Biomes, Development, Pollution, and You Instructions: Write your initial response in approximately 300–325 words. Apply APA standards to citation of sources Each part of the United States has at least one ecological crisis based on location, biome, and industrialization pattern. For example, the Midwest was once a prairie with very fertile soil. However, when people realized that with the right watering and drainage system this area could become productive farmland, there arose ecological problems. The conversion of the prairie to farmland is the root cause of many ecological problems in this region. Regardless of what biome you consider, humans have likely had an impact on the ecology of that area. For this assignment, identify the biome in which you live. The following are a few examples of biomes: Tropical rainforests: This biome has high average temperatures, high moisture levels, and high species diversity. Prairies: The prairies have grassland-variable temperatures, variable moisture levels—depending on proximity to mountain ranges—and are mainly dominated by grasses and ungulate herbivores. Deserts: These biomes have hotter average temperatures, low moisture, lower species diversity, and a composition of species limited mainly to those that are adapted to hot temperatures. Temperate forests: The temperate forests have variable temperatures, high moisture levels, and higher species diversity. Taigas: These biomes have colder average temperatures, lower moisture levels, and lower species diversity. Tundras: The tundras have cold average temperatures, low moisture levels, and low species diversity. Coral reefs: These biomes have high average temperatures and high species diversity. Open oceans: These biomes have a wide range of temperatures and species diversity varies. Chaparrals: The chaparrals have higher average temperatures, lower moisture levels, and are dominated mainly by grasses and shrubs. Alpines: These biomes have low average temperatures, low precipitation, and receive high ultraviolet (UV) rays due to high elevation. Explain how humans have impacted the biome in which you live. List the types of environmental damage that have been caused and the species that have been impacted. Describe the major pollution issues for your biome, and elaborate on the sources of this pollution. List any species that have become extinct in this biome. Support your statements with appropriate examples and scholarly references. 50 to 60 words for responses review and comment on at least two peers’ responses. Address the following: Propose how the environmental damage listed in your classmates’ posts could be reversed. Consider if any “ideal” laws exist today to address these issues. Cite your examples. Recommend the type of laws you would implement, from an ecological standpoint, to manage and restore this biome.
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Alcohol use and abuse -1) When writing the comparative analysis please follow: http://writingcenter.fas.harvard.edu/pages/how-write-comparative-analysis - When writing please use APA Changes 6th Edition ( level 1 and level 2 heading ) The practice section of the project involves a comparative analysis of criminal justice practices that are used to control the problem (Alcohol use and abuse) that you selected to investigate for your project. Sources for this section of the project must be about criminal justice practices such as policing or law enforcement as they relate to the selected problem.Empirical research studies should come from journals in the fields of criminal justice and criminology. The comparative aspect may be accomplished by doing one of the following: -1) Standard Option 2: Examine domestic criminal justice practice from ONE branch of the criminal justice system (i.e., law enforcement, adjudication, or corrections) and compare it with international practice on the topic from the same branch of the criminal justice system; the domestic and international practice-based analyses of the selected problem MUST be parallel (e.g., all three articles about policing and the problem, all three articles about courts and the problem, or all three articles about corrections and the problem). - o Requires 3 articles ( one article is given you have to find one domestic and one international article study of law enforcement and the topic alcohol use. ) ( if the article is not empirical then it can not be used and also the article has to be Criminal Justice related ,it can not be a sociology nor psychology ? 2 empirical research articles about domestic criminal justice practice from one branch (e.g., police) of the criminal justice system and the selected problem ? 1 empirical research article about international criminal justice practice from the same branch (e.g., police) as the examined in the domestic criminal justice system and your problem -2) Find the articles post a pdf of it. -3) Please be certain that the empirical articles that you select are on your specific topic and that they involve some type of criminal justice practice used in our field to address your particular problem. A trick to finding a suitable article is to look at the unit of analysis in the article. The units of analysis in these articles should be criminal justice professionals, that is police, law enforcement. -4) Articles study have to be a some type of impact on the police officer or the agency. - 5) The 2 articles have to be empirical in that it has to be; - Observable - Data Driven - Have or Raise questions - Sample Size - Statistics - Results - Conclusions - Limitations - 6) When done finding the articles then answer the following question for each article and elaborate to write the paper: 3. What was the general purpose of the study? What questions does it raise? 4. How does this study meet the requirements of the paper for this course? 5. Does the study use quantitative, qualitative, or mixed research methods? Explain or state why it is quantitative, qualitative, or mixed. If qualitative or mixed. Do the authors directly state that it is qualitative or mixed in the article itself? 6. Do the researchers examine the macro, micro, or multi-level of analysis? In other words, what is the level of analysis of the study? Why is it that level of analysis? 7. What is the unit of analysis in the study? In other words, who or what was studied? 8. What was the sample size in this study? What data were recorded and used for analysis? 9. In sequential order, what were the major steps in performing the study? 10. What types of data analyses were used? Identify the specific types of data analysis used. For example, quantitative studies use statistical analyses. Clearly identify the name of the statistical test used by the researchers. 11. What were the results of the analyses? 12. What does the author(s) conclude based on the results of the analyses? 13. What cautions and limitations does the author(s) raise about interpreting the study? (Do not create limitations; use the cautions and limits raised by the authors.)
