People V. Winston: Sports and the Law. INSTITUTION Constitutional Rights Foundation, Los Angeles, CA

Total Page:16

File Type:pdf, Size:1020Kb

People V. Winston: Sports and the Law. INSTITUTION Constitutional Rights Foundation, Los Angeles, CA DOCUMENT RESUME ED 458 148 SO 031 449 AUTHOR Degelman, Charles; Hayes, Bill TITLE People v. Winston: Sports and the Law. INSTITUTION Constitutional Rights Foundation, Los Angeles, CA. PUB DATE 1996-00-00 NOTE 23p.; For related lesson plans, see SO 031 448-452. AVAILABLE FROM Constitutional Rights Foundation, 601 South Kingsley Drive, Los Angeles, CA 90005 ($3.95). Tel: 213-487-5590; Fax: 213-386-0459; Web site: http://www.crf-usa.org/. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Athletic Coaches; *Athletics; Citizenship Education; Conflict Resolution; *Court Litigation; Intermediate Grades; Law Related Education; Role Playing; Secondary Education; *Social Responsibility; Social Studies; *Thinking Skills IDENTIFIERS Assaults; Constitutional Rights Foundation; *Mock Trials ABSTRACT This lesson plan uses students' interest in sports to teach good citizenship. With its focus on rules, responsibility, conflict resolution, and teamwork, the unit emphasizes the development of critical thinking, decision-making, and citizenship skills in young people. This lesson plan is part of a series of fully prepared, interactive classroom lesson plans offered by the Sports and the Law program of the Constitutional Rights Foundation. Each lesson includes detailed teacher instructions, ---background information, and student handouts. This lesson presents a mock trial case of a coach accused of assaulting a referee. Students roleplay attorneys, witnesses, jury members, and court personnel.(BT) Reproductions supplied by EDRS are the best that can be made from the original document. U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) "This document has been reproduced as received from the person or organization originating It 0 Minor changes have been made to improve reproduction quality latif Points of view or opinions stated in this document do not necessarily represent official OERI position or policy ft PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONALRESOURCES / INFORMATION CENTER (ERIC) ST COPY AVAILABLE PEOPLE v. WINSTON Todd Clark Executive Director Marshall Croddy Director of Programs and Materials Development Charles Degelman and Bill Hayes Writers and Editors Andy Schwich Curriculum Designer Director,Sports & the Law Andrew Costly Production Manager CONSTITUTIONAL RIGHTS FOUNDATION 601 South Kingsley Drive Los Angeles, CA 90005 (213) 487-5590 (213) 386-0459 FAX ©1996, Constitutional Rights Foundation 3 Introduction Overview Constitutional Rights Foundation's Sports People v. Winston is a mock trial case of a and the Law program uses students' interest coach accused of assaulting a referee with a in sports to teach good citizenship. By learn- deadly weapon. Students role play attor- ing how ruleson and off the playing neys, witnesses, jury members, and court fieldrelate to society, students acquire personnel. By using the backdrop of sports knowledge necessary to become responsible as motivation, People v. Winston offers stu- citizens and effective participants in Our dents an exciting introduction to the crimi- democracy. CRF believes that good sports- nal justice system. manship is good citizenship. With a focus on In Lesson One, students are first introduced rules, responsibility, conflict resolution, and to the case. Then they read about and dis- teamwork, Sports and the Law emphasizes cuss reasonable doubt. Next, they are the development of cri6cal thinking, deci- assigned roles and they prepare for the sion-making, and citizenship skills in young mock trial. people. In Lesson Two, students conduct the mock This mini-unit is part a series of fully pre- trial and take part in debriefing the activity. pared, interactive classroom lesson plans offered by the Sports and the Law program. You might find it helpful to invite a trial Each mini-unit illustrates important aspects attorney to your classroom. The attorney of law and society and promotes an under- can coach students, run the trial asthe standing of law-related concepts by linking judge, and take part in debriefing the the excitement of sports to broader social activity. issues. Objectives Students will: 1. Analyze and present evidence in a hypo- thetical case. 2.Based on evidence presented, decide the guilt or innocence of a defendant in a hypothetical case. 3.Develop an understanding of a criminal trial and the concept of reasonable doubt. 43 that only the guilty get pun- Lesson One ished.) 