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DUE PROCESS AND OTHER RIGHTS
DUE PROCESS AND OTHER RIGHTS
A) GOALS
• To understand the difference between procedural due process and substantive due process.
• To understand fundamental rights and non-fundamental rights and the strict scrutiny and rational basis tests.
• To understand the difference between due process and equal protection.
• Identify the different tests used in equal protection analysis.
• To understand the First Amendment.
B) Summary
I. Due Process and Protection of Rights
A. What is Due Process
There are two places in the Constitution where you find “Due Process of Law” mentioned: The Fifth and Fourteenth Amendment. The Fifth Amendment provides:
“Nor shall any person . . . be deprived of life, liberty, or property, without due process of law”
The FOURTEENTH AMENDMENT, in section, 1 states:”All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.”
The Fifth Amendment’s due process clause was directed towards the federal government as opposed to the due process clause of the Fourteenth Amendment, which was directed to the States. Due process incorporates most of the rights under the Bill of Rights as well and it guarantees citizens both fair process and bars arbitrary laws. There are two types of due process. One is Procedural Due Process and the other is Substantive Due Process. In this unit we will discuss the differences between both.
B. Procedural Due Process
What is procedural due process? It is the protection against the depravation of rights without adequate procedures, but all rights are not protected by procedural due process. Only certain liberty and property rights are protected. The Supreme Court is the one that determines which rights are protected under procedural due process. The Supreme Court takes certain factors into consideration to determine which rights are protected. They look at the severity of the loss suffered and whether the interest has been protected in the nation’s history and traditions. Myer v. Nebraska, 262 U.S. 399 (1923), some of the rights protected as per the Supreme Court are:
1. A person’s liberty;
2. A person’s life;
3. Right to marry;
4. Right to contract;
5. Right to engage in any of the common occupations of life.
Once it has been determined what rights are included in procedural due process then the determination of what process is due still remains. The more precious the right the more stringent the process. For example, depravation of a person’s liberty carries a process that requires notice, a fair hearing, and a fair judge. The same does not apply to the suspension of a drivers license.
C. Substantive Due ProcessWhat is substantive due process?Substantive due process is certain fundamental interests receive special protection and these interests are determined by the Supreme Court. The Supreme Court has determined that the liberty portion of the Fourteenth Amendment contains the rights that are deemed fundamental. Most of the rights are found in the Bill of Rights, such as freedom of speech, of religion, and the right to trial by jury, to state a few. Some of these fundamental rights found by the Court are not necessarily found written in the Constitution.
Well how does the Supreme Court go about finding these rights? In Poe v. Ullman, 367 U.S. 497 (1962), Justice Harlan in his dissenting opinion, presented a methodology for determining these fundamental rights. Justice Harlan stated in the dissent, in part, that ” it is a rational continuum which, broadly speaking, includes freedom from all substantial arbitrary impositions and purposeless restraints and which also recognizes what a reasonable and sensitive judgment must, that certain interests require particularly careful scrutiny of the States needs asserted to justify their abridgement. Each new claim to Constitutional protection must be considered against a background of Constitutional purposes, as they have been rationally perceived and historically developed. Thought we exercise limited and sharply restrained judgment, yet there is no mechanical yard-stick, no mechanical answer.
The decision of an apparently novel claim must depend on grounds which follow closely on wee-accepted principles and criteria.”When a State passes a law that interferes with a protected liberty, the Court will step in and protect that fundamental right. Like I stated previously, not all established fundamental rights are found written in the Constitution. The Court has found that having a family is a protected aspect of liberty and is protected from state interference. In the case of, Planned Parenthood of Southeastern PA. v. Casey, 505 U.S. 833 (1992), the Supreme Court stated that “matters involving the most intimate and personal choices a person may make in a lifetime, choices central to personal dignity and autonomy, are central to the liberty protected by the Fourteenth Amendment. A the heart of liberty is the right to define one’s own concept of existence, of the universe and the mystery of human life.”
The Supreme Court, based upon the above analysis, first determines what are fundamental rights afforded the individuals by the Constitution. Then they move on to the second analysis, if the law passed by the State infringes upon that individual’s fundamental right. How do they determine this? The Court has established a test, the strict scrutiny test. What is the strict scrutiny test? When a State passes a law by majority vote in the legislature, the Supreme Court will review it and determine whether it serves a compelling state interest. The law in question must be the least restrictive way to achieve that interest. If the Court determines that it does not serve a compelling and it is not the least restrictive way to achieve that, then the law is found to be unconstitutional. This test is very difficult for the State to pass. Fundamental rights override majority vote in the states’ legislatures.
