Transcript: The Scales of Justice 4th Amendment This Amendment protects a defendant from EXCESSIVE BAIL & FINES. This Amendment also protects a defendant from CRUEL & UNUSUAL PUNISHMENT. 5th Amendment Burden of Proof Protects against unlawful search and seizure by the government. This amendment requires that the government show probable cause to invade our privacy, to seize property or to seize individuals (otherwise known as arrest). The Defendant An individual accused of a crime and submitted to the Criminal Justice process for adjudication. 14th Amendment Presumption of Innocence means that a defendant is INNOCENT UNTIL PROVEN GUILTY. This means the defendant has nothing to prove at court. He does not have to prove his innocence or lack of involvement. The government must show all the proof. This Amendment guarantees a defendant EQUAL PROTECTION under the law, which means that the law shall not be applied in a such a way that it discriminates on the basis or race, color, religion, gender or national origin. This amendment assures a defendant DUE PROCESS before being relieved of life, liberty or property. In its basic form due process refers to steps the government must take to remove a right from an individual. Basically, an individual must receive FAIR NOTICE and FAIR HEARING when submitted to government action. FAIR NOTICE means an individual has the "right to know" what charges they face, the progress of the case, their accusers and the evidence against them. FAIR HEARING means an individual has the "right to be heard". This means the right to speak for themselves or have a lawyer represent them to argue in their defense, to argue for bail and to challenge the government's actions at every stage. This amendment also protects an individual against SELF-INCRIMINATION. A defendant can not be compelled to provide evidence that would tend to prove their guilt. Remember, it is the government's charge and the government's responsibility to support it. It also requires Grand Jury or Preliminary Hearings for felony cases, which assures transparency and a check on government action. DOUBLE JEOPARDY protects a defendant from multiple trials and protects the defendant in the Grand Jury process. This Amendment assures a defendant's RIGHT TO COUNSEL at critical phases of the criminal justice process. This Amendment also protects the defendant's right to SPEEDY TRIAL. This Amendment also includes the CONFRONTATION CLAUSE which guarantees a defendant the right to confront their accusers and cross examine the witnesses against them, This Amendment also grants the defendant RIGHT TO TRIAL BY JURY which means a defendant has the right to determine whether he will have a jury or bench trial. Presumption of Innocence 6th Amendment 8th Amendment In a criminal trial the government bears the BURDEN OF PROOF. The burden of proof refers to the amount of evidence required to convince the trier of fact of the defendant's guilt. In a criminal trial, the burden of proof is BEYOND A REASONABLE DOUBT.
Transcript: The judicial Introduction In times of controversy, the seven judges decide the guilt or innocence of those accused of violating laws, and protects the rights of individuals. The California court system, the nation's largest, serves over thirty four million people with more than two-thousand judicial officers and twenty-one thousand court employees. The Scales which contains seven judges appointed by the governor but re-elected by people of California.The seven judges must be lawyers who have been practicing in California for the last ten years.This person can also be a judge who has served in a California court for the last ten years this person will serve for the next twelve years. branch includes the State Supreme Our monument represents the judicial branch of the California state government. The judicial branch interprets laws. It is only one of the three branches of the government. The other two are legislative and executive. of Justice In conclusion, the judicial branch is very important because it interprets laws and solves crimes. Without the judicial branch, our government would not be the same.
Transcript: Libra the scales Libra is home to the star Gliese 581 which is 3,480 degrees K and is red dwarf, which also happens to be a planetary system of 6 planets. Gliese 581 g, gliese 581 c, gliese 581,and gliese 581 e are all the planets in this system, the thing they have in common is that their all habitable. The stars that make up this constellation is the zubenelgenubi (southern claw); zubeneschamali (northern claw); zubenelakrab (scorpio’s whole claw); and brachium, which is an eclipsing variable. libra's story originated from ancient greece in their mythology The story of libra is both a tragic and an epic story, which tells of demeter's daughter persephone being kidnapped by Hades, god of the underworld. Zeus then sends a rescue party made up of Theseus and peirithius to bring her back but end up being captured. so then Zeus sends his son hercules, god of strength, to rescue the previous one. Demeter was so depressed that she ignored her godly duties, thus a drought happened and seeds failed. Zeus negotiated with his brother to let persephone spend some time on earth, so she in the end spends all the time on earth except for four months when she must return to the underworld and a vast cold spreads across the land (winter) For a while, greeks looked upon libra as scorpio's claws. The Egyptians looked at libra as the set of scales in which a human's heart was to be weighed on after death. And lastly, many middle eastern cultures looked at libra as a representation of justice since it was a symbol of equality.
