How is media useful for learning about and understanding social issues? How is the media detrimental to learning and understanding? * How is media used differently by various people/groups, and with what consequences? * Who has more/less access to media platforms, and how does this shape the messages received by the public?

Follow the specific guidelines below, and discuss the provided prompts in detail.
* Pre-writing activity
* Read one of the listed research studies on media in the 2016 presidential election (below). Make sure you pay attention to graphs (and other data visualization).
* “Partisanship, Propaganda, and Disinformation: Online Media and the 2016 U.S. Presidential Election” – Harvard Berkman Klein Center for Internet and Society
* https://cyber.harvard.edu/publications/2017/08/mediacloud
* “News Coverage of the 2016 General Election: How the Press Failed Voters” – Harvard Kennedy School Shorenstein Center on Media, Politics and Public Policy
* https://shorensteincenter.org/news-coverage-2016-general-election
* “Candidates differ in their use of social media to connect with the public” – Pew Research Center
* http://www.journalism.org/2016/07/18/candidates-differ-in-their-use-of-social-media-to-connect-with-the-public

Reflection writing
* Drawing specifically on the content of your book: Social Problems by Joel Best Chapter 5: “The Media and Claims”, and your chosen research article, discuss the following:
* A summary of the main points of Chapter 5 with regard to the media and claims, including key terms.
* A summary of the main points of your chosen research article.
* An overall discussion of what it seems we can conclude about how the media functions in relation to people’s knowledge, understanding, and perspectives about social issues (presidential campaigns or otherwise). Consider, for example, the following concerns (among others):
* How is media useful for learning about and understanding social issues? How is the media detrimental to learning and understanding?
* How is media used differently by various people/groups, and with what consequences?
* Who has more/less access to media platforms, and how does this shape the messages received by the public?

What types of penalties can be imposed on the juveniles? What is the age for criminal liability in your state? Through the end of the module, read and respond to at least two of your classmates’ posts and note any differences in state laws. What were the various charges applicable to the accused, and how were they different from your state charges? Was the age for criminal liability different in different states?

Officer Johnson, from the Centervale Police Department, visits the family you met in Module 1 and notices Lucy crying in the kitchen; she reveals a bruised cheek when she finishes drying her eyes. Johnson asks what’s wrong. Lucy shakes her head and walks out. Junior rolls his eyes at Johnson and says, “Lucy is upset because her stupid friend died—she needed to know that she shouldn’t be fighting with a man, and she got what she deserved.” Johnson looks at Junior curiously, and then Junior tells him what happened over the weekend.

Junior explains with pride how the business is run. Lucy is asked to solicit friends into prostitution. She tells them how she makes her own money and how easy it is to make a quick buck. Lucy invites her friends to her home for a sleepover, where the girls are sexually assaulted by Rob, Lucy’s father.

What Had Happened:

Over the weekend, Lucy organized a sleepover for a friend who was interested in making some money. Rob tried to molest and rape her. Lucy’s friend resisted, and Rob struck the girl. She fell from the bed and hit her head on the floor. Rob quickly carried her outside and placed her in the trunk of the car. He took her to an abandoned shed on the outskirts of the town and tied her up. Later, Rob returned and realized that although he had thought the girl was knocked out, she had actually died when she hit the floor.

Junior notes, “It’s not like dad planned to kill her. She just wanted to fight; so he had to control her.”

At Present:

Officer Johnson contacts social services as a juvenile was assaulted. The children are taken from their home for interrogation. They reveal a much larger scale of criminal activity that has been going on.

Submission Details:

By the due date assigned, in a minimum of 250 words, post your responses to the following to the Discussion Area:

Identify the crimes that you feel may have been committed. Consult your state statutes to find out if there is an applicable state crime to be charged. Since you were successful in locating your applicable laws in Module 1, return to the same website and continue with this assignment.
Note: Make sure you also look at the juvenile codes in your state statutes. In cases where children below eighteen years of age are involved, action is taken in the juvenile court or the district court depending on the jurisdiction.

What types of penalties can be imposed on the juveniles? What is the age for criminal liability in your state?
Through the end of the module, read and respond to at least two of your classmates’ posts and note any differences in state laws. What were the various charges applicable to the accused, and how were they different from your state charges? Was the age for criminal liability different in different states?

When Law Prevents Righting A Wrong 1. Was the decision of the Judge an ethical decision? Explain in detail. 2. Was it ethical for the attorney to wait until his client died to provide information that an innocent man was sent to prison so many years ago? Explain.