The Supreme Court uses another test when non-fundamental rights are infringed upon by a law passed by a legislature. This is the rational basis test. What is the rational basis test? When a non-fundamental right is at issue to pass the rational basis test the law only has to be rationally related to a legitimate state interest. In other words, the Court will not find a law passed by a majority vote in the legislature unconstitutional if it is rationally related to a legitimate state interest because the states have the right to exercise their police power given to them by the Constitution to protect their citizens, for an explanation of these two tests see, Bowers v. Hardwick, 478 U.S. 186 (1986), and Lawrence v. Texas, 123 S.Ct. 2472 (2003).
II. Equal Protection
A. The Equal Protection Clause
The Equal Protection Clause is found in the Fourteenth Amendment of the Constitution. “No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States.” What is the equal protection clause? It means that when a law is passed by the federal or state government, it cannot single out or classify a group of people and treat them unequally or dissimilarly from others unless it passes one of three tests established by the Supreme Court. What are these tests? Well, we have again the strict scrutiny test, the middle-level scrutiny test and the rational basis test. The strict scrutiny is for classifications dealing with fundamental rights or based on race or national origin. The middle-level scrutiny tests deals with classifications based on gender and illegitimacy. The rational basis test is anything that is not included in the other two tests. The first and last tests mentioned are the same tests in the due process analysis.
Let’s discuss the middle-level scrutiny test. The Supreme Court has found that gender discrimination is not a suspect classification; therefore, no fundamental rights are violated. This test is a lower standard is used and the law passed only need to serve an important governmental interest. The law itself only has to relate substantially related to the law’s objective. In these cases the law may or may not be found unconstitutional.
Some examples of equal protection classifications are:
• Race/ethnicity: Brown v. Board of Education, 347 U.S. 483 (1954).
• Fundamental rights; procreation; vote; access to courts; travel marriage:Skinner v. Oklahoma, 316 U.S. 535 (1942); Loving v. Virginia, 388 U.S. 1 (1967); Zablocki v. Redhail, 434 U.S. 374 (1978); Griffin v. Illinois, 351 U.S. 12 (1956); Shapiro v. Thompson, 394 U.S. 618 (1969).
• Illegitimacy:Trimble v. Gordon, 430 U.S. 762 (1977).
• Age, welfare assistance; right to die; poverty/wealth; mental retardation; sexual orientation.Massachusetts Board of Retirement v. Murgia, 427 U.S. 307 (1976); San Antonio Independent School Dist. v. Rodriguez, 411 U.S. 1 (1973); Vasco v. Quill, 521 U.S. 793 (1997); James v. Valtierra, 402 U.S. 137 (1971); City of Cleburne v. Cleburne Living Center, 473 U.S. 432 (1985); Romer v. Evans, 517 U.S. 620 (1996)
All three types of tests are used to determine the constitutionality of the law passed if it regulates one of these classifications.
IV. First Amendment RightsThe First Amendments States:
“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.”Most of the First Amendment’s rights have been incorporated to the States through the Due Process Clause of the Fourteenth Amendment. These rights also apply to the federal government.We will only discuss freedom of speech, freedom of the press and freedom of religion.
A. Freedom of Speech
What is freedom of speech? It is not what the ordinary citizen thinks it is. When you ask an ordinary citizen, “what is freedom of speech?” They will answer, “I can say whatever I want.” Can you say whatever you want? The answer is no! In Texas v. Johnson, 491 U.S. 397 (1989), the Supreme Court said, “the bedrock principle underlying the First Amendment is that the government may not prohibit the expression of an idea simply because society finds the idea itself offensive or disagreeable.” When the Court reviews a case based on First Amendment violations the Court uses the strict scrutiny test. As you remember, in the strict scrutiny test the government must show that the law serves a compelling state interest and it is the least restrictive way to accomplish this end. The Court uses this test when the government is trying to regulate the content of the speech itself. When the law in question is not trying to regulate the content of the speech and it is only trying to regulate the time, place, and manner of the speech, the Court will use a lesser standard of review.
