California Bar Examination – Essay Questions and Selected Answers
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General Probability, II: Independence and Conditional Proba- Bility
Math 408, Actuarial Statistics I A.J. Hildebrand General Probability, II: Independence and conditional proba- bility Definitions and properties 1. Independence: A and B are called independent if they satisfy the product formula P (A ∩ B) = P (A)P (B). 2. Conditional probability: The conditional probability of A given B is denoted by P (A|B) and defined by the formula P (A ∩ B) P (A|B) = , P (B) provided P (B) > 0. (If P (B) = 0, the conditional probability is not defined.) 3. Independence of complements: If A and B are independent, then so are A and B0, A0 and B, and A0 and B0. 4. Connection between independence and conditional probability: If the con- ditional probability P (A|B) is equal to the ordinary (“unconditional”) probability P (A), then A and B are independent. Conversely, if A and B are independent, then P (A|B) = P (A) (assuming P (B) > 0). 5. Complement rule for conditional probabilities: P (A0|B) = 1 − P (A|B). That is, with respect to the first argument, A, the conditional probability P (A|B) satisfies the ordinary complement rule. 6. Multiplication rule: P (A ∩ B) = P (A|B)P (B) Some special cases • If P (A) = 0 or P (B) = 0 then A and B are independent. The same holds when P (A) = 1 or P (B) = 1. • If B = A or B = A0, A and B are not independent except in the above trivial case when P (A) or P (B) is 0 or 1. In other words, an event A which has probability strictly between 0 and 1 is not independent of itself or of its complement. -
Nuclear Data Library for Incident Proton Energies to 150 Mev
LA-UR-00-1067 Approved for public release; distribution is unlimited. 7Li(p,n) Nuclear Data Library for Incident Proton Title: Energies to 150 MeV Author(s): S. G. Mashnik, M. B. Chadwick, P. G. Young, R. E. MacFarlane, and L. S. Waters Submitted to: http://lib-www.lanl.gov/la-pubs/00393814.pdf Los Alamos National Laboratory, an affirmative action/equal opportunity employer, is operated by the University of California for the U.S. Department of Energy under contract W-7405-ENG-36. By acceptance of this article, the publisher recognizes that the U.S. Government retains a nonexclusive, royalty- free license to publish or reproduce the published form of this contribution, or to allow others to do so, for U.S. Government purposes. Los Alamos National Laboratory requests that the publisher identify this article as work performed under the auspices of the U.S. Department of Energy. Los Alamos National Laboratory strongly supports academic freedom and a researcher's right to publish; as an institution, however, the Laboratory does not endorse the viewpoint of a publication or guarantee its technical correctness. FORM 836 (10/96) Li(p,n) Nuclear Data Library for Incident Proton Energies to 150 MeV S. G. Mashnik, M. B. Chadwick, P. G. Young, R. E. MacFarlane, and L. S. Waters Los Alamos National Laboratory, Los Alamos, NM 87545 Abstract Researchers at Los Alamos National Laboratory are considering the possibility of using the Low Energy Demonstration Accelerator (LEDA), constructed at LANSCE for the Ac- celerator Production of Tritium program (APT), as a neutron source. Evaluated nuclear data are needed for the p+ ¡ Li reaction, to predict neutron production from thin and thick lithium targets. -
Grading System the Grades of A, B, C, D and P Are Passing Grades
Grading System The grades of A, B, C, D and P are passing grades. Grades of F and U are failing grades. R and I are interim grades. Grades of W and X are final grades carrying no credit. Individual instructors determine criteria for letter grade assignments described in individual course syllabi. Explanation of Grades The quality of performance in any academic course is reported by a letter grade, assigned by the instructor. These grades denote the character of study and are assigned quality points as follows: A Excellent 4 grade points per credit B Good 3 grade points per credit C Average 2 grade points per credit D Poor 1 grade point per credit F Failure 0 grade points per credit I Incomplete No credit, used for verifiable, unavoidable reasons. Requirements for satisfactory completion are established through student/faculty consultation. Courses for which the grade of I (incomplete) is awarded must be completed by the end of the subsequent semester or another grade (A, B, C, D, F, W, P, R, S and U) is awarded by the instructor based upon completed course work. In the case of I grades earned at the end of the spring semester, students have through the end of the following fall semester to complete the requirements. In exceptional cases, extensions of time needed to complete course work for I grades may be granted beyond the subsequent semester, with the written approval of the vice president of learning. An I grade can change to a W grade only under documented mitigating circumstances. The vice president of learning must approve the grade change. -
