...Court cases The first court case being discussed is Bethel School District v. Fraser in 1986. What happened includes Matthew Fraser using obscene sexual references in a speech in front of 600 students at a school assembly and being punished. The question in the case was whether the First Amendment protected students from being punished at school for using lewd speech. The court said no the First Amendment does not protect a student from being punished ("Bethel School District No. 403 v. Fraser." Oyez, 5 Apr. 2018, www.oyez.org/cases/1985/84-1667). Ultimately I agree with this court decision on the basis that the school has the right to enforce their rules to maintain order in the learning environment. The second court case being discussed...
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...Tinker v. Des Moines Independent Community School of 1969 was a defining moment in American education history that ultimately gave school districts power against entitled student free speech. The court decided that “students do not shed their constitutional rights to freedom of speech or expression at the schoolhouse gate”, but rather enter into a special environment in which school officials may “prohibit student speech if that speech would substantially interfere with the work of the school or impinge upon the rights of other students” (Willard 2007). Although this court case was over 40 years ago, the same rules can still be applied to the battle against cyberbullying in the digital world that we live in today. Students are as connected...
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...Gateway (Second Draft) Most of all of Supreme Court case from the time of Tinker V. Des Monies case have restricted the student rights of expression, student must be free to express themselves without unfair limits and the Tinker vs. Des Moines cases affirmed the rights of students to express themselves and the 1st Amendment prohibits laws that limit free expression. The case of Tinker v. Des Monies was rather a simple one. The case of whether the first amendment applied to students or just adults. The students argued that they should be allowed to wear armbands to display their praise for the people of the dead during the war. The staff thought this shouldn’t be allowed, mostly because of their influence of their actions might disrupt the learning environment of the class and (possibly) the school. This is understandable. They only wanted was best for the students. Although they are doing this for the best for the students, isn’t this a little restricting? Yeah sure, they don’t want the students to form a riot, but not allowing them to express their feelings from the war by not letting them wear arm bands, worse case not allowing them to return until they didn’t wear it? That’s the reason why the case was started in the first place. This could be avoided if they were allowed to wear the armbands in school…to a certain extent that is. Besides, this could be the exact reason why a riot might form, the restrictions is causing a stressful strain to the students and couldn’t...
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...have been greatly discussed, debated on, and ruled on throughout the legal system. Over the past century, the rights of educators have greatly changed as landmark court cases have examined various topics of this vast and extensive educational issue. In the past, educators were held to strict and in some cases unfairly stern standards of behavior both in and outside of the classroom. In the previous generations, teachers were expected to exhibit almost picture-perfect behavior and were contractually bound to adhere to a code of conduct in their private lives that if broken was grounds enough for termination. In some parts of the country, teachers were prohibited from harmless and legal recreational activities such as, dancing, playing cards, drinking, as well as subjected to questioning concerning their church habits. Additionally, church attendance and participation was monitored, verified, and in many cases required in order to be in good standing within the profession (Utah Educational Association, 2009). While there are numerous court cases throughout the past century involving the rights and empowerment of teachers, the three cases that will be examined within the contents of this paper are Tinker v. Des Moines Independent School District, James v. Board of Education, and Breen v. Runkel. These landmark cases helped to shape the current structures, policies, and freedoms that educators enjoy today. While today’s educator is not bound by outlandish codes of conduct as in the...
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...Project 3- Research Paper Tehira K. Wright Instructor: Veena Radhakrishnan Digital Media and Society CMST 301-6382 October 6, 2013 Outline Social media apps and websites have opened the door for consumer driven news and content, as well as online streaming of almost anything. Partnered with smart phones and mobile devices, it comes as no surprise that more media is consumed via Smartphone, tablet or computer than any other way. “Digital media consumption leads the race with people using some sort of mobile or computer device 40% of the time, and television trails at a close second 38% of the time. That leaves radio and print media at 17%. Consumers spend a minimum of 2 hours every day watching videos and monitoring or engaging with social media. The bottom line—most of us spend about 12 hours every day consuming some form of media (Lewis)”. That’s a lot! Digital media is as common in our lives as the food in our refrigerators. It’s anything on the Internet, it’s your computer, your e-reader, tablet, desktop computer, Smartphone, gaming system and so on. If it’s a form of electronic content, then it’s probably digital media. In fact, if it has an on or off switch, you’re probably using digital media! In today’s society, I would say that individuals who are involved with online social media are quickly gaining the mindshare of different company employees and changing just as fast. With all of the benefits that social media is bringing to the corporate world, a company...
