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Introduction to Criminal Procedure

Part 1 INTRODUCTION

Chapter 1 Introduction to Criminal Procedure Chapter 2 Remedies

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LEARNING OBJECTIVES When you complete this chapter, you should be able to:

� Summarize the constitutional basis for criminal procedure. � Explain the importance of precedent. � Compare the theory of criminal procedure to the reality. � Describe the public order (crime control) and individual rights (due process) perspectives of criminal

justice and how criminal procedure balances the two. � Outline the structure of the court system, including the responsibilities and jurisdictions of each level. � Summarize important issues and trends in criminal procedure. � Provide an overview of the criminal process.

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CHAPTER OUTLINE

Introduction to Criminal Procedure

C H

A P

T E

R

OUTLINE

Introduction: What Is Criminal Procedure? Emphasis on Constitutional Rights

Sources of Rights Rights of Relevance in Criminal Procedure The Incorporation Controversy

Significance of the Debate Views on Incorporation Outcome of the Debate

The Importance of Precedent Stare Decisis Distinguishing Cases

Theory versus Reality Competing Concerns in Criminal

Procedure Due Process

The Obstacle Course Quality over Quantity Insistence on Formality Faith in the Courts

Crime Control The Assembly Line Quantity over Quality Insistence on Informality Faith in the Police

Finding Court Cases and Tracing Their Progress Finding Cases Tracing the Progress of a Criminal Case How Cases Arrive at the Supreme Court

Important Issues and Trends in Criminal Procedure

Bright-Line Decisions versus Case-by-Case Adjudication

Subjectivity versus Objectivity Increased Faith in the Police Judicial Restraint Personal Privacy Criminal Procedure and the War

on Terror Criminal Procedure and Technology

The Criminal Process: An Overview Pretrial Adjudication Beyond Conviction

Summary Key Terms Key Cases Review Questions Web Links and Exercises

1

INTRODUCTION

What Is Criminal Procedure?

American criminal procedure consists of a vast set of rules and guidelines that describe how suspected and accused criminals are to be handled and processed by the justice system. Of great significance is the relationship between the police and the people suspected of criminal activity. Criminal procedure arms the police with the knowledge necessary to preserve the rights of individuals who are seized, searched,

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arrested, and otherwise inconvenienced by law enforcement officials. It also arms other actors—such as judges, prosecutors, and defense attorneys—with the necessary information to preserve the rights of individuals accused of criminal activity. In short, criminal procedure begins when the police first contact a person and ends well after his or her conviction.

At least three important themes run throughout criminal procedure. First, there is a concern with the constitutional rights of accused persons, as interpreted by the courts. People enjoy a number of important rights in the United States, but the bulk of criminal procedure consists of constitutional procedure or what the U.S. Constitution says—usually through the interpretation of the U.S. Supreme Court (i.e., the Court)— with regard to the treatment of criminal suspects.

Second, criminal procedure contains an important historical dimension, one that defers regularly to how sensitive legal issues have been approached in the past. The role of precedent, or past decisions by the courts, cannot be overemphasized. At the same time, though, the world continues to evolve, and it is sometimes necessary to part ways with the past and decide novel legal issues.

Third, criminal procedure creates something of a collision between two different worlds: the world of the courts versus that of law enforcement. What the courts require and what law enforcement actually deals with do not always harmonize. That is, in the real world, the influence of the courts may not always be as significant or relevant as might be expected. The following subsections will elaborate more fully on the importance of these three themes.

EMPHASIS ON CONSTITUTIONAL RIGHTS

The Preamble to the U.S. Constitution states,

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Of particular relevance to criminal procedure are the terms justice and liberty. The Constitution helps ensure these through both setting forth the various roles of government and protecting the rights of people within the nation’s borders. Throughout the years, the courts have devoted a great amount of energy to interpret- ing the Constitution and to specifying what rights are important and when they apply.

However, the Constitution is not the only source of rights; there are others worthy of consideration. In addition, some rights are more important than others, at least as far as criminal procedure is concerned. Finally, the two-tiered system of government in the United States creates a unique relationship between the federal and state levels. Criminal procedure cannot be understood without attention to the interplay between federal and states’ rights.

Sources of Rights

In addition to the Constitution, important sources of rights include court decisions, statutes, and state constitutions. Most of the court decisions discussed in this section and throughout the text are U.S. Supreme Court decisions.

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Whenever the Supreme Court interprets the Constitution, it effectively makes an announcement concerning people’s rights. For example, the Fourth Amendment states that unreasonable searches and seizures are impermissible. The term unreasonable is not self-explanatory, however, so the Court has taken steps to define it. One definition of unreasonable appears in the recent decision of Wilson v. Layne (526 U.S. 603 [1999]), in which the Court held that it is unreasonable for the police to bring reporters along when serving a warrant, unless the reporters are there to serve a legitimate law enforcement objective.

Although the Constitution and the court decisions stemming from it reign supreme in criminal procedure, statutes also play an important role. Obviously, the Constitution and the courts cannot be expected to protect all of the interests that people represent. Statutes attempt to compensate for that shortcoming by establishing that certain rights exist. An example is Title VII of the 1964 Civil Rights Act. Among other things, it prohibits discrimination in employment. Another statute of relevance in criminal procedure (one that will be considered in some depth in Chapter 2) is 42 U.S.C. Section 1983. It allows private citizens to sue local law enforcement officials for violations of federally protected rights.

In addition, each state has its own constitution, which can be considered an important source of rights. The supremacy clause of Article VI to the U.S. Constitution makes it the supreme law of the land and binds all states and the federal government to it. However, nothing in the U.S. Constitution precludes individual states from adopting stricter interpretations of the federal provisions. In general, if a state constitution gives less protection than the federal Constitution, such a limitation is unconstitutional. But a stricter interpretation of the federal Constitution is perfectly reasonable. For example, the Supreme Court has interpreted the Fifth Amendment in such a way that it requires police to advise a suspect of his or her so-called Miranda rights when the suspect is subjected to custodial interrogation—an action that does not necessarily rise to the level of an arrest. A state, however, could require that Miranda rights be read whenever a person is arrested, regardless of whether he or she is interrogated.

Finally, although it is not a source of rights per se, the Federal Rules of Criminal Procedure are worth considering.1 Excerpts from the Federal Rules are reprinted through- out this book because they sometimes clarify important rulings handed down by the U.S. Supreme Court. Additionally, the Federal Rules set forth the criminal procedure guidelines by which federal criminal justice practitioners are required to abide.

Rights of Relevance in Criminal Procedure

Of the many rights specified in the U.S. Constitution (which, incidentally, is reprinted in the Appendix), the rights stemming from five amendments are of special importance in criminal procedure. Four of these—the Fourth, Fifth, Sixth, and Eighth Amendments— can be found in the Bill of Rights. Beyond the Bill of Rights, the Fourteenth Amendment is of special relevance in criminal procedure. Sometimes the First Amendment, which protects individual rights to assembly and speech, and the Second Amendment, which protects the right to bear arms, are relevant in criminal procedure, but only rarely.

• The Fourth Amendment is perhaps the most well known source of rights in criminal procedure. In fact, it is viewed to be so important that several books on criminal procedure devote the overwhelming majority of their chapters to it. The Fourth Amendment states,

1 Federal Rules of Criminal Procedure, issued by the 107th Congress, First Session, December 1, 2001. Available online: www.house.gov/judiciary/crim2001.pdf.

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The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation and particularly describing the place to be searched, and the persons or things to be seized.

Several rights can be distinguished by reading the text of the Fourth Amendment. It refers to the right of people to be free from unreasonable searches and seizures, and it provides that specific requirements are to guide the warrant process. That is, a warrant must be issued by a magistrate or judge, supported by probable cause, and sufficiently specific as to what is to be searched and/or seized. Because of the complexity of the Fourth Amendment, this book devotes an entire section to its interpretation (see Part 2).

• The second constitutional amendment of special relevance to criminal procedure is the Fifth Amendment. It states,

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

This book also examines the Fifth Amendment in detail, focusing in particular on the role of the grand jury, the statement that no person shall be “twice put in jeopardy of life or limb” (known as the double-jeopardy clause), the statement that no one can be compelled “to be a witness against himself” (also known as the self-incrimination clause), and perhaps most important of all, the requirement that an individual cannot be deprived of life, liberty, or property without due process of law.

• The Sixth Amendment is also of great importance in criminal procedure. It specifies,

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascer- tained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.

Of relevance to criminal procedure is the Sixth Amendment’s language concern- ing speedy and public trials, impartial juries, confrontation, and compulsory process. The Sixth Amendment also suggests that in addition to being public, trials should be open, not closed, proceedings. The Supreme Court has interpreted the Sixth Amendment as providing the right of the accused to be present at his or her trial and to be able to put on a defense.

6 Part 1 • Introduction

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• The Eighth Amendment is relevant in criminal procedure but to a limited extent. It states,

Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

The Eighth Amendment’s language on bail and the nature of cruel and unusual punishment are addressed in Chapters 10 and 15, respectively.

• The Fourteenth Amendment has an important home in criminal procedure. It is a fairly long amendment, however, and only a small portion is relevant to the handling and treatment of criminal suspects. That portion states,

All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States, nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

The due process language of the Fourteenth Amendment mirrors that of the Fifth. Nonetheless, because the Fifth Amendment is part of the Bill of Rights, it is only binding on the federal government. The Fourteenth Amendment, by contrast, has been used by the Supreme Court to incorporate, or make applicable to the states, several of the rights provided for in the Bill of Rights. (The following subsection introduces the so-called incorporation controversy.)

The Fourteenth Amendment’s due process clause has been interpreted to consist of two types of due process: (1) substantive due process and (2) procedural due process. The essence of substantive due process is protection from arbitrary and unreasonable action on the part of state officials. By contrast, a procedural due process violation is one in which a violation of a significant life, liberty, or property interest occurs (e.g., Geddes v. Northwest Missouri State College, 49 F.3d 426 [8th Cir. 1995]). Procedural due process is akin to procedural fairness.

Summary. Figure 1.1 lists the constitutional amendments that are of particular importance in criminal procedure. As the following section will describe, certain rights that are provided for in each amendment may not be binding on the states. Also, even though a particular amendment may provide a particular right, the Supreme Court may have interpreted that amendment to apply only in certain circumstances. Such circumstances will be discussed throughout the text.

The Incorporation Controversy

The Bill of Rights, consisting of the first 10 amendments to the U.S. Constitution, places limitations on the powers of the federal government. It does not limit the power of the states, however. In other words, the first 10 amendments place no limitations on state and local governments and their agencies. Government power at the state and local levels is clearly limited by state constitutions.

Even though the Bill of Rights does not limit state and local governments, the Supreme Court has found a way to do so through the Fourteenth Amendment. In particular, the Court has used the Fourteenth Amendment’s due process clause,

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which holds that no state shall “deprive any person of life, liberty, or property, without due process of law,” to make certain protections specified in the Bill of Rights applicable to the states. This is known as incorporation.

