This case study/Critical analysis must be at least five pages (full pages) of narrative and include an introduction and conclusion.
Do not include an abstract or table of contents and examine issues only in the United States. All references are United States only.
Source: https://www.fema.gov/emergency-managers/national-preparednesshttps://www.fema.gov/emergency-managers/national-preparednesshttps://www.fema.gov/emergency-managers/national-preparedness
All instructions are attached below in the PDF file.
You ave an option of three assignments, You can choose which one best suits you.
Please adhere to the guidelines and include references from the examples given in those guidelines.
Success criteria is also included in the document.
Complete requirements 4 through 10 of the Jane’s Skateboards for the second milestone of the course project. You will use the file you completed in milestone one. Make sure you updated the file if you received feedback from your instructor about any errors you might have in your milestone one submission.
You will use the Course Project Template Jane’s Skateboards.
Your task here is to present a proposal for a topic with some potential resources you will draw upon. Upload a Word document with the proposal and bibliography here.
The proposal should be about a paragraph or two (about 100-400 words) that covers what you want to be advocating for, an argument justifying why you picked this topic, and potential advantages that you would write about in the final paper.
The bibliography portion should have at least 3 scholarly sources listed with MLA citation (peer-reviewed academic journal articles and/or books) that you are planning to use in developing your advocacy.
For each source, provide a quotation (preferably a sentence or two long) that can function as a warrant/topos that you could use for constructing an argument for your advocacy, and explain in a sentence or two how you might use the quotation to build your argument(s) in the final paper.
a research proposal and a research paper, some topic
Guidelines:
Your research proposal should be between
500 – 800 words. In your research proposal, be sure to cover the following components:
• The prompt and questions you want to address
• Your thesis (your position regarding the main question you address)
• Your goals for the paper
• Supporting details
• How and what you will research to support your thesis
It should be clear from your proposal not just which prompt you have selected, but how you intend to focus, develop, and prove it.
Regardless of which prompt you choose, evidence from reputable sources must be used to support your claims.
This assignment requires a component of well-cited research to be completed successfully. Some resources to consider to aid in your research and writing process are scholarly articles such as peer-reviewed journals through online databases and online writing labs.
Topic:
The Gender Gap is defined as ‘the discrepancies in opportunities and status between men and women.’ Many believe the gender gap is still very present in America, saying that women have fewer opportunities in STEM-related fields and make less money than men regardless of time on the job, education, or experience.
However, there are also those who believe the gender gap problem is just a myth. To them, these claims do not consider the type of job, the fact that men may work more hours, and that men are more likely to pursue high-stress advancements.
Is there evidence to suggest that the gender gap still exists today? If so, is there a solution to this problem? If not, what do you think is causing so many to believe that it still exists?
Research Paper Guidelines:
Write a 1500-2000-word research paper. Please write your paper in the MLA format. You must use at least four credible, outside sources and cite them using MLA format as well. Please include a mix of both primary and secondary sources, with at least one source from a scholarly peer-reviewed journal.
See attached: The paper is 5-7 pages, I just selected 6 but I am OK with 5. Imagine something that drives you crazy
at work or in nursing school. Students will have the opportunity to identify the potential for positive change in their
institution and further develop their professional nursing role competencies in the areas of advocacy and leadership
by reflecting on essential components of the change process. Formal use of surveys or other formal data collection
methods is not allowed.
I can add/incoprorate my text book when the paper is complete.
three (3) peer reviewed articles related to your topic. Describe the article, how it will help you with your research findings and what additional information might have been included in the articles.
This is the link of the case: https://www.law.cornell.edu/supremecourt/text/17-1618#writing-17-1618_OPINION_3
Please follow the following directions to finish the paper. The structure in also listed below, just simply write out seven points. And there is no need to use fancy word.
How to brief a case. That link can be fund at https://www.lib.jjay.cuny.edu/how-to/brief-a-case. (Links to an external site.)Please understand that this is just a starting point.
written product need not be more than 3 double-spaced pages.
Student brief
A student brief is a short summary and analysis of the case prepared for use in classroom discussion. It is a set of notes, presented in a systematic way, in order to sort out the parties, identify the issues, ascertain what was decided, and analyze the reasoning behind decisions made by the courts.
The parties and how to keep track of them
Beginning students often have difficulty identifying relationships between the parties involved in court cases. The following definitions may help:
Plaintiffs sue defendants in civil suits in trial courts. Parties that file appeals/wrts are usually called Appellants or Petitioners, which parties that respond to the appeals/writs are called Appellees, or Respondents. These are general terms and not meant to confuse you, but please read below for the slight nuances in the terms.