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...To Whom It May Concern: I am writing in regards to a high school position at your school I believe that my enthusiasm for Social Studies, students and learning would make me an excellent candidate for this position. I believe as educators we are ourselves are constantly learning what works and what doesn’t work by our diverse students and it is essential as teachers to keep in mind the needs of each and every one of our students. I am confident that my lesson plans and curriculum are designed to fit the requirements of the New York State Standards and the Common Core, which also reflects my contribution as a teacher to the classroom. I have a strong understanding of student development and have been consistently recognized by my cooperating teacher and her administrators for the relationships I create with my students in conjunction to the functionality of the classroom. My purpose in the classroom is to create a free space where students can engage in critical thinking, making inferences and supporting their ideas and opinions with primary and secondary sources. I believe it is important to utilize up to date pieces of information to engross the student’s attention and participation in the classroom. Being that our students are technologically savvy I also believe it is important to incorporate technology into lesson planning. I am also fluent in Greek and am to communicate with students and parents from Greek-speaking households in hopes to promote their parents...
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...Generally, cell phones are frowned upon in school settings and for some good reasons too. Yes, they can cause distractions- which can lead to lowering of grades, impulsive behaviors, and even attitude problems. Cell phones seem to be at the beginning of a long list of grievances, but what some people don’t realize is that having cell phones in school can be a matter of life or death. Not only are cell phones an important tool in keeping kids safe, they are also being implemented in education in helpful, interactive ways. These communicating devices suddenly carry a lot more weight, especially when they help show your rights to freedom of speech. Balancing safety and security is always a tricky decision, but in the end, regards for safety always wins out, especially when there are lives on the line. One may not think it, but a cell phone can be the next thing to save your life, most especially in school. Schools keep an outward appearance of being a safe environment, but you never know when student’s lives can be endangered by other kids. Take the Columbine Massacre, for instance. On April 20, 1999, teenagers Dylan Klebold and Eric Harris walked into Columbine High school in Littleton, Colorado carrying sub-machine guns and self-made bombs with the intention of doing some serious damage. Thirteen innocent people were murdered, and many more would have followed if it weren’t for some students and their cell-phones. Teenager Bob Sapin calls the police on his cell phone while...
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...In the case of John Smith it’s discrimination of the law. John is open gay man is his way of live and choice. Under Title 7 of the civil rights “race, color, religion, sex, or national origin” are unlawful to discriminate under. A person’s sex and gender need not to match one with another. Some men are more feminine than other men. Sexual orientation indicates his sexual attractions and desire, that’s person’s sexual attraction to other type people of the same as his is. Sex, gender, sexual orientations are interconnected. What is more important for purposes of the title 7 that courts often forcefully draw line between them. In the end sex and gender are protected by title 7, however sexual orientation is not. “Sexual orientation claims arises when an employee suffers discrimination solely on accounts of his or her sexual orientation. Law currently stands; sexual orientation claims are not actionable under title 7. This is true regardless of whether the claim is based on homosexuality, heterosexuality, or bisexuality” (Northwestern Universality Law Review, Title 7). John Smith and Joseph Oncale had almost the same issues when they both were harassed and discriminated at their work places. Unwelcome sexual advances, requests for sexual favors, verbal or physical conduct of any sexual nature represent sexual harassments. “When the workplace is permeated with discriminatory intimidation, ridicule, and insult that is sufficiently severe or pervasive to alter the conditions of the...
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... A.P US History Court Cases I. Marbury v. Madison a) Issue: i) Judicial v. Executive and Congressional Power ii) Judicial review/separation of powers b) Background: i) 1803 ii) In his last few hours in office, President John Adams made a series of “midnight appointments” to fill as many government posts as possible with Federalists. One of these appointments was William Marbury as a federal justice of the peace. However, Thomas Jefferson took over as President before the appointment was officially given to Marbury. Jefferson, a Republican, instructed Secretary of State James Madison to not deliver the appointment. Marbury sued Madison to get the appointment he felt he deserved. He asked the Court to issue a writ of mandamus, requiring Madison to deliver the appointment. The Judiciary Act, passed by Congress in 1789, permitted the Supreme Court of the United States to issue such a writ iii) Supreme Court must decide constitutionality of Judiciary Act c) Decision: i) John Marshall declares Judiciary Act unconstitutional ii) The Supreme Court has the right of judiciary review d) Significance: i) Impact of Marshall Court ii) Strengthened the judiciary in relation to other branches of government iii) Allows Supreme Court to interpret the Constitution and declare laws unconstitutional II. McCulloch v. Maryland a) Issue: i) Supremacy v. State Rights ii) Elastic Clause iii)...
