According to the preamble to the U.S. Constitution, one (1) of the founding philosophies of the United States is that each person, citizen or not, is endowed with certain permanent rights. This philosophy extends even to people who have committed crimes that warrant prison sentences. Imagine that you are a commissioner on the Board of State Prison, and you are responsible for making recommendations regarding inmate rights and special circumstances. Use the Internet or Strayer University library (https://research.strayer.edu) to research costs that an inmate could incur if he or she chooses to challenge his or her confinement.
Write a 3-to 5-page paper in which you:
Analyze the legal mechanisms in which an inmate can challenge his or her confinement. Support or refute the cost of such challenges to the state and / or federal government. Provide a rationale for your response.
Analyze the grievance process from a state of your choice that inmates must follow while incarcerated. Critique the grievance process and whether it is enough to protect inmates’ rights while incarcerated. Provide a rationale for your response.
Examine the five largest groups of inmates with special needs that are discussed in your textbook. Prepare one recommendation for each group that management can use to meet the needs of the special need inmate. Provide a rationale for your response.
Determine whether the use of the death penalty violates offenders’ rights against “cruel and unusual punishment,” as guaranteed by the Eighth Amendment to the U.S.
onstruction of a lexical thing itself or shows up close to a lexical thing, and offers immediate or aberrant proposals about its importance. Added to that, bits of proof/etymological pieces of information may suggest that the more wellsprings of semantic data you have, the more capable you become to actuate signs. This may be valid considering Haastrup's (1991) contention that over-dependence on one kind (one phonetic information based sort) of signs by perusers implies that different kinds of intimations are not being initiated, which would bring about incapable deducing and along these lines insufficient lexical procurement process. Numerous analysts have presented kinds of information sources and educates that help accidental lexical procurement through making educated suppositions/deriving. Nassaji (2003:655), for instance, makes a qualification between students' interests to information sources and the utilized techniques. Nassaji characterizes information sources as those 'occasions when the student made unequivocal reference to a specific wellspring of information, for example, syntactic, morphological, talk, world, or L1 information'. Besides, Haastrup (1991) presents three principle sorts of pieces of information: (1) Interlingual hints: pieces of information identified with the peruser's utilization of different dialects than the objective language, including reflections about the starting point from which the objective word is inferred. As it were, interlingual hints based deductions are decisions made by students about the likeness in at least two dialects. (2) Intralingual pieces of information: hints identified with the peruser's utilization of the highlights of the objective word, for example, phonology, orthographic likeness, managing morphology (prefixes, additions and stems), word class, and collocation. The capacity to abuse intralingual pieces of information surmises that students as of now have some information on the objective language, specifically. (3) Contextual pieces of information: signs that include utilizing the content and general information on the w>GET ANSWER