2.Inform students that they will take Materials and Preparation part in a mock trial of Coach Jerry Handout A: Case Facts-1 per student Winston, a high school basketball coach accused of hitting a referee Handout B: Reasonable Doubt-1 per with a chair. Advise them that they student will role play the attorneys and wit- Handout C: Attorney and Witness nesses in this case. Tell them to lis- Materials-1 per student role playing ten carefully to the facts of the case. attorneys, witnesses, or judge Distribute Handout A: Case Facts to each student. Read it aloud to the Handout D: Jury Duty-1 per student class. Answer any questions students serving on the jury or role playing the may have. clerk/bailiff B.Reasonable DoubtReading and Handout E: Juror Quiz-1 per student Discussion serving on the jury or role playing the clerk/bailiff 1. Tell students that for someone to be convicted of a crime, that person Procedure must be proven guilty "beyond a reasonable doubt." Distribute A. Focus ActivityIntroducing the Case Handout B: Reasonable Doubt to each student. Ask them to read the 1. Ask students: handout and find out what "guilty What would happen if, during a beyond a reasonable doubt" means. basketball game, a coach pushed 2. When they finish, ask the following a referee? (The referee might questions: call a technical foul or might throw the coach out of the What does "guilty beyond a rea- game.) sonable doubt" mean? (Jurors must believe that there is no rea- What would happen if the coach sonable explanation other than hit the referee with a chair? that the person is guilty. Make (Police would arrest the coach.) sure students understand that it Who would be involved in the does not mean beyond all possi- trial of the coach? (Judge, jury, ble doubt.) prosecutor, defense attorney, Why do you think a jury must witnesses.) find a defendant guilty beyond a Why do we have trials? (Aside reasonable doubt? (Make sure from determining a person's they understand that the system guilt or innocence, make sure is designed to prevent innocent students understand that trials persons from going to jail. Some also have procedures to protect students may have heard the old the innocent and help ensure saying that "it's better 10 guilty 4 people go free than one innocent rest of the period to prepare. Tell go to jail.") them the mock trial will begin at the next class meeting. We recommend C. Preparation for Mock Trial that you place time constraints on 1.Assign students the following roles the role play. Inform students of in the mock trial: your time limits. Below are suggest- ed time limits: Defense team-2-6 students Preparation-30 minutes (the Prosecution team-2-6 students rest of the period) Witnesses-6 students Opening statement-2 minutes Jury-6-12 students each Defendant-1 student Closing statements-2 minutes each Clerk/Bailiff-1 student (This student will work with the jury Examine witness-3 minutes group until the role play begins.) each JudgePreferably this role Cross-examine witness min- should go to the teacher or an utes each attorney invited to class. Jury Deliberation-10 minutes (All students should have a role. If 5.After 10 minutes, give each member you have a particularly large class, of the jurors groupHandout E: Juror you can have more than one jury. Quiz.Tell students not to look at the Note: The names of all witnesses are Juror Materialswhen taking the gender-neutral so any student can quiz. Give them 10 minutes. (Spend play any role.) this time helping the attorneys and 2.Distribute the materials. Give witnesses prepare.) Handout C: Attorney and Witness 6.After 10 minutes, tell the jurors to Materialsto students role playing break into pairs and correct each attorneys, witnesses, and judge. Give other's quizzes using Handout D: the remainder of the classHandout Juror Materials. Give them until the D: Juror Materials. end of the period to correct the 3.Tell the jurors to read theJuror quizzes. (Spend this time helping Materials.Inform them that you will attorney and witnesses prepare.) give them a quiz on the materials in 7.At the end of the period, collect the 10 minutes. (This will give you time Juror MaterialsandJuror Quizfrom to help attorneys and witnesses pre- each juror. Remind all students that pare.) the mock trial take place at your 4.Review theAttorney and Witness next meeting. Tell them to bring Materialswith the attorneys, wit- their handouts to class. nesses, and judge. Give them the 2.Call the class to order and begin the Lesson Two role play. The judge should run the trial following the instructions for Materials & Preparation the judge. Handout F: Clerk/Bailiff-1to student B.Debriefing role playing clerk/bailiff Use the following questions to debrief the Set up the classroom as a courtroom. activity: Put a table in front for the judge's What did you find the most diffiCult bench, a table near the judge's bench to do in the mock trial? for the clerk, a chair beside the judge's bench for witness stand, chairs for Doyou agree with the verdict? Why jurors near the witness stand, and a or why not? defense table and a prosecution table What is reasonable doubt? Do you facing the judge's bench. think it's fair to a jury to find a Students should bring their handouts defendant not guilty if there is rea- from the previous lesson.