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...Federal Government Exam 1 Review: The first exam will consist of questions generated from the following review sheet. Make sure you understand each of these topics before proceeding to the test. The exam will be timed so you will not have the ability to peruse your notes or retake the exam. The exam itself will consist of 30 multiple choice questions and you will have 35 minutes to complete the exam. Federalism: The Basic elements of a Federal system of government (i.e. how is it structured/how power is shared) • Layers of gov • Equal power • Distinct powers Powers of the federal government: delegated powers, implied powers (necessary and proper clause), and concurrent powers. • Delegated Powers: (expressed/enumerated powers) powers given to the federal government directly by the constitution. Some most important delegated powers are: the authority to tax, regulated interstate commerce, authority to declare war, and grants the president role of commander and chief of the military • Implied Powers: Powers not expressed in the constitution, but that can be inferred. “Necessary and proper clause” • Concurrent powers: powers shared by both levels of government. Ex: Taxes, roads, elections, commerce, establishing courts and a judicial system • Reserved powers: powers not assigned by the constitution to the national government but left to the states or the people. Guaranteed by the 10th amendment. Include “police power”-health and public...
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...Chapter Study Questions Exam Five 2305 (Chapters 4, 5, and 9) The Enduring Democracy Third Edition, 2013-2014, Dautrich and Yalof, Cengage Publishing. Be sure to skip a line between the question and the answer and skip another line before the next question. Chapter Four: Civil Liberties 1. What are civil liberties and when did individual rights recognized by government first appear in a legal charter? What charter? 73 - Those specific individual rights that are guaranteed by the Constitution and cannot be denied to citizens by government. Most of these rights are in the first 10 amendments to the Constitution, known as the Bill of Rights. The original English legal charter, the Magna Carta of 1215. 2. How are civil liberties different from civil rights? 73 - Civil liberties may be distinguished from civil rights (sometimes called equal rights), which refer to rights that members of various groups (racial, ethnic, sexual, and so on) have to equal treatment by government under the law and equal access to society’s opportunities. 3. What were the Alien and Sedition Acts and were editors if newspapers actually jailed? 74 - Alien Act, which authorized the president to deport from the United States all aliens suspected of “treasonable or secret” inclinations; the Alien Enemies Act, which allowed the president during wartime to arrest aliens subject to an enemy power; and the Sedition Act, which criminalized the publication of materials that brought the U.S. government...
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...Shaping Parental Authority over Children’s Bodies ALICIA OUELLETTE* INTRODUCTION....................................................................................................... 956 I. SCULPTING, SHAPING, AND SIZING CHILDREN: FOCUS CASES.............................. 959 A. WESTERNIZING ASIAN EYES..................................................................... 960 B. HORMONES FOR STATURE ........................................................................ 961 C. LIPOSUCTION ON A TWELVE YEAR OLD.................................................... 963 D. GROWTH STUNTING ................................................................................. 964 II. THE LAW, MEDICINE, PARENTAL RIGHTS, AND CHILDREN’S BODIES ................. 966 A. BACKGROUND LAW ................................................................................. 966 B. APPLICATION IN SHAPING CASES .............................................................. 969 C. ROOM FOR REGULATION .......................................................................... 971 III. WHAT IS REALLY WRONG WITH MEDICAL AND SURGICAL SHAPING OF CHILDREN? ............................................................................................................ 973 A. THE NONSUBORDINATION PRINCIPLE AS A LIMIT ON INDIVIDUAL RIGHTS 974 B. CHILDREN AS PERSONS, PARENTAL RIGHTS ............................................. 977 C. MEDICAL AND SURGICAL SHAPING OF CHILDREN IS DIFFERENT ............... 981 IV. CONCERNING...
