Research Paper

Communities and Public Law


Submission: eClass
The main written component in this course is a short (6-8 pp.) argumentative essay on one of the
nine topics listed below.
The essay should use a minimum of six good-quality sources, including government or NGO
sources (e.g., statutes, Supreme Court or provincial superior court decisions, reports, discussion
papers, etc.) and/or scholarly sources (i.e., books or book chapters published by a scholarly press,
articles published in a law review or in a peer-reviewed academic journal).
The essay should be written in a standard academic format (i.e., it should be double-spaced and
use a 12-point font, one-inch margins, pagination, etc.) and make correct use of a recognized
style of scholarly citation (e.g., APA, Chicago, MLA).
Get started early!

  1. Some activists and scholars have proposed “treaty federalism” as a new way of thinking
    about the Canadian constitutional order and the place of Aboriginal peoples within it.
    Treaty federalism is a concept that identifies the historic treaties signed after the Royal
    Proclamation of 1763 as integral parts of the Constitution of Canada. Could fully
    integrating treaties into the Constitution of Canada mark a path toward reconciliation
    between the Crown and Aboriginal peoples? Why or why not?
  2. The Supreme Court Act requires that at least three of the nine Supreme Court Justices be
    from Québec, to ensure there is always sufficient knowledge of the province’s distinctive
    civil law tradition on the Court. Convention has long held that all the country’s regions
    should be represented, too (although developments in the last few years suggest this
    convention may be giving way to more demographically oriented convention regarding
    representation and diversity on the Court). Has the time come to also institute a
    requirement, either by statute or by convention, that at least one of the Supreme Court
    Justices have an Indigenous background and/or demonstrated knowledge of Canada’s
    diverse Indigenous legal traditions? Why or why not?
    2
  3. Human Rights Watch and Amnesty International have criticized Canada’s continuing
    practice of indefinite immigration detention as an affront to internationally recognized
    standards for the humane treatment of immigrants and refugees. Detainees and their
    advocates in Canada have also mounted a series of legal challenges to the practice of
    indefinite immigration detention on both administrative law and constitutional grounds –
    with mixed success. Do you think Canada should abandon indefinite immigration
    detention? Or could the practice be reformed in such a way as to eliminate some of its
    worst excesses?
  4. In Charkaoui v. Canada (Citizenship and Immigration) the Supreme Court struck down
    the “security certificate” scheme which allowed immigration officials to detain a foreign
    national or permanent resident based on secret evidence and without any chance for
    appeal or judicial review. However, an amended version of the scheme allowing for the
    representation of detainees by “special advocates” was later upheld by the Court in
    Canada (Citizenship and Immigration) v. Harkat. Critics argue that the amended scheme
    is still a form of arbitrary detention and call for Canada to deal with its security concerns
    using criminal law instead of immigration law. Should the security certificate scheme be
    eliminated? Why or why not?
  5. In Haida Nation v. British Columbia (Minister of Forests), the Supreme Court identified
    the Crown’s “duty to consult” whenever government action potentially threatens an
    Aboriginal right. Some critics allege that the Crown too often delegates this duty to
    administrative agencies (e.g., the National Energy Board) and sometimes even to private
    resource development companies, undermining the spirit of nation-to-nation negotiation
    the duty to consult was originally meant to foster. How much of a problem is the
    delegation of the Crown’s duty to consult? What could be done to improve the
    effectiveness of consultation as a means of advancing reconciliation between the Crown
    and Aboriginal peoples?
  6. In a pair of decisions handed down last week, R. v. Sullivan and R. v. Brown, the
    Supreme Court struck down s. 33.1 of the Criminal Code, a controversial provision
    which precluded the defence of automatism for any general intent, bodily integrity
    offence committed while the accused was in a voluntary, self-induced state of “extreme
    intoxication”. The Court found that s. 33.1 instituted “a regime of absolute liability that
    undermines many of the core beliefs used to structure our system of criminal law” and
    violated s. 7 of the Canadian Charter of Rights and Freedoms. Should Parliament accept
    these decisions as settled law? Or do we need a provision like s. 33.1 in the Criminal
    Code to ensure that violent offences committed while the accused is intoxicated do not go
    unpunished?
  7. After Gerald Stanley, the man who shot and killed Colten Boushie, was acquitted of
    second-degree murder by a jury that had no Indigenous people sitting on it, the federal
    government moved to enact legislation eliminating peremptory challenges from the jury
    selection process. The constitutionality of this legislation was upheld by the Supreme
    Court of Canada in its decision in R. v. Chouhan. What further measures could be taken
    3
    to make juries in criminal trials more diverse and more representative of the population
    than they are now? Which of those measures do you think would be most effective?
  8. Despite little evidence that they are effective and a great deal of evidence that they are a
    major factor contributing to the overrepresentation of Indigenous and Black offenders in
    the criminal justice system, legislators and judges cannot seem to resist the temptation to
    create mandatory minimum sentences for crimes that receive a lot of media attention. The
    Alberta Court of Appeal’s imposition of a nine-year “starting point” minimum sentence
    for fentanyl trafficking in two recent decisions is just one high-profile example. Do
    mandatory minimum sentences serve a valid purpose in the criminal law? Or should they
    be eliminated to allow judges to fully exercise their discretion when sentencing
    offenders?
  9. Although s. 10(b) of the Charter guarantees the right to retain and instruct counsel upon
    arrest and detention, there is no general right to legal aid in Canada. Many critics of the
    criminal justice system argue that the conditions in which the right to legal aid is
    triggered are too narrow and leave far too many accused persons without proper legal
    counsel. What, if anything, should be done about this situation? Would the introduction
    of something like a US-style system of public defenders in the provinces be a good idea?
Read More
Research Paper

