As agreed
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, “The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it.” Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the “great writ of liberty” because it is a prisoner’s ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President’s indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5 4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Follow these requirements when writing the Final Paper:
For this paper you need to do research in peer reviewed journals or other sources that are considered to have reliable information. In addition to your required course text, you need at least seven scholarly sources, three of which must be peer reviewed journal articles from the Ashford Online Library.
Academic research papers must meet university level standards of quality. What constitutes quality, academic research?
Please visit the Academic Research section on your course homepage (accessible through the Student Responsibilities and Policies tab on the left navigation toolbar) to review what types of materials are not acceptable for academic, university level research.
The paper must be at least 1,500 words in length and formatted according to APA style. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center within the Learning Resources tab on the left navigation toolbar.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
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Purpose Statement
Most of us are aware of the term “purpose statement” but are unsure of its real meaning within an organization. It is a statement describing the organization’s purpose, or the reason for its existence. The purpose of an organization reflects a desired position in the marketplace. It should accurately answer to the questions below. The purpose statement is the written summary of those answers.
The purpose statement is the written summary of those answers. The most effective purpose statements are short, concise, and direct. A good purpose statement is between 2–3 sentences.
Answer the four questions above and create a purpose statement for your HR department.
You may write on any topic such as military, political leader, event, battle, etc. as long as it falls under the time period of the class.
Font: Times New Roman, 12 point
Spacing: Double spaced, with no additional spaces between lines or paragraphs
Margins: 1” on every side (top, bottom, left and right)
Page Numbers: Centered at the bottom of every page except the cover page
MLA Format
Present a defined thesis statement
Construct a concise and well written paper that shows your comprehension of the topic through analysis of several sources.
Four full pages of text, and you must consult a minimum of two or more academically credible sources. Ensure you cite as well and proofread/edited the paper. NO GRAMMATICAL ERRORS
A formal paper should not contain any personal pronouns, abbreviations, or contractions.
Must include a cover page, footnotes, and a bibliography at the end. While composing your paper, use proper English. Do not use abbreviations, contractions, passive voice, or first/second person (I, me, you, we, our, us).
MUST BE TURNED IN BY OCT 18 OR EARLIER
Background: Scientific inquiry in biology starts by observing the living species around us. Science is a way of knowing. It is not the only way, but it is a good way. Other ways of knowing include mathematics, logic, history, philosophy, and theology.
What separates science from the other methods of seeking truth is that it is testable (i.e. one can devise experiments to test the validity of an idea); it is falsifiable (i.e. an experiment can reveal if an idea is false); and, it involves natural causality (i.e. the method involves and depends upon the natural laws of the universe which cause things to happen in a predictable and repeatable manner.)
Observation: Scientific inquiry begins when something interesting gets your attention.
Question: Following an observation, a question arises in your mind. It may be something like: “I wonder what…? Or “I wonder how …? Or, “I wonder why…?
In this assignment, we will take a look at science and the scientific method. Then, you will design a (pretend) scientific study to answer a specific question based upon an observation.
First, choose ONE of the following Observations /Questions:
Option A:
Observation: During the winter, you spread salt daily on your driveway to melt the snow. In the springtime, when the lawn begins to grow, you notice that there is no grass growing for about 3 inches from the driveway. Furthermore, the grass seems to be growing more slowly up to about 1 foot from the driveway.
Question: Might grass growth be inhibited by salt?
Option B:
Observation: Your neighbor added a farmer’s porch to his house and painted the ceiling of it blue. When you asked him why, he told you he had read that the sky blue ceiling would fool wasps into thinking it was the sky and they would not build any nests under the eaves of the porch or along the ceiling.
Question: Would a blue ceiling really deter wasps from building nests on the porch?
Option C:
Observation: When taking a hike, you notice that a ruby throated hummingbird seems interested in your red hat. It hovers over the hat and then darts away.
Question: Do ruby throated hummingbirds prefer some colors more than others when visiting flowers?
After choosing ONE of the above options (observation and question), you willdo some library /Internet research about the subject. Once you have become familiar with the topic, propose a testable hypothesis to answer the question; and, follow the rest of scientific method to determine if your hypothesis is correct by designing a controlled experiment.
You will not actually do the experiment or collect results. Rather you will propose a workable controlled experiment and make up what would seem to be reasonable results. You will then discuss those imagined results and draw a conclusion (based upon your imagined results) about whether or not to accept your hypothesis.
