Law ppt for Ray
Course Description:
An analysis of the impact of court and legislative decisions on public policy, with particular emphasis on public institutions; examining how public policy is shaped by law. Topics include: employment discrimination, managerial liability for negligence in hiring, training, supervision, etc., civil rights violations, employee rights in the workplace, and more.
PREREQUISITES:
None
TECHNOLOGY REQUIREMENTS:
Cal Lutheran utilizes Blackboard to enhance course learning and achieve the designated student learning outcomes. Technology requirements for the Blackboard Learn and Collaborate are as follow:
Minimum computer requirements:
Memory: 4 GB RAM or higher
Hard Drive: 10% or more free space on your hard drive
Broadband connection highly recommended – DSL or above
Program(s) that can open Microsoft Office documents and PDFs (e.g. .doc, docx, .ppt, .pptx, .pdf, etc.)
LEARNING Outcomes:
The MPPA Program at California Lutheran University’s School of Management has been designed to achieve a total of nine learning outcomes. While each course alone, including this present one, teaches only towards a subset of those nine outcomes, all of them will be accomplished by students upon successful completion of their program.
FUNDAMENTALS: Graduates of the School of Management are equipped with knowledge of the essential concepts and tools in their professional field, as well as the ability to relate and apply theoretical concepts into practical situations both within their discipline and across disciplines.
PLANNING AND ORGANIZATION: Graduates of the School of Management have the ability to plan, organize, direct and control effectively in contemporary organizations.
INDIVIDUAL COMPETENCIES: Graduates of the School of Management have individual competencies related to critical and creative thinking, integrity and ethical judgment, and the ability to function in a complex and demanding professional environment.
INTERPERSONAL COMPETENCIES: Graduates of the School of Management have interpersonal competencies related to effective and appropriate communication and collaboration that support and enhance their individual and organizational effectiveness.
GLOBAL ENVIRONMENT: Graduates of the School of Management have a sound understanding of the global environment and its importance to organizational effectiveness, as well as the ability to successfully operate in an international context.
LEADERSHIP AND CHANGE: Graduates of the School of Management are able to demonstrate effective and principled leadership including the ability to influence organizations in complex and changing environments.
PUBLIC MANAGEMENT SKILLS: Graduates of the Master of Public Policy and Administration have knowledge of project management, evaluation of policy alternatives, collaboration, communication and team building, which allow them to effectively work with communities, policy makers and other stakeholders on a wide range of policy issues.
ETHICS: Graduates of the Master of Public Policy and Administration are able to evaluate and apply ethical values to policy practice.
RESEARCH AND POLICY ANALYSIS: Graduates of the Master of Public Policy and Administration are able to conduct research and apply relevant analysis to public administration and policy.
Information on which learning outcomes are addressed in this course can be found in the section on “Assessments and Learning Outcomes” below.
Self-Study
Preparation in self-study by students before lecture to become familiar with new material and to stimulate thinking, generate ideas and questions.
Lecture
Presentation of topics in class by instructor using PowerPoint slides.
Student-Instructor Interaction
Discussion of selected questions, finding of examples, answering of questions etc. in the weekly live-chat.
Asynchronous, instructor-facilitated discussion of relevant topics on discussion boards.
Direct interaction between student and instructor.
Practice and Application
Preparation of short assignments by students before class.
Participation in discussion boards.
Deepening of concepts in discussion.
Final exam and essay / presentation on a selected topic.
ASSESSMENT and grading:
Assessment in this course is based on multiple elements. Each form of assessment addresses different (sometimes multiple) learning outcomes and each form of assessment requires a different set of knowledge, skills and abilities:
Attendance:
All students are expected to abide by the class attendance policy set forth by the instructor in each class in accordance with the policies set forth by the School of Management. Attendance at the first class meeting is mandatory unless properly excused by the class instructor. Students who do not attend the first class meeting of a course for which they are registered may be dropped from the course by the academic program that offers the course. This policy applies to all levels/types of courses (i.e., foundation, core, electives, etc.) and to all study centers. It remains the student’s responsibility to verify course drops dates to avoid academic and financial penalties.