The extent to which the Fourteenth Amendment should regulate state and local government power has been the subject of some disagreement—hence, the incorporation controversy. The basic question posed over the years has been, To what degree should the Fourteenth Amendment’s due process clause incorporate the various provisions of the Bill of Rights so as to restrict state and local law enforcement in the same way federal law enforcement is restricted by the Bill of Rights?

SIGNIFICANCE OF THE DEBATE The incorporation debate is significant because of three concerns. First, since most contact between citizens and the police occurs at the state and local levels, it is critical to determine the role of the federal Constitution at the state level. Comparatively few people have contact with federal law enforce- ment, so the Bill of Rights actually regulates a limited number of police/citizen contacts. Second, incorporation, according to some, threatens federalism. Under the doctrine of federalism, states have the authority to develop their own rules and laws of criminal procedure, but if the Fourteenth Amendment incorporates the Bill of Rights, this authority can be compromised. Third, the incorporation debate raises important concerns about the separation of powers. Namely, the Supreme Court has decided which rights should be incorporated—a decision that may better be reserved for Congress.

FIGURE 1.1 Constitutional Amendments Important to Criminal Procedure and Their Relevant Provisions

• Fourth Amendment: Protects from unreasonable searches and seizures. • Fifth Amendment: Provides protection from double jeopardy and self-incrimination

and for grand jury indictment in serious crimes. • Sixth Amendment: Provides for a speedy and public trial, impartial jury, con-

frontation, compulsory process, and assistance of counsel. • Eighth Amendment: Protects from cruel and unusual punishment. • Fourteenth Amendment: Includes the so-called due process clause, which has

been used to incorporate various other rights described in the Bill of Rights.

DECISION-MAKING EXERCISE 1.1

The First Amendment and Criminal Procedure

The First Amendment to the U.S. Constitution provides that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the

right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” Given what you have read so far, is the First Amendment relevant to criminal procedure?

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VIEWS ON INCORPORATION There are four leading views on the incorporation debate.2

One has won out over the others, but all of the views are important to consider, regardless.

• The total incorporation perspective holds that the Fourteenth Amendment’s due process clause incorporates the entire Bill of Rights. In other words, all protections specified in the Bill of Rights should be binding on the states. The primary proponent of this view was Supreme Court Justice Hugo Black (e.g., Adamson v. California, 332 U.S. 46 [1947]; Rochin v. California, 342 U.S. 165 [1952]).

• The second leading view on incorporation is that of selective incorporation, or the fundamental rights perspective. It favors incorporation of certain protections enumerated in the Bill of Rights, not all of them. Further, this perspective deems certain rights as being more critical, or fundamental, than others. The Supreme Court’s decision in Snyder v. Massachusetts (291 U.S. 97 [1934]) advocates this perspective, arguing that the due process clause prohibits state encroachment on those “principle[s] of justice so rooted in the traditions and consciences of our people as to be ranked as fundamental.”

• The third view on incorporation can be termed total incorporation plus. This view holds that the Fourteenth Amendment’s due process clause incorporates the whole Bill of Rights as well as additional rights not specified in the Constitution, such as the “right to privacy.” This view can be found in such Supreme Court cases as Adamson v. California and Poe v. Ullman (367 U.S. 497 [1961]).

• Finally, some people believe that the topic of incorporation deserves case-by-case consideration. That is, no rights should be incorporated across the board. Rather, the facts and circumstances of each individual case should be weighed in order to determine if any protections listed in the Bill of Rights should apply at the state or local level.

OUTCOME OF THE DEBATE So, Which perspective has won out? Arguably, the selective incorporation, or the fundamental rights, perspective is the winner. The Supreme Court has consistently held that some protections listed in the Bill of Rights are more applicable to the states than others. The Fourth Amendment, in its view, lists several fundamental rights. By contrast, the Fifth Amendment’s grand jury clause has not been deemed fundamental and is not binding on the states (Hurtado v. California, 110 U.S. 516 [1884]).

To an extent, part of the total-incorporation-plus perspective has won out, as well. While not all of the Bill of Rights is binding on the states, the Supreme Court has repeatedly emphasized Americans have a fundamental right to privacy. This is despite the fact that the Constitution makes no mention of privacy. It is commonly said (as will be noted in the section on the Fourth Amendment) that people do not enjoy an expectation of privacy in public places. It would seem, then, that certain rights not listed in the Constitution have been identified as well as incorporated.

Figure 1.2 lists the rights that have been deemed fundamental by the Supreme Court and, as a result, incorporated to the states.3 The Supreme Court cases responsible for these incorporation decisions are listed, as well.

2 J. Dressler, Law Outlines: Criminal Procedure (Santa Monica, CA: Casenotes Publishing, 1997), pp. 2-3–2-4. 3 Some scholars believe that the Ninth Amendment to the U.S. Constitution (also referred to as the penumbra clause) implies that all of the rights not specifically spelled out in the Constitution are automatically protected nonetheless. But to demonstrate this, a court would have to recognize a particular right as fundamental in case law. Privacy could be considered one such right.

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THE IMPORTANCE OF PRECEDENT

To many students of criminal procedure, legal research is a less than desirable pursuit. Even so, it is essential in everyday practice because of the importance of precedent. A precedent is a rule of case law (i.e., a decision by a court) that is binding on all lower courts and the court that issued it. A past decision may not be available in each case, but when one is, the courts will defer to it. This is the doctrine of stare decisis.

Stare Decisis

Stare decisis is a Latin term that means to abide by or to adhere to decided cases. Most courts adhere to the principle of stare decisis. That is, when a court has handed down a decision on a specific set of facts or legal questions, future court decisions that involve similar facts or questions will defer to the previous decision. In short, stare decisis is simply the practice of adhering to a previous decision or precedent.

Why does stare decisis occupy such an important position in the U.S. court system? The answer is that it promotes consistency. It is well known that accused criminals enjoy the right to counsel (Gideon v. Wainwright, 372 U.S. 335 [1963]), but what if from one year to the next, the Supreme Court vacillated on whether this right were constitu- tionally guaranteed? The criminal process, not to mention the rights of the accused, would be unpredictable and vary from one point to the next.

It is important to note that the practice of deferring to precedent is not always possible or desirable. First, stare decisis is usually only practiced by courts in a single jurisdiction. Suppose, for example, that a federal circuit appeals court handed down a decision. All the district courts within that circuit would then abide by the appeals court decision. Courts outside that circuit would not be bound to adhere to the decision

FIGURE 1.2 Rights Incorporated to the States

Right Deciding Case

First Amendment freedom of religion, speech, and assembly and the right to petition for redress of grievances

Fiske v. Kansas, 274 U.S. 380 (1927)

Fourth Amendment prohibition of unreasonable searches and seizures Wolf v. Colorado, 338 U.S. 25 (1949) Fifth Amendment protection against compelled self-incrimination Malloy v. Hogan, 378 U.S. 1 (1964) Fifth Amendment protection from double jeopardy Benton v. Maryland, 395 U.S. 784

(1969) Sixth Amendment right to counsel Gideon v. Wainwright, 372 U.S.

335 (1963) Sixth Amendment right to a speedy trial Klopfer v. North Carolina, 386 U.S.

213 (1967) Sixth Amendment right to a public trial In re Oliver, 333 U.S. 257 (1948) Sixth Amendment right to confrontation Pointer v. Texas, 380 U.S. 400 (1965) Sixth Amendment right to an impartial jury Duncan v. Louisiana, 391 U.S.

145 (1968) Sixth Amendment right to compulsory process Washington v. Texas, 388 U.S.

14 (1967) Eighth Amendment prohibition of cruel and unusual punishment Robinson v. California, 370 U.S.

660 (1962)

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(although some courts often do as a matter of professional courtesy). Perhaps more important, if a case coming before a court is unique and does not resemble one decided in the past, the court may distinguish it.

Distinguishing Cases

When a previous decision does not apply to the current facts, a court will distinguish the case, saying, in effect, that this case is different and cannot be decided by looking to past rulings. Another way of understanding what it means to distinguish a case is to think of the present set of facts as unique and never before considered by an appellate court.

Since only a handful of cases make it to the appellate level, and even fewer still arrive at the Supreme Court, there is an untold number of cases waiting to be distinguished. This is a critical point. The case law in place currently addresses only a minute quantity of possible constitutional questions. Countless contacts occur between the police and citizens, and several of them may give rise to important constitutional questions. Yet they may never see the inside of a courtroom. So, while this book may appear heavy on case law, a thorough understanding of criminal procedure would require a review of the nearly infinite possible factual circumstances that could arise in the criminal process.

An example of a case that was distinguished is Terry v. Ohio (392 U.S. 1 [1968]). In that case, the Supreme Court held that police officers can stop and frisk suspects with reasonable suspicion, not probable cause (the latter standard appearing in the text of the Fourth Amendment). The Court felt that a stop-and-frisk is different from a search or a seizure and, as such, should be governed by a different set of standards. Had the Supreme Court not decided Terry, or any case like it, stop-and-frisk encounters would probably still be considered seizures and therefore subject to the Fourth Amendment’s requirement for probable cause. Terry will be considered in more detail later, as will many other distinguished cases.

In nearly every class on criminal procedure, students ask, “What if . . . ?” The “what-if” question reflects a concern over possible factual circumstances not already addressed in published court decisions. In order for a “what-if” question to be answered, a court decision must result. Otherwise, the best approach to answering such a question is to look to the past and find a decision that closely resembles the hypothetical scenario. In this vein, every case discussed throughout this text should be thought of as a distinguished case. Every decision was based on a different set of factual circumstances and was deemed by the reviewing court as worthy of being distinguished. Were it not for distinguished cases, criminal procedure case law could be adequately covered in a matter of minutes, even seconds.

THEORY VERSUS REALITY

Criminal procedure consists mostly of rules and guidelines that have been handed down by the courts so as to dictate how the criminal process should play out. As already mentioned, many of these rules and guidelines have come from the U.S. Supreme Court, which has decided on thousands of occasions how the Constitution should be inter- preted. However, in some circumstances, court decisions may not really have a great deal of influence. That is, some court decisions are made in the theory world, which is somewhat disconnected from the day-to-day operations of law enforcement. In contrast, the police occupy a position that is very definitely in the real world. Understandably, there can be differences, even tensions, between the worlds of theory and reality.

The fact that theory and reality may differ is a subject that receives little direct attention in criminal procedure textbooks. Indeed, that certain Supreme Court decisions may not really matter, or might even be flatly ignored, is a controversial notion, to say

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the least. Americans are taught that the courts—and the Supreme Court, in particular— are charged with interpreting the Constitution and the laws of the United States. They are further taught that law enforcement should accept such interpretations uncritically and without much reflection. While this is mostly true, theory and reality can still differ for at least four reasons.

• First, the Supreme Court sometimes makes decisions on excruciatingly detailed mat- ters that have almost no applicability to most law enforcement officers most of the time. A good example is the Supreme Court’s recent decision in Atwater v. City of Lago Vista (533 U.S. 924 [2001]), a case that will be considered more fully later. (See Chapter 5 on warrantless searches and seizures.) The Court decided that the Fourth Amendment does not prohibit the police from arresting people for seat-belt viola- tions. On one level, this decision seems significant, but how many police officers are now going to arrest people for seat-belt violations? Probably very few police will take up this cause because they usually have more important matters to address.

