Bentley University Deforestation and Climate Change Discussion

JEN 408

Bentley University


Question Description

Can you help me understand this Law question?

Please thoroughly read the attached syllabus, especially the parts regarding Writing. This is an extremely important paper so I ask that if you choose to work on it you are careful and precise in making sure it is appropriately competed, I will absolutely tip extra if deserving.

I would personally prefer if the topic in some form had to do with environmentalism or some sort of that kind of an issue/argument! If you find other more appealing let me know and we can definitely discuss on the best idea.

Specific and detailed directions for the paper are mostly found in the document named "PROJECT Law", please make sure you clearly and carefully follow the directions given.

All other documents are mixes of e-mails form the professor and other assignments to help you better understand the requirements and methods to best complete this essay. Please make sure to pay attention to all of them as this professor is very picky and precise I what is asked; I will obviously read it after as well to make sure it follows guidelines and styles the the professor would like. This may be a college paper but please treat it as a graduate/professional level one and be as thorough as possible.

Following are also some other comments/emails from the professor giving more indications.


-You need to find a legal topic, and you can discuss religion, if that's your preference, by looking at USSC cases in which public funding was being used for religious education (there are current cases on this RIGHT NOW in the Supreme Court)...or, you can discuss any other environmental topic within the context of law....But you need to focus on something concrete, legal. JUST PICK A LEGAL TOPIC! If you don't have one within a day or two, I'll assign you one....It's not supposed to involve topics as broad and epic and abstract as what you have here.

-One of the most frequent questions being asked about the document you are writing is "how many pages does it have to be?" If you look at the project description, which has been on Blackboard since January 31, you'll see that it says the document must be 2800 words. I can see from the "statistics track views" data that very few people have opened this document, so I'd like to remind you that it's there.


Thank you so much for your help! :)