Students may miss a maximum of three weekly class meetings. Attendance of less than 75% will be considered as insufficient. Failure to meet the individual course attendance requirements may result in a grade of F. When possible, students also must provide advance notice of absences, as well as relevant documentation regarding absences, to the instructor as soon as possible following the illness or event that led to the absence. Any arrangement to make up work because of class absence is the responsibility of the student. The instructor, who will explain the evaluation (grading) statement at the beginning of the term, determines the effect of absences upon grades.
Details on grading standards for each form of assessment can be obtained from the following grading rubric:
Participation
| | Student Achievement | |||
| Below Average | Average | Above Average | Outstanding | |
| Class Participation | Students do not participate actively in class and even when directed do not contribute to class substantively. The grade percentage range for this level is 0%-73.9% | Students are largely passive during the class, but do provide informed responses to questions when asked. Or, students are pro-active, but do not provide contributions of essential value. The grade percentage range for this level is 74-83.9% | Students speak frequently during the class without the need for the instructor to stimulate their participation. Their contributions are of acceptable value, but largely generic. The grade percentage range for this level is 84-93.9% | Students are very active during the class. They ask questions or make comments that help clarify and synthesize discussion, relate their ideas or experiences to the topic at hand, contribute examples that are relevant, acknowledge and extend the ideas of others and relate content from class materials, readings and experiences to the discussions. The grade percentage range for this level is 94-100% |
| Weekly Discussion Boards | Students fail to participate in the discussion board or merely attempt to fulfill the minimum, with short posts that lack substance. Any posts are generally made late on the last day of the week. The grade percentage range for this level is 0%-73.9% | Students largely restate the obvious, concur with other students’ opinions or simply repeat text from other sources used in the course. There is little to no effort to engage with classmates. Posts generally occur late in the week and all at once. The grade percentage range for this level is 74-83.9% | Students’ contributions are substantive and coherent, but they are isolated. Interaction with other classmates is about average or slightly above the average. Students posts tend to occur later in the week. The grade percentage range for this level is 84-93.9% | Students show initiative by initiating or stimulating a discussion with statements or further questions that are challenging and/or foster further dialogue. Contributions and responses to other students’ contributions are substantive and coherent. Student posts early and often during the week. The grade percentage range for this level is 94-100% |
Assignments/Papers/Presentations:
| | Student Achievement | |||
| Below Average | Average | Above Average | Outstanding | |
| Assignment/ Papers | Students do not follow the instructions for the assignment and/or are not or not sufficiently capable of presenting their ideas in a concise, coherent, relevant and insightful manner. The grade percentage range for this level is 0%-73.9% | Students largely follow the instructions for the assignment. Their comprehension of the assignment is not complete. Their work shows considerable room for improvement concerning coherence, conciseness, relevance, and insightfulness. The grade percentage range for this level is 74-83.9% | Students closely follow the instructions for this assignment. They demonstrate comprehension of the assignment. Their work shows some room for improvement concerning coherence, conciseness, relevance and insightfulness. The grade percentage range for this level is 84-93.9% | Students closely follow the instructions for the assignment. They not only clearly demonstrate comprehension of the assignment, but they also display flawless coherence, conciseness, relevance and insightfulness. The grade percentage range for this level is 94-100% |