• Second, the Supreme Court frequently hands down restrictive decisions that would seem to have dramatic effects on the nature of law enforcement but that actually involve issues already being addressed by many police agencies. For example, the Supreme Court’s decision in Tennessee v. Garner (471 U.S. 1 [1985]) made it a violation of the Fourth Amendment for the police to use deadly force to apprehend an unarmed and nondangerous fleeing felon. However, prior to Garner, many police agencies had already adopted restrictive deadly force policies—policies that, in many instances, were more restrictive than what was handed down in Garner. Police agency policy, therefore, can differ from, and even be more restrictive than, decisions reached by the Supreme Court. To illustrate this, several excerpts from police agency manuals and guidelines are reprinted throughout subsequent chapters.

• The third reason for the theory/reality dichotomy is that the courts sometimes hand down decisions that can be effectively circumvented or ignored by the police. Clearly, it is not in the best interest of law enforcement to ignore the courts, and it is probably quite rare that the police do so, but it can be done. For example, in Kyllo v. United States (533 U.S. 27 [2001]), the Supreme Court held that a search occurs when the police to scan a private residence with an infrared thermal imager without first obtaining a warrant. The consequence of conducting such a scan without a warrant is that any evidence subsequently obtained will not be admissible in court. However, in reality, what is to prevent the police from scanning someone’s house if there is no intent to secure evidence?

• Finally, what the courts say and the police do can differ simply as a consequence of the U.S. legal system. It is well known, for example, that a police officer cannot stop a motorist without some level of justification. On how many occasions, though, are motorists stopped without justification? That is, how many people are pulled over every day simply because a police officer is suspicious of them? This cannot be

DECISION-MAKING EXERCISE 1.2

Traditional Legal Doctrine Meets High-Tech Crime

In Katz v. United States (389 U.S. 347 [1967]), the Supreme Court decided that searches occur when a government actor infringes on a person’s reasonable expectation of pri- vacy. Assume federal agents have a trained drug dog sniff

passengers’ luggage on a baggage carousel in an airport. Does this constitute a search? Is Katz equipped to deal with a situation such as this, or is the situation such that it calls for a distinguished case?

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established for certain, but it does happen. It can happen because the legal system cannot do much to prevent it. Someone who is wrongfully stopped can file a complaint, but research shows that many such complaints are resolved in favor of the police.4 A lawsuit can be filed, but as will be noted in Chapter 2, such suits rarely are successful. And if nothing worthy of arresting the motorist is discovered, then it is doubtful that the illegal stop will draw attention in court.

In fairness to the law enforcement community, it is not the case that the police (or other criminal justice officials) regularly trample people’s constitutional rights. Most law enforcement officials are responsible, professional, and upstanding enforcers of the law, as are most judges and prosecutors. But the fact cannot be ignored that the reality of everyday law enforcement and the somewhat distant nature of certain court decisions do not always meet. It is for this reason that distinctions between theory and reality are pointed out throughout later chapters. Police department policy manual excerpts also appear throughout the book. They help bridge the gap between theory and reality by illustrating the procedures law enforcement officials must follow in addition to those laid out by the Supreme Court.

COMPETING CONCERNS IN CRIMINAL PROCEDURE

Criminal procedure is an exciting topic because of the inherent tension it creates between two competing sets of priorities. On the one hand, there is a serious interest in the United States in controlling crime, with some Americans advocating doing whatever it takes to keep criminals off the streets. On the other hand, because of their country’s democratic system of government, Americans value people’s rights and become angry when those rights are compromised or threatened. These two competing sets of values have been described by Herbert Packer as the crime control and due process perspectives.5

The values each opposing perspective subscribes to are probably familiar to many readers because the due process/crime control debate invariably pops up all through- out criminal justice. Almost without exception, whenever there is disagreement as to how best to approach the crime problem—be it through court decisions or legislative measures—the due process/crime control distinction rears its head. A delicate balance has to be achieved between the two perspectives.

The due process perspective closely resembles a liberal political orientation. Liberals often favor protection of people’s rights and liberties to a higher degree than

4 For an informative review, see J. L. Worrall, “If You Build It, They Will Come: Consequences of Improved Citizen Complaint Review Procedures,” Crime and Delinquency 48 (2002): 355–379.

DECISION-MAKING EXERCISE 1.3

Theory and Reality Collide

In Miranda v. Arizona (384 U.S. 436 [1966]), the U.S. Supreme Court decided that the police must advise suspects who are custodially interrogated of their Fifth Amendment privilege against self-incrimination. This case will be revisited in great detail later in the book, but for now, it illustrates that (1) custody occurs when a reasonable person would

believe the suspect is not free to leave (an arrest being a prime example of such action) and (2) interrogation refers to actions by the police that are reasonably likely to elicit a response from the suspect. Assume that the police arrest a man but do not interrogate him. Assume further that the man confesses to a crime. Does Miranda apply?

5 H. L. Packer, The Limits of the Criminal Sanction (Palo Alto, CA: Stanford University Press, 1968).

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14 Part 1 • Introduction

their conservative counterparts. By contrast, the crime control perspective is the one most frequently subscribed to by conservative law-and-order types.

Of course, in reality, there can be a great deal of overlap between the two orientations. Liberals occasionally favor conservative crime control policies, and conservatives can be concerned with protecting the rights of American citizens. That is to say, although the two groups frequently stand in stark contrast to each other, they do sometimes meet in the middle. Regardless, the values espoused by each group—be it an interest in crime control, an interest in civil rights, or an interest in both—are here to stay. Given that, it is useful to consider each perspective in more detail, focusing special attention on the implications for criminal procedure.

Due Process

Packer’s due process perspective is, first and foremost, concerned with people’s rights and liberties. It also gives significant weight to human freedom. Due process advocates believe that the government’s primary job is not to control crime but rather to maximize human freedom, which includes protecting citizens from undue government influence. Proponents of due process favor minimizing the potential for mistakes, as explained by Packer:

People are notoriously poor observers of disturbing events. . . . [C]onfessions and admissions by persons in police custody may be induced by physical or psychological coercion so that the police end up hearing what the suspect thinks they want to hear rather than the truth; witnesses may be animated by a bias or interest that no one would trouble to discover except one specially charged with protecting the interests of the accused (as the police are not).6

Due process advocates also believe that each suspect is innocent until proven guilty, just as Americans are taught. In addition, they place greater emphasis on legal guilt (whether a person is guilty according to the law) rather than factual guilt (whether a person actually committed the crime with which he or she is charged).

Underlying the due process/crime control perspectives are four ideals: (1) The criminal process looks, or should look, something like an obstacle course; (2) Quality is better than quantity; (3) Formality is preferred over informality; and (4) A great deal of faith is put in the courts.

THE OBSTACLE COURSE The “obstacle course” idea is rooted in a metaphor, of course. A criminal process that resembles an obstacle course is one that is complex and needs to be navigated by skilled legal professionals. Further, it is one that is somewhat difficult to operate in a predictable fashion. It is not a process that prides itself on speed and efficiency—values of great importance in the crime control perspective. In fact, the opposite could be said. The obstacle-course metaphor also stresses that each case must pass through several complicated twists and turns before a verdict can be rendered.

QUALITY OVER QUANTITY Another way to distinguish between due process and crime control is in terms of quantity and quality. The due process view favors quality—that is, reaching a fair and accurate decision at every stage of the criminal process. It stresses that each case should be handled on an individual basis and that special attention should be paid to the facts and circumstances surrounding the event. In addition, the concern with quality is one that minimizes the potential for error. For example, due

6 Ibid., p. 163.

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Chapter 1 • Introduction to Criminal Procedure 15

process advocates are in favor of allowing several death penalty appeals because the possibility of executing the wrong person should be avoided at all costs.

INSISTENCE ON FORMALITY Due process advocates do not favor informal processes. Because of the potential for human error and bias, they favor a full-blown adversarial criminal process. They also believe that early intervention by judges and other presumptively objective parties (besides, say, the police) is in the best interest of people accused of breaking the law.

FAITH IN THE COURTS Another value inherent in the due process perspective is intense faith in the courts as opposed to law enforcement. Due process advocates correctly point out that the job of a judge is to interpret the U.S. Constitution. This, they argue, helps provide protection to people charged with crimes. Faith in the courts also corresponds with the above-mentioned insistence on formality. When guilt or innocence is determined in court, an air of fairness and objectivity must be maintained.

Crime Control

In contrast to the due process perspective, the crime control perspective emphasizes the importance of controlling crime, perhaps to the detriment of civil liberties. From a cost/benefit perspective, crime control advocates believe that the benefit of controlling crime to society at large outweighs the cost of infringing on some individuals’ due process protections. Another way to distinguish between the due process and crime control perspectives is to consider the distinction between means and ends: Crime control is more concerned with the ends, with wiping out crime, or at a minimum, with mitigating its harmful effects. By contrast, due process is concerned with the means, with the methods by which people are treated by criminal justice officials. The result— either crime or the absence of it—is not of great concern to due process advocates.

Additional differences between the due process and crime control perspectives are illustrated in Figure 1.3.

THE ASSEMBLY LINE The metaphor of an “assembly line” suggests that the criminal process should be automatic, predictable, and uniform. In other words, every criminal should be treated the same, with minimal variations in terms of charges and sentences. The assembly- line metaphor further suggests that the criminal process should be quick and efficient.

FIGURE 1.3 The Values of Due Process versus Crime Control

Crime Control Values Due Process Values

• Follows “assembly line” metaphor • Follows “obstacle course” metaphor • Emphasizes quantity over quality • Emphasizes quality over quantity • Favors informality • Prefers formality • Has faith in the police • Has faith in the courts • Makes presumption of guilt • Makes presumption of innocence • Seeks to benefit society • Seeks to benefit suspects • Is concerned with ends, not means • Is concerned with means, not ends • Seeks to maximize police authority • Seeks to maximize human freedom • Seeks to control crime at all costs • Seeks to protect people’s rights at all costs • Puts emphasis on factual guilt • Puts emphasis on legal guilt

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The goal of the crime control perspective is to move criminals through the justice process as swiftly as possible. A full-blown adversarial criminal process, replete with hearings and other pauses in the interest of the accused, is anathema to the crime control view.

QUANTITY OVER QUALITY As just mentioned, the due process model stresses quality over quantity. The crime control model, by contrast, favors quantity over quality, a view that is consistent with the assembly-line metaphor. The goal is to move as many offenders as possible through the criminal justice system with as little delay as possible. If mistakes are made along the way and someone is wrongfully charged or convicted, so be it. That is, the overall goal of ensuring that as many criminals are dealt with as possible is superior to protecting any individual’s constitutional rights.