When Law Prevents Righting a Wrong
By David Seela
Staples Hughes, a North Carolina lawyer, was on the witness stand and about to disclose a secret he believed would free an innocent man from prison. But the judge told Mr. Hughes to stop.
“If you testify,” Judge Jack A. Thompson said at a hearing last year on the prisoner’s request for a new trial, “I will be compelled to report you to the state bar. Do you understand that?”
But Mr. Hughes continued. Twenty-two years before, he said, a client, now dead, confessed that he had acted alone in committing a double murder for which another man was also serving life. After his own imprisoned client died, Mr. Hughes recalled last week, “it seemed to me at that point ethically permissible and morally imperative that I spill the beans.”
Judge Thompson, of the Cumberland County Superior Court in Fayetteville, did not see it that way, and some experts in legal ethics agree with him. The obligation to keep a client’s secrets is so important, they say, that it survives death and may not be violated even to cure a grave injustice – for example, the imprisonment for 26 years of another man, in Illinois, who was freed just last month.
A lawyer’s broad duty to keep clients’ confidences is the bedrock on which the justice system is built, they argue. If clients did not feel free to speak candidly, their lawyers could not represent them effectively. And making exceptions risks eroding the trust between clients and their lawyers in future cases. Experts in legal ethics are quick to point out that the various players in the adversary system have assigned roles and that lawyers generally must tend to a limited one.
“Lawyers are not undercover informants,” said Stephen Gillers, who teaches legal ethics at New York University. Indeed, said Steven Lubet, who teaches legal ethics at Northwestern, few clients would confess to their lawyers if they knew the lawyers might some day choose to disclose that information.
The analysis does bend a bit, in two ways, in cases involving death.
Legal ethics rules vary from state to state, but many allow disclosure of client confidences to prevent certain death or substantial bodily harm. That means, several legal ethics experts said, that lawyers may break a client’s confidence to stop an execution, but not to free an innocent prisoner. Massachusetts seems to be alone in allowing lawyers to reveal secrets “to prevent the wrongful execution or incarceration of another.”
And there is a debate over how a client’s death affects a lawyer’s obligation to keep the client’s secrets. Most lawyers and courts say the obligation lives on. But it can be hard to live with the consequences.
I’ve never, ever, ever before violated a client’s confidence, never,” Mr. Hughes told Judge Thompson as he described what his client, Jerry Cashwell, had told him. “But Jerry’s dead. My disclosure can’t hurt him and I have to weight that disclosure against the continuing harm” to the lifer, Lee Wayne Hunt.
Other lawyers have recently faced similar choices. In the Illinois case Dale Coventry and W. Jameson Kunz waited 26 years to speak up about a client’s confession that freed Alton Logan, who had been serving a life sentence for murder. The lawyers said their client had given them permission to talk once he was dead. Last month, Mr. Logan was granted a new trial and freed on bond.
A Virginia lawyer, Leslie P. Smith, waited 10 years to disclose a secret that may save Daryl R. Atkins from execution, acting only after the Virginia State Bar game him permission to speak.
Those lawyers have faced criticism from some laypeople for staying quiet so long. Mr. Hughes, by contrast, was rewarded with a disciplinary complaint for speaking up at all.
“Mr. Hughes has committed professional misconduct,” Judge Thompson wrote last year in a decision refusing to consider testimony that seemed to clear Mr. Hunt. The disciplinary complaint against Mr. Hughes was dismissed in January in a confidential decision. But the next day, the North Carolina Supreme Court refused to hear an appeal of Judge Thompson’s ruling, which had also accepted the prosecution’s argument that Mr. Hughes’ testimony was properly excluded because it was hearsay. Mr. Hughes is 56 and has seen a few things in a long career as a defense lawyer. He said there was not much reason to focus on his own travails.
“The only consequence for me is the bitterness and anger I feel over Mr. Hung,” Mr. Hughes said. “I go home, have a glass of wine, work in the yard. And there’s a guy sitting in a prison camp two counties away, and my feeling is he’s going to be there for the rest of his life.”
Most experts in legal ethics agree that lawyers should be allowed to violate a living client’s confidences to save an innocent man from execution, but not to free someone serving a prison term, however long.
“I prefer to draw the line at the life-and-death situation,” said Monroe Freedman, who teaches legal ethics at Hofstra. “That situation is sufficiently rare that it doesn’t present a systemic threat. If that is extended to incarceration in general, it would end the sense of security clients have in speaking candidly with their lawyers.”
The questions get more complicated when the client has died.
Mr. Cashwell, Mr. Hughes’s client, committed suicide in 2002, more than a decade after he pleaded guilty to the 1984 killings of Roland and Lisa Matthews. Prosecutors had maintained that Mr. Hunt also participated in the killings, and Mr. Cashwell did nothing to refute them. But Mr. Hughes said that Mr. Cashwell confessed in private that he single-handedly killed the couple after an argument over whether a television was playing too loud. “Lee Wayne Hunt had nothing to do with it,” Mr. Hughes said.
Mr. Hunt has one novel avenue left – applying to the recently created North Carolina Innocence Inquiry Commission. That board makes recommendations to a three-judge panel that can free exonerated prisoners.
Both the United States Supreme Court and the North Carolina Supreme Court have said the lawyer-client privilege survives death, though they recognized that narrow exceptions might be possible. “Clients may be concerned about reputation, civil liability or possible harm to friends of family” if their secrets were disclosed after they died, Chief Justice William H. Rehnquist wrote for the majority in a 1998 Supreme Court decision.
Professor Freedman said that room remains for case-by-case analysis, and that Mr. Hughes was probably entitled to tell what he knows.
“If there is no threat of civil action against the client’s estate and there are no survivors who continue to believe in the client’s innocence,” Professor Freedman said, “there is no confidentiality obligation to begin with.”
Mr. Hughes said that sounded about right.
“What reputational interest did Jerry have?” he asked. “He had pleaded guilty to killing two people. He didn’t have an estate. His estate was a pair of shower shoes and two paperback books.”