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FIRAC model essay Paper details: - Choose a U.S. Supreme Court case that covers the First Amendment (free speech, religion, press, assembly, and petition). - Use the Supreme Court of the United States website (www.supremecourt.gov) to locate a case. -Follow the FIRAC model in Appendix B to brief the case -Their are five areas the need to be answer between 200 to 300 word response and they are Facts, issue, rule, analyze, and conclusion. University of Phoenix Material FIRAC Worksheet Appendix B: Briefing and Analyzing Cases in Constitutional Law offers a model to brief a court case. FIRAC stands for Facts, Issue, Rule(s), Analyze, and Conclusion. Read about this model and see an example of it in Appendix B. Then, select a United States Supreme Court case on the First Amendment and complete a FIRAC analysis using the worksheet below. For each portion of the FIRAC analysis, include a 200- to 300-word response. SUPREME COURT case: FACTS: Lay out the facts of the case. ISSUE: Identify the legal issue. RULE: What provision of the First Amendment applies to the issue you have defined? ANALYZE: Analyze the case, applying the law to the facts of the case. CONCLUSION: Draw a conclusion. Reference Hall, D. E. & Feldmeier, J. P. (2012). Constitutional law: Governmental powers and individual freedoms (2nd ed.). Boston, MA: Pearson. APPENDIX B Briefing and Analyzing Cases Decisions of courts are often written and are commonly referred to as judicial opinionsor cases. These cases are published in law reporters so they may be used as precedent.Many cases appear in this text for your education. Your instructor may also requirethat you read other cases, often from your jurisdiction. The cases included in yourbook have been edited, citations have been omitted, and legal issues not relevant tothe subject discussed have been excised. There is a common method that students ofthe law use to read and analyze, also known as briefing, cases.Most judicial opinions are written using a similar format. First, the name of thecase appears with the name of the court, the cite (location where the case has beenpublished), and the year. When the body of the case begins, the name of the judge, orjudges, responsible for writing the opinion appears directly before the first paragraph.The opinion contains an introduction to the case, which normally includes the proceduralhistory of the case. This is followed by a summary of the facts that led to thedispute, the court’s analysis of the law that applies to the case, and the court’s conclusionsand orders, if any.Most opinions used here are from appellate courts, where many judges sit at onetime. After the case is over, the judges vote on an outcome. The majority vote wins, andthe opinion of the majority is written by one of those judges. If other judges in the majoritywish to add to the majority opinion, they may write one or more concurring opinions. Concurring opinions appear after majority opinions in the law reporters. When a judgewho was not in the majority feels strongly about his or her position, he or she may file adissenting opinion, which appears after the concurring opinions, if any. Only the majorityopinion is law, although concurring and dissenting opinions are often informative.During your legal education, you may be instructed to “brief” a case. Even ifyour instructor does not require you to brief cases, you may want to, as many learnersunderstand a case better after they have completed a brief. Here are suggestions forreading and understanding cases.First, read the case. Do not take notes during your first reading. Get a “feel” forthe case––the facts, the Court’s tone, and the outcomes.Second, brief the case. What follows is a suggested briefing format.A very common format for briefing judicial decisions is IRAC. The acronymrepresents Issue, Rules, Analysis, and Conclusion. It is recommended that you employa modified form of IRAC that adds the facts of the case, hence FIRAC. See Figure B-1.Begin your brief by identifying the most important and material FACTS of thecase. Not all facts mentioned by the court are material to the issue you are studying. Itis possible for a court to reference an immaterial fact, or more likely, it had to addressmore legal issues than you have read about, and accordingly, it has included facts thatcould be material to a separate legal issue. Remember, you are reading cases that havebeen edited and pared down to the topic you are studying.Identify the legal ISSUE in the case. Issue spotting is a very important legal skill.The issue is the legal question the court is answering. The facts of the case give rise toand frame the legal issue(s) of the case.What RULE (s) applies to the issue you have identified? The rules are the laws,from whatever source, that guide the analysis. The rules come in many forms. The lawthat directly applies to the issues and facts is known as doctrinal law. But other processrules may apply as well, such as the rules of statutory or constitutional interpretation,stare decisis, etc. Often, some knowledge of the law, or at least a good intuition, isneeded to identify an issue. This is one of the challenges of being a legal neophyte.ANALYZE the case, applying the law to the facts of the case. Remember, the lawis “blind.” The politics and social dimensions of cases are immaterial. Like Mr. Spockin Star Trek, engage in objective, logical (legal) analysis and leave your personal opinionsout of the mix. Often during analysis, new legal issues will emerge. Be prepared to addthem to your analysis. See the example below to understand how this happens.Draw a CONCLUSION. Students often want to jump to the “final answer.”What is important is that you can identify and frame an issue and analyze the problem.Your final conclusion is less important (unless you are a judge!). In most cases, yourconclusion will not be about guilt or innocence. It will be about the application of alaw to a set of facts.Finally, depending on your objective, you may also want to discuss any concurringand/or dissenting opinions.
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