Pattern Criminal Federal Jury Instructions for the Seventh Circuit
Pattern Criminal Federal Jury Instructions for the Seventh Circuit The Committee on Federal Criminal Jury Instructions for the Seventh Circuit drafted these proposed pattern jury instructions. The Seventh Circuit Judicial Council, on November 30, 1998, approved these instructions in principle and authorized their publication for use in the Seventh Circuit. The Judicial Council wishes to express its gratitude to the judges and lawyers who have worked so long and hard to make a contribution to our system of criminal justice. TABLE OF CONTENTS INTRODUCTORY INSTRUCTIONS ............................................1 1.01 THE FUNCTIONS OF THE COURT AND THE JURY ........................2 1.02 THE EVIDENCE ..................................................3 1.03 TESTIMONY OF WITNESSES (DECIDING WHAT TO BELIEVE) ......4 1.04 WEIGHING THE EVIDENCE-INFERENCES .........................5 1.05 DEFINITION OF “DIRECT” AND “CIRCUMSTANTIAL” EVIDENCE ...6 1.06 WHAT IS NOT EVIDENCE .........................................7 1.07 ATTORNEY INTERVIEWING WITNESS ............................8 1.08 PARTY OTHER THAN AN INDIVIDUAL ............................9 1.09 NUMBER OF WITNESSES ........................................10 1.10 REMINDER OF VOIR DIRE OBLIGATIONS ........................11 2.01 THE CHARGE - THE INDICTMENT .....................................12 2.02 LESSER INCLUDED OFFENSE ....................................13 2.03 PRESUMPTION OF INNOCENCE - BURDEN OF PROOF .............15 2.04 DEFINITION OF REASONABLE DOUBT ...........................16 2.05 -
P-EBT for the 2020 – 2021 School Year
P-EBT for the 2020 – 2021 school year OVERVIEW The Maine Department of Health and Human Services, Office for Family Independence, has been approved by the Food and Nutrition Service to issue Pandemic Electronic Benefit Transfer (P-EBT) benefits to qualified children. Children from ages 0 – 5 will receive P-EBT benefits retroactively on a month-by-month basis from October 2020 through June 2021 if they were both in a SNAP eligible household and one school in their county was not utilizing a predominately in-person learning model. Children who were eligible for the USDA National School Lunch and School Breakfast Program will receive benefits retroactively from September 2020 through June 2021 on a month-by-month basis if their school was utilizing a predominately hybrid or fully remote learning model. The benefit for fully remote learning models is ~ $119 per child per month. The benefit for a hybrid learning model is ~ $59 per child per month. Issuance of P- EBT benefits began June 16 th for the months of October through December. Benefits for January through March 2021 were issued July 15 th . Current and recent SNAP recipients will receive P-EBT on their EBT card. P-EBT benefits for other children will be sent to each child on a P-EBT card. • All EBT and P-EBT cards are currently taking 10 - 14 days to get to recipients due to postal delays. • More details are available at https://www.maine.gov/dhhs/ofi/programs-services/food- supplement which will be updated as more information (such as issuance dates) becomes available. -
Proposal for Generation Panel for Latin Script Label Generation Ruleset for the Root Zone
Generation Panel for Latin Script Label Generation Ruleset for the Root Zone Proposal for Generation Panel for Latin Script Label Generation Ruleset for the Root Zone Table of Contents 1. General Information 2 1.1 Use of Latin Script characters in domain names 3 1.2 Target Script for the Proposed Generation Panel 4 1.2.1 Diacritics 5 1.3 Countries with significant user communities using Latin script 6 2. Proposed Initial Composition of the Panel and Relationship with Past Work or Working Groups 7 3. Work Plan 13 3.1 Suggested Timeline with Significant Milestones 13 3.2 Sources for funding travel and logistics 16 3.3 Need for ICANN provided advisors 17 4. References 17 1 Generation Panel for Latin Script Label Generation Ruleset for the Root Zone 1. General Information The Latin script1 or Roman script is a major writing system of the world today, and the most widely used in terms of number of languages and number of speakers, with circa 70% of the world’s readers and writers making use of this script2 (Wikipedia). Historically, it is derived from the Greek alphabet, as is the Cyrillic script. The Greek alphabet is in turn derived from the Phoenician alphabet which dates to the mid-11th century BC and is itself based on older scripts. This explains why Latin, Cyrillic and Greek share some letters, which may become relevant to the ruleset in the form of cross-script variants. The Latin alphabet itself originated in Italy in the 7th Century BC. The original alphabet contained 21 upper case only letters: A, B, C, D, E, F, Z, H, I, K, L, M, N, O, P, Q, R, S, T, V and X. -
Why Romans Sometimes Wrote 8 As VIII, and Sometimes As IIX: a Possible Explanation