Recommended publications
  • Overcoming Jury Bias
    OVERCOMING JURY BIAS The purpose of this paper is to examine various approaches to coping with biases, beliefs and preloaded conceptions, particularly regarding the civil justice system, which citizens bring to the courthouse when called for jury duty. We overlay modern forensic psychological princi- ples which have emerged from numerous studies of the decision-making processes of jurors onto persuasive techniques which have been used successfully for centuries. Finally, we examine twelve suggested methods to cope with jury bias. We also examine methods of creating, struc- turing and testing messages and themes as well as techniques for effective delivery of themes as a means of assisting jurors in setting aside bias. However, we begin where all persuasion begins: with Aristotle. I. ARISTOTLE'S PRINCIPLES OF PERSUASION 2300 years ago, Aristotle, in his Discourse on Rhetoric reduced the principles of argu- ment to four major points. Examination of these four points reveals that they serve those of us who labor in the vineyards of litigation as well today as they have served Aristotelian scholars for 23 centuries. Aristotle's first principle: Well dispose your audience to you and ill dispose them to your enemy. It is not sufficient to make your own case but it is also necessary to affirmatively attack your opponent's position, particularly on their most salient points. We often win the battle on the case in chief and lose the war through ignoring the opponent's case. Ideally, co-counsel in your office should be assigned the task of preparing fully the other side's case from their perspective.
    [Show full text]
  • Jury Selection in Federal Court
    Resource ID: 1-613-5747 Jury Selection in Federal Court JONATHAN S. TAM, DECHERT LLP, WITH PRACTICAL LAW LITIGATION Search the Resource ID numbers in blue on Westlaw for more. This Practice Note addresses selecting a jury Exercising juror challenges (see Exercising Juror Challenges). in a federal civil case, including the applicable Conducting post-trial interviews (see Conducting Post-Trial Interviews). rules on picking a jury, the process and method for jury selection, researching prospective OVERVIEW OF THE JURY SELECTION PROCESS jurors and building juror profiles, conducting Although how a jury is selected varies among courts and judges, the voir dire, exercising peremptory challenges, process in federal court generally occurs in the following order: The court may first mail a preliminary, administrative questionnaire challenges for cause, and Batson challenges, to a randomly selected pool of prospective jurors from registered and interviewing jurors post-trial. voter or licensed driver lists to determine if these individuals appear qualified for federal jury service based on their age and ability to understand English (see Juror Qualifications). The prospect of a jury trial often keeps counsel and their clients The court mails summonses to an initial pool of randomly selected awake at night. Juries can be unpredictable, and jurors may have prospective jurors. The court then randomly selects a narrower preconceived ideas or biases that can escape counsel during the pool of prospective jurors from the initial pool, and calls them for a selection process. Some cases may be won or lost during jury specific case. selection, before opening statements or a single piece of evidence The judge presiding over the case determines whether any jurors is introduced.