INSISTENCE ON INFORMALITY Whereas the due process perspective favors the formality of the criminal process, with particular emphasis on the courts, the crime control perspective favors informality. The courts are to be avoided; instead, justice should be meted out beyond the walls of a courtroom. Plea bargaining, for instance, is favored because of its swift, behind-the-scenes nature (not to mention that it eliminates the need to go to trial). An insistence on informality suggests further that the law enforcement establishment should be more involved in making determinations of guilt, not the courts.

FAITH IN THE POLICE Finally, whereas the due process perspective places a great deal of faith in the courts, the crime control perspective puts a high degree of trust in the police. All Americans are taught that each suspect is innocent until proven guilty in a court of law. Clearly, the courts are charged with making this determination. However, crime control advocates favor so-called street justice, giving the police vast discretion in deciding how to deal with people suspected of being involved in criminal activity. A fitting quote describing the crime control perspective is, therefore, “All criminals are guilty until proven innocent.” In other words, all suspects should be considered guilty; if the courts determine otherwise, then so be it.

DECISION-MAKING EXERCISE 1.5

Due Process or Crime Control

In two decisions, United States v. Leon, 468 U.S. 897 (1984) and Massachusetts v. Sheppard, 468 U.S. 981 (1984), the Supreme Court created what is known as the “good faith” exception to the exclusionary rule. This exception, as well as the exclusionary rule, is discussed toward the end of Chapter 2. But for now, realize that both cases are important in that they held that violations of people’s constitutional rights are permissible, under limited circumstances, when the police

make honest mistakes. For example, if a police officer relies on a search warrant that was obtained on the basis of a reasonable mistake, he or she could serve the warrant, search for evidence, and seize it, even if these actions violated the rights of the person searched. The key is that the mistake must be a reasonable one. How, then, would you characterize both the Leon and Sheppard decisions: as prioritizing crime control or due process?

DECISION-MAKING EXERCISE 1.4

Due Process or Crime Control

How should the Miranda decision from Exercise 1.3 be charac- terized: as due process-oriented or crime control-oriented? In other words, does Miranda prioritize the suspect’s due process

rights or the interest of the police in controlling crime? What about the Supreme Court’s decision in Kyllo v. United States, mentioned in the “Theory versus Reality” section?

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MEDIA AND POLITICS

Assessment

Time to put your knowledge of the evolving role of the media in political messages to work! You’ve been asked by a popular news organization to create a web article for their official website that will help the public understand the role that media plays in politics. Your product will first explain your analysis of a media item and then describe how the role of media in politics has changed over time.

Steps

  1. Choose a visual, text, or other media item that is political in nature. This list provides some examples of media items you may use and guidance on where to locate other examples on the Internet. Be sure to include the media item, or directions on how to access it, with your assessment.
  2. Analyze the political message delivered by your chosen media item. In two well-written paragraphs, explain the background of the image, text, or video and explain what bias the message reveals and how.
    • The background paragraph should include who created the media item, when, for whom, and for what purpose.
    • The analysis paragraph should explain the bias in the media item. What strategies does the media item use to persuade people? (examples are symbolism and emotional appeal)
  3. Write a third well-written paragraph that answers the following question, in your own words. How have the media changed over time, and how has this affected political communication?
  4. List


    Select one of the following media items for your assessment. Remember, you must provide the source or information on how to access the source with your assessment.

      1. TV Commercial
        Television advertisements from recent elections are readily available from multiple internet sources, such as the

     Living Room Candidate

      1. . Select this image to see a politcal advertisement:
    A flier paid for by the Economic Freedom Fund© 2011 The
    Associated Press
      1. Political Cartoon
        This political cartoon is from the Civil War era; select this image to see a politcal cartoon:

        The Rail Splitter Repairing the Union'–a political cartoon of Andrew Johnson and Abraham Lincoln from 1865.© 2011 The
        Associated Press

        Political cartoons related to recent political events and issues are accessible from multiple internet sources, such as the

     Cagle Post

      1. .
    1. Debate
      This debate excerpt is from the 2008 presidential campaign:

      • MCCAIN: Somehow in Washington today–and I’m afraid on Wall Street–greed is rewarded, excess is rewarded, and corruption–or certainly failure to carry out our responsibility is rewarded. As president of the United States, people are going to be held accountable in my administration. And I promise you that that will happen.
      • LEHRER: Do you have something directly to say, Senator Obama, to Senator McCain about what he just said?
      • OBAMA: Well, I think Senator McCain’s absolutely right that we need more responsibility, but we need it not just when there’s a crisis. I mean, we’ve had years in which the reigning economic ideology has been what’s good for Wall Street, but not what’s good for Main Street.

        (later)

      • MCCAIN: You’ve got to look at our record. You’ve got to look at our records. That’s the important thing. Who’s the person who has believed that the best thing for America is to have a tax system that is fundamentally fair? And I’ve fought to simplify it, and I have proposals to simplify it. Let Americans choose whether they want the existing tax code or they want a new tax code. Again, look at the record, particularly the energy bill. But, again, Senator Obama has shifted on a number of occasions. He has voted in the United States Senate to increase taxes on people who make as low as $42,000 a year.
      • OBAMA: That’s not true, John. That’s not true.
      • MCCAIN: And that’s just a fact. Again, you can look it up.
      • OBAMA: Look, it’s just not true. And if we want to talk about oil company profits, under your tax plan, John—this is undeniable—oil companies would get an additional $4 billion in tax breaks. Now, look, we all would love to lower taxes on everybody. But here’s the problem: If we are giving them to oil companies, then that means that there are those who are not going to be getting them.
    2. Inaugural Address
      This excerpt is from the opening of President George W. Bush’s Second Inaugural Address:

      “On this day, prescribed by law and marked by ceremony, we celebrate the durable wisdom of our Constitution, and recall the deep commitments that unite our country. I am grateful for the honor of this hour, mindful of the consequential times in which we live, and determined to fulfill the oath that I have sworn and you have witnessed.

      At this second gathering, our duties are defined not by the words I use, but by the history we have seen together. For a half century, America defended our own freedom by standing watch on distant borders. After the shipwreck of communism came years of relative quiet, years of repose, years of sabbatical—and then there came a day of fire.

      We have seen our vulnerability—and we have seen its deepest source. For as long as whole regions of the world simmer in resentment and tyranny—prone to ideologies that feed hatred and excuse murder—violence will gather, and multiply in destructive power, and cross the most defended borders, and raise a mortal threat. There is only one force of history that can break the reign of hatred and resentment, and expose the pretensions of tyrants, and reward the hopes of the decent and tolerant, and that is the force of human freedom.

      We are led, by events and common sense, to one conclusion: The survival of liberty in our land increasingly depends on the success of liberty in other lands. The best hope for peace in our world is the expansion of freedom in all the world.

      America’s vital interests and our deepest beliefs are now one. From the day of our Founding, we have proclaimed that every man and woman on this earth has rights, and dignity, and matchless value, because they bear the image of the Maker of Heaven and earth. Across the generations, we have proclaimed the imperative of self-government, because no one is fit to be a master, and no one deserves to be a slave. Advancing these ideals is the mission that created our Nation. It is the honorable achievement of our fathers. Now it is the urgent requirement of our nation’s security, and the calling of our time.

      So it is the policy of the United States to seek and support the growth of democratic movements and institutions in every nation and culture, with the ultimate goal of ending tyranny in our world.”

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Analyzing Income Tax Worksheet

POS-301: Analyzing Tax Worksheet

Complete all five parts of the worksheet.

Part One: Income Tax

Use one of your paystubs to fill in the table below.

Who Determines the Amount of Tax? Services the Tax is Applied Towards
Federal Tax
State Tax
Social Security Tax
Medicare Tax
Other (Please specify)

Part Two: Sales Tax

Use a receipt for a purchase you have made recently to answer the questions below.

1. List all of the taxes (percent, amount, etc.) found on the receipt.

2. Who determines the amount of each tax?

3. Where does revenue from this tax go? What does it fund?

Part Three: Utility Tax

Use one of your utility billsto answer the questions below.

Part Three: Utility Tax

Use one of your utility bills to answer the questions below.

1. List all of the taxes (percent, amount, etc.) found on the bill.

2. Who determines the amount of each tax?

3. Where does revenue from this tax go? What does it fund?

Part Four: Property Tax

Use one of your own property tax statements to answer the questions below.

1. List all of the taxes (percent, amount, etc.) found on the statement.

2. Who determines the amount of each tax?

3. Where does revenue from this tax go? What does it fund?

Part Four: Summary and Analysis

Part Five: Summary and Analysis

Write a 200-350-word summary below of your findings and what you have learned about how you are taxed.

© 2015. Grand Canyon University. All Rights Reserved.

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protect the property rights and welfare of the minor children of affluent families.

The Latin term meaning “father of his country” which is implied as meaning the government is the true guardian of the needy and infirmed children.

 

2.
__________________ were a sixteenth century English set of laws which vagrants and abandoned and neglected children were bound to masters as indentured servants.

 

3.
Early English courts established to protect the property rights and welfare of the minor children of affluent families.

 

4.
Civic leaders who focused their attention on the misdeeds of poor children to control their behavior were called:

 

5.
In 1816, The Society for the Prevention of Pauperism was established to:

 

6.
When the first House of Refuge opened in New York the Society for the Prevention of Pauperism and the __________________ were influential in establishing such positive steps for juveniles.

 

7.
In 1853, New York philanthropist Charles Loring Brace helped developed the _______________________ as an alternative for dealing with neglected and delinquent youths.

 

8.
The first juvenile court was established in this state in 1899.

 

9.
The Juvenile Court Act of 1899 set up an independent court to handle criminal law violations by children under 16 years of age as well as created:

 

10.
The case of the Kent v. United States (1966) ruled that:

 

11.
The ___________________________ established the a federal office on delinquency prevention and was enacted to identify the needs of youth and to fund programs aimed at deterring juvenile crime.

 

12.
A noncriminal youth who falls under the jurisdiction of the courts by reason of having engaged in behavior prohibited to minors, such as truancy.

 

13.
The Court case of ________________ ruled that a minor has basic due process rights at trial.

 

14.
The Court case of ________________ ruled that the level of evidence for the finding of juvenile delinquency is proof beyond a reasonable doubt.

 

15.
Held that the Fourth Amendment guarantee against unreasonable searches is not violated by drug testing all students who choose to participate in interscholastic athletics.

 

16.
In 1974, Congress passed the ______________________, which provides funds to states to bolster their services for maltreated children and their parents.

 

17.
According to the shifting philosophies of juvenile justice outlined in your text, the time from 1950-1970 recognized that:

 

18.
There are more than 450 juvenile ________________ who focus on providing treatment for youth accused of substance abuse offenses.

 

19.
A program developed in Arizona in an effort to reduce adolescent involvement in criminal behavior that has since been added to school curricula in all 50 states is known as:

 

20.
The Supreme Court held that the _______________ protections against unreasonable search and seizures apply to students but that the need to maintain an orderly educational environment modifies the needs for warrants and probable cause.

 

21.
Which of the following is not a Supreme Court case dealing with searching for drugs in association with students or school?

