CCJ Questions
Question 1: Case Brief of Mahanoy Area School District v. B.L. School Free Speech
INSTRUCTIONS: Read the U.S. Supreme Court case excerpt attached to the bottom of these instructions. Use the briefing format that follows to construct a brief. It may well take you longer to read and think about the case than to write the brief. (Single-space, around 0.5 to 1 page)
Basics of Briefing a Case or Outline
(1) Citation: Give a proper citation to the case being briefed.
(2) Case History: Indicate how the case got to this court using information in the case.
a. identify the parties in the original case and the type of case (e.g., habeas corpus, appeal from a criminal trial, forfeiture action, etc.)
b. identify the original court and its decision
c. identify who appealed to the lower court, what was appealed, and what was the decision
d. identify who is appealing (the appellant) to the instant court (U.S. Supreme Court)
(3) Facts and Relevant Law (those facts/law provision central to the case turns on):
a. review the basic relevant facts
b. identify the basic provisions of law the case turns on.
(4) Issues: State the issue(s) that is (are) being decided.
a. summarize the thrust of the appellant’s argument
b. summarize the thrust of the appellee’s argument
(5) Majority Rationale (indicate who wrote the opinion and what the size of the majority was if that is provided): Summarize the reasoning or rationale of the majority/plurality opinion.
(6) Holding: Formulate the holding of the majority (i.e., the outcome and its point of law that informs analyzing future cases).
(7) Concurring/Dissenting opinions (if included). Indicate NONE if there is none included in the materials provided.
Question 2: Mandatory Vaccination in Schools Assignment
Your assignment will be to write two short essay assignments (see below). Your answers will be informed by the following readings on vaccinations (only one of which is lengthy), so it will help if you read through the assignment first and then move into the following readings:
A brief history of vaccination
Washington and the first mass inoculation
The Rise and Fall of Smallpox
When the Supreme Court Rules a Vaccine could be Mandatory
Vaccination Mandates_chtr 13 malone and hinson
After reading these vaccination materials, you will be asked to consider information on 3 Supreme Court opinions. The first involves a ruling upholding a criminal fine for violating a smallpox vaccination mandate; the second deals with vaccine mandates for school children; and the third concerns a recent ruling about injunctions against Covid mandates for places of worship. Be sure to take notes about the important facts, issues, rationales, and holdings in each of these so you can use them to answer the questions. The following information on the cases are also posted in the Vaccination Assignment Module:
Jacobsen v. Mass. a 14th amendment read
Zucht v. King, 260 U.S. 174 (1922)
South Bay United Pentecostal Church v. Newsom
Your assignment is to write two short essays, each of them structured by specific questions. Address each question subsumed under the respective essays.
Essay 1— comparing and contrasting the Jacobsen and Zucht cases with the South Bay United Pentacostal Church case
Summarize the constitutional basis for the holdings of Jacobsen and Zucht. [Target length: 1 developed paragraph]
Summarize the constitutional basis for the ruling in South Bay United Pentacostal Church. [Target length: 1 developed paragraph]
Then compare and contrast the issue(s) presented in South Bay United Pentacostal Church with those presented in Jacobsen and Zucht. (Target length: 1 developed paragraphs)
Finish Essay I by discussing whether the South Bay United Pentacostal Church ruling does or does not undercut the Jacobsen and Zucht precedents. Draw a conclusion and provide your rationale. [Target length: 2 developed paragraphs]
Essay 2 — considering how the balance between liberty and public health has evolved since Jacobsen and Zucht.
Supplement the Malone and Hinman “Mandatory Vaccination” article with some basic independent research to compare and contrast three things: a) the threat of smallpox to public health compared to that of Covid-19, and b) the safety of smallpox vaccine compared with that of Covid vaccine, and c) the efficacy of the respective vaccines in preventing severe illness. Draw a conclusion on each and provide reasons, citing your sources. In your discussion, be sure to address why your sources are reliable. [Target length: 7 developed paragraph–2 paragraphs for each of the three things and 1 paragraph to discuss the reliability of your independent sources].
Use the South Bay United Pentecostal Church v. Newsom case, the Malone and Hinman “Mandatory Vaccination” article and the example of forced sterilization (from the “When the Supreme Court Rules a Vaccine could be Mandatory” posting) to discuss the following. a. Discuss whether a religious exemption to vaccination mandates would be upheld or rejected now because of the liberty interest in religion. Give reasons by using the background readings and your research to support your conclusion. Be sure to cite. b. Briefly discuss what other limits should be considered, if any, in how to strike a balance between liberty interests and public health, especially in light of the forced sterilization of “mental defectives.” c. Conclude by discussing whether any of these mitigate against vaccine mandates in schools. Give reasons for your position. [Target length: 3 developed paragraphs].
