Mountain Property Essay Example for Free

Mountain Property Essay As Martin’s friend and attorney, I would advise him that he is the sole owner of mountain property. Since the property was purchased as a joint tenancy with a right of survivorship, Martin is now the only living tenant. Right of survivorship automatically divides the interest of the deceased tenant equally among the remaining tenants, until there is only one. Peter evidently misunderstand the right of survivorship when he indicated in his will that his share was to be transferred to his son Andrew. According to the text, under joint tenancy, all are co-owners of equal shares and may sell their shares without the consent of other owners. Their interest can be attached by creditors ( , p. 354). Since Peter never sold his share, Andrew has no claim, and therefore the creditor has no case, since the property in question was never legally Andrew’s. I would advise Martin that Otis has probable reasoning to believe he is in the right and North Carolina law could possible side with Otis in this case. Under North Carolina Adverse Possession Laws, if the occupant has resided on the property uncontested for a period exceeding twenty years he may be granted the title. In addition, it has been over 20 years since Martin had checked on the property. The justification for adverse possession in North Carolina is that it gives title to the person who gives a beneficial use to the land. Otis has been utilizing the land openly and publicly, this can be quantified by him building a residence on the property, thus giving him statutory period for adverse possession. If Martin had checked on the property over the years, he would have noticed Otis was trespassing and could have contacted the authorities to remove him if he refused. Coastal Property In reference to Martin’s legal rights with his beach house, I would advise Martin to file an appeal to the city taking his property under eminent domain. In order for eminent domain to be upheld, the property must be used for the good of the public, and not for transfer to another private party. In Kelo v. New London, Justice Stevens states â€Å"On the one hand, it has long been accepted that the sovereign may not take the property of A for the sole  purpose of transferring it to another private party B, even though A is paid just compensation.†(p. 361 ). Since the Tar Heel Family Resort is most likely a private venture, it clearly is not intended for public use. Public use would include parks, public transportation, museums, etc. Although the resort will be bringing additional jobs and tax revenue to the city, Martin’s house could only be seized by the city in this scenario if the house was beyond repair. In Berman v. Parker (1954), the court allowed the District of Columbia to establish eminent domain over personal housing that was beyond repair to construct public use facilities with the remainder of the land to be sold to private parties in order to generate low-cost housing. I would advise Martin that the city has no right to condemnation of his property under law and the court system would rule in favor of his appeal, just as it has in the past. Personal property I would first advise Martin to contact the police and file a report if he had not done so. I would also have Martin contact his insurance company, they may be willing to lend a hand in this scenario to prevent having to pay Martin the settlement cost if he had full coverage. I would then refer Martin to: NCGS 25-2-403. Power to transfer, good faith purchase of goods; â€Å"entrusting† 1. (1) A purchaser of goods acquires all title which his transferor had or had power to transfer except that a purchaser of a limited interest acquires rights only to the extent of the interest purchased. A person with voidable title has power to transfer a good title to a good faith purchaser for value. When goods have been delivered under a transaction of purchase the purchaser has such power even though (a) the transferor was deceived as to the identity of the purchaser, or (b) the delivery was in exchange for a check which is later dishonored, or (c) it was agreed that the transaction was to be a cash  sale, or (d) the delivery was procured through fraud punishable as larcenous under the criminal law. (2) Any entrusting of possession of goods to a merchant who deals in goods of that kind gives him power to transfer all rights of the entruster to a buyer in ordinary course of business. (3) Entrusting includes any delivery and any acquiescence in retention of possession regardless of any condition expressed between the parties to the delivery or acquiescence and regardless of whether the procurement of the entrusting or the possessors disposition of the goods have been such as to be larcenous under the criminal law. (4) The rights of other purchasers of goods and of lien creditors are governed by the articles on secured transactions (article 9) and documents of title (article 7). Benjamin committed the act of larceny when he took Martin’s car. Larceny is a matter of state criminal law, so the definition may vary slightly by state, but it can generally be defined as the secretive and wrongful taking and carrying away of the personal property of another with the intent to permanently deprive the rightful owner of its use or possession. ( p. 157). The real question is, who is responsible for accepting these stolen goods? The above NC law states that the car dealer could be held responsible for accepting stolen goods without proof of ownership. The car dealer should not have accepted the car without a title in hand or written/verbal confirmation from the lien holder. Martin will most likely have to sue the car dealer in order to gain control of the car if the police do not force the stolen property to be returned to the rightful owner. References Satterlee, A. (2013). Organizational Management and Leadership: A Christian Perspective (2nd Edition). Raleigh, NC: Synergistics International Inc.

