Land law Essay Example | Topics and Well Written Essays - 3000 words

Land law - Essay Example e disputes are likely to occur when the forms are incomplete or absent, as was the case in TSB Bank Plc v Botham.3 This aspect was also applied in the Taylor case, where it was held that the time for assessing whether an item is a fixture or chattel is at the time of contracting, otherwise it could amount to concealment. Therefore, a great deal will depend upon the contents of the mortgage contract Freddy has with Lords Bank and whether or not it has been specified that certain items will not be considered fixtures for purposes of the contract. When the question concerns the determination of whether or not an item belongs to a house, then it must be such that it becomes a part of the land itself. The case of Elitestone Ltd v Morris4 demonstrates this principle. In this case, the property in question was a house that had been prefabricated and stood on cement pillars so it was viewed as personal property (chattel) by the Court of Appeal. However, when the case went to the House of Lords, it was held that a removal of the building would have entailed its destruction, therefore the building was a part of the land itself and could not be removed. However, in the case of Chelsea Yacht and Boat Club v Pope5 , a house on a barge that was attached at the side through gas and electricity cables, was not deemed to be a part of the land, but was considered personal property that could be removed. Therefore, when the position on fixtures/fittings has not been clearly specified in the contract, the most important aspect in the determination of whether an item is removable or not will depend upon the extent to which it is considered to be a part of the property itself. Applying this distinction therefore, items which become a part of the house will be considered to be fixtures and will not be removable. However, items which do not become part of the house but are removable will be considered fittings and they can be removed. For example, in the case of Berkeley v Poulett6

The Bill of Rights Essay Example for Free

The Bill of Rights Essay The Bill of Rights practically became part of American constitution with the endorsement of the first ten amendments to the Constitution. When constitution was formally framed it contained Bill of rights in the form of charter of rights and liberties. But it was felt there were many things left to allow government to operate with full force. The name Bill of Rights was at once applied to these ten amendments, but in a truly national sense it was a misnomer. The restraints contained in them were imposed solely upon the federal government: the states were untouched by these prohibitory mandates. That seemed of little moment at the time, since most of the states had their own bills of rights and citizens of those states had varying degrees of double protection. Bill of Rights A new national responsibility had to be assumed, and one aspect of it was the expansion of the existing Bill of Rights to make its provisions effective against violation by the states as well as by the national government. Half a century later another amendment, the Nineteenth, wiped out a remaining inequality by extending the right of suffrage to women, and in 1964 the Twenty-Fourth Amendment struck down the poll tax as a device to restrict the right to vote. Thus, by subsequent growth as well as by antecedent beginnings, the identification of the first ten amendments as the American Bill of Rights became grossly inadequate. The American Bill of Rights as it exists today has to be brought together from all its sources, a compendium derived from the original Constitution, the first ten amendments and the subsequent amendments. Design and harmony emerge. In the entire worlds history there is nothing to compare with the pledges of human rights and freedom that have been worked into our charter of government at the great moments of national history. The swift ratification of the anti-poll-tax amendment, and the awakening of Congress revealed by passage of the Civil Rights Act of 1964, provided the first evidence of a relinking of freedom with justice in American public opinion. But the continuing assaults on the Supreme Court, for decisions deserving the highest praise, produced no general uprising in defense of the liberties implanted in the Constitution in the period of its adoption. Apathy due to ignorance, interacting with ignorance due to apathy, continued to be the outstanding feature of the popular reaction. On July 4, 1951, the Madison, Wisconsin, Capital-Times sent out two reporters to ask people encountered at random to sign a petition saying that they believed in the Declaration of Independence. Fear has to be combined with ignorance to produce such a state of mind, which allows active play to an equal ignorance inflamed by passion. Far fewer than half of the American people have the remotest idea of what their personal and political rights embrace. Still less do they know their neighbors rights. People will answer yes, when asked if they believe in a certain form of liberty guaranteed by the Constitution. What, then, is the Bill of Rights? Other reference works, histories and libertarian books consulted by