Courtroom observation | Human Resource Management homework help

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Courtroom Observation Paper

Here are some tips. You can complete this assignment and do well on your own. However if you want to know how I would tackle it, Here you go:

 

1.      Read the “Rubric”

2.      Read the “Case Details”

3.      Read the Content prompt, which states:

 

Watch the presentation from the 2008 1L Moot Court Tournament at the Liberty University School of Law found in the Reading & Study folder of Module/Week 5. Then, write a 5–7-page review of your observation of this courtroom scene. In your review, you should briefly articulate the facts of the case being heard by the court and the arguments of the various parties. Then, you should answer the following questions in your paper:

 

1. Did you agree with the defendants (Patrick Gibbs and O’Malley’s Tavern) or the plaintiff (Mrs. White)? Why?

2. How does the biblical worldview bear on the answer to the question(s) before the court?

3. According to the biblical worldview, do you think this is a good method for resolving disputes? Why or why not? If not, what method would you propose in its place and why?

 

Evaluation of this assignment will be performed according to the rubric.

 

4.      Use the template provided (delete all [brackets] in my template which is on the next page)

 

 

 

Courtroom Observation

[Your Name]

Liberty University, BUSI-301

Professor:

 

Facts of the Case

[This is a level 1 heading]

Case Posture

            [This is a level 2 heading. This should be double-spaced. In this section describe where the case is located, what state, court, and such. Also state whether it is the first time it is being heard or if it is an appeal. Explain what happened in the lower court (if there was one).]

Parties

            [This is a level 2 heading again. Explain who the parties are. Who is the defendant, the person defending the allegations, and who is the petitioner, this is the person bringing the case. Explain who they are and what they do. Explain what their stance is on the case- what’s their argument of why they should win.]

Facts

            [Explain the facts of the case. Try to be as unbiased as possible. You can be bias later in the argument area.]

Issue

            [What is the legal issue that this case hinges on? Possibly, whether or not the Dram law applies and if so how- you figure this one out from the video? State what the issue is. This is probably only 1 or 2 sentences.]

Rule

            [State the rule and the elements of the rule. Write what steps (elements) that must be proven to win. If there are any defenses you may add these as well.]

Analysis

            [This is a level 2 heading. You may have a brief overview before going into the level 3 heading which is a subsection of this.]

            Patrick Gibbs and O’Malley’s Tavern.  [This is a level 3 heading and starts right here after the period. How does Mr. Gibbs apply the facts to the rule to prove his case? This may take several sentences]

            Mrs. White.  [This is a level 3 heading, start the analysis here. State how Mrs. White applies the facts to the rule. This may take several sentences.]

My Opinion

            [This is back to a level 2 heading. Start it on this line. This is answering the first question in the Course Content area. Answer the following question: 1. Did you agree with the defendants (Patrick Gibbs and O’Malley’s Tavern) or the plaintiff (Mrs. White)? Why? This should be several sentences.]

Biblical Worldview

            [This is another level 2 heading. Answer Question 2: How does the biblical worldview bear on the answer to the question(s) before the court? This should be several sentences.]

Method

            [Answer question 3: According to the biblical worldview, do you think this is a good method for resolving disputes? Why or why not? If not, what method would you propose in its place and why? This should be several sentences and is completely your opinion.]

 

References

[Kapp, K. M. (2012). Games, Gamification, and the quest for learner engagement. T+D,

66(6), 64-68.]

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