Gay-Consumer-Capitalism :: Essays Papers

Gay-Consumer-Capitalism Politics of a subject-action-object formula have meaningful terms insofar as the terms relate to each other. This holds at several levels beyond the strict sense that the triad requires three parts. It can also be the case that the three parts are all expressions of one, or that all three are parts of some absent presence. In Nicola Field’s criticism of a Queer Valentine’s Carnival in London in 1993, and of gay identity and lifestyle as bases for politics in general, a Marxist analysis reduces the subject and action to properties of the object against which they act. At this level, the theoretical move has little justification but the strategy employed at a lower level. However, understanding an argument at this level opens the critical possibility of both disturbing the tendons holding together fixed relations to the object and exploring the ability of the object to bear the weight of the other two terms. I will deploy this criticism in the instance of Field†™s Over the Rainbow, specifically in â€Å"Identity and the Lifestyle Market†, but the argument presented therein exceeds the methodology I have identified and I intend to reinforce the constructive thinking that takes place, but still in the context of this paradigm for (counter)criticism. Field’s argument in â€Å"Identity and the Lifestyle Market† simultaneously takes ‘capitalism’ too seriously and fails to take constructed identities seriously enough, but still raises significant points for political encounters with capitalism, (homosexual) oppression, and identity itself. To begin with, Field’s argument runs a familiar Marxist course from capitalism as historical or present source of all problems to a tool of politics (used against that problem) back to the tool’s association with capitalism. Capitalism causes oppression and identities of sexuality, thus using identities of sexuality endorses capitalism because it is from capitalism. â€Å"The politics of identity are about bypassing the roots of oppression and concentrating on the symptoms† (Field 51). While the phrase ‘roots of oppression’ does not appear in every paragraph, a reference to the â€Å"real causes† of â€Å"the problem† is woven through every significant political argument of the article. This strategically obfuscates what â€Å"the problem† really is by seeming to refer so much to â€Å"it† that Field’s never elucidates a full understanding, except to mention those instances of oppression that support her argumen ts. What about cases of oppression, pain, and suffering other than worker’s exploitation?