International Mathematical Forum, Vol. 16, 2021, no. 2, 95 - 99 HIKARI Ltd, www.m-hikari.com https://doi.org/10.12988/imf.2021.912243 Why Romans Sometimes Wrote 8 as VIII, and Sometimes as IIX: A Possible Explanation Olga Kosheleva 1 and Vladik Kreinovich 2 1 Department of Teacher Education 2 Department of Computer Science University of Texas at El Paso 500 W. University El Paso, TX 79968, USA This article is distributed under the Creative Commons by-nc-nd Attribution License. Copyright c 2021 Hikari Ltd. Abstract Most of us are familiar with Roman numerals and with the standard way of describing numbers in the form of these numerals. What many people do not realize is that the actual ancient Romans often deviated from these rules. For example, instead of always writing the number 8 as VIII, i.e., 5 + 3, they sometimes wrote it as IIX, i.e., as 10 − 2. Some of such differences can be explained: e.g., the unusual way of writing 98 as IIC, i.e., as 100 − 2, can be explained by the fact that the Latin word for 98 literally means \two from hundred". However, other differences are not easy to explain { e.g., why Romans sometimes wrote 8 as VIII and sometimes as IIX. In this paper, we provide a possible explanation for this variation. Mathematics Subject Classification: 01A35 Keywords: Roman numerals, history of mathematics 1 Formulation of the Problem Roman numerals as we know them. Most people are familiar with Roman numerals. There, 1 is I, 5 is V, 10 is X, 50 is L, 100 is C, 500 is D, 1000 is 96 O. -
Defences, Mitigation and Criminal Responsibility
Chapter 12 Defences, mitigation and criminal responsibility Page Index 1-12-1 Introduction 1-12-2 Part 1 - Defences 1-12-3 General defences 1-12-4 Intoxication/drunkenness due to drugs/alcohol 1-12-4 Self defence 1-12-4 Use of force in prevention of crime 1-12-5 Mistake 1-12-5 Duress 1-12-6 Necessity 1-12-6 Insanity 1-12-6 Automatism 1-12-6 Other defences 1-12-7 Provocation 1-12-7 Alibi 1-12-7 Diminished responsibility 1-12-7 Consent 1-12-7 Superior orders 1-12-7 Part 2 - Mitigation 1-12-9 Part 3 - Criminal responsibility 1-12-10 Intention 1-12-10 Recklessness 1-12-10 Negligence 1-12-10 Lawful excuse or reasonable excuse – the burden of proof 1-12-11 Evidential burden 1-12-11 Lawful excuse 1-12-11 Reasonable excuse 1-12-11 JSP 830 MSL Version 2.0 1-12-1 AL42 35 Chapter 12 Defences, mitigation and criminal responsibility Introduction 1. This chapter is divided into three parts: a. Part 1 - Defences (paragraphs 4 - 28); b. Part 2 - Mitigation (paragraphs 29 - 31); and c. Part 3 - Criminal responsibility (paragraphs 32 - 44). 2. This chapter provides guidance on these matters to those involved in the administration of Service discipline at unit level. Related chapters are Chapter 9 (Summary hearing and activation of suspended sentences of Service detention), Chapter 6 (Investigation, charging and mode of trial), and Chapter 11 (Summary hearing - dealing with evidence). 3. This is not a detailed analysis of the law on the most common defences likely to be put forward by an accused, but when read in conjunction with the chapters mentioned above, should provide enough information for straightforward cases to be dealt with and ensure that staffs can identify when a case should be referred for Court Martial (CM) trial. -
12. Sparsity and P >> N
12. Sparsity and p>>n When p>>n (the “short, fat data problem”), two things go wrong: • The Curse of Dimensionality is acute. • There are insufficient degrees of freedom to estimate the full model. However, there is a substantial body of practical experience which indicates that, in some circumstances, one can actually make good statistical inferences and predictions. Recently, a great deal of statistical attention has gone into the question of determining under which conditions it is possible to do good statistics, and under what circumstances is it impossible to learn from such data. 1 The issue of insufficient degrees of freedom has arisen previously. In fractional factorial designs, one does not have sufficient observations to estimate all of the main effects and interactions, and consequently one aliases (or confounds) cleverly chosen sets of terms, estimating their sum rather than the separate components. The intuition behind that approach is the bet on sparsity principle, which says that in high dimensions, it is wise to proceed under the assumption that most of the effects are not signficant. This principle can be justified in two ways: • it is often true (Occam’s Razor is empirically sound); and • if the problem is not sparse, you won’t be able to do anything useful anyway. In some cases things aren’t strictly sparse, in that all effects are non-zero, but a handful of the effects may explain a very large proportion of the variation in the data. 2 There are several different kinds of sparsity. The following list is framed in terms of regression, but similar points apply to classification. -
P/O Ratios of Mitochondrial Oxidative Phosphorylation