 

22.
The temporary care of a child alleged to be a delinquent or status offender who requires secure custody, pending a court disposition.

 

23.
The landmark case of Schall v. Martin upheld the right of states to:

 

24.
A practice in which the juvenile court relinquishes its jurisdiction over a juvenile and transfers the case to adult court.

 

25.
A type of juvenile waiver that gives discretion to the prosecutor to file charges for certain legislatively designated offenses in either juvenile or criminal court.

 

26.
A type of juvenile waiver where state laws exclude from juvenile court jurisdiction certain offenses that are either very minor or very serious.

 

27.
A type of waiver that after a transfer hearing at which both prosecutor and defense attorney present evidence, a juvenile court judge may decide to waive jurisdiction and transfer the case to criminal court.

 

28.
A type of waiver where state laws mandate that certain offenses be tried in adult court but once the case is heard, the trial judge can recommend the offender would be better served in the juvenile system.

 

29.
The hearing in which a judge decides whether to waive a juvenile to criminal court is called:

 

30.
The landmark case of Roper v. Simmons (2005) ruled that:

 

31.
The Supreme Court ruled that the juvenile death penalty was in violation of which Amendment?

 

32.
In the juvenile system, the initial appearance most likely resembles the _____________ in adult court.

 

33.
For juvenile offenders, the ____________________ is equivalent to the sentencing phase in an adult criminal case.

 

34.
In comparison to the adult court, the sentencing phase is said to be:

 

35.
The decision of a judge who orders an adjudicated and sentenced juvenile offender to be placed in a correctional facility.

 

36.
____________________ involves treating offenders who would normally have been sent to a secure treatment facility as part of a very small probation caseload that receives almost daily scrutiny.

 

37.
The typical resident of a juvenile facility is a:

 

38.
The attempt to remove the warehousing of youths in juvenile facilities with little deterrent effects is known as:

 

39.
A balanced, highly structured, comprehensive continuum of intervention for serious and violent juvenile offenders returning to the community is known as:

 

40.
Aubrey Jamison, a 17 year old student, is arrested for possession of marijuana in her high school after an anonymous tip led the principal and guidance counselor to search her locker and the belongings in the locker. In her purse was found a small about of the narcotic and 3 prescription strength oxycodone pills. Using this information, answer the following questions:

Aubrey’s parents sued the school district stating the search was unconstitutional and without a valid warrant the search should not be allowed. Based on Supreme Court rulings:

 

41.
Aubrey Jamison, a 17 year old student, is arrested for possession of marijuana in her high school after an anonymous tip led the principal and guidance counselor to search her locker and the belongings in the locker. In her purse was found a small about of the narcotic and 3 prescription strength oxycodone pills. Using this information, answer the following questions:

If upon finding the prescription drugs, the principal and guidance counsel conducted a strip search on Ms. Jamison the Court would rule:

 

42.
Aubrey Jamison, a 17 year old student, is arrested for possession of marijuana in her high school after an anonymous tip led the principal and guidance counselor to search her locker and the belongings in the locker. In her purse was found a small about of the narcotic and 3 prescription strength oxycodone pills. Using this information, answer the following questions:

Given this was Ms. Jamison’s first offense and that she is a model student, it is likely the judge my focus on providing her treatment in a court for substance abusers known as:

 

43.
Keith Reed, a 15 year old male, white, no priors, is brought in for questioning for larceny of  several hundred dollars worth of computer parts from a warehouse in downtown Cincinnati. Using this information, walk Mr. Reed through the juvenile court system.

Mr. Reed, when questioned was arrested. He was released to his parents as he was not deemed a threat risk. If he was deemed a risk to himself or to the community he would have been:

 

44.
Keith Reed, a 15 year old male, white, no priors, is brought in for questioning for larceny of  several hundred dollars worth of computer parts from a warehouse in downtown Cincinnati. Using this information, walk Mr. Reed through the juvenile court system.

Given the nature of the case, the decision to file charges in criminal court and waive the juvenile is placed in the hands of the prosecutor. This is called:

 

45.
Keith Reed, a 15 year old male, white, no priors, is brought in for questioning for larceny of  several hundred dollars worth of computer parts from a warehouse in downtown Cincinnati. Using this information, walk Mr. Reed through the juvenile court system.

If the case was more to adult court due the nature of the crime resulting in a felony based on the worth of the property stolen, but the judge later finds that the juvenile would be better served in the juvenile system, this would be an example of:

 

46.
Keith Reed, a 15 year old male, white, no priors, is brought in for questioning for larceny of  several hundred dollars worth of computer parts from a warehouse in downtown Cincinnati. Using this information, walk Mr. Reed through the juvenile court system.

If the decision was to leave the juvenile in the adult criminal courts; the decision of the judge to place the offender in a correctional facility would be called:

 

47.
A young female, age 16, is arrested for the third time in a two-year period for possession of drugs, curfew violations, and obstruction of justice for lying to police. Using this information, answer the following questions:

The commonly used formal sanction for juveniles is probation, however, in this case an alternative correctional practice called ________________, which uses daily supervision by an assigned probation officer and may include other restrictions and penalties called that may be more useful.

 

48.
A young female, age 16, is arrested for the third time in a two-year period for possession of drugs, curfew violations, and obstruction of justice for lying to police. Using this information, answer the following questions:

Due to a rise in gang related crime in the juvenile’s neighborhood and school district, the city will begin using what program used in in all 50 states to combat juvenile criminal violence.

 

49.
A young female, age 16, is arrested for the third time in a two-year period for possession of drugs, curfew violations, and obstruction of justice for lying to police. Using this information, answer the following questions:

Having threatened to kill herself after her third arrest, the court ruled that ______________, or the temporary care of a delinquent who may harm herself be given.

 

50.
A young female, age 16, is arrested for the third time in a two-year period for possession of drugs, curfew violations, and obstruction of justice for lying to police. Using this information, answer the following questions:

At her juvenile sentencing or _________________, the female was given 1 year in juvenile detention with mandatory drug counseling and anger management.

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autocracy-based governments

<object:standard:ss.912.c.2.12>Which of the following statements is true about the Internet?

[removed] Its regulations have decreased over time so that greater numbers of people can use it for illegal purposes.

[removed] It has expanded from a source of static information to a meeting place used to organize political events.

[removed] Its role has remained limited to providing facts about elected officials and laws at various levels of government.

[removed] It was designed to be a forum for social and political change but is now used almost exclusively for entertainment.

 


 

Question 13 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.05 LC) <object:standard:ss.912.c.4.1>

Countries with autocracy-based governments have

[removed] a small group of leaders with similar political views

[removed] regular elections to select representative officials

[removed] a single ruler who may be a monarch or dictator

[removed] shared decisions between citizens and leaders

 


 

Question 14 (Multiple Choice Worth 3 points)

(Citizenship 01.01 LC) <object:standard:ss.912.c.3.1>

Which of the following is an example of government affecting citizens’ daily lives?

[removed] Voting booths are set up at a library.

[removed] Local doctors speak to a citizen group.

[removed] A local group organizes a park cleanup.

[removed] Road traffic is heaviest in the afternoon.

 


 

Question 15 (Multiple Choice Worth 3 points)

(Citizenship 01.02 MC) <object:standard:ss.912.c.2.1>

The naturalization process in the United States

[removed] can be achieved within a few weeks because very few immigrants choose to apply to be legal citizens

[removed] usually takes months to years because officials investigate and find that most applicants are here illegally

[removed] can be achieved within a few weeks because it only requires that a person have a job and a driver’s license

[removed] usually takes months to years because a person must complete several steps including time as a legal resident

 


 

Question 16 (Multiple Choice Worth 3 points)

(Citizenship 01.01 LC) <object:standard:ss.912.c.3.1>

In an indirect democracy, major laws and rules are made by

[removed] majority vote of the people

[removed] the top executive official

[removed] elected representatives

[removed] state-level executives

 


 

Question 17 (Multiple Choice Worth 3 points)

(Citizenship 01.01 LC) <object:standard:ss.912.c.3.1>

Republic means the same as

[removed] individual rights

[removed] direct democracy

[removed] consent of the governed

[removed] representative democracy

 


 

Question 18 (Multiple Choice Worth 4 points)

(Policy and Elections 03.05 HC) <object:standard:ss.912.c.2.13>

“Our aim is a democratic peace, a peace founded upon the dignity and rights of every man and woman.”—President Bush, 2004 State of the Union Address

Cartoon image of man with round glasses and a mustache hitting a white dove with a large club.
© 2012 Jupiterimages Corporation

The image represents Theodore Roosevelt, president from 1901 to 1909, known for the phrase “speak softly and carry a big stick.”

Which of the following is a valid statement about the artist’s judgment in the image compared to the quote?

[removed] President Roosevelt was a much tougher leader than President Bush, who clearly was unwilling to go to war.

[removed] President Bush was a much tougher leader than President Roosevelt, who clearly was unwilling to go to war.

[removed] President Roosevelt was willing to trample on human rights to win wars, while President Bush would not.

[removed] President Bush was willing to trample on human rights to win wars, while President Roosevelt would not.

 


 

Question 19 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.01 MC) <object:standard:ss.912.c.3.9>

Which of the following types of cases would have to begin in a state-level court?

[removed] disputes over interpretation of the Constitution

[removed] disputes related to federal officials while in office

[removed] disputes arising from accident damage to property

[removed] disputes that arise from laws that govern immigration

 


 

Question 20 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.01 MC) <object:standard:ss.912.c.3.9>

Which of the following is true about responsibility in the U.S. Court system?

[removed] State courts handle most criminal and civil trials, whereas federal courts address constitutional law and appeals from state courts of last resort.

[removed] State courts handle constitutional law, but only the federal courts can make new laws based on their interpretations.

[removed] State courts handle appeals from the federal district courts, and federal district courts handle appeals from state courts as a check on the power of the courts.

[removed] State courts handle local trial courts and most cases though the federal court has authority to select certain cases to hear.

