...in technology in the past century has enabled her to control this, specifically abortion and the use of contraceptives. Hypothesis Changing roles in the family unit have caused the dynamic to change. Women have become the sole provider to the family in many households forcing them to earn a living as well as take care of the children. Conflicting sets of moral and ethical values within society have made their choices more difficult. By controlling which options she has availible, is society choosing for her? When does a specific group of personal values out weigh an individuals freedom to live their life as they see fit? Is life, liberty, and the pursuit of happiness only available to those who make the laws? Historic Supreme Court Cases In the mid 1800’s woman’s suffrage movement came to the United States and the fight for equality started. The 14th Amendment was ratified in July of 1868 and included the...
Words: 3773 - Pages: 16
...38 39 40 41 42 43 Step 7 A Judge Is Assigned to Hear the Case ❖ 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 N 30 L In the previous two chapters, we learned about the two attorneys in the courtroom drama, the prosecutor and the defense attorney. In this chapter, we turn our attention to the third member of the courtroom work group, the judge. We will learn what judges do and how they become judges. Then, we will look at judges’ discretion and how it affects their relationships with others. INTRODUCTION Judges are by far the most easily recognized member of the courtroom work group, both by their conspicuous robes and by their prominent position in the courtroom. They are also the subject of many stereotypes because the public wants to believe that judges combine patience, wisdom, and compassion to arrive at fair decisions, while they eschew the character flaws that sometimes form the basis of decisions by others, including prejudice, intolerance, favoritism, and hostility. Unfortunately, judges are human and their decisions occasionally reflect such a reality. One West Virginia judge, for example, became so enraged at a defendant who began cursing at him in court that he jumped down from his bench, tore off his judicial robe, and bit the tip off the defendant’s nose (Smith, 1998). He served five days in jail on state assault charges, and was then tried in federal court for violating the defendant’s civil rights. Before he was acquitted...
Words: 21662 - Pages: 87
...US/AZ Government-Pre-Test Section 1 of this examination contains 100 multiple-choice questions. Therefore, please be careful to fill in only the ovals that are preceded by numbers 1 through 100 on your answer sheet. After you have decided which of the suggested answers is best, COMPLETELY fill in the corresponding oval on the answer sheet. Give only one answer to each question. If you change an answer, be sure that the previous mark is erased completely. 1) The Preamble to the Constitution begins A) "We the People . . ." B) "Four score and seven years ago . . ." C) "When in the course of human events . . ." D) "In order to form a more perfect Union . . .” E) "These are the times that try men's souls . . .” 2) A social contract theory of government was proposed by A) Plato and Aristotle. B) Aquinas and Luther. C) Newton and the separatists. D) Locke and Hobbes. E) Plato and Luther. 3) Locke's Second Treatise on Civil Government sets out a theory of A) the divine rights of kings. B) aristocracy. C) democracy. D) republicanism. E) natural rights. 4) Indirect democracy is based on A) consensus. B) unanimity. C) the system of government used in ancient Greece. D) representation. E) "mob rule." 5) Republics are A) representative democracies. B) direct democracies. C) a hallmark of unitary governments. D) frequently found in totalitarian regimes. E) another name for states. 6) Who was the major author of the Declaration of Independence? A) George...
Words: 3950 - Pages: 16
...Women and Minorities Obtaining Executive Positions Doreatha Stokes AIU Online Instructor: Dr. Sharon Felton Unit 3 Individual Project/Argument Draft Abstract This thesis first draft will detail an argumentative pattern of development to include the thesis claim, supporting reasons and evidence regarding the idea that women and minorities have the ability to obtain an executive position if they strive to succeed. This paper will demonstrate the use of formal tone and style, while avoiding any personal pronouns of why women should not allow negative influences to deter them from reaching their highest levels of perfection. This paper will display cited and researched information regarding the need for women and minorities to continue to hone in on their strong points, and the need to continue to pursue their strengths while helping to make a change in the way society views them in the work force. Recognizing the very thought that some organizations do not support or guarantee that there would not be some form of bias or bigotry, this paper will display alternatives to insure more effective way to control this very issue. Statistics will provide conformation that no one should allow negative influence to stop them from reaching their goals as an executives. Thesis It is commonly known that in today’s society women are viewed as homemakers, and caregivers. When encouraging women to stay in the workplace it can seem as family unfriendly, says Lynn Utter, (2006) chief...
Words: 2406 - Pages: 10
...Affirmative Action . . . . . . . . . . . . . . . . . A. Remedial Purpose as a Justification for Affirmative Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B. The Diversity Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C. The Arguments Against Affirmative Action . . . . . . . . . . . . . V. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I. INTRODUCTION The blockbuster race discrimination cases in recent years have all involved affirmative action and reverse discrimination. The Supreme Court has made it clear that race classifications, whether benign or invidious, will trigger rigid strict scrutiny analysis, which requires that the government prove its program is narrowly tailored to serve a compelling interest. In 2003, the Court, in Gratz v. Bollinger,1 ruled that while student diversity in educational institutions may be a compelling interest, an affirmative action program that assigned points to applicants of minority races was unconstitutional.2 In 2007, in Parents Involved in Community Schools v. Seattle School District No. 1,3 it held that two public school district plans that used race-based enrollment targets for student assignments failed strict scrutiny because the districts neither proved a compelling interest, nor demonstrated that the plans were...
Words: 19597 - Pages: 79