Transcript: Ammit cont'd Ammit Dont be devoured by Ammit tonight. Have a nice day! Ancient Egyptians feared her. Anubis feeds the souls to Ammit. Ammit sits before the throne of Osiris. The souls she ate had the consequence of death a second time. She was the demoness of the underworld Ammit Ammit cont'd by: Adrianne Weltner & Lydia Stroud Scales of Justice The ancient Egyptian goddess Ammit also known as Ammut and Ahemait. Her name translates to Devourer or to Bone Eater. She devours the souls of those deemed unworthy. Known as the Devourer of Millions. Underworld where you went when you pass away where you are judged to see if you are worthy for eternal life in Aaru. Home of Ma'at, Anubis, Thoth, Osiris, Isis, Nephthys, and Ammit. If you are unworthy, Ammit devours your soul into no further physical existence. "Devourer of Souls" Scales of Justice She lived in the Scales of Justice by a lake of fire into which the souls of the guilty were thrown. She was a demon with the head of a crocodile, the body of a wildcat, and the hindquarters of a hippopotamus however she also took human form with lioness characteristics. She was never worshiped but thought to warn off evil. Ammit/Scales of Justice
Transcript: School discipline 50% of Black students report being suspended or expelled compared to 20% of White students (Gregory, Skiba, & Noguera, 2010) Youth violence Homicide is the leading cause of death for youth ages 15-24 (CDC, 2012) Health Thirty-nine percent of Black and Latino youth are overweight or obese (Ogden et al., 2012) Greenspace Parks & Community gardens (Loukaitou-Sideris & Stieglitz, 2002; Wolch, Wilson, & Fehrenbach, 2005) Ecological Systems Theory Development occurs in the context of interactive systems (Bronfenbrenner, 1977) Restorative Justice A process by which all people affected by and injustice have a stake (Braithwaite, 2004) Transformative Justice Transform social and personal structures in the context of injustice (Wozniak, 2008) Environmental Justice Inequitable distribution of environmental burdens (Bullard, 1990) Positive Youth Development Restorative practices Community building Environmental research Community engagement Environmental Science Class Methods Participants 11 ethnoculturally diverse youth 15-19 years of age 7 ethnoculturally diverse undergraduate research assistants Community-based Participatory Research Participant observation Surveys Web-based learning environment - MOODLE Focus groups Planning Reflection “Go out and make our parks better.... eventually someone is going to see and then is going to reflect on it and eventually lead to others [making a change].” (Tanacia) “Like if you make a change, people will want to make a change also..” (Josey) “If somebody sees you could make a change where they don’t think it’s possible though, they’ll be willing to try to change as well.” (Kate) “Since like, they are already in college you know, and they come to the school to help us out. So like, they’re teaching us what they know, so later on in life when we get there we’ll know the stuff that we already know.” (Mark) “... we have a voice in changing the community, like with the parks and all that. I found that interesting, because I didn’t know that. ” (Orin) “Confidence in the way of being more open, and being able to go out and get surveys done. Like being confident to be able to speak to people.” (Julio) "I thought it was kind of a shock with the surveys, and I never thought I would do something like that. The outcome was pretty good because, like what Julio said, it helped build confidence in talking to people. (Cruz) "[Working with LMU students] ...inspired me to do good in school. The way you guys are.... getting an education, making life kind of simple. It kind of showed me that I can do that too. Instead of being lazy and not doing anything. So since I’ve been in this class I’ve been doing good." (Jose) "Before I was in this class, my grades were just downhill. But, just having to do what we did in here, I was just like, oh I should do that in all my classes. It helped me to get my grades up and keep doing it." (Andre) Community-based Participatory Research An empowering mode of engagement and knowledge production A method for leveraging restorative and environmental justice tenets toward transformative justice Youth engagement in environmental research can foster self- and collective-efficacy and a sense of responsibility to community and the broader environment Restorative and transformative justice situated within environmental research is a powerful mode of positive youth development toward redressing youth violence and broader poor youth outcomes Baker, E. A., Schootman, M., Barnidge, E., & Cheryl Kelly. (2006). Peer reviewed: The role of race and poverty in access to foods that enable individuals to adhere to dietary guidelines. Preventing chronic disease, 3(3). