_____ are storytellers who pass on their tribes’ oral histories.

_____ are storytellers who pass on their tribes’ oral histories.

 
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For dr. kathy william only

 

DELIVERABLE LENGTH: 4-6 PAGES 1000-1250 words

 

ASSIGNMENT:

 

Study the case studies listed in this week’s reading assignments (listed below), and discuss the following:

 

  • Which of the cases illustrate determinate and indeterminate sentencing structures? Explain your rationale.

  • Evaluate the effectiveness of the sentencing models as well as the practical implications of the public policies behind each case.

 

Assignment Objectives: Evaluate the sentencing process and procedures

INSTRUCTORS EMAIL:

INSTRUCTOR’S INSIGHTFUL COMMENTS REGARDING GRADING MATERIAL: “What am I looking for?  Be sure to answer the two bullet points in the listed assignment with precision to detail; explain your rationale.  Be thorough in your evaluation of the effectiveness of the sentencing models as well as the practical implications of each case.  As far as coming up with enough information, start to think about how sentencing polices affect the public, such as victims, innocent by standards, how does it effect family members of the defendant, victim ect…….. You do not have to just pick one of these cases. You can also talk about how presumptive sentences are not mandatory and that a judge does not deviate from the guidelines because it would cause an appeal to be filed.  Be thorough with your answers and use scholarly resources.  Good luck, B. Kline.”   

 

 

CASE STUDIES:

 

Blakely v. Washington 542 U.S. 296 (2004)

United States v. Booker 543 U.S. 220 (2005)

United States v. Kimbrough 552 U.S. 85 (2007)

 

 

 

READING ASSIGNMENT:

 

 

 

Lynch, G. E. (2005). SENTENCING: LEARNING FROM, AND WORRYING ABOUT, THE STATES. Columbia Law Review, 105(4), 933-942.

 

Bowman, F. O. (2005). THE FAILURE OF THE FEDERAL SENTENCING GUIDELINES: A STRUCTURAL ANALYSIS. Columbia Law Review, 105(4), 1315-1350.

 

Robinson, P. H., & Spellman, B. A. (2005). SENTENCING DECISIONS: MATCHING THE DECISIONMAKER TO THE DECISION NATURE. Columbia Law Review, 105(4), 1124-1161.

 

 

 

COPIED FOR YOUR CONVIENCE OUT OF CHAPTER 9

 

 

 

TEXTBOOK: Criminal Courts: Structure, Process, and Issues

 

3rd Edition 2012  Pearson Education

 

AUTHORS:    Dean John Champion, Richard D. Hartley, Gary A. Rabe

 

 

 

Blakely v. Washington             (Chapter 9 page 224)

 

United States v Booker           (Chapter 9 page 224)

 

United States v. Kimbrough   (Chapter 9 page 225)

 

 

 

Blakely v. Washington 542 U.S. 296 (2004) Pursuant to a plea bargain agreement in Washington, Ralph Blakely pleaded guilty to kidnap- ping his estranged wife and was convicted of second-degree kidnapping involving domestic violence and the use of a firearm. In his plea agreement, Blakely admitted to the kidnapping and to limited facts that supported a maximum sentence of 53 months under Washington’s guide- lines sentencing scheme. However, the judge rejected the prosecutor’s recommended 49- to 53-month sentence and instead imposed an exceptional sentence of 90 months, 37 months longer than contemplated by the plea agreement. The judge justified his departure because of “deliberate cruelty” exhibited by Blakely, because the maximum sentence is up to ten years, and because “deliberate cruelty” is an aggravating factor under Washington’s Sentencing Reform Act. Blakely appealed, contending that this sentencing procedure denied him the right to have a jury determine all facts legally essential to his sentence. The Washington Supreme Court denied Blakely’s appeal and the case was heard by the U.S. Supreme Court. The U.S. Supreme Court invalidated Blakely’s 90-month sentence, holding that because the facts supporting Blakely’s exceptional sentence were neither admitted in the plea agreement nor found by a jury, the sentence violated his Sixth Amendment right to a trial by jury. The U.S. Supreme Court elabo- rated, stating the trial judge could not have imposed the exceptional 90-month sentence solely on the basis of the facts admitted in the guilty plea. According to U.S. Supreme Court prece- dent, statutory maximum sentences are maximum sentences judges may impose solely on the basis of the facts reflected in a jury verdict or admitted by the defendant. The U.S. Supreme Court further noted that this decision does not question Washington’s sentencing guidelines scheme or its constitutionality. Rather, it reflects the scope of judicial discretion in sentencing under the circumstances of this case.