Use any standard citation method (e.g., APA, Turabian, etc. ).
Question 3: Museum Analysis
This assignment is designed to help us reflect on how museums shape our experience of artworks. It will require you to visit a museum (either in person or via an online interface) and pick a single artwork within the museum that captured your attention. You will then answer the following question: “How does the artwork’s display impact how you see and understand it?” Your response should take the form of a short essay (900-1200 words) that analyzes the artwork’s form and the impact that its curatorial context (physical or virtual) had on your viewing experience.
Step 1: Visit an Exhibition Listed Below: During the COVID-19 crisis it might not be possible for us all to visit museums in real life. If you would prefer, you can choose to complete the online version of the assignment. For this version, you must visit one the following online exhibition hosted by the National Gallery of Victoria (NGV) in Melbourne, Australia (visits to other online exhibitions will not be accepted):
1. https://www.ngv.vic.gov.au/virtual-tours/she-oak-a… (Pay attention to curatorial choices here: color of walls, size and arrangement of artworks on wall, your path through as a digital visitor, and how the story is told both in wall text and audio buttons/links/videos!)
2. https://www.ngv.vic.gov.au/virtual-tours/maree-cla… (Pay attention to curatorial choices here: color of walls, size and arrangement of artworks on wall, your path through as a digital visitor, and how the story is told both in wall text and audio buttons/links/videos!)
Step 2: Study Your Own Museum Visit: During your visit, I want you to study how the museum scripts and influences your experience. When visiting the virtual exhibitions, think about arriving at its homepage as the same as arriving at its front door. Explore the page and think about how it sets you up for your visit. Then select the artist of your choice and enter the virtual exhibition by clicking the play button or the “Explore 3-D Space.” Once inside the 3-D model of the exhibition, think about your visit online as parallel to a physical visit to a brick and mortar building. Observe how the artworks are arranged within the room. Use the Tips and Terms for a Museum Visit document to help you determine which things to pay attention to and what to take notes on. Please note that you can toggle back and forth between modes of viewing in the lower left corner- getting a floorplan view for better context and the in-person experience to imagine what the exhibition would feel like if you were there. Take notes on your visit and the things that jump out to you.
Step 3: Select a Single Artwork: Once you have explored the exhibition, select a single artwork to analyze within its immediate museum context. First takes notes on that artwork itself that will allow you to do a formal analysis of it later. Take a screenshot to include in your final paper. Carefully consider the way a curator made choices about its display and presentation, and how those choices impact the way you see it. As yourself: does the artwork belong to part of an exhibition, what “didactic materials” are included in the exhibition, and how do they inform your experience? (Note that not all of the wall text is visible in the online visit- so focus on an artwork that has visible wall text). Is the artwork alone on a wall or crowded among other artworks? How do the colors, lines, and other formal elements in the artwork connect or contrast with those in the nearby artworks? What draws your attention to this artwork? How does it fit into the space? Does this style of exhibition connect to any particular style of exhibition from our Museum Histories module? Ask lots of questions and take lots of notes.
Step 4: Writing Your Essay: After your visit, you will write an essay that answers the question: “How does the artwork’s display impact how you see and understand it?” You must include a bolded thesis statement that answers that question, drawing upon your formal analysis of the artwork itself and your analysis of its context.
Your essay must:
Clearly identify the museum you visited (name, city, etc).
Clearly identify and describe the artwork you chose to study (by artist, title, and date).
Include a bolded thesis statement that answers the question “How does the artwork’s display impact how you see and understand it?” A good thesis statement will have a cause and effect relationship. For example, X factor of the exhibit’s display impacted Y factor of the viewing experience of the artwork in Z manner.
A good thesis statement will be specific to your chosen artwork and its context in the gallery.
A good thesis statement is not a restatement of the question in the prompt. I.e. The artwork’s display impacted how I saw it.
A good thesis statement requires the evidence in the essay to prove it and leads to a cohesive conclusion.