him disclosed no adequate compilation of constitutional rights, liberties, privileges and immunities. Hamiltons argument was not wholly flawless, when he disparaged the impotent shoulds and ought tos of existing state declarations of rights. But there was a basic rightness in his assertion that such ethical aphorisms did less to secure recognition of popular rights than the Preamble to the Federal Constitution, whose wording he capitalized and italicized: Constitutional guarantees of liberty have been enormously enlarged. But the fundamental protection remains what it was in the beginningthe action of the People in ordaining and establishing the Constitution. In other words, the first and foremost element in the American Bill of Rights is the fact that we have a written Constitution, enforceable as it stands, and unchangeable by ordinary acts of legislation. Conclusion For the real significance of that fact, compare the American Bill of Rights with Englands great document, Magna Carta, of which its leading analyst, McKechnie, wrote: The great weakness of the Charter lay in this, that no adequate sanction was attached to it, in order to ensure the enforcement of its provisions. There could be no adequate sanction, because the Charter was not a constitution enforceable against king and parliament. Edward I repeated the restoring operation in 1297. Again and again, as century followed century, the Commons and Lords affirmed and English kings acknowledged that Magna Carta was the law of the land. Thirty-two times, wrote Sir Edward Coke in his Second Institute, the Charter had been enacted into law. Also, it is only fair to point out that between 1950 and 1960, certain written guarantees of the American Bill of Rights went in and out of the United States Constitution with an ease and frequency that made some Englishmen and Americans gasp, due chiefly to changes in the personnel of the Supreme Court. In England, all acts of Parliament are the validly enforceable law of the country, binding on the courts. A British law may play havoc with the British Constitution, and it is still a valid law. The great need of the present day is to cast off fear of freedom, and recapture the courage and vision of those who first erected the standard of American liberty. pity checks in government employment, extending far beyond the legitimate needs connected with national defense. Stalin robbed the Soviet treasury if he paid Chambers twenty rubles for them. WORKS CITED Kramer, Daniel C. The Price of Rights: The Courts, Government Largesse, and Fundamental Liberties. New York: Peter Lang, 2004. Martin, Rex. A System of Rights. Oxford: Clarendon Press, 1997. Van Kley, Dale, ed. The French Idea of Freedom: The Old Regime and the Declaration of Rights of 1789. Stanford, CA: Stanford University Press, 1994. Wood, James E. , ed. The First Freedom: Religion the Bill of Rights. Waco, TX: J. M.

Inline or Online :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Inline† or â€Å"online†, this very question is being asked by many different schools all around the country. As we enter a new age of technology, more and more schools are beginning to see the benefits of being â€Å"online†   Ã‚  Ã‚  Ã‚  Ã‚  Over 100 years ago Albert Einstein could have never imagined this thing we call the Internet. Although he was busy discovering nuclear fusion and theory’s to explain even the most puzzling questions, the Internet was never a thought that would come up. The Internet can be used to find all sorts of information, from the author of a famous book that you’ve been dying to read, or the stock quotes for the day. The Internet is a very useful tool that has proven effective in many schools. Unfortunately, the Internet can be a dangerous tool used to corrupt and to destroy people’s lives and families. The North Carolina Regional Educational Laboratory stated in 1995 â€Å"We believe that technology that does not advance a student's learning has little value in the classroom. Technology used in conjunction with the most recent research and development findings on learning, however, can help all students achieve in school†   Ã‚  Ã‚  Ã‚  Ã‚  The potential for growth of the educational resources available throughout the Internet are endless. However, there are some concerns. For one thing, there currently is no censorship, which means that students can access some material not appropriate for them. Any individual or group does not control the Internet. Congress is currently examining this, but the problem is that the Internet is not located in one specific place, country, or continent, in which, the U.S. Congress has no jurisdiction. A second concern is the improper use of the Internet. Many schools as well as districts need to establish Acceptable Use Policies. These policies clearly have to state the ground rules for student online computer use, and must be signed by both students and parents before the students may participate on Internet related projects. Another concern is that there is no systematic information system. There is no uniformity while searching for information. There are plenty of se arch engines. Some are easy and others not so easy to access. There is the need to have some information assistance. Sometimes, it becomes a major