Unformatted Attachment Preview

Exp 201-246 (E) T 6:30-9:10 Spring 2020 JEN 408 Patricia Peknik Laws, Rights, and Liberties This course in research, debate, writing, and revision (note the order in which these appear) focuses on controversies over civil rights and liberties, including the right to privacy, the right to a fair trial, and freedom from warrantless searches. This course is participation-intensive. The format is debate, supported by lecture material. Students will listen to Supreme Court arguments, read legal briefs, and sit in on a trial at the federal court. One goal is to help students develop their ability to conduct independent research using a range of academic, professional, and mass media sources and to foster the habit of critical inquiry in the face of complex, contradictory or ambiguous material. Another goal is for students to be able to write and revise fairly sophisticated prose and discuss heated and controversial topics in a civil, persuasive, and clear manner. Alexander Hamilton envisioned the United States as a nomiocracy – a system of government in which laws and not men are the highest source of authority, structure and power: Lawyers with broad experience negotiating with, promoting and defending varied private interests would serve in public office, and ordinary citizens would be judicially literate, participating meaningfully in a justice system of their own making and held to their own account. International observers of American culture tend to conclude that Hamilton got his wish, and that the United States became a law-obsessed society with astonishingly high rates of voluntary compliance with rules and regulations, even as our law-themed popular entertainment products focus on power dynamics, sensationalism and celebrity. Perhaps there is no contradiction here, and our pop culture texts introduce us to the systems and themes we need to understand in order to live peacefully and justly in a democracy. Perhaps there is great contradiction, and our pop culture texts distort our understanding of law and justice, alienate us from the justice system’s foundational values, and desensitize us to its worst flaws. What is uncontested is the fact that we live in an age in which the scope and merits of our civil rights and liberties are intensely interrogated, defended and debated, with great consequence to our own times and for the future. The rationale for choosing the law as our topic in a writing course is that legal opinions contain all the same stylistic elements as other thesis-driven argumentative essays - judges summarize, define, elaborate, argue from analogy, and seek to persuade and substantiate – and also employ many of the same devices as literature (narrative scene-setting, static and dynamic characters, foreshadowing, dramatic denouement and metaphor) while grappling with many of the same themes prevalent in the best literature (human nature, motive, conflicts between the individual and society, the powers of social consensus and principled dissent). Thus the best way to sharpen your skills as a reader of a range of texts in many disciplines is to practice reading legal decisions, comparing majority and dissenting opinions, examining definitions, identifying principles and precedents and formulating counterarguments. The best way to become a clearer, more persuasive speaker is to practicing arguing legal cases, since they are reasonably complex, and in talking about the facts and law of a case, a speaker must be both meticulous and engaging. Likewise, the best way to become a better writer is to practice composing essays the way judges and lawyers compose arguments: arguing from the case to the class, creating vivid analogies in lively language, and maintaining a logical argument while spinning a memorable narrative. The rationale for choosing the cases listed on the syllabus is that by ostensible topic, they are highly accessible (in the sense of being both topical and readily comprehensible), and yet these particular texts pose questions that are intellectually complicated and sophisticated. Thus while some of the case topics are hot topics in the context of popular culture, we will use them to think through problems that are historically controversial, politically resonant, ethically confounding, and in every other sense dead serious. Why does all this matter? Because a focused and applied engagement with legal texts will make you a better thinker by strengthening the analytical reasoning skills that are so essential for making meaning in a complex, competitive, and information-saturated society. READING: We will listen to audio texts of Oral Arguments and read legal opinions, case briefs submitted to the court by government and private organizations, law journal articles and other lengthy and complicated texts. You must read, annotate, and then reread each case simply to get to the point where you understand the issues, arguments and evidence. Legal decisions can turn on the meaning of a particular word – one word alone, whose historical and cultural meaning has to be debated before the justices can proceed. The material does not lend itself to skimming. We are interested in the way that judges write, so while it is easy to find online summaries of the case opinions, those summaries will be irrelevant to us, since our purpose is to analyze, and imitate, the writing itself – with is analogies, metaphors, shifts in tone, and careful diction. Case materials are available on Blackboard or by clicking links on the syllabus. There is a heavy reading/listening load. The point of listening to or reading a case is NEVER to find out how the case was resolved, so don’t mistakenly think that you can Google a summary and come to class ready to participate. It is extremely simple to look up the outcome and know who “won.” Instead, we will be reading the cases in order to study the reasoning and writing of the judges, and to identify which of the lawyers’ or interest groups’ arguments were persuasive. You can Google a case on the constitutionality of flag burning and read that burning the flag is a constitutionally protected act of speech; you can just as easily conclude from a different summary that burning the flag is not a constitutionally protected act of speech. The truth, which emerges only from the experience of reading