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The losing party in a civil action may ask a higher (appellate) court to review the case on the ground that the trial court judge made a mistake. If the law gives the loser the right to a higher court review, his or her lawyers will appeal. If the loser does not have this right, his or her lawyers may ask the court for a writ of certiorari. Under this procedure, the appellate court is being asked to exercise its lawful discretion in granting the cases a hearing for review.
For example, a defendant losing a case in a federal district court has the right to appeal this decision in the Court of Appeals of the circuit and this court cannot refuse to hear it. The party losing in this appellate court can request that the case be reviewed by the Supreme Court, but, unless certain special circumstances apply, has no right to a hearing, unless the party submits a writ of certiorari and the Supreme Court grants said writ of certiorari.
These two procedures, appeals and petitions for certiorari, are sometimes loosely grouped together as “appeals.” However, there is, as shown, a difference between them, and you should know it.
A person who seeks a writ of certiorari, that is, a ruling by a higher court that it hear the case, is known as a petitioner. The person who must respond to the petition, that is, the winner in the lower court, is called the respondent.
A person who files a formal appeal demanding appellate review as a matter of right is known as the appellant. His or her opponent is the appellee.
The name of the party initiating the action in court, at any level on the judicial ladder, always appears first in the legal papers. For example, Arlo Tatum and others sued in Federal District Court for an injunction against Secretary of Defense Melvin Laird and others to stop the Army from spying on them. Tatum and his friends became plaintiffs and the case was then known as Tatum v. Laird. The Tatum group lost in the District Court and appealed to the Court of Appeals, where they were referred to as the appellants, and the defendants became the appellees. Thus the case was still known at Tatum v. Laird.
When Tatum and his fellow appellants won in the Court of Appeals, Laird and his fellow appellees decided to seek review by the Supreme Court. They successfully petitioned for a writ of certiorari from the Supreme Court directing the Court of Appeals to send up the record of the case (trial court transcript, motion papers, and assorted legal documents) to the Supreme Court.
At this point the name of the case changed to Laird v. Tatum: Laird and associates were now the petitioners, and Tatum and his fellows were the respondents. Several church groups and a group of former intelligence agents obtained permission to file briefs (written arguments) on behalf of the respondents to help persuade the Court to arrive at a decision favorable to them. Each of these groups was termed an amicus curiae, or “friend of the court.”
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Student brief Structure
These can be extensive or short, depending on the depth of analysis required and the demands of the instructor. A comprehensive brief includes the following elements:
1. Title and Citation
Make sure you write the full citation as set forth in the case. For example the U.S. Supreme Court is usually cited as follows (example), “Keyishian v. Board of Regents, 385 U.S. 589 (1967)”; The NJ Supreme Court, likewise is cited usually, as follows (example), “Tarr v. Ciasulli, 181 N.J. 70 (2004).” The title of the case shows who is opposing whom. The name of the person who initiated legal action in that particular court will always appear first. Since the losers often appeal to a higher court, this can get confusing. The first section of this guide shows you how to identify the players without a scorecard.
The citation tells how to locate the reporter of the case in the appropriate case reporter. If in the future, you do not know how to cite a certain court, google it – there are plenty of online sources.
2. Facts of the Case
A good student brief will include a summary of the pertinent facts and legal points raised in the case. It will show the nature of the litigation, who sued whom, based on what occurrences, and what happened in the lower court/s.
The facts are often conveniently summarized at the beginning of the court’s published opinion. Sometimes, the best statement of the facts will be found in a dissenting or concurring opinion. WARNING! Judges are not above being selective about the facts they emphasize. This can become of crucial importance when you try to reconcile apparently inconsistent cases, because the way a judge chooses to characterize and “edit” the facts often determines which way he or she will vote and, as a result, which rule of law will be applied.
The fact section of a good student brief will include the following elements:
A one or two-sentence description of the nature of the case, to serve as an introduction.
A statement of the relevant law, which allows us to draw attention to the key issue/s that are in dispute. This may take you a couple of sentences
A summary of the relevant facts to explain who did what to whom. Be precise as to what was alleged by one arty against another.
A summary of actions taken by the lower courts, for example: “Plaintiff’s case dismissed; Plaintiff appealed; The trial court’s decision was affirmed by appellate court; Supreme Court granted certiorari; Supreme Court reversed appellate court’s decision and remanded for a new trial.”
3. Issues
The issues or questions of law raised by the facts peculiar to the case are often stated explicitly by the court.
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With rare exceptions, the outcome of an appellate case will turn on the meaning of a provision of the Constitution, a law, or a judicial doctrine/theory. Capture that provision or debated point in your restatement of the issue.
When noting issues, it may help to phrase them in terms of questions that can be answered with a precise “yes” or “no.” An acceptable means of framing issues would be as follows: “The NJ Supreme Court in John Doe v. Saul Goodman, decided the issue of: “Are all employees in NJ that merely sign applications and begin work without contracts or union protections at will-employees?” The NJ Supreme Court answered in the affirmative, stating that employees that have received no written, oral, or implied representations of just-case employment are at-will employees.