 


 

Question 21 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.01 MC) <object:standard:ss.912.c.3.6>

Map of the United States titled U.S. Circuit Map. The map outlines the each circuit. Circuit 1: Maine, New Hampshire, Massachusetts, Rhode Island, Puerto Rico. Circuit 2: Vermont, New York, Connecticut. Circuit 3: Pennsylvania, New Jersey, Delaware, Virgin Islands. Circuit 4: West Virginia, Virginia, North Carolina, South Carolina. Circuit 5: Texas, Louisiana, Mississippi. Circuit 6: Michigan, Ohio, Kentucky, Tennessee. Circuit 7: Wisconsin, Illinois, Indiana. Circuit 8: North Dakota, South Dakota, Nebraska, Minnesota, Iowa, Missouri, Arkansas. Circuit 9: Washington, Montana, Idaho, Oregon, Nevada, California, Arizona, Alaska, Guam, Hawaii. Circuit 10: Wyoming, Utah, Colorado, New Mexico, Kansas, Oklahoma. Circuit 11: Florida, Alabama, Georgia. Circuit 12: Washington D.C.
Public Domain

A federal case in Texas would begin in a

[removed] Texas trial court

[removed] Texas court of last resort

[removed] U.S. District Court for Circuit Five

[removed] U.S. Court of Appeals for Circuit Five

 


 

Question 22 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.01 MC) <object:standard:ss.912.c.3.6>

Map of the United States titled U.S. Circuit Map. The map outlines the each circuit. Circuit 1: Maine, New Hampshire, Massachusetts, Rhode Island, Puerto Rico. Circuit 2: Vermont, New York, Connecticut. Circuit 3: Pennsylvania, New Jersey, Delaware, Virgin Islands. Circuit 4: West Virginia, Virginia, North Carolina, South Carolina. Circuit 5: Texas, Louisiana, Mississippi. Circuit 6: Michigan, Ohio, Kentucky, Tennessee. Circuit 7: Wisconsin, Illinois, Indiana. Circuit 8: North Dakota, South Dakota, Nebraska, Minnesota, Iowa, Missouri, Arkansas. Circuit 9: Washington, Montana, Idaho, Oregon, Nevada, California, Arizona, Alaska, Guam, Hawaii. Circuit 10: Wyoming, Utah, Colorado, New Mexico, Kansas, Oklahoma. Circuit 11: Florida, Alabama, Georgia. Circuit 12: Washington D.C.
Public Domain

People involved in cases that are accepted by the U.S. Supreme Court

[removed] must travel to the U.S. Court of Appeals for their circuit

[removed] must travel to Washington D.C. to present their cases

[removed] present their cases in the closest U.S. Circuit Court

[removed] present their cases in the state court of last resort

 


 

Question 23 (Multiple Choice Worth 3 points)

(Citizenship 02.04 LC) <object:standard:ss.912.c.3.14>

Reserved powers

[removed] are determined only by the president

[removed] are shared by the states and nation

[removed] belong to the national government

[removed] belong only to state governments

 


 

Question 24 (Multiple Choice Worth 3 points)

(Citizenship 02.03 MC) <object:standard:ss.912.c.1.3>

Bills of rights “have no application to constitutions professedly founded upon the power of the people, and executed by their immediate representatives and servants. Here, in strictness, the people surrender nothing, and as they retain everything, they have no need of particular reservations.”–Alexander Hamilton, Federalist No. 84

Hamilton argues in this quote that

[removed] a list of rights in the Constitution is unnecessary because the government’s power is already limited

[removed] a list of rights should be added to the Constitution before the state legislatures vote whether to ratify

[removed] representatives of the people should have the task of determining protections for individual rights

[removed] people should choose their representatives and other leaders very carefully to protect their rights

 


 

Question 25 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.06 MC) <object:standard:ss.912.c.4.2>

In the early 21st century, the United States sent troops to both Afghanistan and Iraq to

[removed] establish democratic colonies throughout the region

[removed] prevent the support and conduct of terror activities

[removed] assist both nations in their wish for independence

[removed] focus public attention on human rights violations

 


 

Question 26 (Multiple Choice Worth 3 points)

(Policy and Elections 03.06 MC) <object:standard:ss.912.c.2.14>

Which of the following makes a true statement about the Electoral College?

[removed] Individual votes have little bearing on the outcome of presidential elections, as only electoral votes are counted.

[removed] According to the U.S. Constitution, all states are awarded a minimum of five electoral votes.

[removed] Electoral votes are awarded and the president is usually chosen based on the popular vote in each state.

[removed] The original procedure for the Electoral College process in was outlined in the 12th amendment to the U.S. Constitution.

 


 

Question 27 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.04 MC) <object:standard:ss.912.c.3.10>

Which of the following cases set a precedent that accused people have the right to counsel even if they cannot afford it?

[removed] Texas v. Johnson

[removed] Plessy v. Ferguson

[removed] Gideon v. Wainwright

[removed] Brown v. Board of Education

 


 

Question 28 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.02 MC) <object:standard:ss.912.c.3.8>

Sue and Tim are arguing about the value of appointing rather than electing federal judges. Tim says they are appointed because they need to be independent. What does he mean?

[removed] Judges do not depend on voter will to keep their jobs. If that were the case, then judges would make decisions based on popular will rather than interpretations of law.

[removed] Judges receive their commissions from the president so they are independent in the sense that only the president needs to approve their decisions, not other officials.

[removed] Judges make decisions in isolation from other judges so that their interpretations of the law are not affected by the opinions or judgments of the associate judges.

[removed] Judges are like other federal officials and must consider the people’s will when deciding a case. They consult with other officials and the president to make decisions.

 


 

Question 29 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.02 MC) <object:standard:ss.912.c.3.8>

Judges are expected to base their decisions on the

[removed] timing of elections, similar to other elected officials

[removed] will of the majority, similar to other elected officials

[removed] interpretation of law, independent from elected officials

[removed] reports of the media, independent from elected officials

 


 

Question 30 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.05 MC) <object:standard:ss.912.c.4.4>

Map of world titled Countries by 2011 GDP per capita.  The map shows the following GPA ranges by region: North America - $6400 to $102400; Central America and the Caribbean - $400 to $12800; South America - $1600 to $25600; Western Europe - $12800 to over $102400; Eastern Europe - $1600 to $25600; Middle East - $800 to over $102400 (majority of countries in the $1600 to $3200 range); Africa – less than $400 to $12,800; East Asia - $3200 to $25600; South East Asia - $400 to $12,800 (majority of countries in the $1600 to $3200 range); Australia – over $102400.
© 2012 Creative Commons Attribution-Share Alike 3.0

Which of the following makes a true statement?

[removed] Countries with minimal wealth, such as those in Africa, are associated with greater degrees of democratization.

[removed] Countries with greater wealth, such as those in North America, are associated with greater democratization.

[removed] Countries with greater wealth, such as those in Africa, are associated with lesser degrees of democratization.

[removed] Countries with minimal wealth, such as those in North America, are associated with lesser democratization.

 


 

Question 31 (Multiple Choice Worth 3 points)

(Citizenship 02.04 MC) <object:standard:ss.912.c.3.2>

The United States shall guarantee to every State in this Union a Republican Form of Government, and shall protect each of them against Invasion.”–U.S. Constitution

According to this quote, the job of protecting the nation from foreign enemies belongs to

[removed] the local governments

[removed] each state government

[removed] the national government

[removed] international governments

 


 

Question 32 (Multiple Choice Worth 3 points)

(Policy and Elections 03.04 MC) <object:standard:ss.912.c.2.15>

One way individuals can increase their individual influence on public policy is to

[removed] volunteer to work at the polls and record votes for an election

[removed] attend meetings of local government councils and committees

[removed] become an active member of a political party or interest group

[removed] follow the laws and report those who violate them to authorities

 


 

Question 33 (Multiple Choice Worth 3 points)

(Policy and Elections 03.04 MC) <object:standard:ss.912.c.2.15>

Andres made an appointment to meet with a representative from his district. He wants to request funding on behalf of a local parents and students’ group to build a baseball field at the county park. Andres’ acted as a lobbyist for a

[removed] special interest group

[removed] labor union

[removed] political action committee

[removed] political party

 


 

Question 34 (Multiple Choice Worth 3 points)

(Citizenship 02.02 LC) <object:standard:ss.912.c.3.15>

Which of the following is a true statement about the Constitution?

[removed] It distributes power among three branches of government.

[removed] It has a president who heads three branches of government.

[removed] It imparts authority on tax policies to the state governments.

[removed] It gives supreme authority to the separate state governments.

 


 

Question 35 (Multiple Choice Worth 3 points)

(Citizenship 01.02 MC) <object:standard:ss.912.c.2.1>

Juan is not a legal U.S. citizen, but he has permission to live and work in the United States through

[removed] a driver’s license and may run for elected positions

[removed] his parents and may not run for elected positions

[removed] a visa and may not run for elected positions

[removed] birth and may run for elected positions

 


 

Question 36 (Multiple Choice Worth 3 points)

(Citizenship 02.03 MC) <object:standard:ss.912.c.3.1.4>

“Security and stability cannot be maintained through a confederation of individual, sovereign states.”

Which of the following best describes this quote?

[removed] It represents the perspective of a Federalist, arguing for a strong centralized government.

[removed] It represents the perspective of a Federalist, arguing for a weak centralized government.

[removed] It represents the perspective of an Anti-Federalist, arguing for a strong central government.

[removed] It represents the perspective of an Anti-Federalist, arguing for a weak central government.

 


 

Question 37 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.02 MC) <object:standard:ss.912.c.3.7>

The minority opinion of a decided case

[removed] is the official explanation for the final ruling that will apply to the case

[removed] is unnecessary unless the power of judicial review has been employed

[removed] expresses the justification for a dissenting opinion of one or more judges

[removed] supports the ruling of the majority but rationalizes it with different reasons

 


 

Question 38 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.02 MC) <object:standard:ss.912.c.3.7>

The decision of the U.S. Supreme Court on a constitutional issue is

[removed] considered null and void unless the state governments must amend their laws

[removed] unofficial until the legislative branch has an opportunity to edit the related law

[removed] final unless overturned by a constitutional amendment or new court decision

[removed] subject to a review by either the executive branch or the legislative branch

 


 

Question 39 (Multiple Choice Worth 4 points)

(Citizenship 02.05 HC) <object:standard:ss.912.c.2.6>

“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”

Which of the following possible court cases could legitimately be argued under the terms of the quote above?

[removed] A person sues government officials for not making policies according to the person’s written letters.

[removed] A person uses and shares illegal substances with minors who all say the activity is for worship of faith.

[removed] A person refuses to leave a privately owned restaurant after being told the business was closed that day.

[removed] A person appeals a conviction for disturbing the peace by holding a protest sign each day outside city hall.

 


 

Question 40 (Multiple Choice Worth 3 points)

(Citizenship 02.05 MC) <object:standard:ss.912.c.2.7, ss.912.c.3.11=””>

Which of the following best explains why people do not have unlimited First Amendment rights?

[removed] It is inappropriate to criticize or condemn elected government officials.

[removed] Leaders worth following would be drowned out by meaningless speech.

[removed] Certain types of speech could infringe on others’ rights or public safety.

[removed] The government would be ineffective, weighed down by citizen requests.