Discussion Thread: Case Study

A case study is an open-ended learning activity (i.e., a problem is presented that precipitates discussion) in which the participant must enter into the character of someone in a real-life situation and then reflect on what he/she would do in that situation. Read the case study associated with this discussion and then compose a thread expressing how you would respond to the situation described, noting especially the degree to which you agree/disagree with the central issue at stake in the case study; namely, the importance of understanding the setting and context of the original writer/readers for properly understanding and interpreting a biblical text.

You must interact with all assigned materials, including textbooks and presentations. You must document all sources used (including textbooks and presentations) in current Turabian format. The use of Internet sources requires the instructor’s prior approval.

Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each discussion. The student will complete two (2) Discussions in this course. The student will post one (1) thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post two (2) replies of at least 200 words each by 11:59 p.m. (ET) on Sunday of the assigned Module: Week.

The student is required to interact with all assigned materials, including textbooks and presentations, and document all sources used (including textbooks and presentations) in current Turabian format. The use of Internet sources requires the instructor’s prior approval. Acceptable sources include the Bible (exclusive of study Bible notes), academic biblical commentaries, academic journal articles, textbooks, and course presentations.

Read More
Research Paper

Video Report Assignment Instructions

Overview

We live in an increasingly diverse and multi-cultural world. Once, one rarely encountered anyone who did not know who Jesus of Nazareth was and, indeed, did not already possess considerable information about him. That is not as true today. What we know, or think we know, about Jesus of Nazareth derives from many different sources: what we learned in church, what we have read in the New Testament, what the popular culture says about him, and so forth. All of this information gets folded into our contemporary understanding of Jesus.

As a backdrop for our serious inquiry into Jesus of Nazareth, it is important to have a clear and self-conscious portrait of who we understand Jesus to be now, before we begin our serious study of Jesus in the primary sources, the four Gospels. Following a serious study of Jesus in the Gospels, we might discover that our portrait of him has changed, or not. Either way, our current portrait of Jesus becomes a “benchmark” of sorts for the study ahead.