challenge to locate materials. At the same time many people are building home pages with references to their favorite links, this ultimately will build good reference materials. Inline or Online :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Inline† or â€Å"online†, this very question is being asked by many different schools all around the country. As we enter a new age of technology, more and more schools are beginning to see the benefits of being â€Å"online†   Ã‚  Ã‚  Ã‚  Ã‚  Over 100 years ago Albert Einstein could have never imagined this thing we call the Internet. Although he was busy discovering nuclear fusion and theory’s to explain even the most puzzling questions, the Internet was never a thought that would come up. The Internet can be used to find all sorts of information, from the author of a famous book that you’ve been dying to read, or the stock quotes for the day. The Internet is a very useful tool that has proven effective in many schools. Unfortunately, the Internet can be a dangerous tool used to corrupt and to destroy people’s lives and families. The North Carolina Regional Educational Laboratory stated in 1995 â€Å"We believe that technology that does not advance a student's learning has little value in the classroom. Technology used in conjunction with the most recent research and development findings on learning, however, can help all students achieve in school†   Ã‚  Ã‚  Ã‚  Ã‚  The potential for growth of the educational resources available throughout the Internet are endless. However, there are some concerns. For one thing, there currently is no censorship, which means that students can access some material not appropriate for them. Any individual or group does not control the Internet. Congress is currently examining this, but the problem is that the Internet is not located in one specific place, country, or continent, in which, the U.S. Congress has no jurisdiction. A second concern is the improper use of the Internet. Many schools as well as districts need to establish Acceptable Use Policies. These policies clearly have to state the ground rules for student online computer use, and must be signed by both students and parents before the students may participate on Internet related projects. Another concern is that there is no systematic information system. There is no uniformity while searching for information. There are plenty of se arch engines. Some are easy and others not so easy to access. There is the need to have some information assistance. Sometimes, it becomes a major challenge to locate materials. At the same time many people are building home pages with references to their favorite links, this ultimately will build good reference materials.

Expansionism in the 19th and early 20th century Essay

Expansionism in the 19th and early 20th century U.S. was not a continuation of past American Expansionism. Throughout American history, prime motives for geographical and political expansion have been in support of U.S. economy. As the country grew, many other issues became important in the shaping of American expansionism. Slavery and investment of capital were major forces behind these issues. All these events involved economic, societal, and political expansion. Colonial expansion was meant to facilitate growth in population and build economic base to support that population. This can be seen in the purpose of the seven years war and war of 1812. Britain and the colonials intended to remove the French from the Americas in order to open up the vast area of land under their control in the west. Between and after these wars, expansion into these newly acquired lands was better made possible with the Northwest Ordinance and removal of Indians. By first attempting to move Indians east of the Mississippi River, land around large rivers would then be open for farming. This was the purpose of the Northwest Ordinance. It was meant to open up the Ohio River Valley to settlers, most specifically farmers, to increase the production of raw goods that were needed to support America’s growing population. With the eventual purchase of the Louisiana Territory, rivers such as the Mississippi and Ohio became crucial to the development of trade and econo my during this period of History. During the Mid 19th century, expansionist philosophy began to change. Important societal issues, such as slavery and religion, became a resounding force in every decision. In the 1830s and `840s, the westward movement of people left the valley of the Mississippi behind, stretching far into the west, all the way to the Pacific. A new philosophy, known as Manifest Destiny, came to be a powerful propaganda in this westward movement. His idea, first released in 1845 in United States Magazine and Democratic Review called for â€Å"Extending the area of freedom†. Manifest destiny said that America was destined to be a continental nation, that god supported American’ expansion and that new land was needed to make way for population  growth. Using this idea, support from the president and the American people led to the annexation of Texas, and the development of trails that would help spread the American’s to Oregon and California. Incentive for this expansion also came heavily with the slave debate. It had been