Political Science Course Outline

| | |INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA | |COURSE OUTLINE | Kulliyyah |Islamic Revealed Knowledge and Human Sciences | |Department |Political Science | |Programme |Bachelor of Human Sciences (Political Science) | |Course Title |Introduction to Political Science | |Course Code |PSCI 1010 | |Status |Core Course | |Level |1 | |Credit Hours |3 | |Contact Hours |3 | |Pre-requisites |- | |(if any) | | |Co-requisites |- | |(if any) | | |Course |Izni Bazilah binti Abdul Razak | Instructor(s) | | |Semester Offered |Every Semester | |Course Synopsis |This course introduces students to the basic concepts and notions of political science in the areas of political | | |theory, comparative politics, public administration and international relations. The topics will be surveyed from | | |the Western perspectives; their shortcomings evaluated and an Islamic alternative conceptualization will be provided. | | |Combining the two perspectives, it provides students a base for advanc ed studies in the discipline. |Course Objectives |The objectives of this course are to: | | | | | |serve as a preparatory study for students majoring in political science and as a general overview for students of | | |other concentration; | | |make students understand the nature and scope of political science and how it affects people’s life directly and | | |indirectly; | | |make students understand the reasons why political science should be studied by Muslims; | | |identify the themes and issues discussed in the areas of Political Theory, | | |Comparative Politics, International Relations, and Public Administration; and | | |build the foundation of students in political science for future courses in the subject. | |Learning Outcomes |By the end of the course, students will be able to: | | | | | define politics and Political Science from both Islamic and Western perspectives; | | |describe various sub-disciplines of Political Science, along with its most basic concepts and the methods used; | | |explain the different types of governmental and political structures, institutions, processes, and perspectives—and | | |their respective historical evolution and functions—at the local, state, national and international level; | | |distinguish the Liberal-democratic, Islamic, Authoritarian, and Totalitarian political systems and their variants; | | |outline the key elements of various ideologies along with their critiques; and | | |Evaluate the roles of elites, masses and institutions in the governmental process. |Instructional |Content-based teaching | |Strategies |Task-based teaching | |Course Assessment |LO | |State weightage of each type |Method | |of assessment |% | | | | | |1, 2, 3, 4, 5 | | |Quizzes | | |5 | | | | | |1, 2, 3, 4 | | |Mid-Semester Exam | | |25 | | | | | |3, 4, 5, 6 | | |Group Presentation | | 10 | | | | | |3, 4, 5, 6 | | |Term Paper | | |20 | | | | | |1, 2, 3, 4, 5, 6 | | |Final Examination | | |40 | | | | | | | | |Total | | |100 | | | | |Content Outlines | |Weeks |Topics |Task/Reading | |1 |Introduction: An overview of the course.What is Politics, Manifestation |Moten & Islam (2009): 3-22, 40-53. | | |and Transmission of Politics, Political, Power, Influence and Authority, | | | |Authority and legitimacy in Islam. Moral basis in politics. | | |2 |Political Science: Nature, Scope and Development of the subject. |Moten & Islam (2009): 23-39 | | |The Evolution of Political Science: Ancient, Medieval Modern and |Shively (2003): 2-15. | | |Post-Modernism. | |3 |State and Government; features of an Islamic Political System. |Moten & Islam (2009): 78-98, | | | |131-157. | | | |Rauf (2002): 8-28. | | | |Shively (2003): 40-64. | |4 |Western Classification of Government: Democracy vs. Dictatorship, Unitary |Moten & Islam (2009): 99-131. | |vs. Federal, and Parliamentary vs. Presidential Systems of Government; |Shively (2003): 169-197. | | |Islamic evaluation. | | |5 |Constitution, Consti tutionalism. |Moten & Islam (2009): 159-172. | | | |Shively (2003): 204-220. | |6 |Organs of government: Executive: (Khalifah), Legislature, (Majlis |Moten & Islam (2009): | | |al-Shura), Judiciary, (Qada). |173-212; 232-255. |7 |Bureaucracy, Major Features, Role, Control and Accountability; Transparency|Moten & Islam (2009): | | |and Accountability; E–government; Military. |213-230. | | | |Shively (2003): 338-352. | | | | | |8 |Political Parties and Party Systems; Interest Group; An Islamic |Moten & Islam (2009): 314-345. | | |Alternative. |Shively (2003): 244-291. | |9 |Elections and Electoral Systems. Moten & Islam (2009): | | | |346-362. | | | |Shively (2003): 223-241. | |10 | Civil Society, Human Rights and |Moten & Islam (2009): 395-406. | | |Islam. | | |11 | Political Ideologies: |Moten & Islam (2009): 268-373. | | |Conservatism, Liberalism, |Shively (2003): 18-37. | |Socialism, Nationalism and | | | |Feminism. | | |12 | International Relations. | Moten & Islam (20 09): 407-435. | | | |Shively (2003): 372-399. | |13 | International Organizations. |Moten & Islam (2009): 436- 470. | |14 | Challenges: Globalization, Environment, AIDS, and Terrorism. |Moten & Islam (2009): | | | |471-476. |References |Required | | | | | |Moten, A. R. & Islam, S. S. (2009). Introduction to political science (3rd ed. ). Singapore: Thomson. | | | | | |Recommended | | | | | |Baradat, L. P. (2003). Political ideologies: Their origin and impact. New Jersey: Prentice Hall. | | | | | |Crouch, H. 1996). Government and society in Malaysia. Singapore: Talisman. | | | | | |Danziger, J. N. (2001). Understanding the political world: A comparative introduction to political science. New York: Longman. | | | | | |DeLue, S. M. (2001). Political thinking, political theory, and civil society. New York: Longman. | | | | | |Esposito, J. L. (1996). Islam and democracy. New York: Oxford University Press. | | | | |Grigsby, E. (2002). Analyzing politics: An introduction to political sci ence. Belmont: Wadsworth. | | | | | |Hofmann, M. (1997). Islam the alternative. Maryland: Amana Publications. | | | | | |Mawdudi, A. A. (1998). Human rights in Islam. New Delhi: Markazi Maktab Islami. | | | | | |Rauf, M. A. (2002). Concept of Islamic state.Kuala Lumpur: YADIM. | | | | | |Shively, W. P. (2003). Power and choice: An introduction to political science (8th ed. ). New York: McGraw-Hill. | |Proposed Start Date| | |(Semester) | | |Batch of Students |Semester 3, 2005/2006 onwards |to be Affected | | | | | | | | |Prepared by: |Checked by: |Approved by: | | | | | |Dr. Mohd. Fuzi Omar |Dr. Tunku Mohar Tunku Mokhtar |Dr. Badri Najib Zubir | |(Course coordinator) |(Head, Political Science Dept) |(Dean, KIRKHS) | Learning Outcomes Matrix: PSCI 1010 | | |Course Learning Outcomes | | |Outcome 1 |Outcome 2 |Outcome 3 |Outcome 4 |Outcome 5 |Outcome 6 |Outcome 7 |Outcome 8 |Outcome 9 |Outcome 10 | |Define politics and Political Science from both Islamic and Western perspectives. |3 | |2 | |3 | |2 |1 |3 | | |Describe various sub-disciplines of Political Science, along with its most basic concepts and the methods used. |3 | |2 |2 | | |1 | | | | |Explain the different types of governmental and political structures, institutions, processes, and perspectives—and their respective historical evolution and functions—at the local, state, national and international level in the western and Islamic settings. 3 |1 |1 |2 |1 | | |1 |2 | | |Distinguish the Liberal-democratic, Islamic, Authoritarian, and Totalitarian political systems and their variants. |3 |1 |1 |2 |1 | | |1 |2 | | |Outline the key elements of various ideologies along with their critiques. |3 | |3 |2 |3 |1 |1 |1 |2 | | |Evaluate the roles of elites, masses and institutions in the governmental process. |3 | |3 |2 |2 |1 |1 |1 |2 | | | *1=addresses outcome slightly, 2=moderately, 3=substantively The programme outcomes are: 1. Knowledge = The ability to demonstrate familiarity with major concept s, theoretical perspective, empirical findings and historical trends in political science. 2.Practical Skills = The ability to understand and apply basic research methods in political science, including research design, data analysis and interpretation. 3. Critical Thinking: The ability to acquire and use the scientific methods with their critical and creative approaches of problem-solving and decision-making skills. 4. Communication = The ability to work and communicate effectively and sensitively with people from a diverse range of backgrounds and varying demographic characteristics. 5. Lifelong learning= The ability to develop insight into their own and other’s behavioral, cognitive and spiritual processes and apply effective strategies for lifelong self-management and self-improvement. 6.Social Responsibility: The ability to understand and apply political principles to socio-economic and organizational issues. 7. Ethics, autonomy, professionalism: The ability to apply IIU M ethical guidelines in the design, data collection, analysis, interpretation and reporting of political research. . 8. Islamicisation: The ability to use principles in the Qur’an and Sunnah to evaluate and apply modern political theories and approaches. 9. Integration: The ability to integrate Islamic teaching in the theoretical, research and application of political principles in explaining and improving human behaviour. 10. Entrepreneurial Skills: The ability to successfully enter the job market.