Complete the steps of the scientific method for your choice of observation and question using the directions below. Use these headings in your paper, please.
Introduction:
The Introduction is an investigation of what is currently known about the question being asked. Before one proposes a hypothesis or dashes off to the lab to do an experiment, a thorough search is made in the existing literature about the specific question and about topics related to the question. Once one is familiar with what is known about the question under consideration, one is in a position to propose a reasonable hypothesis to test the question.
Hypothesis:
This is an educated guess, or “best” guess, about what might be the explanation for the question asked. A hypothesis should be a one sentence statement (not a question) that can be tested in an experiment. The ability to test a hypothesis implies that it has a natural, repeatable cause.
Prediction:
What do you predict as an outcome for the controlled experiment (i.e. results) if the hypothesis is true? This should be in the form of an “If…….., then……….” statement.
Controlled Experimental Method:
The hypothesis is tested in a controlled experiment. A controlled experiment compares a “Control” (i.e. the normal, unmodified, or unrestricted, or uninhibited set up, based on the observation) to one or several “Experimental” set ups. The conditions in the experimental set ups are identical to the Control in every way, e.g. temperature, composition, shape, kind, etc., except for the one Experimental variable that is being tested. The results obtained from the Experimental set ups will be compared to each other and to those obtained from the Control. If done correctly, any differences in the results may be attributed to the Experimental variable under consideration.
When designing an experiment, it is important to use multiples, (i.e. replicates), for each set up, to avoid drawing the wrong conclusion. If the experiment only has one control and only one experimental set up with just one test subject in each, there is always the chance that a single living organism (test subject) could get sick or even die for reasons not caused by the experimental variable. And, because living organisms are genetically different, the results from just one test subject in a given set up may not be typical for the species as a whole. This could result in errors when interpreting the results. This kind of problem is avoided by using multiple controls and multiple experimental set ups with multiple test subjects.
Be sure to provide sufficient details in your method section so that someone could reproduce your experiment.
The experimental method section should also state clearly how data (numbers) will be collected during the experiment which will be used to compare results in each test set up.
Results:
Since this is a “thought experiment,” you will make up results according to what you think might happen if you actually did the experiment.
Results should include detailed raw data (numbers) rather than just a summary of the results. For example, if data are collected daily for five weeks, results should include the actual data from each day, and not just a summary of what happened at the end of the five weeks. Recorded results should match the experimental method.
Conclusion:
In this section, state clearly whether you reject or accept the hypothesis based on the (pretend) results. Discuss what this means in terms of the hypothesis, such as the need for additional experiments, or the practical uses or implications of the results.
Provide references in APA format. This includes a reference list and in text citations for references used in the Introduction section.
Give your paper a title and number and identify each section as specified above. Although the hypothesis and prediction will be one sentence answers, the other sections will need to be paragraphs to adequately explain your experiment. Deliverable length should be 2 pages
You will have to identify and give the historical significance, in the long and short term, You can answer this section in point form, complete sentences or a combination of both formats.
Francis Xavier
Kangxi
daimyo
Tokugawa Ieyasu
Bartolomé de las Casas
Oda Nobunaga
Qianlong Emperor
Akbar
Olaudah Equiano
jinshi
Nurhaci
Amaterasu
Matteo Ricci
Sundiata
Lord Macartney
Shah Aurangzeb
Law of the Indies
Li Zicheng
The Columbian Exchange
Onin War
Answer each question in a mini essay format just including into, points to back up thesis and conclusion doesnt have to be long.
1) Why were the Spanish conquistadors able to complete their conquest of Latin America so quickly?
2) What were the main features of the African slave trade, including the enslavement of children, and how did European participation in that trade affect traditional African practices?
3) Compare and contrast the reaction of Ming Qing China and Japan to the activities of the Christian missionaries and merchants in those countries. What do their reactions reveal about Chinese and Japanese societies?
4) How and why did a global trade network emerge in the sixteenth and seventeenth centuries?
5) How did the Ming dynasty establish a successful regime in early modern China? In your answer, you must consider two of the following issues its political, social, cultural and/or economic policies.
6) What were the strengths of the Tokugawa shogunate and why was it able to meet the challenges it faced at the conclusion of the feudal era in Japan?