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Biochimica et Biophysica Acta 1706 (2005) 1–11 http://www.elsevier.com/locate/bba Review P/O ratios of mitochondrial oxidative phosphorylation Peter C. Hinkle* Department of Molecular Biology and Genetics, Cornell University, Ithaca, NY 14853, United States Received 12 August 2004; accepted 9 September 2004 Available online 21 September 2004 Abstract Mitochondrial mechanistic P/O ratios are still in question. The major studies since 1937 are summarized and various systematic errors are discussed. Values of about 2.5 with NADH-linked substrates and 1.5 with succinate are consistent with most reports after apparent contradictions are explained. Variability of coupling may occur under some conditions but is generally not significant. The fractional values result from the coupling ratios of proton transport. An additional revision of P/O ratios may be required because of a report of the structure of ATP synthase (D. Stock, A.G.W. Leslie, J.E. Walker, Science 286 (1999) 1700–1705) which suggests that the H+/ATP ratio is 10/3, rather than 3, consistent with P/O ratios of 2.3 with NADH and 1.4 with succinate, values that are also possible. D 2004 Elsevier B.V. All rights reserved. Keywords: Oxidation phosphorylation; P/O ratio; Proton leak; Slip; ATP synthase 1. Introduction P/O ratios should be reconsidered yet again. The current situation is that some textbooks give P/O’s of 3 and 2, one P/O ratios of oxidative phosphorylation (the ATP saying they are bmore established valuesQ [5], others give produced per oxygen atom reduced by the respiratory 2.5 and 1.5, and a recent review said only that the values are chain) were first studied in the 1940s and 1950s when the variable [6]. -
Humanities Approved Distribution Course List (P/S)
HUMANITIES APPROVED DISTRIBUTION COURSE LIST (P/S) = Performance/Skills courses use of a mix of lecture, guided activities, and individual projects as teaching and learning methods. These courses often include creative projects and performances. Typical performance/skills courses include: studio art, music ensembles and creative writing courses. + Courses no longer offered at TCC. All courses listed below are 5 credit classes Course # Course Name ANTH& 207 Linguistic Anthropology ART& 100 Art Appreciation ART 102 Two-Dimensional Design (P/S) ART 103 Three-Dimensional Design (P/S) ART 105 Beginning Drawing (P/S) ART 106 Drawing (P/S) ART 110 Beginning Graphic Design (P/S) ART 111 Intermediate Graphic Design (P/S) ART 131 Beginning Ceramics (P/S) ART 132 Intermediate Ceramics I ART 133 Intermediate Ceramics II ART 146 Beginning Photography (P/S) ART 147 Introduction to Digital Photography (P/S) ART 150 Beginning Printmaking (P/S) ART 156 Beginning Painting (P/S) ART 172 Beginning Sculpture (P/S) ART 180 Art for Elementary Teachers ART 199 Gallery Viewing Lab ART 201 History of Western Art: Ancient ART 202 History of Western Art: Medieval and Renaissance ART 203 History of Western Art: Baroque through Modern ART 231 Low-Fire Ceramics ART 232 Surface Embellishment and Form Alteration ART 247 Intermediate Digital Photography CMST& 101 Introduction to Communications CMST 110 Multicultural Communications CMST& 220 Public Speaking ENGL& 220 Introduction to Shakespeare ENGL 234 Introduction to Mythology and Folk Stories ENGL 242 Contemporary Non-Western -
Entrapment and Denial of the Crime: a Defense of the Inconsistency Rule
NOTES ENTRAPMENT AND DENIAL OF THE CRIME: A DEFENSE OF THE INCONSISTENCY RULE Although litigants in civil proceedings are permitted to argue incon- sistent positions,' most federal courts have not allowed inconsistent de- fenses in criminal cases. 2 Concern over this so-called "inconsistency rule" in criminal cases most frequently arises with respect to the entrap- ment defense. Currently, the federal courts of appeals are split on the question whether a criminal defendant who wants to plead entrapment may also assert other defenses. 3 The Supreme Court has declined to re- 4 solve the issue. After a brief discussion of the development of the entrapment de- fense, this note outlines the four approaches that the federal courts of appeals have taken in addressing whether a criminal defendant may as- sert inconsistent defenses in an entrapment case.5 The note advocates adherence to the inconsistency rule, but suggests that courts adopt a more precise definition of "inconsistency" in this context. 6 The proposed rule would prohibit a defendant from denying a crime and asserting en- trapment. It would not, however, require a defendant to admit the crime as a prerequisite to an entrapment plea. A defendant could deny the crime or not testify at all and receive entrapment instructions if the gov- ernment's case-in-chief establishes entrapment as a matter of law. 1. FED. R. Civ. P. 8(e)(2). 2. For discussion of the federal case law on inconsistent defenses in criminal cases, see infra notes 125-29 and accompanying text. 3. For discussion of the four varying approaches, see infra notes 26-124 and accompanying text.