What is content neutral law?It is a law that serves purposes unrelated to the content of expression. In Kovacs v. Cooper, 336 U.S. 558 (1948), the Court found that a law that banned trucks with loud speakers, that propounded loud and unbearable noises was content neutral and it only regulated the time, place and manner of the speech and it was not the content of the music that was being regulated. The regulation was for the protection and well being of the citizens and it served a legitimate state interest. Symbolic speech is when a person’s conduct is classified as speech. For example, a law prohibiting the burning of an American flag is unconstitutional. Why? The Court has determined that this conduct is symbolic speech because it is the expression of an idea. The conduct or speech is content based and the law prohibiting such conduct has to serve a compelling state interest.
As we noted earlier all speech is not protected. What speech is not protected?
The following categories of speech are not protected, as stated by the Supreme Court:
Fighting Words
Fighting words are not protected under the case of Chaplinsky v. New Hampshire, 315 U.S. 568 (1924). These are words that inflict injury and tend to incite an immediate breach of the peace. Another example is shouting “fire” in a crowded theater. Also, is not protected speech under the First Amendment.
Clear and Present Danger
A person expressing the violent overthrow of the government through the use of force to produce imminent lawless action is not protected speech under the Constitution. Brandenburg v. Ohio, 395 U.S. 494 (1969). Not allowing this type of speech is a compelling government interested.
Obscenity
In the case of Miller v. California 413 U.S. 15 (1973), the Supreme Court laid out a test to determine what speech or materials are deemed obscene:
1. Whether the average person, applying contemporary community standards, would find that the work, taken as a whole, appeals to the prurient interests;
2. Whether the work depicts or describes, in a patently offensive way, sexual conduct specifically defined by the application of state law; and
3. Whether the work, taken as a whole, lacks serious literary, artistic, political, or scientific value.
Therefore, obscenity will be determined by local community standards. What is obscene in one city may not be obscene in another. The jury in the community in which a defendant is being prosecuted under an obscenity statute, will determine whether the materials or acts are obscene applying the above test and employing their local community standards.
B. Freedom of Religion
The First Amendment freedom of religion clause has two sections.
1. The Free Exercise of Freedom of Religion; and
2. The Establishment Clause.
We will touch upon them briefly.
The free exercise of freedom of religion means the right to believe and practice whichever religious principles one wishes to follow without government interference. The government cannot force anyone to join a religion; punish and individual for practicing the religion; impose a government sponsored religion and get involved in religious controversies and take sides. There are many Supreme Court Cases that speak to this issue and we are going to look at two. One affords the parties the free exercise of freedom of religion and the other does not. The cases of Church of the Lukumi Babalu Aye, 508 U.S. 520 (1993), and Reynolds v. United States, 98 U.S. 145 (1879).
Be prepared to discuss these two cases and their significance.
The establishment clause so called “separation of church and state.” This means the government is prohibited from establishing or forcing the practice of any religion. However, the government can under Lemon v. Kurtzman, 403 U.S. 602 (1971), extend benefits to religion. The Supreme Court in the Lemon Case laid out a test to determine if the establishment clause if being violated by the government. The test consists of three elements, which must all be met. Firstly, there is a secular governmental purpose. Secondly, the primary effect of the benefits neither advance nor inhibits religion. Thirdly, there is no excessive governmental entanglement with religion. To discuss this Lemon test we will look at and discuss the case of Stone v. Graham, 449 U.S. 39 (1980), also look at Allegheny County v. American Civil Liberties Union, 492 U.S. 573 (1989).
Feminism Theme In The Complete Persepolis By Marjane Satrapi
Feminism Theme In “The Complete Persepolis” By Marjane Satrapi
Introduction
“The Complete Persepolis” is an autobiography written by Marjane Satrapi. The author describes her childhood and adult life in Iran at a time when the Islamic revolutions were very strong. The book was originally written in French and had two publication; one talking about Satrapi’s childhood and the other dwelling upon her adult life. The author portrays her time in high school in Vienna, Austria, presenting what she has encountered after going back to Iran for her campus life where she settled and got married. The book has been converted into various languages, which include Greek, English, Italian, Spanish, Swedish, and another couple of languages; over a million copies have been sold.
Thesis Statement
The author of the book shows the impact of the Islamist Revolutionists on the various cultures in the country. Despite her young age, Marjane Satrapi depicts the zeal to fight for revolution and feminism.