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NOTE: Many students misread cases because they fail to see the issues in terms of the applicable law or judicial doctrine than for any other reason. There is no substitute for taking the time to frame carefully the questions, so that they actually incorporate the key provisions of the law in terms capable of being given precise answers. When reading, it may also help to label the issues if there are more than one.
4. Decisions
The decision, or holding, is the court’s answer to a question presented to it for answer by the parties involved or raised by the court itself in its own reading of the case. There are narrow procedural holdings, for example, “case reversed and remanded,” broader substantive holdings which deal with the interpretation of the Constitution, statutes, or judicial doctrines. If the issues have been drawn precisely, the holdings can be stated in simple “yes” or “no” answers or in short statements taken from the language used by the court.
5. Reasoning
The reasoning, or rationale, is the chain of argument which led the judges in either a majority or a dissenting opinion to rule as they did. This should be outlined in a paragraph
6. Separate Opinions
Four our purposes, the focus should be on the majority opinion. This does not mean that you will not be responsible for understanding the dissenting or concurring opinions. For those dissenting/concurring opinions, a few sentences stating why the dissenting/concurring judges disagreed (dissent) or concurred (agreed with the outcome but not for the same reasons set forth by the majority).
7. Analysis
Here the student should evaluate the significance of the case and its impact on future litigants, government, or society.
A cautionary note
Don’t brief the case until you have read it through at least once. Don’t think that because you have found the judge’s best purple prose you have necessarily extracted the essence of the decision. Look for unarticulated premises, logical fallacies, manipulation of the factual record, or distortions of precedent. Then ask, How does this case relate to other cases in the same general area of law? What does it show about judicial policymaking? Does the result violate your sense of justice or fairness? How might it have been better decided?
How to brief a case. That link can be fund at https://www.lib.jjay.cuny.edu/how-to/brief-a-case. (Links to an external site.)Please understand that this is just a starting point.
Submit two documents to this dropbox: (1) your topic proposal and (2) your first source. (I need this part seperate and the entire proposal as one.)
To begin the Research Proposal, Stage 1 asks you to propose an independent and dependent variable, a hypothesis, and a first source. At least one of your proposed variables needs to be clearly crime related. “Females have a higher school performance than males” is not clearly related, for example, but “Being female decreases the odds of school bullying” and “As school performance increases, juvenile delinquency decreases” are clearly crime related.
Type your answers to the first three questions in a single Word (“.doc” or “.docx”) document. No title page/cover sheet is necessary; just your name at the top. Please double space. You’ll upload a full-text version of your proposed first source for the fourth question. This way, I can ensure you’re heading in the right direction with an appropriate source. Thus, for Stage 1, you’ll submit two documents to the designated Engage drobox.
To begin the Research Proposal, Stage 1 asks you to propose an independent and dependent variable, a hypothesis, and a first source. At least one of your proposed variables needs to be clearly crime related. “Females have a higher school performance than males” is not clearly related, for example, but “Being female decreases the odds of school bullying” and “As school performance increases, juvenile delinquency decreases” are clearly crime related.
Type your answers to the first three questions in a single Word (“.doc” or “.docx”) document. No title page/cover sheet is necessary; just your name at the top. Please double space. You’ll upload a full-text version of your proposed first source for the fourth question. This way, I can ensure you’re heading in the right direction with an appropriate source. Thus, for Stage 1, you’ll submit two documents to the designated Engage drobox.
Instructions on the project and presentation
Group members will work together to do a study on the given topic and give a 30 minutes presentation in class on the given date. Each group have two alternatives on how to do the study. (1) Read, understand, summarize, and present the suggested materials posted on Canvas. The pros are that your objective is determined. You can save time on information searching and gathering. You will get a bonus by adding findings or stories related to the local economy in Vancouver or broadly Canada. However, one challenge is that you may find the paper technical, although I picked the papers for their simplicity in understanding. And you should feel comfortable skipping the technical part and focus on the questions, data, main idea of the theory (if any,) findings and conclusions, all of which are sufficient for a 30-minute talk. You can also ask me if you have questions on the paper.
The presentation is 30 minutes plus a 5-10 minutes Q&A section. You can decide the format of the presentation, such as lecturing based on slides, showing video clips, and/or useful and interesting pictures. However, each member is required to speak. The two groups in the same class will peer-review each other. Specifically, one group is required to ask one question to the other group after their presentation.
Note: We are 4 people and we need to present for a total of 30 mins, which means 7 mins approx per speaker
No specific number of slides, just make sure it adds up to 30 mins in total.