decided that the Republic of Texas would enter into the Union as a slave state. Abolitionists pressed for expansion to create new states to balance out the slave and Free State power. The purpose of expansion in the mid 1800s was to balance society and fulfill the American’ destiny. Expansion of the early 20th century was often based on political and economic incentive. The rise of â€Å"New Imperialism† and America’s recognition of its own world status led to the conquering of many politically and economically strategic places. After the rise of industrialism, big business looked to invest their capital. Around 1900, the most profitable investments were seemingly overseas. Unfortunately many overseas investments became humanitarian efforts instead. Expansion reached China, Hawaii, the Philippines, the Caribbean, Puerto Rico, the Virgin Islands, and Santo Domingo. At the end of the Spanish American War it was decided that the victor would get control over the Philippines, Puerto Rico, and other Spanish possessions in the West Indies. Cuba would remain under U.S. control for an indefinite time. Puerto Rico became part of the group of undeveloped countries that American Democracy would try to reform. â€Å"All that this country desires is to see the neighboring countries stable, orderly, and prosperous†¦Chronic wrongdoing†¦may ultimately require intervention by some civilized nation, and in the Western Hemisphere the adherence of the United States to the Monroe Doctrine may force the U.S†¦. to the exercise of an international police power.† (Doc F). Laws were passed that pressed that there must be more Americans in the governing body of Puerto Rico than Puerto Ricans, and only those, appointed by the president himself, could be involved in political issues. Puerto Rican government was modeled directly after that of the U.S. Also, many efforts were made to improve the health, education, and public works of the island. Investors swarmed to the area in search of the sizeable fortunes to be made off of valuable sugar. Instead, with new  politics involved, many large plantations were broken up in order to better spread the wealth. There was little economic benefit in expansion of Puerto Rico. These islands as well as the other Caribbean islands were acquired largely because of their military value. American’s also felt some responsibility for the improvement of conditions there. Much of the expansion of the early 1900s was political and humanitarian. Although economic incentive was strong, many economic situations were not profitable for American home economy. Expansionism in the 19th and early 20th century U.S. was a departure of past American Expansionism. Early expansionism was essential for the economic success of America at that time. Expansion in the mid 1800s was important for America and its development of society and national identity. Later expansion during the early 1900s was derivative of political and economic nature, but often turned to military conquest and humanitarian effort.

Essay on Overview of ADHD - 1063 Words

Attention-Deficit/ Hyperactivity Disorder, otherwise known as ADHD, is the most common psychiatric condition effecting 9.5% of school-aged children in the United States (intuniv, 2013). If the disorder goes untreated, it will cause more long-term side effects and difficulties for the individual as an adult. Adults who have this condition face several adversities in every day life, such as impulsive behavior, low self-esteem and poor work performance. People are not aware of the complications that come with ADHD in adults. Not knowing the symptoms of the disease can cause people to not be sympathetic when they are interacting with someone with disorder. First, there are two different types of ADHD. An individual can be diagnosed with†¦show more content†¦Known to have a high energy level and drive that helps them with determination to succeed. Many children with ADHD may struggle in everyday tasks, but most are intellectually and artistically gifted. Celebrities such a s Will Smith, Justin Timberlake, Michael Phelps, and Jim Carrey have been diagnosed with this disorder and it has pushed them to get where they are today (Goodin, 2013). Only doctors or trained health care providers can properly diagnose ADHD. To diagnose the disorder, several observations are done in different settings and at different times. Doctors look to see if the symptoms are present in at least two different life situations, for instance, at school, at home, or in social situations (How is ADHD diagnosed). The sooner the disorder can be diagnosed the sooner the individual can be put on medications to help minimize the symptoms. â€Å"Detailed studies of the behavior of hyperactive children and increasing knowledge of brain function have changed the concepts of the fundamental behavioral and neuropathic deficits underlying the disorder†. (Springer, 2010) Is ADHD a real disorder? Studies are showing that ADHD is starting to be over diagnosed due to increased perfect ionism among parents and teachers who expect more self-control from children than is possible at young ages (Frances, 2011). The diagnosis of the disorder has sometimes been used as a way to pacify parents who are having discipline problems with their children and want a quickShow MoreRelatedExamples Of ADHD In Adolescence1276 Words   |  6 PagesADHD in Adolescence 1. Website 1- https://www.cdc.gov/ncbddd/adhd/facts.html I chose to focus my website comparison paper on Attention-Deficit/Hyperactivity Disorder primarily because I am an educator and a mother of 3. I believe this assignment will serve as a dual purpose in understanding how to recognize a website that will provide me with valid information, as well as educating me on the disorder. 