the case opinion in its entirety, is that burning the flag is sometimes a constitutionally protected act of free speech, and sometimes not – that it depends on contingencies like time, place, manner and intent. RESEARCH: You will learn to locate relevant print and non-print research sources and to be selective about which research sources you, as an author, will learn from. WRITING PROGRAM OBJECTIVES: The writing faculty in all sections of EXPOS 201 subscribe to the same set of course objectives, and students in all sections are expected to carry over the set of skills learned in 101, and be able to: -Write summaries in which they accurate identify thesis, audience and arguments; express the sources’s ideas in their own language -Write synthesis essays in which they analyze and evaluate arguments in the context of the synthesis; integrate sources into their own writing; relate sources to each other meaningfully; bring independent thinking to the conversation -In all of their writing, students will be able to engage in substantive revisions through multiple drafts. -Develop potential research questions and refine them to discover a thesis -With respect to research and the use of library sources, students will be able to demonstrate an understanding of concepts relating to research and information sources; demonstrate an ability to conduct research effectively and use information ethically -Produce rhetorically effective writing WRITING: The point is to practice writing well-grounded and convincing arguments, and to exercise creativity in doing so. Revision is the foundation of research-based writing, so students will submit multiple drafts of the major essay, incorporating new sources and perspectives, abandoning certain arguments along the way, and continually refining the argument and the prose. DISCUSSION: Purposeful discussion is an essential tool of reasoned thought. Come to class prepared to speak about the specific details of the case or story, focusing on the authors’ ideas and conclusions. While your own ideas about, for example, theft or forgery may be interesting, those ideas are not the focus of our discussions. Our project is to analyze and discuss the ideas of judges, legal scholars, and writers. Naturally, in the course of those discussions, our own ideas will come into play, but keep in mind that the term “class participation” refers primarily to the discussion of the texts. Please know that attendance and participation are two different things. You earn no points or credit for mere attendance, which is your most basic obligation (including, if you have federally-subsidized student loans, your legal obligation), but you are penalized for missed classes. On the other hand, participation is a word used to describe an act of speech during class discussion. In general, asking and answering simple questions about the reading will earn a participation grade of 70-79. Asking and answering complex questions that demonstrate your ability to connect cases, themes and concepts will earn a grade of 80-89. The most thoroughly-prepared, analytically skilled, persuasive and reflective participants will earn grades in the 90s. QUIZZES: The one common remark among the most successful students in this course is that it is unproductive and frustrating for students when classmates have not done the reading thoroughly and thoughtfully. To support students’ motivation to complete all assignments on time, there will be weekly quizzes on the listening/reading/research assignments. COURT TRIP: You are required to attend a judicial proceeding at the federal court in Boston, and you must have, or make, the time to do so no later than March 4. Instructions and information about the court docket are posted on Blackboard. The court is open five days a week, and most jury trials begin at either 9:00 or 10:00 in the morning and run until noon or 1:00. Ideally, you will sit in on a criminal trial or a civil suit, but if you have only afternoon availability, you will instead be seeing a couple sentencing hearings. Those are usually held at 2:00 or 3:00. POLICIES: The attendance policy is a compromise between the need to encourage students’ fullest engagement in all classes and the need to allow for emergencies. Your presence and participation are required (as well as sincerely appreciated). In the event that you miss 1.5 classes, I will express no curiosity about your whereabouts and ask that you not share the details; beyond that, your grade will be lowered ½ step for each absence. In other words, the first absence is always excused, but absences after that are always unexcused. In the unfortunate event that you need to miss class, please use classmates as a first resource for missed lecture notes and updates, and please consult the syllabus and Blackboard before writing with a question, as in many cases, that’s where you’ll find the answer. I read and respond to e-mail on Tuesday and Thursday mornings. Again, all absences beyond the first are unexcused, including an absence that was “unavoidable” because of participation in athletic events, internships, job interviews, volunteer work, funerals, delayed flights, and family or personal illness. I decline to invade your privacy by having you write to me to explain the reasons for your absence, and to make this point about privacy more emphatically, I will politely ignore all such messages. Do not text in class. If you do, I will mark you absent. NO LAPTOPS. Please do not even open your laptop as you are sitting in the room waiting for class to begin. Inevitably, the temptation to remain on the screen is so strong that the opening of class is delayed as we wait for people to log off. If you need to be on your laptop, do so in the hallway before class begins, and not in our classroom. GRADING: The grading criteria for essays is posted on Blackboard. PUNCTUALITY AND FOCUS: Refrain from going in and out of the classroom during lecture and discussion. The revolving door mood is extremely distracting. Do not leave trash anywhere except in the garbage can. * A message from The Writing Center: The Writing Center offers on-on-one tutoring to all students of all years and skill levels. Located on the lower level of the Bentley library (room 023), the Writing Center provides a welcoming and supportive environment in which students can work