    [Show full text]
  • York and Adams County Taxpayers May Now File Their Earned Income
    YORK ADAMS TAX BUREAU 2010 INSTRUCTIONS YORK ADAMS TAX BUREAU York County Office FOR FILING FORM 214 Adams County Office 1405 N. Duke St., PO Box 15627 900 Biglerville Rd., PO Box 4374 York, PA 17405-0156 Gettysburg, PA 17325 Phone (717) 845-1584 Hours: Mon.- Fri. 8:00 AM – 4:00 PM Phone (717) 334-4000 Fax (717) 854-6376 Fax (717) 337-2565 website: www.yatb.com email: [email protected] online filing: www.palite.org ************************************************************************************************************************************************** ELECTRONIC FILING IS NOW AVAILABLE!! BIG NEWS! York and Adams County taxpayers may now file their earned income returns online! To find out if you are eligible to use the online system, go to our new web site located at http://www.palite.org. ************************************************************************************************************************************************** The York Adams Tax Bureau collects the earned income/compensation tax and the net profits tax for the following school districts and municipalities. If you were a resident of any of the listed taxing authorities for all or any portion of the tax year, you are required to file a tax return with the Bureau, whether or not you had any income. TAX TABLE: TOTAL TAX RATE IS AS INDICATED BELOW NOTE: The * symbol indications portions of these municipalities are in different school districts. ADAMS COUNTY YORK COUNTY YORK COUNTY (cont.) Bermudian Springs School District 1.7% Central York School District 1% School
    [Show full text]
  • Jury Managers' Manual
    JURY MANAGERS' MANUAL The Jury Managers' Manual is a complete guide to all elements of a trial court juror management system. The subject matter is organized chronologically to match the process by which jurors experience their service. It is the intent of the Office of the State Courts Administrator that the manual be a user-friendly reference source. Effective and efficient juror management will save juror compensation dollars and minimize the inconvenience of those who serve as trial jurors and their employers. Through the efforts of the jury management project, the Florida State Courts System and diligent jury staff, both in the trial court administrator offices and local deputy clerks offices, saved over $3,331,203 in juror compensation costs in fiscal year 1993-94. Achievement and maintenance of the goals of the jury management project cannot continue to be realized without the cooperation of all chief judges, all judges conducting jury trials, trial court administrative staff, and deputy clerks. The Office of the State Courts Administrator has established procedures for monitoring jury system performance in the local trial courts. In addition, the OSCA staff are available to provide technical assistance and training to the trial courts when requested. Any questions about this manual should be directed to Research, Planning & Court Services, Office of the State Courts Administrator, 500 South Duval Street, Supreme Court Building, Tallahassee, Florida 32399-1900. The telephone number is (904) 922-5094, or SUNCOM 292-5094. This manual replaces the Jury System Management Manual issued January 1985. Jury Management Acknowledgement This manual has been developed to assist jury management professionals implement and maintain an efficient and effective trial court jury management system.
    [Show full text]
  • Jury Improvement Commission by the People
    “The right of trial by Jury shall be secured to all and remain inviolate forever …” — Nevada Constitution Report of the Supreme Court of Nevada J URY IMPROVEMENT COMMISSION October 2002 Supreme Court of Nevada A. William Maupin, Chief Justice Cliff Young, Vice Chief Justice Robert E. Rose, Justice Miriam Shearing, Justice Deborah A. Agosti, Justice Myron E. Leavitt, Justice Nancy A. Becker, Justice Published by the Administrative Office of the Courts Ron Titus, State Court Administrator Bill Gang, Statewide Court Program Coordinator 201 South Carson Street Carson City, NV 89701 (775) 684-1700 Justice Table of Contents MEMBERS 3 MESSAGES FROM THE CO-CHAIRS Justice Bob Rose 4 Justice Deborah A. Agosti 5 INTRODUCTION 6 SUMMARY OF RECOMMENDATIONS 9 CASE PROCESSING WITH EFFICIENCY A. Minimizing Delays through Pretrial Procedures 15 B. Using Technology in Jury Management 22 SELECTING CITIZENS FOR NEVADA JURIES A. Who is Summoned for Jury Duty and What Source Lists are Used 27 B. Exemptions from Jury Duty 29 C. Juror Compensation 33 D. Frequency of Jury Service 42 E. Citizens Who are Summoned for Jury Duty, But Do Not Respond 45 F. Facilities for Jurors 48 G. Bailiffs—The Court’s Link to the Jury 51 H. Juror Protection 55 EMPOWERING THE JURY A. Mini-Opening Statements and Jury Tutorials 59 B. Instructing Jurors on Relevant Law at the Beginning of Trial 61 C. Jury Notebooks 64 D. Clustering Scientific and Technical Evidence and Permitting Mini-Closing Arguments Following the Presentations 69 E. Jurors Asking Questions 71 a. Minority Report 76 OTHER ISSUES A. Proposed Jurors’ Bill of Rights 80 B.