| Presentation | Students do not sufficiently follow the instructions for the presentation and/or are not or not sufficiently capable of describing the concept at hand in a concise, relevant, rigorous and coherent manner. There is limited or insufficient use of the knowledge base from the course. The grade percentage range for this level is 0%-73.9% | Students closely follow the instructions for the final presentation. Their comprehension of the concept at hand is not complete, and they fail to critically evaluate it. Slides lack clarity and/or oral presentation shows considerable room for improvement. There is somewhat limited or insufficient use of the knowledge base from the course. The grade percentage range for this level is 74-83.9% | Students closely follow the final presentation for this assignment. They demonstrate deep comprehension of the concept at hand but fail to fully evaluate it in a structured and critical manner. There’s some lack of clarity in the slides and and/or some room for improvement of the oral presentation. There is good, but not perfect use of the knowledge base from the course. The grade percentage range for this level is 84-93.9% | Students closely follow the instructions for this assignment. They not only clearly demonstrate comprehension of the concept at hand but are also capable of critically evaluating it. Their slides and their oral presentation have definite clarity. There is good, close to perfect use of the knowledge base from the course. The grade percentage range for this level is 94-100% |
ASSESSMENTS AND LEARNING OUTCOMES:
The following table provides information on how various forms of assessment contribute to these 9 student learning outcomes:
The following learning objectives are addressed by each form of assessment used in the course: | |||||||||||||||
| Form of Assessment | Student Learning Outcomes | ||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
| Attendance | X | X | X | X | X | X | X | X | X |
| Participation | X | X | X | X | X | X | X | X | X |
| Assignments/Papers/Presentation | X | X | X | X | X | X | X | X | X |
OVERVIEW AND SCHEDULE OF TOPICS AND ACTIVITIES:
| Session | Date | Readings | Topics | Assignments |
| 1 | 11-22 | Chapters 1,2, 3 | Introductions, briefing a case, Stare Decisis, the Supreme Court, the Bill of Rights, Supremacy Clause, Federal Government, State Government | |
| 2 | 11-29 | Chapter 5 | Freedom of the Press and Freedom of Speech (Introduction to term paper) Boundaries of Speech | Discussion Board – NY Times v. Sullivan, NY Times v. US |
| 3 | 12-6 | Chapter 7,8, 10 | California Civil Procedure California – Landlord/Tenant | Discussion Board, Brandenburg v. Ohio, Schenck v. US |
| 4 | 12-13 | Section IV. Civil Rights, Chapter 13 | Civil Rights, Employee Rights, Commerce Clause, Discrimination, Negligence in Hiring, Vicarious Liability – Respondeat Superior REVIEW | Discussion Board, Gideon v. Wainwright, Miranda v. Arizona, Katzenbach v. McClung |
| 5 | 1-3-17 | None | Midterm | RLUIPA Posting |
| 6 | 1-10-17 | Chapter 4 | Freedom of Religion, RLUIPA, California – Brown Act Local RLUIPA cases | Discussion Board, St. John’s United Church of Christ v. City of Chicago, Faith Temple Church v. Town of Brighton |
| 7 | 1-17-17 | None - Speaker | Education Law and Policy, California Civil Law – Family Law | Discussion Board, Brown v. Board of Education |
| 8 | 1-24-17 | Chapter 12 | Right to Counsel – 5th v. 6th Amendment | Discussion Board, Crawford v. Washington, Davis v. Washington |
| 9 | 1-31-17 | Chapter 14 | The people’s voice – voting rights, recent changes REVIEW | Discussion Board, Shelby County v. Holder |
| 10 | 2-7-17 | | FINAL PAPER AND PRESENTATION OF BILL | |
| 11 | 2-14-17 | None | FINAL EXAM | |
*** NOTE: The assignment for each class is to be completed PRIOR to the class. For example, for the second class, students will need to have read and briefed NY Times v. Sullivan and NY Times v. US.
description of ACTIVITIES:
Grading of this course will consist of a midterm exam, a final exam, a term paper (to be discussed later), a presentation on the term paper, participation in class discussions, participation on online discussions, and attendance.
The midterm exam will be 50 questions and the final exam will be 50 questions. Each will include multiple choice and short essay questions.