on writing from any class or discipline. Writers are encouraged to visit at all stages of the writing process; they can come with a draft, an outline, or just some initial thoughts and questions. Staffed by highly skilled student tutors, the Writing Center is open six days a week. Drop-ins are welcome, but appointments are encouraged and can be made online at or by phone at 781.891.3173. For hours and additional information, visit our website at A message from the Office of Disability Services: Bentley University abides by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 which stipulate no student shall be denied the benefits of an education solely by reason of a disability. If you have a hidden or visible disability which may require classroom accommodations, please call the Office of Disability Services within the first 4 weeks of the semester to schedule an appointment. The Office of Disability Services is located in the Office of Academic Services (JEN 336, 781.891.2004). The Office of Disability Services is responsible for managing accommodations and services for all students with disabilities. If there is a reading listed under a date, it means that you are to have read that assignment by that class date, for discussion on that class date. I reserve the right to alter the listening and reading assignments if stories in the news compel our interest in a current legal topic, or in connection with an ongoing trial at the federal court. Tuesday, January 14: Introduction to course objectives, methods and materials. James, Holmes and pragmatism. Tuesday, January 21: Do we have to let the Westboro church live in our First Amendment world?! Part I: Listen to the Oral Argument in Snyder v. Phelps: While listening to the argument, take notes on the strengths and weakness of the case as it is presented by the lawyers and by the justices, and be prepared to discuss your observations. AND Part II: Video games and the 1st amendment: Listen to Oral Argument Brown v. Entertainment Merchants Association: Then read your assigned brief for either California (petitioner briefs) or the Merchants (respondent briefs) team: 1. “Brief for the Eagle Forum Education and Legal Defense Fund in Support of Petitioners” 2. “Brief for Louisiana, et al” 3. “Brief for Common Sense Media in Support of Petitioners” 4. “Brief for the California State Senator…..” 5. “Brief for the Motion Picture Association in Support of Respondents” 6. “Brief for the Microsoft Corporation in Support of Respondents” 7. “Brief for the Future of Music Coalition” 8. “Brief for the American Booksellers Association” Tuesday, January 28:: Juror freedom of speech and defendant right to a fair trial Part I: Listen to Oral Argument in Pena-Rodriquez v. Colorado Part II: High speed chases and “reasonable force” Listen to the Oral Argument in Scott v. Harris: Developing a research project using the phases of investigation and trial: The class is the grand jury for your topic. Come in with enough evidence to convince the class that your research topic is sufficiently complex and controversial and that evidence exists to support your initial argument. Tuesday, February 4: Symbolic speech and expressive speech Part I: Listen to the Oral Argument of Walker v. Texas Division, Sons of Confederate Veterans: Part II: How to name your band without making a federal case out of it Listen to the Oral Argument in Lee v. Tam: Developing a research project using the phases of investigation and trial: Discovery. Submit an annotated research bibliography. Tuesday, February 11: Free speech and social media Part I: Listen to Oral Arguments in Elonis v. United States Part II: When the police break up your illegal party Listen to Oral Argument in District of Columbia v. Wesby Tuesday, February 18: Federal Court Trip time bank Tuesday, February 25: Cause and effect(?) Part I: Read Brent v. Ashley; Stein and Anglin; “The Chain” (Blackboard) Part II: Free speech in schools and on campuses Listen to the Oral Arguments in Morse v. Frederick Student free speech and protest since Tinker and Frederick Tuesday, March 3: Equity Part I: Read Campbell v. Wentz, Isbell v. Brighton Area Schools Part II: Rental cars and the 4th amendment Listen to Oral Argument in Byrd v. United States SUBMIT MIDTERM PAPER Tuesday, March 17: Product liability and the jury system AND When your phone testifies against you Listen to Oral Argument in Carpenter v. United States Tuesday, March 24: When dead men testify against you Part I: Listen to the Oral Argument in Michigan v. Bryant: Part II: When is six seconds worth a million dollars? Organized crime and the state courts; “Six Seconds”/Macomber v. Dillman Read: Litif/Hussey/Davis v. United States (posted on Blackboard) Tuesday, March 31: Salemme et al Tuesday, April 7: When is a gift a trade? PART I: Listen to the Oral Argument in Salman v. United States AND When is a ring a gift? Read “Roger Lindh v. Janis Surman” (posted on Blackboard) PART II: The return of houseboat hero Listen to Oral Argument in Lozman v. City of Riviera Beach, Florida Tuesday, April 14: Roommates and the 4th amendment Part I: Listen to Oral Argument in Fernandez v. California Part II: 4th amendment cellphone searches ___________________________________________________________________ Tuesday, April 28: Enduring questions: Gonzales v. Raich revisited; Rubin v. Islamic Republic of Iran; AI and the law Pending case of interest from the current term AND conference debrief Tuesday, May 5: FINAL PAPER DUE PROJECT DESCRIPTION Produce an informative, persuasive, and engaging document of 2800 words (excluding quotations, title, subtitle, footnotes, your name, course name, the date, and any other information that is not part of a sentence you have written to advance your argument). The document may take the form of a letter or petition to an authority, a summary prepared for a supervisor, a short story, even a 20minute scripted film. The document must address a legal topic (note: every topic is a legal topic). A discussion of any legal topic will necessarily include a discussion of cases (use any case or cases that we have not and will not discuss in class) and/or statutes, ordinances, proposed legislation, and so on. [Do not submit papers you have written for other classes, use ...
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Final Answer