Plan of Development
When writing the book, the author sets out to prove that Iran is not the nation that the West describes. The Western nations have created an image of Iran as a nation of terrorists and fundamentalists. Consequently, Satrapi took it in her hands to prove that this notion is accurate. The author also talks about the transitions in the government in Iran. The change of power initially started from the Indo-European nomads, handed over to the Persian Empire, and finally, the power was seized by the Islamic Revolution of 1979.
Marjane Satrapi was born in Iran in 1969. Her parents were educated people and since she was an only child they brought her up in a way that inspired her free spirited nature. Her childhood life was surrounded by political turfs and the takeover of the Islamic revolutionist, Ayatollah Khomeini. This led to the Iran-Iraq war that resulted in some cultural restrictions: at the age of ten Satrapi had to wear a veil to school. When she was 14, her parents made a unanimous decision to send her to school in Austria where they had friends who would take care of her and she was then enrolled in a French school.
Her life in Austria is rather tough and disconnecting. She faces a lot of problems while living in Austria; she is constantly worried about her parents and struggles to fit in the school with her different culture. Moreover, she is angered by the growing misconceptions about her country that she learns from people. She is further accused by her landlady of stealing from her. She also has to cope with a breakup with her boyfriend. Finally, she realizes that she has no place to live and finds herself on the street where she lives for a while until one day she gets up in a hospital bed.
Angry and frustrated, she decides to go back home and on arrival, she is quite amazed by the changes in her nation; consequently, she suffers depression. However, she is a strong woman and within no time she copes up with the changes, enrolls in an art-college, and meets an adorable young man who she eventually gets married to. Nevertheless, she divorces him due to her independent spirit that she learned from her parents. Finally, she leaves again for college in France. In the book, there are a couple of themes that are portrayed, but this paper will focus on the theme of feminism.
The author portrays the theme of feminism looking at the Islamic culture and demeaning how it treats women in a low state. Marjane Satrapi hopes that she could help out and bring about revolution that would result in the women and the men being treated in the same way. Portraying her mother, the writer shows the picture of a feminist and a heroine. Her mother is her inspiration and she admires her duty in trying to fight the oppressive rule of their nation, Iran. Her mother encourages her to study hard in order to be educated more than she is and push forward feminist acts like her.
Her childhood is also seen to hold a lot of controversies. At an age of ten, Marji is forced to wear a veil to school. This is a result of the Cultural Revolution that has come about due to the Islamic Revolution taking over Iran. The rule was forced into all the school and despite the protests, the public had no way to oppose this. Initially, Marji was attending a French non-religious school which was abolished, and a rule imposed that boys and girls should not study in one institution. However, her mother protested and due to this, her picture surfaced in the newspapers in Europe.
The author believes in change as seeing herself in a future position where under the help of God will enforce social and cultural equity among all citizens. Satrapi talks about her vision to her classmates and teacher and they all burst in laughter. This does not make her lose hope and she holds on to her dream believing that it will come to be revealed one day. Marji and her friends often like to play games pretending to be revolutionary figures like Che Gueavara; and she has learned all this from the books her parents gave her. She overhears her parents one night talking about a fire that consumed 400 lives in a local theatre, and that the fire was ordered by those in power. Her parents talk about getting involved in a demonstration and she pleads to join them in the demonstration, an offer which they gladly decline due to her age.
The author depicts the need and strength to bring about revolution. Despite being very young, Satrapi believes she has a role to play. Her parents are Christians and are not very welcoming to the Islamic rules being imposed on every citizen without minding the cultural and religious differences in the population. This spirit is also seen in the author and if she had the capacity to bring change at her tender age, she would surely do that. The author believes in a nation being democratic and she even gets angered when she hears her schoolmates in Vienna talking negatively about her nation despite knowing the real situation there.
Conclusion
In conclusion, the author portrays the theme of feminism showing that in a Muslim culture, the Muslim and the non-Muslim women have to wear a veil. For men there are no rules that show that it is a chauvinistic culture. The author through her spirit presents that women can stand up and fight for revolution in a nation. She believes that women and men deserve the same rights, and therefore, women should stand for their rights.Consequently, the book is recommendable for anyone living in a culturally oppressed country to serve as an inspiration.