Should college athletes play for free?

Should college athletes play for free?
My side is college athletes should not get paid for their time on the court.
“College athletes work really hard on what they love the most assuredly. It is debatable whether or not college athletes should get paid for playing. College athletes should not get paid for their dedication on the court.
To begin, college athletes should not get paid because it will lead to problems. To include, “ The members supported the idea that while paying players might sound attractive, it would only lead to more problems down the road.”(Noack). This would suggest, most players get scholarships while playing on a college team. College is very expensive ranging from $50.000 to even more. So it is like getting paid for going to school.”

That is my essay that I have to do for now.

Current Web Events Scavenger Hunt

After many delays, ICD-10 was finally implemented in the U.S. on Oct. 1, 2015. The updated diagnosis code system helps to provide more details regarding what is exactly wrong with a patient. Students can read more about the topic here:

https://www.cms.gov/Medicare/Coding/ICD10/
http://library.ahima.org/doc?oid=78673#.WkqBXt-nFhE
Instructions:

For this scavenger, students should use their favorite web search tool to identify a recent news article (published within the last 6 months) that has ICD-10 as a primary topic of discussion.

Next, the student should write a synopsis of the article. The synopsis should not be a point blank word for word copying of the article, but it should just include key points.

After the synopsis, the student should write their opinion on how the items discussed, in the article, impact providers now and moving into the future.

Remember the item being identified should be a news article (not a research project, dissertation, or blog). Students should refer to the web scavenger hunt rubric prior to submitting their work.

Write an abstract of the Roy Neil Graves article, AUTHOR: ROY NEIL GRAVES

Write an abstract of the Roy Neil Graves article, AUTHOR: ROY NEIL GRAVES
TITLE: Bambara’s THE LESSON

write a paragraph of 50 – 100 words in standard English. Use MLA format to write the bibliographic citation, and below it write the abstract paragraph. The paragraph should answer the following questions:

What is the author’s main argument in the article?
What two things did you learn from the reading that relate to your study of this unit?

AAVE language
African American Vernacular English (AAVE)—also known as Black Vernacular Speech, Black English, and Ebonics—is a dialect of American English along the lines of other dialects such as Southern-Midland (Appalachian) and New York-New Jersey English. This dialect is a prominent part of the Black Aesthetic and can be found in much African American literature.

The roots of AAVE are in the slave trade, as people of various African tribes were intermixed and forced to rely upon each other during their shared horrors (see Unit 1: The Middle Passage). These tribes did not necessarily speak a common language and thus developed pidgin languages by combing portions of each language to create one common language. At their final destination and subsequent purchase, these slaves had to adjust their language to accommodate that of their owners and new slaves they encountered. For those who worked on the English-speaking mainland, this resulted in a new dialect of English—a language that itself was transforming from the dialect spoken by the Colonial power (British English) to one spoken by the colonies (American English).

African American Vernacular English distinguishes itself as a dialect of English in the manner in which it lengthens or eliminates vowel sounds, drops final consonants, and expresses verb tenses. Furthermore, AAVE often uses double negatives and introduces the word “ain’t” into conversational usage as a replacement for “have not.”