Instructions

Imagine you are a reporter for your local television affiliate reporting for the 6 o’clock news. Using your cell phone, tablet, or camera-equipped computer, video yourself doing a “field report” on “Jesus of Nazareth” to a television audience that is hearing about him for the first time through your report. Set the video in your time (today), not in the first century. You can shoot the video either “in the studio” (your home or office, etc.) or “in the field” (with a church for a backdrop, for example).

Include in your report what you consider to be the irreducible minimum of information your television audience must know about Jesus in order to know who he was. You decide what that is. Keep in mind that you are describing Jesus as you currently understand him. This is not a “research project” on Jesus of Nazareth. Because you only have three (3) minutes in which to capture Jesus for your audience, you may wish to compose a short script to memorize or a set of bullet points from which to work, as television reporters do.

  • Length of video: three (3) minutes maximum length.
  • No source citations are necessary.
  • When complete, upload your video file (“mov” or “mp4” file) to LU’s Media Page (watch.liberty.edu) and post the video’s URL as your assignment submission. Be sure the video is not marked “private;” if it is, the instructor will not be able to view it.

Note: If there are compelling reasons why the student cannot complete the assignment as described, contact the instructor and they will provide an alternative method for you to complete the assignment.

Read More
Research Paper

Gospel Christology Paper Assignment Instructions

Overview

The Gospels have been described as “biographical sermons” of Jesus. They are biographies in that they aim to inform the audience (whether reading or hearing) about the life and legacy of the protagonist – Jesus of Nazareth. They are sermons in that they aim not merely to inform, but to inspire, persuade, and elicit a response. Where multiple sources of the same presentation exist, inevitably those presentations are both alike and different. Think “remake.” For example, the movie, True Grit, was originally released in 1969 with John Wayne as “Rooster” Cogburn. It was remade in 2010 with Jeff Bridges as “Rooster” Cogburn.”

The story is essentially the same in both movies, but the way the story is interpreted in the two movies, and the way the central character, “Rooster” Cogburn, is portrayed, is different. That is because the directors of the two movies paint a portrait of the central character, “Rooster” Cogburn,” so that the audiences see him through the directors’, or storytellers’, eyes. In much the same way, the four Gospel writers tell the same story of the central character of their biography, Jesus of Nazareth; but because we see Jesus through each Gospel writer’s eyes, we see a unique portrait of him in each of the four Gospels. In scholarly parlance, we call this “portrait” of Jesus the Gospel’s Christology; that is, its understanding, and presentation, of Jesus the Christ.

Instructions

Your task in this assignment is to experience the Gospel writer’s portrayal of Jesus as the story unfolds before you in the biblical text. Keep in mind that the assignment is not to write a critical introduction of your Gospel, exploring such things as authorship, date, provenance, genre, etc. Your Gospel’s Christology is the same, no matter where you come down on these things. Moreover, a critical introduction of your Gospel is already available in your textbook; there is no need to rehearse that in your Christology paper.

Nor are you to write a theology paper on what “Christology” is. This is a class in New Testament, not theology. Nor is your assignmentto write about who you understand Jesus to be in your Gospel; rather, your assignment is to identify and describe who your Gospel writer understood Jesus to be as evidenced by the way he tells his story of Jesus in his Gospel.

In completing the assignment, it is best to read the Gospel all the way through at one time, as you would a story or short novel, rather than randomly shuffling through the story looking for particular scenes or passages or verses, the very act of which will disrupt the flow of the story and cause you to miss the Gospel writer’s portrayal of Jesus. If you prefer, you can listen to the Gospel read on DVD or MP3. In some ways, listening to the story is preferable to reading it because the Gospels were stories written more for the ear than the eye (remember, many in the ancient world could not read, and even if they could, books were too expensive to own a personal copy). As you read or listen to your Gospel, jot down your impressions of Jesus as his portrait emerges in the story. Try to isolate the single, central Christological image or role your Gospel writer uses to describe Jesus; for example, Messiah (or Christ), Son of Man, Son of God, Miracle Worker, Teacher, the New Moses, the Suffering Servant, the Prophet, the Word (logos of God), and so forth.