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The centers for disease control addresses ADHD by expressingRead MoreThe Facts on Attention Deficit Hyperactivity Disorder781 Words   |  3 Pagesdisorder. The first known case of ADHD was reported in 1798 by Sir Alexander Crichton. He then published three books on ADHD and other mental illnesses. The disorder became more acknowledged in 1844 due to Heinrich Hoffman, a German physician. He created many children’s books on ADHD, which some are still popular to this day. The disorder was brought more attention in 1902 as Sir George Frederick Still used his research on childhood diseases to create medical textbooks on ADHD. The works these men have attributed

Black Seminoles Freedom From Slavery in Florida

Black Seminoles were enslaved Africans and African Americans who, beginning in the late 17th century fled plantations in the southern American colonies and joined with the newly-formed Seminole tribe in Spanish-owned Florida. From the late 1690s until Florida became a U.S. territory in 1821, thousands of Native Americans and runaway slaves fled what is now the southeastern United States, heading not to the north, but rather to the relatively open promise of the Florida peninsula. Seminoles and Black Seminoles African people who escaped slavery were called Maroons in the American colonies, a word derived from the Spanish word cimmaron meaning runaway or wild one. The Maroons who arrived in Florida and settled with the Seminoles were called a variety of things, including Black Seminoles or Seminole Maroons or Seminole Freedmen. The Seminoles gave them the tribal name of Estelusti, a Muskogee word for black. The word Seminole is also a corruption of the Spanish word cimmaron. The Spanish themselves used cimmaron to refer to aboriginal refugees in Florida who were deliberately avoiding Spanish contact. Seminoles in Florida were a new tribe, made up mostly of Muskogee or Creek people fleeing the decimation of their own groups by European-brought violence and disease. In Florida, the Seminoles could live beyond the boundaries of established political control (although they maintained ties with the Creek confederacy) and free from political alliances with the Spanish or British. The Attractions of Florida In 1693, a royal Spanish decree promised freedom and sanctuary to all enslaved persons who reached Florida, if they were willing to adopt the Catholic religion. Enslaved Africans fleeing Carolina and Georgia flooded in. The Spanish granted plots of land to the refugees north of St. Augustine, where the Maroons established the first legally sanctioned free black community in North America, called Fort Mose or Gracia Real de Santa Teresa de Mose. The Spanish embraced fleeing slaves because they needed them for both their defensive efforts against American invasions, and for their expertise in tropical environments. During the 18th century, a large number of the Maroons in Florida had been born and raised in the tropical regions of Kongo-Angola in Africa. Many of the incoming slaves did not trust the Spanish, and so they allied with the Seminoles. Black Alliance The Seminoles were an aggregate of linguistically and culturally diverse Native American nations, and they included a large contingent of the former members of the Muscogee Polity also known as the Creek Confederacy. These were refugees from Alabama and Georgia who had separated from the Muscogee in part as a result of internal disputes. They moved to Florida where they absorbed members of other groups already there, and the new collective named themselves Seminole. In some respects, incorporating African refugees into the Seminole band would have been simply adding in another tribe. The new Estelusti tribe had many useful attributes: many of the Africans had guerilla warfare experience, were able to speak several European languages, and knew about tropical agricultures. That mutual interest—Seminole fighting to keep a purchase in Florida and Africans fighting to keep their freedom—created a new identity for the Africans as Black Seminoles. The biggest push for Africans to join the Seminoles came after the two decades when Britain owned Florida. The Spanish lost Florida between 1763 and 1783, and during that time, the British established the same harsh slave policies as in the rest of European North America. When Spain regained Florida under the 1783 Treaty of Paris, the Spanish encouraged their earlier black allies to go to Seminole villages. Being Seminole The sociopolitical relations between the Black Seminole and Native American Seminole groups were multi-faceted, shaped by economics, procreation, desire, and combat. Some Black Seminoles were fully brought into the tribe by marriage or adoption. Seminole