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...Kappan SUPPLEMENT TO Phi Delta ® PROFESSIONAL DEVELOPMENT DISCUSSION GUIDE for the December 2011/January 2012 issue By Lois Brown Easton PLC AT WORK TM 2012 INSTITUTES Architects of PLC at Work : Richard DuFour, Rebecca DuFour, and Robert Eaker TM June 4–6 June 7–9 June 13–15 June 20–22 July 10–12 July 18–20 July 25–27 August 1–3 August 6–8 August 13–15 August 21–23 September 19–21 New Orleans, LA St. Louis, MO Las Vegas, NV Denver, CO San Antonio, TX Baltimore, MD Orlando, FL Hartford, CT Lincolnshire, IL Minneapolis, MN Seattle, WA San Diego, CA Visit solution-tree.com for details. the journey continues solution-tree.com 800.733.6786 “After several months of research and dialogue with practitioners throughout the nation, it became apparent that the hype was real. PLCs . . . are being used by schools and districts of all sizes and demographics to make significant impacts on student achievement.” —Evaluating Professional Learning Communities: Final Report An APQC® Education Benchmarking Project Overview The Professional Learning Communities at WorkTM process is increasingly recognized as the most powerful strategy for sustained, substantive school improvement. These institutes give you and your team the knowledge and tools to implement this powerful process in your school or district. As you delve deep into the three big ideas of a PLC—focus on learning, build a collaborative culture, and results orientation— you will gain specific, practical, and inspiring...
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...CPA QUESTIONS CHAPTER 3 1. For “qualifying widow(er)” filing status, which of the following requirements must be met? I. The surviving spouse does not remarry before the end of the current year II. The surviving spouse was eligible to file a joint tax return in the year of the spouse’s death III. The surviving spouse maintains the cost of the principal residence for six months. A. I, II, and III B. I and II, but not III C. I and III, but not II D. I only A. Incorrect. A taxpayer may file a tax return as a qualifying widow or widower for 2 tax years after the year in which a spouse dies provided the couple qualified to file a joint return for the year of death; that the taxpayer provided over 50% of the cost of maintaining the principal residence of a dependent child or stepchild; and that the taxpayer has not remarried as of the end of the current year. Maintaining the cost of the taxpayer’s principal residence for six months is not sufficient. B. Correct! A taxpayer may file a tax return as a qualifying widow or widower for 2 tax years after the year in which a spouse dies provided the couple qualified to file a joint return for the year of death; that the taxpayer provided over 50% of the cost of maintaining the principal residence of a dependent child or stepchild; and that the taxpayer has not remarried as of the end of the current year. Maintaining the cost of the taxpayer’s principal residence for six months...
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...DIFFERENCES SERIES Managing Cultural Differences: Global Leadership Strategies for the 21 st Century, Sixth Edition Philip R. Harris, Ph.D., Robert T. Moran, Ph.D., Sarah V. Moran, M.A. Managing Cultural Diversity in Technical Professions Lionel Laroche, Ph.D Uniting North American Business—NAFTA Best Practices Jeffrey D. Abbot and Robert T. Moran, Ph.D. Eurodiversity: A Business Guide to Managing Differences George Simons, D.M. Global Strategic Planning: Cultural Perspectives for Profit and Non-Profit Organizations Marios I. Katsioulodes Ph.D. Competing Globally: Mastering Cross-Cultural Management and Negotiations Farid Elashmawi, Ph.D. Succeeding in Business in Eastern and Central Europe—A Guide to Cultures, Markets, and Practices Woodrow H. Sears, Ed.D. and Audrone Tamulionyte-Lentz, M.S. Intercultural Services: A Worldwide Buyer’s Guide and Sourcebook Gary M. Wederspahn, M.A. SIXTH EDITION MANAGING CULTURAL DIFFERENCES GLOBAL LEADERSHIP STRATEGIES ST FOR THE 21 CENTURY 25TH ANNIVERSARY EDITION PHILIP R. HARRIS, PH.D. ROBERT T. MORAN, PH.D. SARAH V. MORAN, M.A. JUDITH SOCCORSY Editorial Coordinator Elsevier Butterworth–Heinemann 200 Wheeler Road, Burlington, MA 01803, USA Linacre House, Jordan Hill, Oxford OX2 8DP, UK Copyright © 2004, Philip R. Harris, Robert T. Moran, Sarah V. Moran. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical...
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