 

 

 

United States v. Booker 543 U.S. 220 (2005) Booker and another defendant in an unrelated case, Fanfan, were convicted in separate jury trials in different federal district courts of cocaine distribution. In Booker’s case, a 21-year, 10-month sentence was prescribed for his conviction offense by the U.S. Sentencing Guidelines. However, during the sentencing hearing, the judge found additional facts by a preponderance of the evidence to support a sentence of 360 months to life and gave Booker a 30-year sentence. In Fanfan’s case, a judge made a similar finding and imposed a harsher sentence, 16 years instead of the 6 years prescribed by the U.S. Sentencing Guidelines, on Fanfan. Both cases were appealed, Booker’s to the Seventh Circuit and Fanfan’s to the First Circuit. Both circuit courts overturned these convictions, holding that any fact(s) that increase the penalty for a crime beyond the prescribed statutory maximum must be submitted to a jury and proved beyond a reasonable doubt. The government appealed both cases and the U.S. Supreme Court heard them. The U.S. Supreme Court affirmed the circuit court decisions and vacated the enhanced sentences for both Booker and Fanfan. The U.S. Supreme Court held that the federal sentencing guidelines are subject to Sixth Amendment jury trial requirements, and that if a judge authorizes a punishment on the finding of a fact, that fact, no matter how the judge labels it, must be found by a jury beyond a reasonable doubt.

 

 

 

United States v. Kimbrough 552 U.S. 85 (2007) The Kimbrough case has to do with the mandatory minimum trigger ratio between powder and crack cocaine. During the Reagan administration’s war on drugs, Congress passed a law requiring a five-year mandatory minimum for those convicted of possession of 500 grams of cocaine powder; the same five-year minimum would apply to someone convicted of possessing only five grams of crack cocaine. This law created a 100–1 disparity in the trigger for the minimum. Kimbrough pleaded guilty to distribution of 50 grams of crack cocaine. Under the federal sentencing guidelines Kimbrough’s sentence ranged from 19 to 221/2 years. The judge in the case believed that this sentence was too harsh and gave Kimbrough 15 years instead citing the ruling in Booker. The Court of Appeals for the Fourth Circuit rejected the sentence citing that a judge can- not depart from the guidelines due to disagreement with federal sentencing policy. The Supreme Court in a 7–2 opinion in favor of the judge and Kimbrough reversed the Fourth Circuit stating that because Booker made the guidelines advisory, the judge could reasonably depart from the presumptive sentence. This case set precedent for the idea that the district courts can deviate from the 100:1 crack-to-powder cocaine sentencing minimum ratio.

 

 

 

 

Introduction to Entrepreneurship

Course Project Content

The purpose of your Course Project is to demonstrate your understanding, comprehension, and mastery of the following concepts:
Develop both competence and confidence through reading about Entrepreneurship       
Working with problems and cases that include real-life experiences with the subject
Use Entrepreneurship terminology