    [Show full text]
  • The Abbvie Experience • Business Overview • Talent Practices Welcome to • Our Culture Abbvie! • Company Resources • Rewards & Benefits
    The AbbVie Experience • Business Overview • Talent Practices Welcome to • Our Culture AbbVie! • Company Resources • Rewards & Benefits ©2020 | Confidential | Do not distribute 2 AbbVie has as long history in healthcare dating back to 1888 with Abbott 130+ years of patient care Launched as AbbVie in 2013 Millions of lives touched ©2020 | Confidential | Do not distribute 3 The AbbVie Way ©2020 | Confidential | Do not distribute 4 Vision To be recognized as a biopharmaceutical company delivering a consistent stream of innovative medicines that solve serious health issues and have a remarkable impact on people’s lives. ©2020 | Confidential | Do not distribute 5 Our Principles Transforming Lives Acting with Integrity Driving Innovation Embracing Diversity & Inclusion Serving the Community ©2020 | Confidential | Do not distribute 6 A compelling growth story 2013 2014 2015 2016 2017 2018 On January 2, 2013, we AbbVie brands surpass We brought We expanded our We closed the year We exemplified our marked our first official 30 million patients Pharmacyclics into the neuroscience research with the #2 spot on culture of giving back, day as a new impacted around the AbbVie family and – including Alzheimer’s Barron’s 500. donating $350 million biopharmaceutical world and our first expanded our disease – with the to support U.S. company AbbVie-created commitment to opening of our 43,000- nonprofits. medicine is approved. identifying novel square-foot Cambridge treatments for cancer. Research Center in Massachusetts. ©2020 | Confidential | Do not distribute
    [Show full text]
  • Best Practices for Jury Selection and Service in Pennsylvania
    Best Practices for Jury Selection and Service in Pennsylvania THE PENNSYLVANIA INTERBRANCH COMMISSION FOR GENDER, RACIAL AND ETHNIC FAIRNESS ACKNOWLEDGEMENTS The members of the Pennsylvania Interbranch Commission for Gender, Racial and Ethnic Fairness (the “Com mission”) are grateful for the support of the Supreme Court of Pennsylvania, Governor Tom Wolf and the Pennsylvania Legislature. Their ongoing commitment is vital to our mission of fostering a court system that is as inclusive and equitable as possible. The Commission also thanks the members of its Jury Service Committee for their guidance and assistance with this project. Finally, the Commission wishes to extend special thanks to its staff, especially former staff attorney Sarah Breslin, for their tireless efforts in researching, drafting and ed iting this guidebook. MEMBERS OF THE COMMISSION Helen E. Casale, Esq. Lynn A. Marks, Esq. Honorable Kim Berkeley Clark Lucille Marsh, Esq. Honorable Deborah E. Curcillo Leonard J. Rivera, Esq. Kay Marcus Davis, Esq. Honorable Judith L. Schwank Khadija T. Diggs, Esq. Bernadette Eyler Smith, CFP Daniel E. Fitzsimmons, Esq. Honorable John E. Wetzel Homer C. Floyd Rhonda Hill Wilson, Esq. Jeanette H. Ho, Esq. Nora Winkelman, Esq. Roberta D. Liebenberg, Esq. THE JURY SERVICE COMMITTEE Lynn A. Marks, Esq., Chair E. Marie Queen Honorable Stephanie A. Domitrovich Commissioner Daniel Rendine Greg Hurley Leonard Rivera, Esq. Honorable Thomas King Kistler Rhonda Hill Wilson, Esq. Rick Pierce Lisette M. McCormick, Esq., Executive Director Patrick Martin
    [Show full text]
  • SPACE STANDARDS and GUIDELINES
    If you have issues viewing or accessing this file contact us at NCJRS.gov. SPACE STANDARDS and GUIDELINES COURTHOUSE REORGANIZATION & RENOVAT~ON PFtOGR'AM The Courthouse Reorganization and Renovation Program assumes full responsi· bility for the views and findings contained in this series of monographs. Tha series does not necessarily represent the views of participating organizations, including those which follow: The Law Enforcement Assistance Administration and the National I nstitute of Law Enforcement and Criminal Justice, U.S. Department of Justice; The Rockefeller Brothers Fund; The Municipal Services Administration of the City of New York; The Port c.I New York Authority; The Appellate Divisions, First and Second Judicial Departments, and the New York County courts. u.s. DEPARTMENT OF JUSTICE Law Enforcement Assistance Administration National Institute of Law Enforcement and Criminal Justice SPACE STANDARDS AND GUIDELINES TABLE OF CONTENTS Program Background ............. 