marriage rules said that a childs ethnicity was based on that of the mother: if the mother was Seminole, so were her children. Other Black Seminole groups formed independent communities and acted as allies who paid tribute to participate in mutual protection. Still, others were re-enslaved by the Seminole: some reports say that for ex-slaves, bondage to the Seminole was far less harsh than that of slavery under the Europeans. Black Seminoles may have been referred to as slaves by the other Seminoles, but their bondage was closer to tenant farming. They were required to pay a portion of their harvests to the Seminole leaders but enjoyed substantial autonomy in their own separate communities. By the 1820s, an estimated 400 Africans were associated with the Seminoles and appeared to be wholly independent slaves in name only, and holding roles such as war leaders, negotiators, and interpreters. However, the amount of freedom of the Black Seminoles is somewhat debated. Further, the U.S. military sought the support of Native American groups to claim the land in Florida and help them reclaim the human property of southern slave owners, and they some albeit limited success. Removal Period The opportunity for Seminoles, Black or otherwise, to stay in Florida disappeared after the U.S. took possession of the peninsula in 1821. A series of clashes between the Seminoles and the U.S. government and known as the Seminole wars took place in Florida beginning in 1817. This was an explicit attempt to force Seminoles and their black allies out of the state and clear it for white colonization. The most serious and effective was known as the Second Seminole War, between 1835 and 1842, although some Seminoles remain in Florida today. By the 1830s, treaties were brokered by the U.S. government to move the Seminoles westward to Oklahoma, a journey that took place along the infamous Trail of Tears. Those treaties, like most of those made by the United States government to Native American groups in the 19th century, were broken. One Drop Rule The Black Seminoles had an uncertain status in the greater Seminole tribe, in part because they had been slaves, and in part because of their mixed  ethnic status. Black Seminoles defied the racial categories set up by the European governments to establish white supremacy. The white European contingent in the Americas found it convenient to maintain a white superiority by keeping non-whites in artificially constructed racial boxes, a One Drop Rule that said that if you had any African blood at all you were African and thus less entitled to rights and freedom in the new United States. Eighteenth-century African, Native American, and Spanish communities did not use the same One Drop Rule to identify blacks. In the early days of the European settlement of the Americas, neither Africans nor Native Americans fostered such ideological beliefs or created regulatory practices about social and sexual interactions. As the United States grew and prospered, a string of public policies and even scientific study worked to erase the Black Seminoles from the national consciousness and official histories. Today in Florida and elsewhere, it has become more and more difficult for the U.S. government to differentiate between African and Native American affiliations among the Seminole by any standards. Mixed Messages The Seminole nations views of the Black Seminoles were not consistent throughout time or across the different Seminole communities. Some viewed the Black Seminoles as enslaved persons and nothing else, but there were also coalitions and symbiotic relationships between the two groups in Florida—the Black Seminoles lived in independent villages as essentially tenant farmers to the larger Seminole group. The Black Seminoles were given an official tribal name: the Estelusti. It could be said that the Seminoles established separate villages for the Estelusti to discourage whites from trying to re-enslave the Maroons. Resettled in Oklahoma, however, the Seminoles took several steps to separate themselves from their previous black allies. The Seminoles adopted a more Eurocentric view of blacks and began to practice chattel slavery. Many Seminoles fought on the Confederate side in the Civil War, in fact, the last Confederate general killed in the Civil War was a Seminole, Stan Watie. At the end of that war, the U.S. government had to force the southern faction of the Seminoles in Oklahoma to give up their slaves. But, in 1866, Black Seminoles were finally accepted as full members of the Seminole Nation. The Dawes Rolls In 1893, the U.S. sponsored Dawes Commission was designed to create a membership roster of who was and was not Seminole based on whether an individual had African heritage. Two rosters were assembled: one for Seminoles, called the Blood Roll, and one for Black Seminoles called the Freedman Roll. The Dawes Rolls as the document came to be known said that if your mother was a Seminole, you were on the blood roll; if she was African you were on the Freedmen roll. If you were demonstrably half Seminole and half African you would be enrolled in the Freedmen roll; if you were three-quarters Seminole youd be on the blood roll. The status of the Black Seminoles became a keenly felt issue when