Throughout this semester you will be acquiring knowledge on Entrepreneurship topics, theories, as well as terminology. You will apply this new knowledge to your Course Project.
Instructions:
For your Course Project, you will be developing a business plan. While there is no one single best format for a business plan, for this assignment, However, you may choose any format of your choosing.
The US Small Business Administration (SBA) at: https://www.sba.gov/writing-business-plan has incredible resources and articles to help you wit
It is suggested that you begin working on your Course Project during Week 5, and complete one milestone per week through Week 12.
You will be working on the business plan in parts. By the time you are done, you will have a completed product ready to be turned in. Your business plan must have the following parts as recommended by the US Small Business Administration. The SBA recommendation increases your chances of qualifying for business funding under SBAs 7a Business Loan Program.
Milestone 1: Executive Summary
Your executive summary is a snapshot of your business plan as a whole and touches on your proposed companys profile and goals.
Milestone 2: Company Description
Your company description provides information on what you do, what differentiates your business from others, and what markets your business plans to serve.
Milestone 3: Organization & Management
Every business is structured differently. Describe how your business is going to be structured.
Milestone 4: Service or Product Line
What do you sell? How does what you are going to sell benefit your customers? What is the product lifecycle?
Milestone 5: Market Analysis
Before launching your business, it is essential for you to research your business industry, market and competitors. This section explains your research findings and how they relate to your proposed business.
Milestone 6: Marketing & Sales
How do you plan to market your business? What is your sales strategy?
Milestone 7: Financial Projections and Funding Request
Forecasted income statements, balance sheets, cash flow statements, and capital expenditure budgets
Milestone 8: Funding Request
How much money will you need? Where do you hope to get it from?
At the completion of week 12 you will have accumulated your eight (8) Milestones. You will then compile your eight (8) completed milestones, a cover page, a table of contents, and a properly formatted APA References Page in a professional Word Document portfolio to submit for grading at the end of Week 13.

Final Course Project – Will be submitted in a professional Word Document portfolio and turned in by the end of Week 13 in the following required format:
1. Cover Page
2. Table of Contents
3. Eight finalized milestones
4. APA Formatted References Page

statistics inquiry

NOTE: PLEASE ATTACH ANSWER IN MICROSOFT WORD FORMAT…. ALSO ATTACH QUESTIONNAIRE/SOURCE YOU USE.

Part I: Descriptive Statistics Describe the data you chose by explaining what variable or variables you are summarizing/displaying and why you chose the variable(s). Include in your description your reasons for the summaries/displays you used.

• Provide at least 3 different numerical summaries or displays of your data, as appropriate. Examples include mean, median, standard deviation, 5-number summary, linear correlation coefficient, and/or linear regression equation; pie chart, Pareto chart, frequency/relative frequency distribution, histogram, stem-and-leaf plot, and/or scatter plot.

• If you collect your own data, choose a topic of great interest to you personally. Your topic may address a social, political, health, educational (or etc.) issue of interest for a specified population of interest. Your topic should be something which can be tested by collecting a sample or doing an experiment. Do not limit your inquiry to such a narrowly defined population that anyone could collect a census to answer the question(s) definitively; the inquiry should lead you to make an inference about a population. Use a random sampling technique to collect data for an observational study, or design an experiment to test a claim. You may use public social media polls, conduct campus surveys, etc. You could purchase randomly selected candy to determine a color frequency, or purchase and measure pinto beans after soaking in various solutions! You may be interested in social media habits of college students, or if there is a difference between males and females in terms of a preferred social media type. What percentage of college students utilized math tutoring? The ideas are endless!

Part II: Inferential Statistics Design a plan to address a specific question or questions about a population which can be answered by appropriately analyzing your data. Your plan must include the following components:

• Make clear hypotheses (e.g., null and alternative hypotheses) about one or more qualitative or quantitative variables of a well-defined population, as addressed by the data set you chose.

• Identify assumptions made about the population, sampling process/technique, or other facets of your investigation. • Analyze your data and draw a conclusion or conclusions about the population for which you are making the inference. Additional summaries and/or graphs may be included.

• Provide a measure of confidence, or a critical value, or a P-value, and interpret it with respect to the population that was sampled and your subsequent conclusion(s).

• Speculate upon the meaningfulness of your results, as well as the limits and/or consequences of any statistical inferences made.

 

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