 


 

Question 41 (Multiple Choice Worth 3 points)

(Policy and Elections 03.06 MC) <object:standard:ss.912.c.2.16>

Bar graph titled Voter Turnout Rates in Presidential Elections Among 18 to 29 Year Old Citizens, by Gender. The graph shows the following data points, Female 52 percent in 2004, 42 percent in 2000, Male 46 percent in 2004, 37 percent in 2000.
© 2012 FLVS

According to this graph, voter turnout among

[removed] women is generally half that of men

[removed] men is generally half that of women

[removed] women is usually higher than for men

[removed] men is usually higher than for women

 


 

Question 42 (Multiple Choice Worth 3 points)

(Policy and Elections 03.06 MC) <object:standard:ss.912.g.4.1>

Map of the United States titled “Seats Lost or Gained”. States shaded dark orange lost 2 or more seats. States shaded lighter orange lost 1 seat. States shaded light blue did not gain or lose any seats. States shaded medium blue gained 1 seat. States shaded dark blue gained 2 or more seats.  States shaded dark orange include: New York and Ohio. States shaded lighter orange include: Illinois, Iowa, Louisiana, Massachusetts, Michigan, Missouri, New Jersey, Pennsylvania. States shaded light blue include: Alabama, Alaska, Arkansas, California, Colorado, Connecticut, Delaware, Hawaii, Idaho, Indiana, Kansas, Kentucky, Maine, Maryland, Minnesota, Mississippi, Montana, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Oklahoma, Oregon, Rhode Island, South Dakota, Tennessee, Vermont, Virginia, West Virginia, Wisconsin, Wyoming. States shaded medium blue include: Arizona, Georgia, Nevada, South Carolina, Utah, Washington. States shaded dark blue include: Florida and Texas.
Public Domain

Which of the following is a reasonable conclusion based on the map?

[removed] Most states in the Northeast and Midwest decreased in total population, losing representatives.

[removed] Most Northeastern and Midwestern states decreased as a portion of the total national population.

[removed] Most states in the Northeast and Midwest increased in total population, gaining representatives.

[removed] Most Northeastern and Midwestern states increased as a portion of the total national population.

 


 

Question 43 (Multiple Choice Worth 3 points)

(Policy and Elections 03.01 MC) <object:standard:ss.912.c.3.3>

What can the legislative branch do if the president vetoes a bill?

[removed] It can override the veto by requiring ratification by three-fourths of the states.

[removed] It can override the veto with a two-thirds vote of both houses of Congress.

[removed] It can appeal the veto to the Supreme Court who can rule the bill into law.

[removed] It can request that the president conduct a second review of the bill.

 


 

Question 44 (Multiple Choice Worth 3 points)

(Policy and Elections 03.01 MC) <object:standard:ss.912.c.3.3>

Which of the following quotes from the Constitution describes the Senate?

[removed] “No Person…who shall not have attained to the Age of twenty five Years, and been seven Years a Citizen of the United States, and who shall not, when elected, be an Inhabitant of that State in which he shall be chosen.”

[removed] “The…shall chose their other Officers, and also a President pro tempore, in the absence of the Vice President, or when he shall exercise the Office of President of the United States.”

[removed] “The…shall be composed of Members chosen every second Year by the People of the several States.”

[removed] “The…shall choose their Speaker and other Officers; and shall have the sole Power of Impeachment.”

 


 

Question 45 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.01 MC) <object:standard:ss.912.c.3.6>

According to Article III of the U.S. Constitution, how long do federal judges serve?

[removed] until the next election cycle

[removed] until they choose to retire or resign

[removed] until the President decides their term is up

[removed] until Congress eliminates funding for the court

 


 

Question 46 (Multiple Choice Worth 3 points)

(Courts and Civil Liberties 04.06 MC) <object:standard:ss.912.c.4.3>

Media outlets around the world

[removed] criticized U.S. policy toward terror suspect detainees as violating human rights

[removed] supported U.S. policy toward terror suspect detainees as in line with human rights

[removed] criticized U.S. policy toward terror suspect detainees as too protective of human rights

[removed] supported U.S. policy toward terror suspect detainees as needed exceptions to human rights

 

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Equal Protection And Public Education

Equal Protection and Public Education Essay

Due Date: Mar 15, 2017 23:59:59       Max Points: 120

Details:
Research the implications of equal protection for K-12 students within one of the following groups:

  1. Classifications based on English language learners;
  2. Classifications through ability grouping/tracking;
  3. Classifications in academic programs based on gender;
  4. Classifications in sports programs based on gender; and
  5. Classifications to assign students to specific schools for racial balance.

In a 500-750-word essay, address the following for the group that you have chosen:

  1. Summarize the factual background on how the students are classified;
  2. Identify the legal issues presented by these classifications; and
  3. Describe what equal protection requires.

Include at least five references in your essay. At least three of the five references should cite U.S. Supreme Court cases.

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Paper On Against Gun Control

INSTRUCTIONS: You will write a 12 page paper. To complete the assignment, you must choose an issue facing the USA. If you are having a difficult time coming up with an issue, come see me, and we’ll figure something out together. The paper will be graded in accordance with the Palo Alto College Critical Thinking, Communications (Written), Social Responsibility, and Personal Responsibility rubrics.

The paper must be written with a word processor. You must upload the paper to Canvas as a Word (.doc or .docx) file by 11:59 on Friday December 6th. I will not grade papers that are not uploaded as doc or .docx files. Include a cover page which provides a paper title and your name. The cover page will not count towards your page count. The rest of the text must be at least 10 pages, double-spaced, 12-pt. Times New Roman font, and with 1-inch margins on all sides. You will need to use at least 10 reputable outside sources. Wikipedia, the textbook, and summary websites like procon.org are NOT valid sources for this paper. If you have questions about a source’s validity, ask me!

You will need to adhere to the citation guidelines set forth by the American Political Science Association. A PDF APSA style guide will be provided. You must also include a works cited section on a separate page that will not count toward your page count.

I am always more than happy to look at drafts and give feedback along the way.

RESOURCES: There are three vital resources to help you with this paper. The first resource is the PAC Library located online and in Ozuna Hall. We will spend time in class discussing the library resources, and links to this information will be provided on the course Canvas page. The second resource is the PAC Writing Assistance Center located in Gutierrez 102/104. The writing center is an invaluable resource for ALL students which can help make you a better writer and turn a good paper into a great paper. The third resource is me! I am always more than happy to help you out and give you a push in the right direction. Do not hesitate to contact me if any questions or concerns arise while working on this paper.

GRADING: 

35 percent of the grade will come from following the Critical Thinking rubric.

35 percent of the grade will come from following the Communications rubric.

10 percent of the grade will come from following the Social Responsibility rubric.

10 percent of the grade will come from following the Personal Responsibility rubric.

10 percent of the grade will come from following the formatting instructions.

PAPER CONTENTS: Here you will find the contents I expect to in your completed paper. For each section, except for the introduction section, you need to use subheadings. Refer to the provided APSA Style Guide for examples of how to properly use subheadings. You will want to come up with more creative subheadings than simply “Section 1” or “Section 2”. Good subheadings will be brief (3-4 words maximum) and provide an accurate or clever description of what is to follow in the section.

INTRODUCTION SECTION (1-2 paragraphs): In the introduction section you will need to define your issue, define the scope of your issue (i.e. who does it affect), and discuss how this issue affects the United States. You will also need to provide a brief “road map” letting the reader know what you will be discussing throughout the paper.

SECTION 1 (2-3 pages): In this section, history of your issue within the United States and in other countries.

1. Discuss the history of your issue from the perspective of the United States.

a. How did the issue arise? b. How long has the issue been affecting the United States? C. What, if anything, has been done at the national, state, or local levels to solve

your issue? 2. Discuss the history of your issue from the perspectives of other countries.

a. Have other countries around the world faced similar issues, or is your issue

unique to the United States? b. What have other countries done to deal with their similar issues?

i. Were these efforts successful or unsuccessful?

SECTION 2 (2 pages): In this section, you must discuss the ethical views surrounding your issue. Note: The entirety of the personal responsibility rubric score comes from this section 

1. Discuss and define utilitarianism.

a. Analyze how a utilitarian would view the issue. Discuss and define deontological ethics, social justice ethics, OR virtue ethics (PICK ONE).

a. Analyze how a person holding the ethical view you chose would view the

issue. 3. Discuss and define your ethical viewpoint.

a. Using your ethical viewpoint, analyze how you feel about the issue. 4. Analyze and discuss any conflicts or agreements the ethical viewpoints you discussed

have regarding the issue..

SECTION 3 (2 pages): In this section, you will discuss the cultural viewpoints surrounding your issue. Note: The entirety of the social responsibility rubric score comes from this section).

1. Discuss and define the cultural views of a racial, ethnic, or religious group other than

your own.

a. Analyze how members of this group may view the issue. b. Discuss the broader influence of this group in shaping how your issue is

treated. 2. Discuss and define the cultural views of another racial, ethnic, or religious group

other than your own.

a. Analyze how this group may view the issue. b. Discuss the broader influence of this group in shaping how your issue is

treated. 3. Discuss and define your own cultural views from racial, ethnic, and religious

perspectives.

a. Identify and analyze your cultural beliefs as they pertain to your issue. b. Discuss how your cultural beliefs may bias or prejudice you towards a

particular outcome.

d analyze how your cultural viewpoint interacts and coexists with the two other cultural viewpoints.

a. Is there currently agreement or conflict between these groups in regards to

your issue? b. If there is cultural conflict, how can it be overcome?

USS

VOLT

tacts

Ivo

SECTION 4 (2-3 pages): In this section, you will discuss how to solve your issue.

1. Discuss and define the all-around political views of modern American liberals and

conseivatives.

a. Analyze how modern American liberals and conservatives would view the

issue. b. Discuss example policy solutions modern American liberals and

conservatives would have for your issue. Analyze the differences in these

approaches. 2. Discuss and define your political views.

a. Analyze how your political views shape the way you view your issue.

3. Create and define your preferred policy solution to your issue.

4. Identify and discuss the various stakeholders within the United States regarding your

issue.

a. Discuss which stakeholders would be for or against your policy and why they

would feel the way they do. b. In regards to the stakeholders who would be opposed to your policy, how

might they be swayed over to your side? 5. Identify the needed processes to make your policy a reality.

a. How much money would be needed?

i. Where would the money come from? b. Who would be responsible for passing any needed laws or approving any

needed policies?

CONCLUSION SECTION (1-2 paragraphs): In this section, you need to wrap your paper up and bring everything back together. Don’t just regurgitate what you’ve already written. Highlight the importance of your issue and the policy you’ve created. Make a call action. Tell the reader what they should do to help make the change you want to see.

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separation of powers

The U.S. Constitution is based on several principles of American democracy. Is the principle “separation of powers” among those evident in the document?

 

No, it is absent because the president determines the power and authority of the people.

Yes, it is reflected because the amendments list the powers given to the individual people.

No, it is missing because government power is concentrated in one branch of government.

Yes, it is shown because the first three articles describe the three branches of government.

 

Question 7 (Multiple Choice Worth 3 points)

 

(Citizenship 01.01 LC)

 

Under the Rule of Law,

 

the creators of the law must follow it, but those against it do not have to

people who object to the laws can apply for exemptions from it

everyone, including government officials, must abide by the laws

government officials are exempt from punishment under the law

 

Question 8 (Multiple Choice Worth 3 points)

 

(Citizenship 01.01 LC)

 

Republic means the same as

 

individual rights

direct democracy

consent of the governed

representative democracy

 

Question 9 (Multiple Choice Worth 3 points)

 

(Citizenship 02.05 MC)

 

You watch a criminal trial on television where the suspect never takes the stand in defense. Suspects have that right under the

 

First Amendment

Fourth Amendment

Fifth Amendment

Seventh Amendment

 

Question 10 (Multiple Choice Worth 3 points)

 

(Policy and Elections 03.06 MC)

 

Bar graph titled Voter Turnout Rates in Presidential Elections Among 18-to 29-Year-Old Citizens, by Gender.The graph shows the following data points: Female- 52 percent (2004), 43 percent (2000); Male- 46 percent (2004), 37 percent (2000).