compensation for their lost lands in Florida was finally offered in 1976. The total U.S. compensation to the Seminole nation for their lands in Florida came to US $56 million. That deal, written by the U.S. government and signed by the Seminole nation, was written explicitly to exclude the Black Seminoles, as it was to be paid to the Seminole nation as it existed in 1823. In 1823, the Black Seminoles were not (yet) official members of the Seminole nation, in fact, they could not be property owners because the U.S. government classed them as property. Seventy-five percent of the total judgment went to relocated Seminoles in Oklahoma, 25 percent went to those who remained in Florida, and none went to the Black Seminoles. Court Cases and Settling the Dispute In 1990, the U.S. Congress finally passed the Distribution Act detailing the use of the judgment fund, and the next year, the usage plan passed by the Seminole nation excluded the Black Seminoles from participation. In 2000, the Seminoles expelled the Black Seminoles from their group. A court case was opened (Davis v. U.S. Government) by Seminoles who were either Black Seminole or of mixed black and Seminole heritage. They argued that their exclusion from the judgment constituted racial discrimination. That suit was brought against the U.S. Department of the Interior and the Bureau of Indian Affairs: the Seminole Nation as a sovereign nation could not be joined as a defendant. The case failed in U.S. District Court because the Seminole nation was not part of the case. In 2003, the Bureau of Indian Affairs issued a memorandum welcoming Black Seminoles back into the larger group. Attempts to patch the broken bonds that had existed between Black Seminoles and the main group of Seminoles for generations have met with varied success. In the Bahamas and Elsewhere Not every Black Seminole stayed in Florida or migrated to Oklahoma: A small band eventually established themselves in the Bahamas. There are several Black Seminole communities on North Andros and South Andros Island, established after a struggle against hurricanes and British interference. Today there are Black Seminole communities in Oklahoma, Texas, Mexico, and the Caribbean. Black Seminole groups along the border of Texas/Mexico are still struggling for recognition as full citizens of the United States. Sources Gil R. 2014. The Mascogo/Black Seminole Diaspora: The Intertwining Borders of Citizenship, Race, and Ethnicity. Latin American and Caribbean Ethnic Studies 9(1):23-43.Howard R. 2006. The Wild Indians of Andros Island: Black Seminole Legacy in the Bahamas. Journal of Black Studies 37(2):275-298.Melaku M. 2002. Seeking Acceptance: Are the Black Seminoles Native Americans? Sylvia Davis v. the United States of America. American Indian Law Review 27(2):539-552.Robertson RV. 2011. A Pan-African analysis of Black Seminole perceptions of racism, discrimination, and exclusion The Journal of Pan African Studies 4(5):102-121.Sanchez MA. 2015. The Historical Context of Anti-Black Violence in Antebellum Florida: A Comparison of Middle and Peninsular Florida. ProQuest: Florida Gulf Coast University.Weik T. 1997. The Archaeology of Maroon Societies in the Americas: Resistance, Cultural Continuity, and Transformation in the African Diaspora. Historical Archaeology 31(2):81-92.

Acc 201 (Principles of Financial Accounting) Complete...

ACC 201 (Principles of Financial Accounting) Complete Class All Discussion Questions , Chapters Problems and Assignments Click Link Below To Buy This Class : http://homework-aid.com/ACC-201-Principles-of-Financial-Accounting-Complete-Class-600.htm ACC 201 Week 1 Chapter 1 and 2 Practice Exercises ACC 201 Week 1 Chapter 1 and 2 Practice Exercises Complete the following practice exercises from Chapter 1 and 2 and submit them to your instructor. This assignment will be graded as a completion only to allow you to transition into the subject matter during the first week. The instructor will post the answers to these exercises by the end of Day 6 for you to check your accuracy and comprehension on the subject matter. Exercises:†¦show more content†¦Summarize your recommendations in memo form. Respond to at least two other students with critique and challenges to their recommendations. ACC 201 Week 4 Chapter 7 Problems ACC 201 Week 4 Chapter 7 Problems Complete the following problems from Chapter 7 and submit to your instructor. These problems will be graded for accuracy. Problems: 7-26, 7-27, 7-28 ACC 201 Week 4 Chapters 8 Problems ACC 201 Week 4 Chapters 8 Problems Complete the following problems from Chapter 8 and submit to your instructor. These problems will be graded for accuracy. Problems: 8-18, 8-23 ACC 201 Week 4 DQ Enron ACC 201 Week 4 DQ Enron Read ATC 7-5 in Chapter 7. This situation is very similar to what a company called Enron did several years ago. Use the internet or the university library to research exactly what Enron did in their accounting procedures and what eventually happened to the company. Post your findings and understanding of Enron’s story and respond to two other students’ postings with enhancements or additions to the Enron situation. ACC 201 Week 4 Memo to Baku and Hanson ACC 201 Week 4 Memo to Baku and Hanson Read ATC 8-4 in Chapter 8 and write a memo