Students All Over America Are Suffering From Sleep...

Are you a student who has a school start time before 8:30 a.m.? Do you get tired during the school day because you did not get enough sleep? You are not alone. Students all over America are suffering from sleep deprivation. This is causing teens to do poorly in school and causes emotional and health issues. Most schools are restricted from having a later school start time because of extra-curricular activities including sports and marching band. But is this a valid sacrifice? School start times should be later for teenagers because research shows adolescents are at a risk for emotional issues, poor grade performance, and car accidents. School start times have affected teenager’s emotional behavior in a major way. Teenagers are motivated to learn more when they are awake and have had a full 8 hours of sleep. There is a Psychological mind set in our brain called the circadian clock. It tells their bodies when too wake up and when they are tired. It plays a big part in our day to day life, especially when teens wake up too early and disrupt the circadian rhythm. In an article written by Kayla Wahlstrom, she talks about how she found records from a school in Minneapolis in 1997. She said she found â€Å"findings of significant benefits such as improved attendance and enrollment rates, less sleeping in class, and less student-reported depression.† Other schools need to look at this and decide what is more important, after school activities or teens being depressed and tired duringShow MoreRelatedSleep Deprivation Essay1250 Words   |  5 PagesSleep deprivation is defined as the situation or condition of suffering from lack of sleep. Sleep deprivation is super common now days. People begin at such a young age. Most people can recall the first time they wanted to stay up super late to watch television, or hang out with their friends at a sleep over. 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