Use key vocabulary (elements and principles) to describe and analyze the artworks appearance as evidence to support your thesis statement. In other words, explain how the artwork’s appearance communicated its message with you. Your description of the artwork should be complete enough that someone who is reading your paper could imagine the artwork you are writing about.Start with the general elements such as subject matter, size, and composition. Then try to smoothly work towards the smallest and most nuanced details. Write as if you are guiding the reader as you walk closer and closer towards the work. This will help make sure you cover all the relevant elements and principles. Point out all the visual elements that help build to an interpretation.
If you get a certain feeling about the work, investigate what in the visual details gives you that sense. Try to avoid going into personal tangents. (i.e. this part of the painting reminds me of when I was a kid…)
Show you can concisely and effectively wield the vocabulary you have learned in this class. (You may want to review Module 3)
Use key vocabulary to analyze the way the artwork was exhibited (the wall, the room, the exhibition) and to describe the impact that its exhibition had on your perception of it. Review the concepts and terms from Modules 4 and 5.
Think about how your chosen artwork would appear differently to you if shown in another format as in the examples in the Application of Module 5. This may help the specific design choices of the exhibit stick out to you more clearly.
NOTE: The formal analysis and contextual analysis are worth 30 points each. This should indicate to you that they need approximately equal space and attention in the essay. Remember, these two parts of the essay should be interrelated to prove your thesis statement.
Contain between 900-1200 words.
Include an image of the artwork (and preferably of its display) in an appendix at the end of the paper.
Follow standard academic guidelines for an essay, including formatting (Times or Helvetica, 12pt, 2x space).
Follow standard academic models of organizing an essay, including an introduction, body paragraphs and conclusion.
NOTE: You should review the rubric prior to writing the essay to ensure your success
Question 4: Primate Behavior (Single-space, 1 page)
An important component of biological anthropology is studying the behavior of non-human primates. However, this is impossible to accomplish in the lab. This exercise is designed to allow all students the opportunity to briefly study the behavior of a non-human primate. Your task is to collect a sampling of behavioral data. For this, you may either visit the primate exhibit of a zoo or primate sanctuary, or watch one of the many primate live feeds available on the Internet. You can easily find different primate live cameras using a search engine. If using a primate live camera from the Internet, please remember to do this activity during the day!
Pick at least two individuals and follow each one of them for 15 minutes. Set a timer, and at each minute make a record of the primate’s behavior in the table on the right below. The table is set up as an ethogram, which includes many pre-defined behavior codes (table on the left) that you can use to rapidly describe behavior while observing. Add additional ethogram codes to capture behaviors not already listed. If you are using a live feed and the camera changes angles, do your best to continue following the same individual. If the live stream you picked only allows you to observe a single individual, you may switch cameras for your second observation.
Primate live cameras include, but are not limited to:
http://zoo.sandiegozoo.org/cams/ape-cam
http://lsc.org/tamarins/
http://www.houstonzoo.org/gorilla-habitat-cam/
https://detroitzoo.org/snow-monkey-live-cam/
https://www.earthcam.com/usa/newyork/utica/?cam=tamarin
Outline:
Introduction ParagraphHook
Overview and explanation
Thesis
Body Paragraph 1: Observation (Two primates were observed for 15 minutes and a behavior was appropriately recorded each minute, and the correct source was used)Topic sentence
Evidence 1
Explanation 1
Evidence 2
Explanation 2
Short conclusion and transition
Body Paragraph 2: Analysis (The most frequent behaviors observed were identified and their frequencies were correctly calculated in total and for both individual primates)Topic sentence
Evidence 1
Explanation 1
Evidence 2
Explanation 2
Short conclusion and transition
Body Paragraph 3: Reflection (All reflection questions are given thoughtful responses and all parts of the questions are answered)Topic sentence
Evidence 1
Explanation 1
Evidence 2
Explanation 2
Short conclusion and transition
Conclusion ParagraphRestate the thesis
Summary the paragraph
Concluding thought
Art Question
Reflection/Reaction Paper on the topic of Visual Arts.
Visual Arts
3 pages
1.Terminology and brief history
2.Exploring works of art
1.When applicable, the art works will be viewed firsthand and discussed.
2.A historical context to the work will be evaluated.
-Students will be required to visit a Visual Arts venue if possible and write a reflection/reaction paper.
-In the Reflection/Reaction Papers, you must document or indicate how you experienced the art event. For example, you may browse the MoMA website and discuss three artists’ works. In your paper include a link to the images you are referencing. If you are attending a venue such as a Broadway play, simply scan or photograph your playbill, receipt, ticket or take a picture of yourself at the venue. Your reflection/reaction papers are NOT term papers. Each paper has a minimum of 3 pages which includes some photographic references.