Hello, it has been days of a lot of research and hard work to ensure I give you a quality paper. I have ensured that all outlined requirements are met. Here is the work and an outline to guide you. In case of any edits or clarifications please let me know so that we can work on it. Thanks and stay blessed.

This is 2800 word paper on the legal topic: Ozone Layer Depletion within the Context of Law

The paper is informative, persuasive, and engaging, and covers all aspects involved on
this topic.

The paper also discusses various cases involving Ozone Layer Depletion and proposed
legislation in a move to achieve a safe environment

The paper has provided all relevant information on this topic on historical, legal, social
and cultural environment basis.

All information is clearly explained using clear and plain English

All resources used are professional and scholarly sources.


Ozone Layer Depletion
Student’s Name
University Affiliation
Course Number
Instructor’s Name




Ozone Layer Depletion within the Context of Law
The ozone is a layer made of various layers such as the troposphere which is the lowest
layer, approximately 10kilometres from the surface of the Earth according to the first paragraph
of the United States Environmental Protection Agency (2018). Most of the daily human activities
take place in the troposphere, and that's why it's the most popular layer. The second layer is the
stratosphere which is approximately 10kilometres to 50kilometres from the Earth’s surface.
Ozone layer depletion basically refers to the stratosphere layer since it’s the layer where
radiations from the sun occur, and UV rays are absorbed. The ozone layer can be beneficial or
become a health hazard depending on its location within the atmosphere. Since the 1970s,
Ozone-depleting substances have been a significant concern since the stratospheric ozone layer
impacts that made several countries among them the United States, ban chlorofluorocarbons
The Problem
The stratosphere shield has been greatly influenced by chlorofluorocarbons, that is,
human-made chemicals and has been draining by bits. Exhaustion of this layer means that UV
radiation will penetrate the ground and result in various environmental issues such as skin
diseases and waterfall, among other issues. The depletion of the ground-level ozone layer, the
troposphere, poses major threats to the well-being of people, especially the young people and the
elderly with asthma. This layer also causes harm to trees and vegetation.



Generally, the ozone layer is portrayed as a gas with blue shade and composed of three
single oxygen molecules. This is still the oxygen used by people on a daily basis. The ozone
layer's first casualty of devastation was Antarctica, and until today, a gigantic opening still exists
above Antarctica. This poses possibilities of casualties to landmasses and nations that could
suffer from Antarctica's softening icecaps. This is why there is a need to determine the issue of
the ozone so that a reasonable opportunity can be agreed to protect and preserve the ozone's
defensive layer.
There are many components that contribute to the exhaustion of the ozone layer.
Chlorofluorocarbons are critical contributors to ozone layer exhaustion today (Eschner, 2017). In
1974, Mario Molina and Sherwood Rowland followed up on how chlorofluorocarbons affect the
ozone layer, and the results of their examination showed that the chlorofluorocarbons were
actually harming the environment (Peffley, 2018). Further, their analysis presumed that 99 % of
all CFC atoms ended up in the atmosphere (Peffley, 2018). This was later found undisputable in
1984 when an ozone layer gap was discovered over Antarctica.
Thomas Midgley, an American physicist in the 1930s, found the chlorofluorocarbons
(Pereira, 2018). This was generally used as part of home protection, disposable nourishment











chlorofluorocarbons accumulated in the stratosphere layer of the ozon...

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Cornell University

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