Due Date (See Syllabus)
Cat App 2
Due Date: (See Syllabus)
Purpose: Economics is the study of human behavior as it relates to the allocation and distribution of scarce resources. In microeconomics, the focus is on specific markets, firms, and individual choices. Macroeconomics, however, uses some of the same principles and views of human behavior to study the economy at large. We look at sectors, key markets, and the flow of goods and services, among other issues.
The purpose of the CAT Apps is to encourage you to think about topics that affect our society today. You are welcome to look for reputable news sources and explore various points of view before reaching your own conclusion. I also want to reinforce concepts that we’re learning in class and provide an opportunity for you to apply economic models. I believe that one of the biggest things you gain from college is perspective, and regardless of your chosen field, all of you will need to be aware of economic issues to grow into more informed voters and members of society.
As a secondary purpose, I believe that writing is an essential skill – regardless of your chosen career path or major. I am not perfect, and I do not expect perfection from you. What I do hope, however, is that we can all achieve a level that is sufficient. For those of you who are already decent writers, I encourage you to push yourself further. Focus on details such as transitions, the integration of references, and the strength of your arguments. And for those of you a little less confident, I encourage you to use services at the AEC. Please pay attention to corrections they suggest as you will not always have the advantage of a tutor in your corner!
Finally, the CAT App is literally an assignment designed to assist in the development of your critical thinking. Everyone says it’s important, but how often do you really get a chance to practice? This is your opportunity to evaluate statements, decipher if there are other reasonable explanations, and specify what information you could research to make a decision. From the inventors of the Cat App, this is Skill Step 1. Skill Step 2 involves learning to separate relevant and irrelevant information when researching a real world problem, identifying and explaining the best solution for that problem, and explaining how changes in circumstances could affect the recommended course of action.
Skills: The purpose of this assignment is to help you practice the following skills that are essential to your success in this course but also prepare you for future civic engagement. The following skills are from Bloom’s Taxonomy and apply to this particular assignment.
Understanding basic disciplinary knowledge (see terms below for suggestions)
Applying basic disciplinary knowledge in an unfamiliar context
Analyzing – what information do we get from various sources? Can we distinguish between legitimate sources and “fake news” or unsupported opinions?
Synthesizing – put it all together. What do the various stakeholders or sides have to say about a particular issue?
Judging / Evaluating – which side do you agree with and why? No solution or side is ever perfect. What makes the option you chose better than any alternative solutions?
Knowledge: These assignment will also help familiarize you with the following content knowledge from this course. Keep in mind that you will not address all concepts and could include others depending on your approach.
GDP
Labor Markets
Demand for Labor
Supply of Labor
Consumption
Investment
Inflation
Cost of Living / Standard of Living
Task: Please refer to the CAT App 2 in D2L. The prompt includes three separate questions. Answer each of the questions as requested. Question 1 might be answered in 3-5 sentences. Question 2 is where you should place the bulk of your efforts. I expect 2-3 paragraphs minimum, but I ask that you not exceed 6 paragraphs. You are looking for alternative explanations and should have 2-3 ideas that differ from those expressed in the prompt. If you find yourself repeating the same thing over and over – please stop. Also, paragraphs should be short (3-5 sentences each). The last question, much like the first, requires a short but well thought out response with 2-5 sentences in one paragraph.
Steps for a Successful Paper:
Read the prompt carefully. Be sure you understand all questions.
Brainstorm alternative explanations. Be sure that alternative explanations do not confirm the hypothesis. Describe at least three alternative hypotheses, making sure to relate them back to content from class.
Organize your paper by question. Sections do not need to flow, but each paragraph should be concise and thorough.
READ THROUGH YOUR PAPER. Correct grammatical errors. Be sure explanations are clear. Remove repetitive statements and all “fluff” (unnecessary information that fails to provide any insight into the matter.)
Submit your paper by the specified due date.
Criteria for success:
A successful paper is one that is well-written, presents sufficient ideas succinctly, and generally follows instructions contained within this document. Please note that all papers are analyzed using Turn It In, so do not plagiarize. Also note that you may not submit a similar paper to me as you did another course. While the topic may be the same, the analysis and discussion should be different.
This paper is graded on a 0-100 scale, and will count 10% towards your final grade.
First Question – 16.67% for content
Second Question – 50% for content
Third Question – 16.67% for content
Grammar / Flow / Presentation – 16.67%