Write a paper on Monkey King. The movie and the story is a mixture of many Chinese believes. Which elements represented in the movie illustrate the ideas of Daoism, Buddhism and popular believes on ghosts and spirits?

Prompt:

Watch the movie on Monkey King. Monkey King is the most famous character of the novel Journey to the West, which describes the journey of XuanZang to India in Tang dynasty. The novel based on that story by Wu Chengen, later became one of the best known novels in China and was adapted various times in TV and big screen. Xuanzang’s journey and the character Monkey King has become a best known story and part of popular culture. The episode you are going to watch is adapted from the first chapters of the novel where it explains the origin of Monkey King and the reason for him to join the journey to the west.

Write a paper on Monkey King. The movie and the story is a mixture of many Chinese believes. Which elements represented in the movie illustrate the ideas of Daoism, Buddhism and popular believes on ghosts and spirits?

First paragraph: a brief plot of the movie. very short.

Second paragraph: your findings on Daoist elements. Use concrete examples to support your argument. Medium size.

Third paragraph: your findings on Buddhist elements. Use concrete examples to support your argument. Medium size.

Fourth paragraph: your findings on other supernatural ghosts and spirits. Use concrete examples to support your argument. Medium size.

Fifth paragraph: what do you think of the character Monkey King? Any symbolism in this character?

The Walking Dead

Kittle Literary Analysis
For this assignment, you will be taking a closer look at one of the three works we read/viewed this unit (The Walking Dead, The Road, or 28 Days Later). Pick a work and make a focused argument about that work, supporting your argument with textual evidence.  You could analyze the plot, a certain character, a theme, or a symbol. You may take any of the material the groups presented in class and go deeper into the analysis.
If using the TV show or movie, you must include dialogue, not solely descriptions of the action as your textual support.
You must make clear connections between your assertions and the evidence you provide. This paper should be written in third person (no I, you, we, our, us).
Chapter 18 of The Everyday Writer, “Writing for the Humanities,” should be very helpful to you.  In this chapter, you are given a sample student literary analysis of E.E. Cummings’s poetry to use as a model.
Please review Chapter 5b, “Craft a Working Thesis,” as well.
The key features of a literary analysis are: an arguable thesis, careful attention to the language in the text, attention to patterns or themes, a clear interpretation, and MLA style.
You only need to use your source material, but you are welcome to use other sources—articles, commentary, etc. If your ideas are coming from such outside sources, you must cite them.
Format
3-4 Pages
12 point Times New Roman font
1’ Margins all around
A Works Cited Page
Correct MLA format

“Homework Six Conflict Resolution”

Assignment Parameters: U.S. Writer required and four or more references from the uploaded textbook pages required.
Title/Topic: “Homework Six Conflict Resolution”
Answer these questions in a discussion of the theme of the uploaded literature from the view of a 11th grade U.S. History teacher:
Do you consider conflict resolution to be a solution to all conflicts that occur in schools? Why or why not?
Are there types of students or students of certain grade levels who might not respond to conflict resolution? What maturational, social/emotional, or cognitive factors could affect the success of conflict resolution?
Are there types of conflict that could be negotiated and resolved, but only if mediated by adults rather than by peer mediators? Explain your rationale.

Compare and contrast elements from any work from Old English through to the Middle English period (characters, social issues, modes, ect) to newer works (modern and post-modern period). [If you want to use a Victorian or Romantic piece in your argument get my permission first]

Structure Guidelines
• MLA standard format
• 8 page minimum
• 5 secondary sources minimum
• Works cited page (is not included in the 8 page count)
• Works referenced page optional
Instructions:
• Compare and contrast elements from any work from Old English through to the Middle English period (characters, social issues, modes, ect) to newer works (modern and post-modern period). [If you want to use a Victorian or Romantic piece in your argument get my permission first]
• Yes, this is extremely open ended and you have extraordinary freedom in your papers—that’s okay! We are all interested in different things so here is your chance to focus on your own interests and research. Just make it good!

For people who have a hard time getting started or are used to being handed a prompt, here are some suggestions for your essays. These are NOT theses. Do not copy and paste into your own argument—if you really like one rephrase it in your own words.
• SGGK/Beowulf/ early Irish legends and Artemis Fowl/ Harry Potter/Tolkien are good to pair up as they both deal with the human vs fairy issue (man vs nature)
• The Wanderer and T S Elliot’s “The Wasteland” both works deal with cultural degradation and loss of our sense of self and home.
• Chaucer and literally any satirist from anytime!
• “Supernatural” the TV series and Beowulf: Monsters in all shapes and sizes, oh my! (don’t forget the worst monster of all: man)