Be sure that you are identifying a Christological title, and not just an emphasis of your Gospel. For example, everyone recognizes that Luke portrays Jesus as compassionate, but merely being compassionate, in and of itself, is not Christological. That could be said of lots of people who had no Messianic pretensions or aspirations. Also, while there may be multiple Christological images employed at times in your Gospel, your task is to identify and explore the single Christological image that seems to you to dominate the writer’s view of Jesus. That is, you must explore one Christological image in your Gospel, not multiple images.

There is no single “right answer” for which the instructor is looking. You can choose any Christological title you can defend from the text of your Gospel, but you must defend your choice by appeal to the text of your assigned Gospel.

Once you have isolated the Christological portrait of Jesus you believe your Gospel writer employs, test your hypothesis against the experts by comparing your Christological interpretation with the scholarly commentaries on your Gospel. However, do not consult the commentaries until you have read your Gospel through and come to your own conclusions about its Christology. Finally, write a paper explaining and defending your Christological interpretation of Jesus in your Gospel.

Students will be assigned a Gospel based on the first letter of their last names: A-F (Matthew), G-L (Mark), M-R (Luke), S-Z (John).

  • Thesis statement: The paper must have a thesis statement clearly identifying which Christological image of Jesus will be defend, e.g., “The thesis of this paper is that Mark portrays Jesus as the Son of God.”
  • Length of assignment: Not less than ten (10) and not more than fifteen (15) pages in length, double-spaced, excluding title page, contents page, and bibliography.
  • Format of Assignment: Turabian, current edition. References to the biblical text may be included in the body of the paper with parenthetical citations, but all other sources must have footnotes and a complete bibliography of all sources used in the paper.
  • Number of citations: The paper must interact with your assigned Gospel, as well as course resources (textbook(s) and presentations). You must also consult at least five (5) additional scholarly sources as “conversation partners” with whom to test your ideas. Priority should be given to scholarly commentaries on your Gospel. Consult the website, www.bestcommentaries.com for commentary suggestions.
  • Acceptable sources:  Bible, recent scholarly sources, textbooks, and course presentations. Preference should be given to academic commentaries on the Gospels. Internet sources require the instructor’s prior approval.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

https://researchpaper101.com/central-texas-college-job-reflection-essay-research-paper-101%ef%bf%bc/

https://researchpaper101.com/facebook-case-study-research-paper-101/

Read More
Research Paper

Discussion Thread: Identifying the Central Issue in a General Epistle

Just because the General Epistles are not “occasional,” as are Paul’s letters, does not mean that they are not intended to speak to specific problems, issues, and crises in the congregations to which they are addressed. Choose one of the General Epistles studied in this course, read it through quickly (remember, it is a letter!), and then describe in your own words the issue, problem, or crisis the letter was composed to address. This is not a critical introduction to your letter (discussing such things as authorship, date, etc.); rather, you are to describe the “backstory” that precipitated the letter. Having done that, discuss briefly how the letter is still relevant to the church today. You must interact with all assigned materials, including textbooks and presentations. You must document all sources used (including textbooks and presentations) in current Turabian format. The use of Internet sources requires the instructor’s prior approval.

Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each discussion. The student will complete two (2) Discussions in this course. The student will post one (1) thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post two (2) replies of at least 200 words each by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. The student is required to interact with all assigned materials, including textbooks and presentations, and document all sources used (including textbooks and presentations) in current Turabian format. The use of Internet sources requires the instructor’s prior approval. Acceptable sources include the Bible (exclusive of study Bible notes), academic biblical commentaries, academic journal articles, textbooks, and course presentations.

Read More