0 ..... 6' ............... ,. .. • • • • • • i About Standards and Guidelines ••••••••.••••••••••••••••• 3 Courthouse Guidelines ......... II ............. 0 .. • • • • • • • • • • • • • • • 5 Courtrooms and Ancillary Facilities ..................... 12 Judges' Chambers ........... L. • • • .. • • • • • • • • • • • .. • • • • • • • • • • • •• 26 Jury Facilities ............................................. 29 Gl'and Ju-ry Facilities ...... t" ...... i ................ II ..... II" 33 Administrative and Staff Offices •••••••••••••••••••••••• 36 Prisoner Holding
    [Show full text]
  • New Student Experience, SLS 1122
    New Student Experience, SLS 1122 Professor Professor: Office Office: Contact Phone: Information E-Mail: Engagement Engagement Hours: Hours Monday: Office: On-line Tuesday: Office: On-line: Wednesday: Office: On-line: Thursday: Office: On-line: Friday: On-line: Required Text: Start Something That Matters, By Blake Mycoskie Materials Text: Strengths Quest By Donald O. Clifton and Edward Anderson Purchase Binder or Folder to maintain all work, handouts & activities Access to Blackboard Credit Hours: 3 Prerequisite: None Course Students will choose a major and articulate a pathway to complete their Overview: academic and career goals. Topics in the course include defining your purpose, demonstrating awareness of college support systems, communicating effectively, navigating college sources, applying college success skills, and designing an education plan and creating a financial plan. New Student Experience, SLS 1122 Core Valencia’s Student Core Competencies are complex abilities that are essential Competencies of to lifelong success. This course will help you develop and demonstrate the a Valencia abilities to (1) think clearly, critically, and creatively; (2) communicate with Graduate: others verbally and in written form; (3) make reasoned value judgments and responsible commitments; and (4) act purposefully, reflectively, and responsibly. Course Major Learning Outcomes: Information: Students will create a personal purpose statement that outlines and articulates their values, goals, interests, and strengths in relation to their educational and career aspirations. Students will choose an academic program aligned with their educational/career goals, interests, strengths, and values. Students will design an education plan that includes goals for learning and a financial plan. Students will apply college success skills. Students will demonstrate effective communication skills with diverse groups.
    [Show full text]
  • Full Court Press Newsletter of the District of Columbia Courts August 2005 Open to All, Trusted by All, Justice for All Volume XXII Number 4 JUDGE ERIC T
    Full Court Press Newsletter of the District of Columbia Courts August 2005 Open To All, Trusted By All, Justice For All Volume XXII Number 4 JUDGE ERIC T. WASHINGTON SWORN-IN AS CHIEF JUDGE OF THE D.C. COURT OF APPEALS By Meredith J. Saladyga, Executive Office Intern Judge Eric T. Washington took the oath of office as the chief judge of the Court of Appeals on August 5, 2005 in a special sitting of the Court held to administer the oath, which was effective on August 6. Outgoing Chief Judge Annice M. Wagner administered the oath as Chief Judge Washington’s wife, Sheryl, held the Bible. Their children, his brother-in-law, who is Judge Paul R. Webber, III, and other family members were among the guests. Chief Judge Washington thanked his family and his colleagues for their support. He said, “I am grateful to my predecessor and mentor, Judge Annice Wagner, for her skill- ful leadership of the District of Columbia Courts. Along with Chief Judge King and the entire court family I intend to work tirelessly toward achieving our vision of being a court system that is open to all, trusted by all, with justice for all.” As chief judge of the Court of Appeals, Chief Judge Washington is now also the chair of the Joint Committee on Judicial Administration, the policy-making body for the District of Columbia Courts. Chief Judge Washington was appointed to the D.C. Superior Court in 1995 and to the Court of Appeals in 1999. Chief Judge Washington served as co- chair of the D.C.