The final presentation will be the crafting of a policy or law based on one of the subjects we have learned for a country other than the United States of America. Students will include the following sections in their papers: 1) introduction to policy or law and purpose necessitating such 2) History and status quo in country or sovereignty 3) Proposed policy or law in detail 4) Procedure for adopting said law or policy 5) Anticipated reaction of voting populace or national population. There will be a strict 10-page limit for these papers with a font not exceeding 12 point in Courier New, double spaced. Papers may be turn in by the 6th class for pre-review by professor.
Online discussions are an opportunity for students to practice briefing cases from the reading. Cases will be assigned and links will be provided to cases to brief. Briefing these cases will provide the requisite information necessary for classroom discussion.
grading:
Grading in this class will be based on the following elements and the grading scale provided below:
| Percentage | Grade | | Activity | Points |
| >94% | A | | Final Exam | 100 |
| 90% to 94% | A- | | Paper | 100 |
| 87% to 89% | B+ | | Mid-Term Exam | 100 |
| 84% to 86% | B | | Discussion | 50 |
| 80% to 83% | B- | | Presentation of Case/Issue | 100 |
| 77% to 79% | C+ | | Attendance and Participation | 50 |
| 74% to 76% | C | | | |
| 70% to 73% | C- | | TOTAL | 500 |
| 67% to 69% | D+ | | | |
| 64% to 66% | D | | | |
| 60% to 63% | D- | | | |
| <60% | F | | | |
STUDENT WORKLOAD FOR THIS COURSE:
A detailed breakdown of time (1 hour = 50 minutes) and activities can be found from the following table:
| Activity | Instructor-Led | Independent | Remarks | |||
| Weekly | Course | Weekly | Course | | ||
| Reading of required textbooks and case law | | | 3 | 33 | The text reading is very issue and fact heavy, thus necessitating additional time and review to be property prepared for class. | |
| Weekly classes | 3 | 33 | | | | |
| Discussion boards | | 10 | | 20 | Discussion boards will require extensive time to analyze, absorb and brief cases. | |
| Paper | | | | 25 | | |
| Presentation | | 2 | | 15 | | |
| TOTAL HOURS | | 45 | | 93 | | |
Course policies:
sTUDENTS ARE REQUIRED TO ATTEND ALL COURSE SESSIONS AND TO COMPLETE ALL ASSIGNED READINGS AND ASSIGNMENTS.
sTUDENTS SHOULD COME TO CLASS ON TIME, PREPARED AND READY TO DISCUSS THE ISSUES OUTLINED IN THE READINGS.
ALL WRITTEN ASSIGNMENTS MUST BE SUBMITTED ON TIME, AND PROPER ATTENTION MUST BE GIVEN TO GRAMMAR, SPELLING AND THE USE OF APA CITATIONS AND FORMAT.
CELL PHONES ARE NOT TO BE USED IN THE CLASSROOM.
STUDENTS MAY USE LAPTOPS AND TABLETS IN THE CLASSROOM FOR TAKING NOTES AND DOING RESEARCH FOR PROJECTS IN THE CLASSROOM BUT NOT FOR DOING WORK REQUIRED TO PREPARE FOR A CLASS SESSION.
EMAIL IS THE PREFERRED WAY TO COMMUNICATE WITH THE INSTRUCTOR, BUT PLEASE USE THE GIVEN CELL NUMBER TO ADVISE YOUR INSTRUCTOR OF ANY EMERGENCIES.
ALL MATTERS REGARDING CONFIDENTIAL INFORMATION MUST TAKE PLACE IN PRIVATE – DO NOT USE THE BLACKBOARD TO RAISE ISSUES REGARDING GRADES OR ANY OTHER CONFIDENTIAL MATTERS, OR ASK SUCH QUESTIONS IN FRONT OF OTHER STUDENTS.
THE USE OF A WATER BOTTLE IS FINE IN THE CLASSROOM, BUT PLEASE RESTRICT OTHER FOOD/DRINK INTAKE TO PRIOR TO AND DURING CLASS BREAKS.
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