navigate in that text to bk. II, §119, read it carefully, and then complete your discussion move in a way that fulfills the requirements outlined below. Then, upload your completed discussion move to this assignment portal.    There are three types of “Discussion Moves” you will be asked to complete:1. Ask a question. 2. Explain a key point. 3. Make a connection.You should follow these sentences that do one of the following:Ask a questionWhen you make the “Ask a question” discussion move, you will pose a genuine question that arose for you while reading and then (a) make a good faith attempt to answer it and/or (b) explain why you think the question is important. A good question is one that cannot be answered by Googling (that is, it does not concern matters of fact, but rather matters of understanding or interpretation). It may be about how to read a particularly difficult passage (in which case, make sure you quote and properly cite the passage); about something that puzzles you about the author’s style or strategy; about some apparent inconsistency that you are struggling to resolve; or anything else that comes up as you read.Explain a key pointWhen you make the “Explain a key point” discussion move, you will first identity a specific point that the author makes that you think a reader must understand in order to grasp the overall argument of the text. You will then do your best to explain that point in your own words. You may find it useful to quote the passage you are interested in first. However, for this discussion move, it is important that you attempt to explain the text, argument, or passage in your own words, as if you were trying to introduce the text to an intelligent from who has not read it or is not familiar with the author’s work. Make a connectionWhen you make the “Make a connection” discussion move, you will either (a) connect a passage to another passage elsewhere in the same text, showing how one illuminates the other; (b) connect a passage in the text, or connect the text as a whole, to a different text, comparing or contrasting them in some way; or (c) show how the ideas or arguments in the text or passage you have selected connect to something outside the text—for instance, in your own experience or cultural context. 

What ideals would you go to war to defend?

Required ResourcesRead/review the following resources for this activity:At the very end of Chapter 13, there is a Group Exercise that asks: What ideals would you go to war to defend? We are not going to ask you to go to war, but we are going to ask you to think about what ideals or values you believe would be worth defending – even to the point of risking your life in their defense.When Nazi Germany overtook Europe in the early 20th Century, resistance movements sprung up in the occupied countries, and many civilians risked – and lost – their lives against Nazisim. Today, in Saudi Arabia, women who protested restrictions on the rights of women imposed by that country have been jailed, and remain jailed, even after some of the rights they asked for have been granted.For the initial post, address the following:This is not a group exercise – post your thoughts, considering the scenarios proposed in the text or any others you find important. Be sure to give your reasons for your answer.Notice that this exercise requires deductive reasoning. You are stating a position and supporting it with “top down” reasoning. Be sure to review Three Features of Ideological Reasoning. Apply these concepts as you create your own arguments and evaluate those of your peers.Remember that you are using ideological reasoning here. Is your post structured like an ideological argument, beginning with a general idea (opinion, belief, or principle) and moving down from these abstractions to their specific applications?The text warns us that ideological arguments often fail the test of Truthfulness of the Premises. Have you tested the truth of your premises?You will be writing here about what you value highly. Others may not share your values. Indeed, you may find that someone will write something that is entirely opposed to your values. As critical thinkers and reasoners, we do not take offense because someone disagrees with us. Critical thinkers examine their own argument, and the arguments of others, objectively, rationally, and logically. Critical thinkers and reasoners do not find the opinions of others “right” or “wrong” – they find them well-supported or not well-supported.Respect the opinion of your classmates. If you feel the need to disagree, do so respectfully and acknowledge the valid points in your classmate’s argument.Do not write anything that sounds angry or sarcastic even as a joke, because without hearing your tone of voice, your peers might not realize you are joking.The real objective here is discovering what values and beliefs are important to you and whether or not you have a sound basis for those beliefs.

Write a reflection about the relationship between your art production and the inspiration piece.

Part 1: Art CreationSelect a poem, musical piece, or dance piece to use as a point of inspiration. Create a work of poetry, lyrics, music, or dance, inspired by your selected art piece. Video or audio recordings should be no longer than 5 minutes and must be in MP4 format.Note: If your art creation requires a separate file submission, please submit in the Art Creation Submission (Recordings) area following this assignment.Part 2: Reflection Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:IntroductionInspiration PieceInclude the inspiration poem, lyrics, or recording of musical or dance piece within the document. Use a link in the case of a recording.Record the title, artist/author/composer, year, and place of origin.Briefly explain the background of the inspiration piece.Your Art PieceInclude your original poem or lyrics within the document. If you selected a musical or dance piece, submit as a separate file in the Art Creation Submission (Recordings) area following this assignment.Provide a title.Explain the thematic connection between the two pieces.