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1636719/ Block, J. P., Scribner, R. A., & DeSalvo, K. B. (2004). Fast food, race/ethnicity, and income: a geographic analysis. American journal of preventive medicine, 27(3), 211–217. Dewey, J., & Bentley, A. F. (1949). Knowing and the known. Beacon Press. GordonLarsen, P., Nelson, M. C., Page, P., & Popkin, B. M. (2006). Inequality in the built environment underlies key health disparities in physical activity and obesity. Pediatrics, 117(2), 417–424. Grills, C., Villanueva, S., Subica, A. M., & Douglas, J. A. (2014). Communities Creating Healthy Environments: Improving access to healthy foods and safe places to play in communities of color. Preventive medicine, 69, Kellert, S. R. (2002). Experiencing Nature: Affective, Gognitive, and Evaluative Development in Children. In P. H. Kahn & S. R. Kellert (Eds.), Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations (pp. 117–152). Cambridge, Mass: The MIT Press. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation (1st edition.). Cambridge England ; New York: Cambridge University Press. LoukaitouSideris, A., & Stieglitz, O. (2002). Children in Los Angeles Parks: A Study of Equity, Quality and Children’s Satisfaction with Neighbourhood
Transcript: huddle Mrs. Rossi huddle to crowd together crowd huddle separate
Transcript: City Distributing resources Regional needs vs. standardization Providing support for country's needs Adam Witzel Group solidarity and segregation Autonomy and power Community organization Individual Scales of Justice Role in supplying for inhabitants Decisions on limitations and greed Growth versus equity Defining inhabitants Transparency and democracy Responsibility and accountability Resource removal Conflict and otherness World Nation Happiness and the original position Democracy within family Power vs. Participation Neighborhood
Transcript: The following instruments do not have to convert (Flute, Percussion, Tuba, Trombone, Baritone) 2nd, I will write out the alphabet Bb,C,D,E,F,G,A,Bb Please memorize this saying!!!!!!! If I read it from left to right, it tells me the order of flats. If I read it from right to left, it tells me the order of sharps. Horn (French Horn) needs to convert by going down three letters in a scale. Ex. (When I say the Concert F Scale you would play Your C Scale) Step #4 BEADGCF My Final Product is Bb,C,D,Eb,F,G,A,Bb For Help with memorizing key signatures and knowing the number of sharps or flats in each scale, please click on the link below. http://www.musictheory.net/exercises/keysig/ba98yyy Let's Try One Together!!!! Now I put steps 1-4 together and I get a final result of the E scale E,F#,G#,A,B,C#,D#,E I'm going to pretend to be a student that plays the Alto Saxophone. I have to figure out how to play the correct scale. How to figure out your scales!!!!! Step #2 Write Out the Alphabet! 3rd I will memorize how many flats are in the Bb scale (2) Alto Saxophone needs to convert by going down two letters in a scale. Ex. (When I say the Concert F Scale you would play Your D Scale) 4th I will think about BEADGCF. Since I know I have two flats, I will read this from left to right. I will then go back to my alphabet in step 2 and Fill in Bb and Eb. This is the tricky part. Students have to remember the number of sharps or flats that are in each of YOUR scales. (Not Concert Scales) Example: When you play YOUR Bb Scale there are 2 Flats Step #3 Know your Key Signatures! Remember that in music we start on A and go up to G. Once we hit G, we keep rotating to A at the beginning of the alphabet. Ex. C,D,E,F,G,A,B,C We stop writing the alphabet once we hit the letter we started on. In the example above I started on C and ended on C. Concert Db is the scale I must figure out. Example: If I know the E Scale has 4 sharps (Step 3), I can look up and read it right to left and see the four sharps would be F,C,G,D 1st I will convert it to MY Bb scale (remember I play Alto Sax so I go down 2 letters of the scale) Trumpet, Clarinet, and Tenor Sax needs to convert by going up one letter in a scale. Ex. (When I say the Concert F Scale you would play Your G Scale) Step #1 Convert
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