    [Show full text]
  • Council Meeting Minutes August 12, 2019
    BOROUGH OF GETTYSBURG 59 EAST HIGH STREET, GETTYSBURG, PA 17325 COUNCIL MEETING MINUTES AUGUST 12, 2019 President Susan Naugle called the meeting to order at 7:00 PM with the following Councilors present: Vice President Jacob Schindel, Mr. Wesley Heyser, Mr. Christopher Berger and Mr. John Lawver. Ms. Patricia Lawson was absent. Staff present included: Mayor Theodore Streeter; Borough Manager Charles Gable; Borough Secretary Sara Stull; Borough Solicitor Harold Eastman, Puhl Eastman & Thrasher; Police Chief Robert Glenny; Interim Parking Manager Becka Fissel; Robert Harbaugh, Public Works Director; and Chad Clabaugh, Borough Engineer, C. S. Davidson, Inc.; Finance Director Nickie James was absent. Others present include: Deb Adamik, President, Main Street Gettysburg; Tim Woodward, Gettysburg Polish Pottery, 102 Baltimore Street; Ruth Brown, Civil War Tails, 785 Baltimore Street; Christian Walling, The Lucky Spot (food truck), 2423 Baltimore Pike; Jeffrey Rioux, Project Gettysburg-Leon, 300 North Washington Street; Mike Malewicki, 2 West Broadway; John and Judith Butterfield, 999 Sunset Avenue; Brandon Stone, 358 Park Street; Vandessa Johnson, 137 Breckenridge Street; Mike Shestok, 264 Baltimore Street; Nancy and Kurt Kramer, 12 Wade Avenue; Donald Marritz, 61 East Broadway; Jennifer Cole, 115 Ridge Avenue; Yeimi (Jamie) Gagliard, 321 York Street; Jenny Dumont, 74 East Water Street; Andrew Miner, 322 Gettys Street; Marie Davis, 831 Johns Avenue; Joe and Kelly Lynch, 90 Springs Avenue; Representing the press was Jim Hale with the Gettysburg Times; and filming by Community Media-ACCTV. President Naugle announced that the public hearings for the Borough's 2019 Community Development Block Grant (CDBG) Program will be held on Monday, August 26th and Monday, September 9th, with each public hearing to commence at 6:30 PM.
    [Show full text]
  • Gender Dynamics and Jury Deliberations
    Gender Dynamics and Jury Deliberations Nancy S. Marder The dynamics of jury deliberations have received limited attention from the legal community, perhaps because they occur behind closed doors.1 But social scientists' empirical studies provide a key to understanding the effects that group dynamics have on the deliberation process.' One pattern that social scientists' studies of mock juries have identified is that women's participation rate is significantly lower than men's participation rate dur- ing deliberations. 3 Part I of this Note examines the findings of these empirical studies, and Part II argues that the jury cannot perform its fact-finding, interpretative, or educational functions effectively if it fails to consider the views of all its members. Women generally need to speak more and men generally need to listen more if the jury is to engage in effective group deliberations that will allow for the articulation of a range of community values and the rendering of accurate verdicts. Representativeness and accuracy are criti- cal because both the plaintiff and defendant depend upon the jury's ability to discern the truth and to mete out justice. Part III draws from the findings of organizational behavior and offers recommendations to reduce the detrimental effects of gender-related be- I. The legal community's interest in jury deliberations has focused primarily on the pre- deliberation selection of jurors. Lawyers want to select jurors who have characteristics suggesting that they will be sympathetic to the lawyers' clients. They want to be able to predict which jurors will vote in the client's favor in the deliberation room.
    [Show full text]