Exploring world religion unit 3
Writing Assignment Help What do Right Mindfulness and Right Concentration help a Buddhist follower to do?
A.
They help a person understand the benefits of the Middle Way.
B.
They help a person control their actions to follow the Middle Way.
C.
They encourage meditation on the Middle Way to train their mind.
D.
They help a person to understand the best morals to live by.
women studies
It’s no secret that the early feminist movement was largely a movement among and for middle-class, educated white women, and we are already seeing in MAKERS Part 1: Awakening that other women – Black women, lesbians, working class women, etc – were pushing back against that limited view of sexual equality. We’ll be getting to the contributions of other women as we move forward in our course, but for now, let’s focus on those very early days of the movement because as non-inclusive and limited as they were they did lay the groundwork for the growth of feminism. To do this, let’s focus on the sorts of situations and injustices that women took on in the 1950s and 1960s, often without really think of the situations or themselves as feminist.
This discussion board does not require outside research. Everything you need is in our materials in this module. Choose ONE of the three people/quotes below and then:
In one paragraph briefly explain who this person is (age, race, career status, marital and/or parental status, et cetera). Do not do outside research. All you need to do in this paragraph is share what we’ve learned about this person in the materials in this module.
In a second paragraph break down the quote attributed to this person: (a) What was the situation/injustice to which the quote refers? Describe that situation/injustice. (b) What does this quote mean? Why did the speaker say this and why did she feel this way? (c) Do you imagine this person a self-identified feminist when she said this? [Tip: You will want to use and define at least one of the key terms from Modules 1 through 3.]
In a third paragraph, describe how the person/quote and the situation/injustice involved connect to the feminism movement and its tenets? In what was this individual situation/injustice connected to the political/systemic? How was this individual situation indicative of larger social issues? [You’ll probably want to use and define “the personal is political” and/or “systemic” from our course materials.]
Kathrine Switzer: When asked if she was a suffragette or a crusader, Switzer replied “What? I’m just trying to run” but quickly followed that up with “I’m gonna finish this race on my hands and knees if I have to.”
Jean Montague: “I was twenty-six at the time, and I thought, ‘I could make a whole career out of this.’ Then I realized I can’t.”
Lorena Weeks: When told by a supervisor, “You know the man’s the breadwinner in the family,” Weeks responded “Oh no, when I go through the grocery line in the grocery store, they don’t push back a loaf of bread and say ‘you’re a nice little lady, so you can have this ten cents cheaper because you’re a woman.”
Technical guidelines for discussion posts and responses
Your post should be short but meaningful, specific, and substantive. A rule of thumb to follow is one paragraph per prompt element. A paragraph is usually needs three sentences to make sense. Remember, your posts and responses are how you demonstrate that you are trying to learn, that you are thinking about what we are studying, and that you are making connections, so length is less important than quality. This is not the time to ramble on. You should have a point or points that specifically address the discussion prompt. Draft your post in a Word document before you enter it into the discussion board and make sure you do a spelling and grammar check. If it looks like you dashed your post off on your phone while doing six other things, then your grade will probably reflect that.
You should reference key terms and course materials in your post and response. The point here is that we need to know from where you are getting your information and guidance for your post. You do not need to provide a full citations for sources we use in this course.
When there is more than one prompt from which to choose, copy the prompt into your response so that everyone will now which prompt you’ve chosen.
Ideally you will post as soon as possible, giving your discussion group mates time to respond. And — if we want to change these from “Discussion Bores” into something fun, you will sign in multiple times, keep the conversation going, maybe even have a debate!
Although responses to your discussion group mates is not required, responses may be considered if at the end of the semester you are on the border between two grades. If you choose to respond to the others’ posts, one paragraph should be the minimum. Please focus on the quality of your response. Responses that are simply comments like “I totally agree with what you said” or “Wow! I never thought of it that way” or that repeat what is in the original post are not sufficient responses because they don’t show that you are thinking. Your response should add to the post in some specific, meaningful way – e.g., by offering additional details or explanation, by connecting the post to another relevant concept or idea from our course, by offering a counter-example, by pointing out a strength or weakness and attempting to explain it, et cetera.
How to post and respond in Canvas: To make a post, click on the online discussion link; click on Reply; enter your text; and click on submit. Do not attach files. For responses to posts, click on Reply for that particular post.
Discussion post
https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/5df7f1d815fec/8377733?X-Blackboard-Expiration=1644300000000