© 2012 FLVS

 

According to this graph, eligible voters are most likely to vote in

 

midterm elections, and their turnout has increased in the last election

midterm elections, and their turnout has decreased in the last election

presidential elections, and their turnout has increased in the last election

presidential elections, and their turnout has decreased in the last election

 

Question 11 (Multiple Choice Worth 3 points)

 

(Citizenship 01.01 LC)

 

Which of the following is an example of government affecting citizens’ daily lives?

 

Andy forgets to complete his chores.

Sarah has an argument with her boss.

Julie gets a speeding ticket from police.

Robb volunteers to tutor young students.

 

Question 12 (Multiple Choice Worth 3 points)

 

(Courts and Civil Liberties 04.06 MC)

 

Which foreign policy position is reflected in the working relationship between the United States and Mexico to fight the illegal drug trade?

 

imperialism

isolationism

interventionism

diplomacy

 

Question 13 (Multiple Choice Worth 3 points)

 

(Citizenship 02.02 LC)

 

Which of the following is a true statement about the Constitution?

 

It distributes power among three branches of government.

It has a president who heads three branches of government.

It imparts authority on tax policies to the state governments.

It gives supreme authority to the separate state governments.

 

Question 14 (Multiple Choice Worth 3 points)

 

(Courts and Civil Liberties 04.02 MC)

 

The role of a judge is different from other federal officials because a judge

 

bases decisions on the will of the people while other officials base decisions on the law

bases decisions on the law while other officials base decisions on the will of the people

consults other federal officials on the intent of the laws before making a case decision

consults other federal officials on the will of the people before making a case decision

 

Question 15 (Multiple Choice Worth 3 points)

 

(Courts and Civil Liberties 04.02 MC)

 

Judges are expected to base their decisions on the

 

timing of elections, similar to other elected officials

will of the majority, similar to other elected officials

interpretation of law, independent from elected officials

reports of the media, independent from elected officials

 

Question 16 (Multiple Choice Worth 4 points)

 

(Citizenship 02.05 HC)

 

“The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.”

 

Which of the following possible court cases could be argued under the terms of the quote above?

 

a person sues the state for building an armory on nearby property

a person refuses to serve the military when called up through a draft

a person shoots and kills someone who broke into the family’s home

a person rejects police requests to unlock the car doors and windows

 

Question 17 (Multiple Choice Worth 3 points)

 

(Courts and Civil Liberties 04.04 MC)

 

Which is true about the relationship between the Emancipation Proclamation and the 13th amendment to the U.S. Constitution?

 

The 13th Amendment increased the civil liberties restricted by the Emancipation Proclamation.

The Emancipation Proclamation increased the civil liberties restricted by the 13th Amendment.

The 13th Amendment expanded the freedom of the Emancipation Proclamation to more people.

The Emancipation Proclamation expanded the freedom of the 13th Amendment to more people.

 

Question 18 (Multiple Choice Worth 3 points)

 

(Courts and Civil Liberties 04.06 MC)

 

Events such as the Nanking Massacre and Japanese-American internment

 

rights heightened concerns regarding the continuation of human rights abuses by developed nations

solidified a country’s right to act to protect its own security

demonstrated regard for the protection of human rights

caused little concern as they were considered isolated incidents

 

Question 19 (Multiple Choice Worth 3 points)

 

(Citizenship 01.02 LC)

 

A jus soli citizen was

 

given status by blood relation

born on the country’s territory

adopted from a foreign country

naturalized through that process

 

Question 20 (Multiple Choice Worth 3 points)

 

(Citizenship 02.03 MC)

 

“A democratic government is based on majority rule of the people. This would be impossible under the large republic proposed by the Constitution.”

 

Which of the following best describes this quote?

 

It represents the perspective of a Federalist, arguing for a strong central government.

It represents the perspective of a Federalist, arguing for a stronger role for the states.

It represents the perspective of an Anti-Federalist, arguing for a strong central government.

It represents the perspective of an Anti-Federalist, arguing for a stronger role for the states.

 

Question 21 (Multiple Choice Worth 3 points)

 

(Citizenship 02.04 MC)

 

“New States may be admitted by the Congress into this Union; but no new State shall be formed or erected within the Jurisdiction of any other State; nor any State be formed by the Junction of two or more States, or Parts of States, without the Consent of the Legislatures of the States concerned as well as of the Congress.”–U.S. Constitution

 

Which of the following is true based on this quote?

 

The power to make new states is a concurrent power.

The power to join states together is a reserved power.

The power to make new states is a delegated power.

The power to join states together is an implied power.

Write a 1,750-word paper that includes the following:

(UNITED STATES COAST GUARD)
The organizational overview.
Prioritized assessment of the strengths, weaknesses, threats and vulnerabilities of your selected organization’s security system(s), including facilities, people, information systems, and other appropriate assets.
The influence of crime and criminology in your assessment, as well as applicable national and global issues.
Format your assignment consistent with APA guidelines.

 

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AGENCY’S LAW AND ETHICS OF HIRING A DIVERSE WORKFORCE

Running head: AGENCY’S LAW AND ETHICS OF HIRING A DIVERSE WORKFORCE 1

AGENCY’S LAW AND ETHICS OF HIRING A DIVERSE WORKFORCE 4

Agency’s Law and Ethics of Hiring a Diverse Workforce

Delores Blango

Strayer University

Dr. Pantaleo

PAD-530 Public Personnel Management

November 17, 2019

Laws Affecting the Agency

Law of discrimination based on the age impacts the agency’s personal management. The Age Discrimination Act of 1967 prohibits the employers from discriminating individuals who are above forty years. In United States, there are penalties and charges for the individual who are involved in discrimination. The act also applies to the businesses, which have more than 20 employees and those operating overseas and interstate. Some of the actions show’s discrimination against age a demoting or fired because they have reached at the age of 40 years. Age discrimination can also come with other factors such as the race of the individual, ethnicity and nationality (Cumming, Dannhauser & Johan, 2015). Age discrimination can bring anxiety and hatred because some of the people feel that they are not valued. Similarly, another law is Whistleblower Protection Act (WPA). The aim of the act was protecting federal employees and ensuring that their rights have been improved and protected. The employers have changed the ways of handling business because of the issue of whistle blowing. It is something, which is very common and the Human Resource Managers have to make sure that the employees maintain behavior that is acceptable in the organization. When there is whistle blowing in the organization, some of the employees may end up feeling that the situation is happening because of racial discrimination. Before the employees are involved in the issues of whistle blowing, they should first understand the consequences that are associated with it. It is good for the employees who want to engage in whistle blowing to check on their families and people who depend on them. Whistle blowing can ruin the reputation of the company and make it hard for the business perform very well.

Personal Recruitment and Hiring practices

The personal management has responsibility of meeting the needs of the different group or diversity of the people in an organization. When people who were hired from diverse group, it brings creativity within the organization. Diverse group also brings innovation and new ways of solving problems. In a diverse group, people have to understand the differences of the people and various, which treat them by, hiring harmony and collaboration. Secondly, human resource recruiting people from diverse groups enhances chances of developing market strategy. The diversity puts into consideration the ethnicity, age, gender and race. It brings exceptional ideas within the organizations (Wright & Vanderford, 2017). People who usually come from different areas will have varied ideas and can assist in solving problems, which faces different business. Human resources should have high consideration of hiring people from diverse areas so that the quality of production is improved. The cost is reduced through use of efficient methods and it assist in saving time. Diversity also brings the base of the customers that is diverse. When the employees to be hired from different areas, they are more likely to get customers from different geographical areas. There is appreciation of the cultural diversity when the employees hired from different corners of the world. Similarly, in the hiring process, human resource managers should not consider the sexuality of the individual as long as they are qualified for the job. Both gay and lesbians recruited if they have the right experience or they are qualified for the job. The weakness of the hiring practices is utilization of resources while hiring new team. The jobs advertised in the websites and all protocols followed. After advertisement, the best candidates selected and the interviews carried out so that the best candidate chosen.

Ethics and diversity training

Training of the employees happens to the newly recruited one as well as existing employees. The training is very important because it enables the employees who been employed to appreciate, acknowledge and respect other people despite of their age, sexual orientation and gender. Training enables the employees to keep learning new things and understanding the trends, which exist in the market. The world is changing very fast and the employees need to interact with other people from different parts of the world so that they can learn about these changes (Self, Wise, Beauvais & Molinari, 2018). The tool that promotes the collaboration within the organization and understanding between the employees. Training enables the employees to gain new knowledge about other employees from different geographical areas and start appreciating the differences. In the training, employees gain new knowledge and skills, which they utilize in their regular basis. The employees are motivated during training so that they can focus on the goals of the organizations and their strength. The weaknesses of ethnics and diversity training high cost of training and time consuming. Allocated Resources for facilitating training and making sure that the training is successful. Time also consumed when training both the existing and new employees of the organization.

Recommendations for recruiting and training a diversified Workforce

The first action can be taken is including all the individuals from varied background. It is good to make sure that the cultural diversity integrated in the operation of the organizations. It assists in making sure that all employees in the organizations feel that they are valued and their contribution appreciated. The training and development should have high consideration on the utilization of both form and informal processes so that all people are included. Another recommendation is consideration of the time factor. It is very important for the employees to have in mind that time is very important factor for the success of the organization. Organization can make impact to the clients or customers if certain product or service delivered within specific time (Lokko, 2016). Expect the time for the training articulated and all the employees to adhere to time. There should be no much time taken while training and it should not be little for the completion of all the activities. It is good during the time of training to spend quality time with the employees so that their needs understood. Similarly, when there is recruitment of the workforce that is diverse, the entire team of the management is involved. For the employment of the candidate who is qualified and has relevant skills, the human resource managers should have thorough assessment. Before application of the job, the employees should make sure the skills match with the description of the job. The candidate accessed against a specific profile and make sure that the candidate is able to perform the duties and the responsibilities, which been articulated. Relevant skills and experience relating to the job, which been described is very important.

References

Cumming, D., Dannhauser, R., & Johan, S. (2015). Financial market misconduct and agency conflicts: A synthesis and future directions. Journal of Corporate Finance34, 150-168.

Lokko, H. N., Chen, J. A., Parekh, R. I., & Stern, T. A. (2016). Racial and ethnic diversity in the US psychiatric workforce: a perspective and recommendations. Academic Psychiatry40(6), 898-904.

Self, M. M., Wise, E. H., Beauvais, J., & Molinari, V. (2018). Ethics in training and training in ethics: Special considerations for postdoctoral fellowships in health service psychology. Training and Education in Professional Psychology12(2), 105.

Wright, C. B., & Vanderford, N. L. (2017). What faculty-hiring committees want? Nature biotechnology35(9), 885.

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